Creating & Performing- 5th 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

Recognize and implement safe dance practices required for maintenance of a healthy body.

Discuss ways specific movements are 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 mind-set and voice are used to communicate character, setting, conflict, emotion, mood, and tension.

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

Demonstrate the creative problem solving process.

Compare pantomiming to acting and improvising.

Identify similarities and differences between acting, directing, and playwriting in sacred or secular situations.

Distinguish between and classify singers according to their vocal range.

Identify orchestra/band instruments from aural examples.

Classify instruments according to how their sounds are produced (e.g., strings, wind, percussion).

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

Write melodies with rhythm patterns in whole, half, quarter, eighth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8 meter signatures.

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

Classify musical groups according to their instruments/voice (e.g., quartet, solo, band, orchestra).

Select and use appropriate tools and materials to create in 2-D and 3-D (e.g., Tools: pens, fine and coarse brushes; Materials: scratch board, styrofoam).

Explain the processes used with specific tools (e.g., clay sculpture: coil, slab; chalk: smudge, rubbing).

Recognize the different characteristics of similar materials (e.g., watercolors/tempera; plasticene clay/fire clay; crayon/chalk).

Describe and/or demonstrate how the same idea is executed in 2-D and 3-D media.

Describe and/or demonstrate tools and processes of printmaking (e.g., block, mono, stamp, vegetable printing).

Describe and/or demonstrate the process of weaving (e.g., paper weaving, cardboard, loom).

Describe and/or demonstrate various processes that can be used to create sculpture (e.g., clay, paper mache, found objects).

Demonstrate Christian responsibility and respect through the care and use of materials and the environment. 

Use materials to construct religious works of art.

Perform sequences and actions with an awareness of control.

Apply spatial factors and a range of action relationships (e.g., unison, succession) when creating dance compositions.

Perform combinations of increasingly difficult rhythmic step patterns (e.g., schottische, polka, grapevine).

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 musical forms (e.g., AB, ABA, round, rondo, theme, and variation) when creating sacred and secular dance compositions.

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

Demonstrate a variety of vocal techniques (e.g., pitch, rate, volume) and movements to create a character.

Enact a drama with a group demonstrating focus, concentration, teamwork, and rehearsal.

Collaborate with a group (e.g., plan an ensemble drama).

Sequence a series of actions and events into a religious and secular drama.

Create environments or simple staging for a drama.

Sing or play music that has a difficulty level of 2* (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 harmonic accompaniments using a variety of sound sources.

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

Create a cartoon strip with a sequence of actions.

Draw a still life composed of objects based on mechanical forms (e.g., balls, boxes, blocks, cups) demonstrating overlap and placement.

Sketch and build a sculpture from a 2-D drawing.

Design an architectural structure from imagination.

Draw a building from observation using geometric shapes and forms.

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

Construct a plan for a work of art using references.

Create a work of art interpreting scenes from Scripture.