Grade 5 VPA

NECAP Standards
Cycle of Review and Revision
K-8 Curriculum Alignment
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Curriculum Brochures
Curriculum Maps
YHS Program of Studies
Maine Learning Results 

Office hours are 8:00 am to 4:00 pm. Monday through Friday, except holidays

Barbara Maling
Director of Curriculum and Instruction

Call Us:
 
207- 363-3403

Grade Five Visual and Performing Arts
Scope and Sequence


Students will be actively involved in learning experiences focused on:

Art
  • Creative Expression-Creating Art
  • Oil pastel drawing
  • Ceramic sculpture
  • Clay coil construction
  • Papier Mache Figure
  • Symmetrical Design
  • Weaving
  • Painting
  • Contour Drawing
  • Criticism and Aesthetics- Looking at Art 
  • Describe, analyze and compare works of art
  • Why art? Fine art/craft/commercial art
  • Expand art vocabulary
  • Art Elements- line, shape, form, color, value, texture, and space
  • Principles of Design- Balance, contrast, emphasis, movement, pattern, rhythm, unity
  • Motif
  • Form and function
  • Positive and negative space
  • The Arts, History and World Cultures
  • Examine historical, cultural and social contexts of primitive to contemporary artworks.
  • Compare 19th century to 21st century artworks.
  • Examine subject matter and technique of Impressionists and compare to present.
  • Explore ancient Anasazi culture as expressed through pottery.
  • Study figure sculpture through history, including animal sculpture from Middle Ages, Native Americans, Africa, Asia, and Egypt.
  • Compare ancient weaving examples to contemporary fiber art.
Music
  • General Music and/or Performing Ensembles
  • Music Theory
  • Note Names in the treble and bass clef
  • Ledger Lines
  • Double and triple time signatures
  • Recognize expressive elements of music:
  • dynamics, tempos, accents, and melodic phrasing
  • History and Analysis (responding)
  • Renaissance, Baroque
  • Classical
  • Romantic
  • 20th Century Music
  • African American Music
  • Performance
  • Sing and playing music from various cultures and genres
  • Show a beginning level of proficiency on a
  • keyboard instrument
  • Improvisatation on a melodic and rhythmic instrument
  • Solfege

YORK SCHOOL DEPARTMENT
CURRICULUM ALIGNMENT
SUBJECT AREA: VISUAL & PERFORMING ARTS 
GRADE: 5         

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. Terminology
Students identify and describe the dance concepts of space, time, energy, and composition form.
A.2. Space  
Students use space concepts to solve movement challenges including straight/curved/zig-zag/spiral pathways and positive/negative space.
A.3. Time  
Students identify and replicate a steady beat in varied tempos using body movement.
A.4. Energy   
Students recognize and demonstrate  sustained and abrupt movements to show differences in energy qualities.
A.5.  Locomotor and Non-Locomotor Movement
Students demonstrate expressive combinations of locomotor and non-locomotor/axial skills.\
A.6. Compositional Forms  
Students replicate a dance movement.
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.
a. students perform music written in simple keys using solfege syllables in stepwise motion using both their voices and keyboards.

b.the music being performed is in duple meter.  Students understand the difference between the two.
Model major scales, arpeggios and chords using solfege.

Interpret melodic ostinatos, partner songs, rounds, canons, and 2 part songs.

Explain and review appropriate audience behavior while observing performances.

Inetrpret dynamics into singing and playing while maintaining the tempo.  
Dynamics should include, forte, mezzo forte, mezzo piano and piano.

Demonstrate an understanding of legato, staccato.

Perform solfege exercises from "do" to "do" in stepwise movement.

Execute creative movements to show form, melodic contour, tempo changes, and dynamic changes.

Develop movements that demonstrate understanding  of rhythm patterns.

Examine rhythmic meters including 2/4, 3/4, 4/4

Identify the following song forms:
Ternary
Binary
Round
  • teacher rubrics
  • tests/quizzes
  • projects
  • group work
  • work samples
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  • newsletters
  • informational meetings
  • power school
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.
a.  Identify:
Staff
Quarter note
whole note
measure
eighth note
corresponding dotted notes
all corresponding rests
tempo
solo
repeat sign
Adagio
Allegro
Bass Clef
Canon
Cue
Decrescendo
Crescendo
Flat
Harmony
Natural
Note value
Opera
Sharp
Solfege
Timbre
Whole step
Half Step
Treble Clef
Polyphony
Staccato
Legato
Ositinato
Chorale
Unison
Sacred
Secular
harmony
meter
texture
contour
dynamics
tempo
form
accent

Introduce bass clef notes

Identify note names in treble clef and corresponding notes on the keyboard.

