Grade 4 VPA

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Barbara Maling
Director of Curriculum and Instruction

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207- 363-3403

Grade Four Visual and Performing Arts
Scope and Sequence

Students will be actively involved in learning experiences focused on:
Creative Expression-Creating Art
  • Drawing: Pencil, Marker, Charcoal, Craypas, and Ink
  • Painting: Tempera, Watercolor, and Acrylics
  • Printmaking: Mono Prints, Relief Prints and Foam Board Prints
  • Paper Work: Collage and Assemblage
  • Sculpture: Papier MachÈ, Plaster Cloth, and Wire
  • Clay: Pottery, Sculpture, Mask Making, and Tile Work
  • Criticism and Aesthetics- Looking at Art
  • Demonstrate an understanding of various styles and types of art 
  • Examine art of famous artist such as Matisse, Picasso, VanGogh, Magritte etc.
  • Demonstrate an understanding of skills needed and vocabulary associated with
  • clay
  • Painting
  • Printmaking
  • Drawing
  • Cultural Heritage- Living with Art
Examine a variety of artwork, including sculpture, prints and paintings to identify historical, social and cultural connections. 
  • Ellis Island and Immigration
Music
  • Movement
  • Rhythm
  • Song 
  • Elements of Music
  • Reading, writing, performing music re-corded on a staff
  • Musical Notation including whole note, half note, time signatures, etc. 
  • Recorder 
Integrated Music Experiences:
  • Ellis Island and Immigration

YORK SCHOOL DEPARTMENT
CURRICULUM ALIGNMENT
SUBJECT AREA: VISUAL & PERFORMING ARTS 
GRADE: 4 
Content Standards
Performance Indicators
Instructional Practice
Assessment Tools
Reporting Tools
A. DISCIPLINARY LITERACY - DANCE:
Students show literacy in the discipline through understanding and demonstrating concepts, skills, terminology, and processes.
A.1. Dance Terminology
Students identify and describe the dance concepts of space, time, energy, and composition form.
a. Identify and describe elements of space: straight/curved/zig-zeg/spiral pathways, and positive/negative space.
b. Identify and describe elements of time: steady beat and tempo changes.
Perform Cotton-Eye Joe and various line dances while moving to the beat of the music.
  • teacher rubrics
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c. Identify and describe sustained/abrupt energy.
Examine various dance movements in the Nutcracker Ballet.
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d. Identify and describe patterns of omposition form.
Recognize pattern in song and dance.
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A.2. Space  
Students use space concepts to solve movement challenges including straight/curved/zig-zag/spiral pathwyas and positive/negative space.
A.3. Time  
Students identify and replicate a steady beat in varied tempos using body movement.

Create different clapping patterns in 4/4 and 3/4 time using musical notation.
Prepare and perform patterns while moving to music.
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
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  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
A.4. Energy   
Students recognize and demonstrate the energy qualities of sustained and abrupt movements.
A.5.  Locomotor and Non-locomotor Movement
Students demonstrate expressive combinations of locomotor and non-locomotor skills.
a. Demonstrate combinations of locomotor patterns, with changes in direction, level, and path.
Demonstrate movement coordinating with moods (scary, calming, excited, etc.)

Create different clapping patterns in 4/4 and 3/4 time using musical notation.

Prepare and perform patterns while moving.
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
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  • informational meetings
b. Demonstrate  a combination of locomotor and/or axial skills into a pattern that may change direction, level, energy, or pathway.
Demonstrate ability to recognize left and right in movement as well as quarter turns.
  • teacher rubrics
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c. Demonstrate combinations of non-locomotor skills.
Create different clapping patterns in 4/4 and 3/4 time using musical notation.

Prepare and perform patterns while moving.
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
A.6. Compositional Forms  
Students replicate a dance movement.
Create different clapping patterns in 4/4 and 3/4 time using echo clapping.

Prepare and perform patterns while moving to music.
  • teacher rubrics
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  • teacher feedback
  • report cards
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  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
A. DISCIPLINARY LITERACY - MUSIC: Students show literacy in the discipline by understanding and demonstrating concepts, skills, terminology, and processes.
A.1. Music Difficulty  
Students accurately perform music in easy keys, meters, and rhythms with limited ranges, both instrumentally and vocally, while modeling proper posture and technique, alone or with others.
Recognize dynamics and staccato markings in music.
Explore and interpret dynamics and staccato into singing.

