Creating & Performing- 4th Grade

GOAL 26: Through creating and performing understand how works of art are produced.

Understand processes, traditional tools and modern technologies used in the arts (dance). Use God-given talents of creating and performing to honor God.-Tools-Dance

Understand processes, traditional tools and modern technologies used in the arts (dance). Use God-given talents of creating and performing to honor God.-Processes-Dance

Understand processes, traditional tools and modern technologies used in the arts. Use God-given talents of creating and performing to honor God. -Tools-Drama

Understand processes, traditional tools and modern technologies used in the arts. Use God-given talents of creating and performing to honor God. -Processes-Drama

Understand processes, traditional tools and modern technologies used in the arts. Use God-given talents of creating and performing to honor God. -Tools-Music

Understand processes, traditional tools and modern technologies used in the arts. Use God-given talents of creating and performing to honor God. -Processes-Music

Understand processes, traditional tools and modern technologies used in the arts. Use God-given talents of creating and performing to honor God. -Tools & Processes-Visual Arts

Apply skills and knowledge necessary to create and perform in one or more of the arts. Apply God-given talents, as a reflection of our faith, to create and perform in one or more of the arts. -Skills-Dance

Apply skills and knowledge necessary to create and perform in one or more of the arts. Apply God-given talents, as a reflection of our faith, to create and perform in one or more of the arts. -Creating-Dance

Apply skills and knowledge necessary to create and perform in one or more of the arts. Apply God-given talents, as a reflection of our faith, to create and perform in one or more of the arts. -Skills-Drama

Apply skills and knowledge necessary to create and perform in one or more of the arts. Apply God-given talents, as a reflection of our faith, to create and perform in one or more of the arts. -Creating-Drama

Apply skills and knowledge necessary to create and perform in one or more of the arts. Apply God-given talents, as a reflection of our faith, to create and perform in one or more of the arts. -Skills-Music

Apply skills and knowledge necessary to create and perform in one or more of the arts. Apply God-given talents, as a reflection of our faith, to create and perform in one or more of the arts. -Creating-Music

Apply skills and knowledge necessary to create and perform in one or more of the arts. Apply God-given talents, as a reflection of our faith, to create and perform in one or more of the arts. -Skills & Creating-Visual Arts

Discuss ways to maintain the body as a healthy tool for dance.

Identify specific movements that can be applied in response to words, sounds, pictures, props, and/or stories.

Apply processes (e.g., performing, improvising, exploring, composing, choreographing) when dancing.

Identify the production aspects of dance (e.g., music, lighting, costuming, scenery, setting) seen in sacred or secular dance compositions.

Recognize that the body, temple of the Holy Spirit, is a tool of dance. 

Analyze the ways the mind, body and voice are used to communicate character, setting and emotions.

Identify support tools used in sacred and secular drama (e.g., costumes, sets, lights, props, sounds, make-up).

Demonstrate the process used to refine a drama (e.g., plan, practice, evaluate, revise, re-plan, repractice).

Compare puppeteering to acting and improvising.

Identify orchestra/band instruments from aural examples.

Describe how selected instruments produce their sound.

Demonstrate basic vocal and/or instrumental production techniques (e.g., breath support, posture, bowing).

Notate simple rhythmic and melodic patterns.

Sing or play simple rhythmic and melodic patterns from a sacred and secular written score.

Identify general groupings of instruments and voices (e.g., chorus, band, and/or orchestra).

Sing in rounds and partner songs.

Choose the correct tools to apply specific media to a given surface (e.g., Tools: brushes, pencils, scissors; Media: markers, tempera, watercolors, clay/plasticene; Surfaces: paper, canvas, board).

Match the process used with simple tools (e.g., applying paint, modeling clay).

Describe and demonstrate how two materials (e.g., crayon and chalk) are used to achieve different effects depicting a similar idea.

Select a specific art material to communicate a given idea (e.g., pen line to create hair).

Differentiate among paintings, weavings, prints, ceramics and sculpture.

Demonstrate fundamental processes in a variety of visual art forms (e.g., painting).

Demonstrate responsibility through respect and care of our materials.

Use materials to construct religious works of art.

Perform movements showing an awareness of body control.

Show understanding in direction and pathways when dancing.

Perform step patterns in response to varied rhythms.

Develop a repertoire of folk dance representative of a variety of cultures.

Learn about and perform Liturgical dances.

Use a variety of dance elements and resources to convey ideas, feelings, or characters in dance compositions.

Use choreographic and simple musical forms (e.g., AA, AB, ABA, round, rondo) to create movement phrases.

Apply the creative processes (e.g., problem solving, interpreting, imagining/visualizing, communicating) when creating sacred and secular dances.

Use movement and voice to communicate characters, actions, emotions, and setting.

Demonstrate concentration, recall and memorization of sequencing to create drama.

Demonstrate teamwork (e.g., brainstorming, compromise) when playing a drama.

Use props and sound to enhance a sacred and secular drama.

Communicate a religious theme or secular story using puppets.

Sing or play sacred and secular music that has a difficulty level of 1* (on a scale of 1 to 6) on pitch; in rhythm; with appropriate timbre; with a steady tempo; with correct breath, bow, mallet or finger control; and with clear articulation/diction.

Improvise simple rhythmic variations or simple melodic embellishments on familiar sacred and secular themes.

Create short sacred and secular songs or instrumental pieces within specified guidelines.

Visually express a verbal or written idea (e.g., illustrate an original story) reflecting Catholic values.

Use sketches to record ideas and designs.

Draw from natural objects (e.g., figure, animal, fish) using a monochromatic color scheme.

Design a pattern of geometric shapes and render it as a 3-D object.

Draw manufactured or natural objects from direct observation respecting that people see things differently.

Create the illusion of depth in a 2-D artwork (e.g., overlap, size change, placement).

Construct a plan for a work of art using references.

Create a work of art reflecting our Catholic values or interpreting religious text.