Identify accidentals in the treble clef and their corresponding notes on the keyboard.
  • teacher rubrics
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b. Identify symbols and traditional terms referring to dynamics, tempo, and articulation.
Identify symbols for terms listed above in section A
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  • informational meetings
  • power school
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.

a. students listen to and describe key components of the Renaissance and Baroque periods
b. students determine rhythm, dynamic changes, form, phrasing and tonality.
Discuss key components of the given style periods including three prominant composers, instrumentation, and musical forms.

Discuss the influence of other art forms and historical events.

b. Accurately describe listening examples using the following vocabulary:
major/minor
adagio
allegro
canon
crescendo
decrescendo
harmony
improvisation
timbre
contour
  • teacher rubrics
  • tests/quizzes
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
  • power school
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.
A.2. Production
Students select and make props, costumes, set pieces, and/or puppets, and present a rehearsed scene.
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, personal expression, and communication of beliefs.
Define narrative paint using Winslow Homer'sThe Gulf Stream.

Analyze and compare multiple artworks by asking the question "Why Art?".

Compare Impressionist painting to earlier works.

Examine the traditions of hand-made Pueblo pottery by Lucy Lewis.

Compare ancient and contemporary fiber artworks.

Examine the artwork of illustrator Eric Carle.

Interpret the artwork of Georgia O'Keefe.

Interpret the artwork of Henri Matisse.
  • teacher rubrics
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  • group work
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  • teacher feedback
  • report cards
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  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
  • power school
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.
Define elements of art vocabulary definitions printed on art room aprons.

Compare usage of elements and principles in Impressionist art unit.

  • teacher rubrics
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  • power school
b. Describe Principles of Design including balance, contrast, emphasis, movement, and pattern.
Select appropriate media, resources and materials based on experience.
  • 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
  • power school
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.
Express knowledge through related vocabulary, demonstrations, and in-class discussions.
  • teacher rubrics
  • tests/quizzes
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
  • power school
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.

B.2. Sequencing  
Students develop a dance phrase with a beginning, middle, and end, accurately repeating and varying it.
B.3. Solving Challenges  
Students solve movement challenges involving one or more movement concepts alone or with a partner.
B.4. Technical Aspects  
Students select props or costumes to enhance a dance phrase and explain the choice.
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 accurately applying the knowledge and skills of: proper posture and technique; notation, symbols; and terminology of dynamics.
a. students listen to and describe key components of the Renaissance and Baroque periods
b. students determine rhythm, dynamic changes, form, phrasing and tonality.
Discuss key components of the given style periods including three prominant composers, instrumentation, and musicial forms.

Discuss the influence of other art forms and historical events.

Accurately describe listening examples using the following vocabulary
major/minor
adagio
allegro
canon
crescendo
decrescendo
harmony
improvisation
timbre
contour
  • teacher rubrics
  • tests/quizzes
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
  • power school
B.2. Composition  
Students create their own compositions by applying the knowledge and skills of notation, symbols, and terminology of dynamics.
a.  Students compose an 8 measure  rhythmic composition in duple meter.
b.  Clear and accurate notation of a published composition.
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.
B.3. Improvisation  
Students improvise through theater games by using voice, motivation, and body part isolations.
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.
Experiment with and apply clay, papier mache, fiber art, craypas, a wide variety of drawing media, collage and watercolor techniques and processes using related tools.
  • teacher rubrics
  • tests/quizzes
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
  • power school
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.
Experiment with elements and principles thorough:
Contour line drawings from figure, Impressionist still life and imagination.
Color theory & value in Impressionist Painting Unit.
Pattern design in Radial Symmetry and Pueblo Clay Pottery Unit.
Proportion, balance, space & form in 3D Sculpture.
Texture in fiber and clay art
  • teacher rubrics
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  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
  • power school
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 process
Pueblo Clay Unit - Examine traditional Pueblo pottery and invent own patterns, animals and symbols

3D Figures/Bird Sculptures - Build 3D models from 2D plans

Eric Carle Insects - Prepare hand-painted papers to use in insect collage
  • teacher rubrics
  • tests/quizzes
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
  • power school
B.4.  Exhibition
Students prepare art works for display in the classroom, school, or other community location.
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

Discuss in class and "How to Work Better" handout
b. Define problem.
c. Generate a variety of solutions.
d. Implement solution(s).
e. Evaluate solution(s).
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 art forms by applying grade span appropriate arts concepts, terminology, skills, and processes as referenced in Standard A: Discipline Literacy.
Differentiate and record Why Art?