Create moods while singing (scary, calming, excited, etc.)

Create different clapping patterns in 4/4 time using musical notation.

Prepare and perform patterns while singing.

Compose written notation on a staff using treble clef and 4/4 time signature.

Evaluate written music when performed by teacher.

Examine different presenters during Career Day.

Identify and recognize careers shown in textbooks and video tapes.

Demonstrate an awareness of melodic direction in written music.

Practice singing by following written music.

Demonstrate an awareness of proper hand position and technique used in playing the recorder.

Demonstrate rhythmic and melodic understanding in written notation.
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
A.2. Notation and Terminology   Studentsidentify and read musical notation, symbols, and terminology of dynamics.
a. Read whole, half, dotted half, quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures.
Recognize dynamics and staccato markings in music.
Explore and interpret dynamics and staccato into singing.

Create moods while singing (scary, calming, excited, etc.)

Demonstrate an awareness of melodic direction in written music.

Practice singing and performing on the recorder by following written music.
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
b. Identify symbols and traditional terms referring to dynamics, tempo, and articualtion.
A.3. Listening and Describing  Students listen to and describe simple examples of the elements of music including pitch, rhythm, tempo, dynamics, form, timbre, meter, phrases, style, and major/minor harmony.
Create different clapping patterns in 4/4 and 3/4 time using musical notation.

Prepare and perform patterns while singing.
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
A. DISCIPLINARY LITERACY - THEATER: Students show literacy in the art discipline by understanding and demonstrating concepts, skills, terminology, and processes.
A.1. Terminology  
Students describe theater terms including stage directions, rehearsal, plot, gesture, director, motivation, conflict, improvisation, and blocking.
Recognize theater terms when acting out a song or viewing a musical or ballet through classroom participation and performance.
  • teacher rubrics
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  • teacher feedback
  • report cards
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  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
A.2. Production Students select and make props, costumes, set pieces, and/or puppets and present a rehearsed scene.
Use appropriate props/costumes when acting out various songs.

Create scenery when necessary.
  • teacher rubrics
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  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
A. DISCIPLINARY LITERACY - VISUAL ARTS: Students show literacy in the art discipline by understanding and demonstrating concepts, skills, terminology, and processes.
A.1. Artist's Purpose  
Students explain purposes for making art in different times and places, and the relationship to cultural traditions, per, personal expression, and communication of beliefs.
Compare and contrast major works of expressive art.

Demonstrate meaningful interpretations about own artwork and the work of famous artists.

Investigate the arts and crafts in contemporary, popular, folk and other cultures.

Demonstrate knowledge about cultural and historical contexts surrounding works of art, that art communicates and shapes cultural and societal values.

Review and recognize pertinent art vocabulary.

Use appropriate vocabulary.

Participate in classroom and peer discussions.
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
A.2. Elements of Art and Principles of Design  
Students describe features of composition.
a. Describe Elements of Art: color, form, line, shape, space, texture, and value.
Examine and apply the art elements and principles of design when creating artwork.
Including:
  • Observational drawing.
  • Life figure drawing.
  • Imaginary drawing.
  • Painting/Clay/Sculpture.
Compare and contrast major works of art.
Discuss art across culture and history.

Demonstrate an understanding of the color wheel.

Identify and primary and secondary colors.

Integrate mixed media into artwork.

Incorporate literature, history, myths and legends.

Demonstrate knowledge about cultural and historical contexts surrounding works of art.

Discuss work of famous artists.

Use appropriate art vocabulary.

Experiment and master media and techniques.
  • teacher rubrics
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  • teacher feedback
  • report cards
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  • student/parent conferences
  • newsletters
  • informational meetings
b. Describe Principles of Design including balance, contrast, emphasis, movement, and pattern.
Examine and apply the art elements and principles of design when creating artwork.

Use and master art medias and materials.

Discuss art across culture and history.

Compare and contrast famous works of art.

Demonstrate knowledge about cultural and historical contexts surrounding works of art.

Identify principals of design in sculptures and paintings.

Apply appropriate art vocabulary.

Examine books, slides, prints, and films relating to artwork.

Explore teacher-identified art resources using the computer.

