Grade 5 Fine Arts Rhode Island Standards

Students use knowledge of movement to problem solve by…

Students express ideas, emotions, or cultural aesthetics by…

Students view, interpret, and perform a range of forms and styles of dance by…

Students demonstrate kinesthetic awareness and movement skills by…

Students demonstrate rhythmic acuity by…

Students demonstrate qualitative range and phrasing by…

Students demonstrate understanding of dance forms and styles, techniques and elements, and choreographic processes and principles by…

Students analyze construction and achievement of effect or affect by…

dancing in relation to and in coordination with various tempos, time signatures, and accented beats

demonstrating concentration while exhibiting awareness of relationships and space, and describing how the body executes a movement

explaining the role of dance in various world cultures

observing/viewing and responding to dances from a variety of world cultures and historical contexts

comparing the movement and choreographic choices of different dance compositions or dances

generating small dance compositions through manipulating choreographic principles (e.g., body use, space, and relationship), simple choreographic structures (e.g., beginning, middle, and end; AB or ABA), and choreographic processes (repetition, variety)

Cultural Contexts – Purpose and motivation (intent) are fundamental to dance and can be expressed through traditional, non-traditional, western, and non-western forms and styles.

improvising , exploring, and selecting dance movement to communicate literal or abstract ideas

designing rhythmic patterns and selecting movement qualities

evaluating and revising performed movement and choreography to fulfill its purpose

demonstrating sustained focus while dancing

improvising in response to literal and abstract ideas/stimuli

identifying and incorporating a variety of space, time, weight , and flow (force/energy) qualities in locomotor and non -locomotor movement

Communication – Personal expression and meaning is achieved through the movement of the human body, communicating ideas, values, and emotions.

demonstrating physical control and accurate memorization of movement in the execution of dance phrases

Artistic Processes – In dance, problem solving uses the human body and techniques of movement and expression to make the imagined tangible.

organizing dance phrases (sentences) that make sense for the concept or idea

observing or performing a dance and analyzing its construction

Aesthetic Judgment – Knowledge of dance as an art form is used to reflect on and evaluate the work of self and others.

practicing and performing dances of different forms or styles

combining and applying pre-selected movement elements and skills in response to a prompt

Students show evidence of music literacy (reading, writing, and understanding of the symbols of sound) by…

Students show evidence of improvising, composing, and arranging by…

Students show evidence of cultural and historical understanding of (familiar and unfamiliar) music by…

Students show evidence of connecting music to the arts and other disciplines by…

Students perform music alone and with others in a variety of settings…

Students analyze and describe music by…

Students evaluate music by…

finding the connections between musical content and other disciplines (e.g., meter/note value to math, lyric content to ELA, cultural music to geographical origins)

singing a varied repertoire including 2- and 3-part arrangements with musical accuracy

improvising simple rhythmic variations and melodic embellishments on familiar melodies

developing and applying two specific criteria provided for critiquing music (e.g., dynamic contrast and balance: "It's a good performance because they played with crescendos and diminuendos.")

reading, writing, and performing rhythmic patterns using standard notation, including: dotted eighth-sixteenth/sixteenth-dotted eighth, three barred-eighths, quarter-eighth & eighth-quarter in 6/8, and eight-note triplets

identifying timbres and matching the cultural context to the group/ensemble (e.g., Indonesian Gamelan, Latin salsa band, Mariachi band)

playing musical instruments with musical accuracy (e.g., guitar, keyboard, wind and string instruments)

Cultural Contexts – Music connects and expresses history and culture around the globe.

identifying and describing musical forms (e.g., theme and variations, 12-bar blues)

Aesthetic Judgment – Music knowledge is applied through reflection and evaluation of the music of self and others.

Artistic Processes – The human experience can be created and recreated through sound.

using aesthetic criteria to compare and contrast music examples to the provided exemplary model (e.g., "I liked the second version of the song better, because they sang with more energy")

identifying instruments from a variety of cultures both visually and aurally

reading, writing, and performing patterns of pitch (pentatonic and diatonic major and minor patterns) and known songs using solfege (e.g., Dona nobis pacem, The Water is Wide) and absolute pitch letter names (e.g., recorder low C to high C, barred instruments using treble clef patterns)

Communication – Music of diverse genres is performed in a variety of settings.

composing melodic variations or short original melodies based on specified parameters (e.g., specifying the starting/ending note on do, staying within pitches of Do-Sol, specifying rhythms)

describing the social, religious, and celebratory functions of a variety of musical forms from various cultures and time periods (e.g., folk songs, dances)

reading, writing, and performing patterns in a variety of meters, including: meter in 5, meter in 7, and mixed meter

identifying, analyzing, and comparing the musical elements in aural examples from various genres and cultures emphasizing meter and rhythm

selecting or creating appropriate props, sets, and costumes for a cultural celebration or pageant

identifying technical elements of a theatrical production (e.g., sense memory, script, act, scene, beat, cue, monologue, dialogue, action/reaction, subtext, theme, mood, gesture, rehearsal, design, performance, director, production values, and stage crew)

using effective vocal expression, gesture, facial expression, timing, and language to create character in a comedic and dramatic situation; using sensory and emotional recall, and memorization skills to create a character

using body, voice, and imagination to demonstrate the analysis of concepts in nature or society (e.g., collaborate in small group to study, design, and perform a concept, such as Manifest Destiny)

performing and exploring improvisational activities and describing complex ideas and universal themes in life and literature; and distinguishing between understanding of text, subtext, and context; writing and perform basic scenes or one-act plays that include a range of character types, monologue, dialogue, action, and setting

describing a career opportunity and identifying the education required to be an artist

determining the use of blocking and stage areas, levels, and actor's position, such as full front, quarter, profile, and full back in dramatizations

analyzing major themes and characters and their symbolic representations (i.e., cultural references)

describing what is seen (e.g., setting, props, costumes, scenery) and heard (e.g., voice projection, diction, pace, and volume) in a performance or text and comparing that with things known (e.g., time period, place, cultural identification, etc.)