Question why The Gulf Stream by Winslow was considered too frightening to sell in its day

Examine the difference between fine art, craft and commercial art

Compare pre and post Impressionist art and analyze its influences

Compare the function and aesthetics of contemporary crafts to those of the Native American

Identify and discuss the context of the arts in functional, decorative, spiritual and historic contexts.

Critique other student works of art based on appropriate approaches, media, and effectiveness of message.
  • teacher rubrics
  • tests/quizzes
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
  • power school
b. Ask questions about an art form to further understand the concepts, skills, and processes used to create/perform the work of art.
Differentiate and record Why Art?

Question why The Gulf Stream by Winslow was considered too frightening to sell in its day

Examine the difference between fine art, craft and commercial art

Compare pre and post Impressionist art and analyze its influences

Compare the function and aesthetics of contemporary crafts to those of the Native American

Identify and discuss the context of the arts in functional, decorative, spiritual and historic contexts.

Critique other students works of art based on appropriate approaches, media, and effectiveness of message.
  • teacher rubrics
  • tests/quizzes
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
  • power school
c. Explain purposes for making art in different times and places, including cultural traditions, personal expression, and communication of beliefs.
Differentiate and record Why Art?

Question why The Gulf Stream by Winslow was considered too frightening to sell in its day

Examine the difference between fine art, craft and commercial art

Compare pre and post Impressionist art and analyze its influences

Compare the function and aesthetics of contemporary crafts to those of the Native American

Identify and discuss the context of the arts in functional, decorative, spiritual and historic contexts.

Critique other students works of art based on appropriate approaches, media, and effectiveness of message.
  • teacher rubrics
  • tests/quizzes
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
  • power school
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 understand history and/or world cultures.
Examine and discuss how Winslow Homer's prints and narrative paintings depict American history.

Compare past Native American traditions to present.

Examine pottery and fiber art as universal ancient crafts.

Discuss and recall why Impressionist painting is unique genre.
  • teacher rubrics
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  • teacher feedback
  • report cards
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  • student/parent conferences
  • newsletters
  • informational meetings
  • power school
E.2. The Arts and Other DisciplinesStudents compare characteristics between and among the arts and other disciplines.
Mathematical principles = Radial Symmetry unit, pattern.

Scientific terminology = Eric Carle Insect Collage

Music = shared elements & principles, Impressionist musicians Debussy, Ravel

Orinthology = bird sculpture & bird drawing units
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  • student/parent conferences
  • newsletters
  • informational meetings
  • power school
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.
Establish personal goals at start and throughout unit and class

Develop standard rules for art classes grades 5-8 (see E.5 Interpersonal skills)
  • teacher rubrics
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  • teacher feedback
  • report cards
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  • student/parent conferences
  • newsletters
  • informational meetings
  • power school
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.
Explore and examine VPA careers through various media, discussion and research
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  • student/parent conferences
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  • power school
b. Describe the benefit of participation in the arts on a healthy lifestyle including the use of leisure time.
Debate and identify the benefit of VPA participation including quality of life issues, relaxation, improved fine motor skills & craftsmanship, freedom of expression & speech, invention/exploration, life long learning, tradition, culture & history
  • teacher rubrics
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  • report cards
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  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
  • power school
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.
Develop standard rules for art classes grades 5-8. Reference YMS Code of Conduct - Guiding Principles for the YMS Community.
  • teacher rubrics
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  • report cards
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  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
  • power school
b. Respecting differences.
Develop standard rules for art classes grades 5-8. Reference Code of Conduct.
  • 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
  • power school
c. Working as a team
Develop standard rules for art classes grades 5-8. Reference Code of Conduct.
  • teacher rubrics
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  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
  • power school
d. Managing conflict
Develop standard rules for art classes grades 5-8. Reference Code of Conduct.
  • teacher rubrics
  • tests/quizzes
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
  • power school
e. Accepting/giving/using constructive criticism
Practice use of appropriate vocabulary and procedures for critique.

Compose a paragraph critiquing a favorite student work of art.

Reference Code of Conduct.
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  • power school
f. Accepting responsibility for personal behavior.
Develop standard rules for art classes grades 5-8.

Reference Code of Conduct.
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  • power school
g. Demonstrating ethical behavior.
Develop standard rules for art classes grades 5-8. Reference Code of Conduct.
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  • power school
h. Follow established rules/etiquette for observing/listening to art.
Develop standard rules for art classes grades 5-8.

Reference Code of Conduct.
  • teacher rubrics
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  • report cards
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  • teacher web pages
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  • power school
i. Demonstrate safe behavior.
Develop standard rules for art classes grades 5-8.

Reference Code of Conduct.
  • teacher rubrics
  • tests/quizzes
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
  • power school

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.