Recognize interdisciplinary connections.
  • teacher rubrics
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  • teacher feedback
  • report cards
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  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
A.3. Media, Tools, Techniques, and Processes  
Students describe a variety of media and associated tools, techniques, and processes, for multiple art forms and genres.
Demonstrate knowledge and vocabulary associated with media, tools and techniques.

Experiment with processes.

Recall vocabulary.

Examine the elements and principles of design through the manipulation of tools and techniques.

Combine and explore the special properties associated with media.

Explore 2D and 3D art.
  • teacher rubrics
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  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
B. CREATION, PERFORMANCE, AND EXPRESSION - DANCE: Students create, perform, and express ideas through the art discipline.
B.1. Communication
Students use movement to express a basic idea and share it with their peers.

Communicate without using words to express feelings or ideas (facial expressions, hand gestures, body language, etc.)
  • teacher rubrics
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  • group work
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  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
B.2. Sequencing  
Students develop a dance phrase with a beginning, middle, and end, accurately repeating and varying it.
Distinguish AB/ABA form.
  • teacher rubrics
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  • student/parent conferences
  • newsletters
  • informational meetings
B.3. Solving Challenges  
Students solve movement challenges involving one or more movement concepts alone or with a partner.
Move to the steady beat while changing direction alone and with a partner.
  • teacher rubrics
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  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
B.4. Technical Aspects  
Students select props or costumes to enhance a dance phrase and explain the choice.
Choose appropriate costumes for various styles of dance.
  • teacher rubrics
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  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
B. CREATION, PERFORMANCE, AND EXPRESSION - MUSIC: Students create, perform and express through the art discipline.
B.1.  Style/Genre  
Students create or perform music of various styles and genres in easy keys, meters, and rhythms with limited ranges accuratelu applying the knowledge and skills of: proper posture and technique; notation; symbols; and terminology of dynamics.
Recognize dynamics and staccato markings in music.

Explore and interpret dynamics and staccato into singing.

Create moods while singing (scary, calming, excited, etc.)

Compose written notation on a staff using treble clef and 4/4 time signature.

Evaluate written music of peers.

Demonstrate an awareness of proper hand position and technique used in playing the recorder.

Demonstrate rhythmic and melodic understanding in written notation.
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
B.2. Composition  
Students create their own compositions by applying the knowledge and skills of notation, symbols, and terminology of dynamics.
Recognize dynamics and staccato markings in music.

Explore and interpret dynamics and staccato into singing.

Create moods while singing (scary, calming, excited, etc.)
Compose measures of rhythm patterns using notation.

Compose written notation on a staff using treble clef and 4/4 time signature.

Evaluate written music when performed by teacher.
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
B. CREATION, PERFORMANCE, AND EXPRESSION - THEATER: Students create, perform and express through the art discipline.
B.1. Movement  
Students demonstrate blocking in a play by carrying out their assigned stage movements.
B.2. Character  
Students demonstrate the ideas, moods, and/or feelings of a character and demonstrate proper posture and breathing techniques to project voice through the use of script and improvisation based on stories.
Dramatize various songs using appropriate movement and instruments to create moods.

  • teacher rubrics
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  • teacher feedback
  • report cards
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  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
B.3. Improvisation  
Students improvise through theater games by using voice, motivation, and body part isolations.
Create ways to improvise script using different settings.
  • teacher rubrics
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  • teacher feedback
  • report cards
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  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
B. CREATION, PERFORMANCE, AND EXPRESSION - VISUAL ARTS: Students create, express, and communicate through the art discipline.
B.1. Media Skills  
Students use a variety of media, tools, techniques, and processes to create original art works.
Apply and practice media skills with:
1. Drawing
2. Painting
3. Printmaking
4. Sculpture

Compare and contrast famous works of art.

Examine and discuss the media skills used in famous artwork.

Identify and recall appropriate vocabulary.

Recall demonstrations.

Study books, videos, and visual resources.

Apply knowledge of 2D and 3D artwork.

Investigate special properties of media, tools and techniques.
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
B.2. Composition Skills  
Students use Elements of Art and Principles of Design to create original art works including paintings, 3D objects, drawings from imagination and real life, and a variety of other media and visual art forms.
Demonstrate creative problem solving with artwork.

Use and master art medias and materials.

Discuss art across culture and history.

Compare and contrast famous works of art.

Study books, vicuals, videos.
Research art images on computer.