identifying important techniques that support the story's meaning (e.g., set design)

Artistic Processes – Theater employs creative problem solving using tools, techniques, and technology in one or more disciplines in order to make the imagined tangible.

analyzing ways in which theater, television, electronic media, and film influence their thinking in positive and negative ways

identifying specific cultural beliefs and traditions in the theater arts in at least two cultures and time periods

describing and dramatizing two stories with a common theme from two historical periods or cultures (e.g., freedom, triumph over adversity)

Cultural Contexts – Theater arts creatively expresses the values and ideas of human experience, community, and civilization.

describing how the development of a character, writing a script, or designing a set integrates other art forms

designing or creating costumes, props, music, sets, makeup, or masks that support or enhance character in basic formal or informal performances

generating strategies, and choosing one that addresses identified challenge inherent in the story (e.g., "How do we create a boat for Treasure Island using our bodies?")

selecting and applying performance and design techniques to convey a range of ideas, feelings, or meaning (e.g., a little sad to very sad; disappointed to crushed)

Communication – Theater communicates meaning and expression through the sharing of human experience using image, sound, movement, words, space, time and chronology.

identifying the dramatic elements of plot (e.g., exposition, complication, crisis, climax, and resolution) in a script or performance

Aesthetic Judgment – Applying knowledge and skills of Theater Arts in order to reflect on and evaluate the work of self and others.

interpreting character's objectives and motivations based on what is seen, heard, and known to explain character's behavior

describing the roles of the arts and artists in society to interpret events and cultures, to innovate and take risks while solving problems

Students show skill development in acting, directing, designing, and scriptwriting by…

Students solve artistic problems by…

Students make connections among the arts and other disciplines by…

Students demonstrate knowledge and understanding of the role of Theater Arts in personal, cultural, and historical context by…

Students demonstrate the ability to communicate in the language of the Theater Arts by…

Students demonstrate the ability to extract meaning from Theater by…

Students reflect upon, analyze and evaluate the work of self and others by…

contributing in individual or group discussions about work in which the student gives and receives constructive criticism

Describing the roles of the arts and artists in society to interpret events and cultures, to innovate and take risks while solving problems

Communication – Visual Art and Design is a vehicle for expression and communication through the use and development of metaphor and symbol systems.

Aesthetic – Applying knowledge of Visual Art and Design in order to reflect on and evaluate the work of self and others.

Creative Processes – Visual Art and Design is the process of creative problem solving using both traditional and innovative media, tools, techniques, and processes in order to make the imagined visible.

describing creative elements in the work

describing subject matter, media, and basic visual arts concepts seen in a work of art or design

asking questions about other's artwork relating to subject matter, media, and basic visual arts concepts and about when and where the work of art or design was created (e.g., What was going on at the time?)

describing a career opportunity in the arts and identifying the education required

using observation to develop a visual representation of a variety of shapes, with some accuracy

demonstrating knowledge of vocabulary of media, techniques, and processes (e.g., vocabulary relating to printmaking, lino block, brayer/inking)

identifying specific qualities about the visual arts and design in at least two cultures and time periods

applying and revising strategies and techniques to address artistic problems

making interpretations based on observations

comparing how their own works of art or design are symbolic representations of events, ideas, feelings, or beliefs within the context of historic and contemporary art

analyzing the connections between Visual Arts and Design and other disciplines (e.g., how patterns in design relate to mathematical concepts)

identify how different cultures use different visual symbols to represent similar ideas (e.g., courage, fear, values, freedom, wealth)

describing one's own work for creativity, quality of craftsmanship, effective use of basic visual arts and design concepts, and choice of subject matter based on the analysis of exemplar works of art or design

comparing and contrasting how subject matter, feeling and broad ideas are represented in different ways between different artists (e.g., two works of art that represent heroism from different cultures or in different media)

comparing a variety of purposes for making visual art and design (e.g. telling a story, communicating ideas and emotions, creating functional objects, design)

selecting and applying media, techniques, processes, or visual arts and design concepts to convey specific feelings, ideas, or meanings

creating a unique solution for a visual art or design problem (e.g., illustrating the major conflict in a novel or story read)

applying VAD concepts for intended purposes and explaining the effects: line, shape, form, texture, color, color schemes/groups, organization of visual compositions, emphasis/focal point, pattern, balance/symmetry, and contrast

Cultural Contexts – Visual Art and Design creatively expresses the values and ideas of human experience, community, and civilization.

documenting personal progress through a portfolio of self-created art work identifying strengths and weaknesses

explaining purposes for using different media, tools, techniques, and processes with basic skill, while creating two- and three-dimensional works of art and design (e.g., media, tools and techniques in drawing, painting, printmaking, mixed media, sculpture, ceramics, digital media)

Students demonstrate knowledge and application of Visual Art and Design concepts by…

Students demonstrate knowledge and skill of media, tools, techniques, and processes of Visual Art and Design by…

Students demonstrate knowledge and understanding of the role of Visual Art and Design in personal, cultural, and historical contexts by…

Students demonstrate the ability to communicate in the language of Visual Art and Design by…

Students demonstrate the ability to extract meaning from works of art by…

Students reflect upon, analyze and evaluate the work of self and others by…