Creating & Performing-6th-8th 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 & 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

Identify dance movements that produce specific training results (e.g., strength, flexibility, endurance).

Identify ways that accompaniment, sets, lighting, costumes, and/or technology can be used to influence expressive qualities in live or videotaped dance compositions.

Analyze how various processes can change the effect of expressive qualities in sacred or secular dance compositions.

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

Analyze how the primary tools (mind-set, body, and voice) influence and/or affect a director’s and playwright’s skills.

Analyze how the support tools (e.g., costumes, sets, lights, props, sounds, make-up) and the primary tools work together to communicate an idea.

Compare playwriting to improvising and directing to acting.

Analyze the acting process (e.g., memorizing, determining and enacting character’s wants; listening and maintaining concentration).

Explain the collaborative nature of theater production including the roles and responsibilities of playwrights, actors, directors, designers, technicians, business managers, and others.

Analyze the steps of the artistic process used in sacred and secular drama. 

Describe basic sound production theory (electronic & acoustic).

Analyze the sound sources of a given recorded example.

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

Sing and/or play accurately and with expression from standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

Explain the communication between performers and conductors.

Demonstrate or describe efficient practice/rehearsal procedures.

Explain the relationship of practice/rehearsal to performance.

Demonstrate or describe cooperative interaction in sacred and secular ensemble performance.

Recognize, explain, select, and demonstrate how tools, processes, media, and materials combine to create specific effects in a 2-D and/or 3-D art work (e.g., foam or bristle brushes, q-tips, or sticks to apply paint, watercolor, clay, etc.).

Analyze how the selection of media or tools can enhance the communication of an idea (e.g., using watercolors to paint seascapes of clouds; using computer programs to create animation).

Create unique specific effects using a combination of media, tools, and processes (e.g., clay, tools to texturize, glue to attach textural objects, computer word programs/fonts and sizes).

Evaluate the significance of art work (e.g., embossing, wet-wet, scriffito, pointillism).

Distinguish among the processes of film, animation, and video.

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

Use materials to construct religious works of art.

Demonstrate movement skills and explain the underlying principles (body alignment, control, coordination, balance, elevation).

Practice and improve precision, clarity, and quality in use of body parts, actions and sensory elements when dancing.

Explore different dances.

Remember and perform traditional and created dances showing its style, expression, and form, including Liturgical dances.

Perform with others in unison with spatial clarity.

Demonstrate movement that reflects musical qualities, form and style.

Demonstrate greater awareness of structure of dances (e.g., beginning, phrases, pauses, stops, sections, contrasts, climax).

Evaluate dances in terms of creative processes (e.g., the chorographer’s interpretation, communication of the theme).

Apply creative processes related to the development of sacred and secular dance compositions.

Use real-life experiences and research to create a drama, include religious dramas.

Write a scene using script conventions.

Create a floor plan for a scene indicating environmental objects and set props.

Invent a character or situation based on imagination, personal experience or research.

Memorize and deliver character lines, actions and reactions from a play, script, scenario, or original work.

Select set, props, costumes, lights, and sounds to support a drama.

Direct a scene.

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 original melodies over given chord progressions.

Create/arrange sacred and secular music within specified guidelines.

Create functional objects from a variety of materials (e.g., clay, metal, fiber, paper mache).

Create a time art work (e.g., flip book, mobile/kinetic sculpture).

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

Create an art work incorporating problem solving.

Create an abstract art work using shapes and color to convey mood.

Use linear perspective to create the illusion of 3-D on a flat surface.

Use a computer to assist in creating artwork.

Incorporate research into the creation of artwork. 

Demonstrate the knowledge of mastery using art materials. 

Create a work of art interpreting scenes from Scripture.

Recognize that God is the Master craftsman and we are the clay.