Use appropriate art vocabulary.
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
B.3. Making Meaning  
Students create art works that communicate ideas, feelings and meanings and demonstrate skill in the use of media, tools, techniques, and processes.
Compare and contrast major works of expressive art demonstrate elements of art as an expressive tool in art making.

Demonstrate self-evaluation, use sketchbooks, notebooks including ideas and reflections.

Review and recognize pertinent art vocabulary.

Examine and apply the art elements and principles of design when creating artwork.
Use and master art medias and materials.

Discuss art across culture and history.  

Examine and share aspects of their art making orally and through writing.

Integrate artwork with some aspects of 4th grade curriculum. (Immigration or Westward Movement, writing, science, or social studies).

Recognize multiple ways that art elements and principles are used to create visual compositions which express ideas, themes, and subject.

Expand and explore repertoires of media and techniques.

Participate in classroom discussion of illustrators, painters, printmakers, and designers.

View slides, read books, use computer and view videos.
  • teacher rubrics
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  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
B.4.  Exhibition Students help with the selection and preparation of art works for display in the classroom, school, or other community location.
Complete work, peparee artwork for for display.
  • teacher rubrics
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  • report cards
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  • teacher web pages
  • email communication
  • student/parent conferences
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  • informational meetings
C. CREATIVE PROBLEM-SOLVING: Students approach artistic problem solving using multiple solutions and the creative process.
C.1. Application of Creative Process  
Students describe and apply steps of creative problem-solving.
a. Identify problem

Observe and discuss famous artwork.

Analyze media and techniques used in artwork.

Examine artists creative solutions when creating the art.

  • teacher rubrics
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  • report cards
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  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
b. Define problem.
Examine the Elements and Principles of Design.
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  • student/parent conferences
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  • informational meetings
c. Generate a variety of solutions.
Recall and create a list of solutions to problem.
  • teacher rubrics
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  • teacher web pages
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  • student/parent conferences
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d. Implement solutions.
Translate solution ideas when viewing and when creating art.
  • teacher rubrics
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  • student/parent conferences
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  • informational meetings
e. Evaluate solutions.
Apply knowledge of Design Elements to individual art.
  • teacher rubrics
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  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
D. AESTHETICS AND CRITICISM: Students describe, analyze, interpret, and evaluate art (dance, music, theater, and visual art).
D.1. Aesthetics and Criticism  Students describe and compare art forms.
a. Describe and compare arts forms by applying grade span appropriate art concepts, terminology, skills, and processes as referenced in Standard A: Discipline Literacy.
Examine art across history and cultures.

Explore the art elements.

Use art materials to create works expressing personal feelings.

Develop skills through participation in art activities.

Study art reproductions, books, slides and video.
  • teacher rubrics
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  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
b. Ask questions about an art form to further understand the concepts, skills, and processes used to create/perform the work of art.
Recognize and analyze different musical styles (classical, jazz, etc.).

  • teacher rubrics
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  • report cards
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  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
c. Explain purposes for making art in different times and places, including cultural traditions, personal expression, and communication of beliefs.
Compare and contrast major works of expressive art.

Demonstrate elements of art as an expressive tool in art making.

Review and recognize pertinent art vocabulary.

Realize the heritage and purpose of music when used in different celebrations and customs.
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
E. VISUAL AND PERFORMING ARTS CONNECTIONS: Students understand the relationship among the arts, history and world culture; and they make connections among the arts and to other disciplines, to goal-setting, and to interpersonal interaction.
E.1.  The Arts and History and World Cultures  
Students explain that the visual/performing arts help people to understand history and/or world cultures.
Demonstrate knowledge about cultural and historical contexts surrounding works of art and that art communicates, challenges and shapes cultural and societal values.

Discuss and compare art from different periods, art from various cultures and art from various countries.

Perform music in a concert that is pertinent to their studies (Ellis Island, etc.).
  • teacher rubrics
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  • report cards
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  • teacher web pages
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  • student/parent conferences
  • newsletters
  • informational meetings
E.2. The Arts and Other DisciplinesStudents describe characteristics shared between and among the arts and other disciplines.
Demonstrate an understanding of how music is used in daily life through classroom discussions.
  • teacher rubrics
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  • report cards
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  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
E.3. Goal Setting  
Students identify and demonstrate choices that will lead to success in the arts including time management, interpersonal interactions, skill development, and goal setting.
Recognize and demonstrate the logical sequence in making art.

Recognize the importance of listening to discussion and directions.

Practice appropriate use of classroom materials.

Observe and listen to demonstrations and instructions.

Think through ideas.

Identify individual artistic goals and assigned completion goals.

Recognize that informed discussion of art is essential component to making art.

Make meaningful interpretations and judgments about own artworks and the works of peers.

Recognize tolerance and acceptance of others.

Demonstrate responsibility for individual successes.

Share work with classmates.
  • teacher rubrics
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  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
E.4.  Impact of the Arts on Lifestyle and Career  
Students describe the contribution of the arts on lifestyle and career choices.
a. Identify the various roles of, and requirements to become, artists.
Discuss and read about the lives and work of various artists.

Identify the work of well known illustrators of children's books.

Discuss the importance of art in the culture and history of a country.

Connect art to our daily lives (designers).

Examine career choices in art.
Compare and contrast music of past to present including various use of materials through technology.
  • teacher rubrics
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  • teacher feedback
  • report cards
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  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
b. Describe the benefit of participation in the arts on a healthy lifestyle including the use of leisure time.
Examine art across culture and history.

Recognize that personal art and the art of peers and famous artists brings joy and has value.

Explore museums, exhibitions and galleries.
  • teacher rubrics
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  • teacher feedback
  • report cards
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  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
E.5. Interpersonal Skills  
Students identify and demonstrate the positive interpersonal skills necessary to get along with others and participate in the arts.
a. Getting along with others.
Discuss important skills that make group projects successful.

Examine common goals when creating artwork.

Identify famous collaborative works of art.

Respect own art and the art of peers.

Review art class expectations.

Recognize and practice tolerance and acceptance.

Rehearse for concerts as a grade level and practice appropriate behavior as a performer.
  • teacher rubrics
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  • report cards
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  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
b. Respecting differences.
Discuss and compare the lives and work of famous artists.

Discuss how inspiration is often discovered in differences.

Examine how multi-cultural content of art provides opportunity to develop understanding, and learn tolerance and acceptance of others.

Identify central themes and subjects in art from various cultures.

Respect music of other cultures.

Compare and contrast cultural differences in music.
  • teacher rubrics
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  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
c. Working as a team/ensemble.
Recognize that we learn in different ways and at different paces.

Recognize that informed discussion of art is an essential component of team work in making art.

Recognize need for tolerance and acceptance.
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
d. Managing conflict.
Demonstrate conflict management can be resolved by respecting the creative process and the artwork resulting from the process.

Practice equity and fairness.

Uses Responsive Classroom vocabulary.
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
e. Accepting/Giving/Using Constructive Feedback.
Share interest in the arts with peers.

Listen to feedback/suggestions from others before making individual artistic decisions.

Recognize that personal artwork and the work of peers and famous artists has value.

Make meaningful connections between individual and peers' artwork.

Listen and ask questions.
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
f. Accepting responsibility for personal behavior.
Participate in school assemblies and special events that support the arts.

Recognize famous works of art that can be found in museums and galleries.

Recognize that personal artwork, the art of peers and famous artists has value.

View DVD of grade level performance.
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
g. Demonstrating ethical behavior.
Demonstrate respect at assemblies, galleries, museums, exhibitions and with visiting artists.

Demonstrate concert etiquette both as a performer and/or member of an audience.
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
h. Follow established rules/etiquette for observing/listening to art.
Support the arts.

Support the art of peers and respect own art.

Recognize the value of art in and out of school.

Recognize the value of famous art.

Recognize that informed discussion of art is an essential component of art education.

Recognize the importance of the arts in the community and in the world.

Respect the work of other musicians.
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
i. Demonstrate safe behavior.
Conserve materials.

Practive safety procedures when using materials.

Respect others' personal space and safety.
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings

469 U.S. Route 1 York, Maine | Phone: 207-363-3403 | Fax: 207-363-5602 | Contact Us 

Vision
As the tides of the ocean and the strength of the mountain shape our community, the York Schools' commitment to educational excellence and individual achievement shapes the future of each student. 
Mission
The mission of York Schools is to educate, inspire and challenge all learners to be ethical citizens who will make a difference in a changing and complex world.