an essential arts toolkit - university of hawaiiherring/tool_kit_k_5/toolkit introduction.pdf ·...

© Hawai'i Alliance for Arts Education on behalf of HAWAI‘I ARTS EDUCATION PARTNERS8/03

An

Essential Arts Toolkit

for the

K-5 Classroom Teacher:Hawai‘i Fine Arts

Grade Level GuideSupplement to the Hawai‘i Department of Education’s Arts Instructional Guide

Introduction of 23© Hawai'i Alliance for Arts Education on behalf of HAWAI‘I ARTS EDUCATION PARTNERS8/03

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The following are gratefully acknowledged for their contributionin developing the

Hawai‘i Fine Arts K-5 Grade Level Guide.

Deborah Brzoska, National ConsultantLei Ahsing, Project Coordinator

National Review Team Dance: Susan McGreevy-Nichols, Treasurer, National Dance Education Organization Drama/Theatre: Dr. Kent Seidel, Executive Director, Alliance for Curriculum Reform Music: Scott Shuler, Past President, National Council of State Supervisors of MusicVisual Arts: Dr. Mac Arthur Goodwin, President, National Art Education Association

DanceLei Ahsing, Program Coordinator, Hawai‘i Alliance for Arts Education

Vivien Lee, Dance Educator

Drama/TheatreDaniel A. Kelin II, Director of Drama Education, Honolulu Theatre for Youth

Natalie Mihana McKinney, Artist and Drama EducatorMargaret Jones, Grade 2 Teacher, Hawai‘i Department of Education

MusicNorma Chun, Music Educator, Iolani School

Jolene Kim, Music Educator, Hawai‘i Department of EducationAndres Libed, Music Educational Specialist, Hawai‘i Department of Education

Visual ArtsLisa Louise Adams, Artist and Art Educator

Neida Bangerter, Artist and Art EducatorNeal Tomita, Arts Educational Specialist, Hawai‘i Department of Education

HAWAI‘I ARTS EDUCATION PARTNERS (HAEP):State Foundation on Culture and the Arts, Hawai‘i Department of Education,

Colleges of Education and Arts & Humanities of the University of Hawai‘i at Manoa,Hawai‘i Association of Independent Schools, Hawai‘i Alliance for Arts Education.

This is toolkit is part of the implementation of ARTS FIRST, Hawai‘i Arts Education StrategicPlan 2001, as mandated in ACT 306/01 by the Hawai‘i State Legislature.

Arts Curricula from The Vancouver School District and the Ministry of Education, Wellington, NewZealand, were used as references in the development of this guide.

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Special Thanks to….

Patricia Hamamoto, Superintendent of EducationHawai‘i Department of Education Review Team:

Kathy Kawaguchi, Assistant Superintendent, OCISSElaine Takenaka Ed.D., Director, OCISS, Administrative BranchAnthony Calabrese, Acting Director, Instructional Services BranchKathleen Nishimura, Administrator, Instructional Services Branch

Gail Lee, Language Arts Resource TeacherPat Young, Math Resource TeacherIris Mizuguchi, Math Resource TeacherAdele Wada, Math Resource TeacherJustin Mew, Educational Specialist in ScienceCharlotte Okada, Science Resource TeacherMary Anne Soboleski, Educational Specialist in Social StudiesRosanna Fukuda, Social Studies Resource Teacher

Laura AhnLaurie AmaiAmy ArinagaAmy AsanoSonia AysonSuzanne BrauerDonna C. BreedenSusana BrowneCourtney CarpenterNoelani ChangBonny ChikamoriKaren Ching-HewLaura ColandreaStephanie ConchingMauliola CookJoe CoynePamela DeBoardPegeen EchavariaHelen EdamuraNoni FloydMaureen FodaleShari FukumotoRaymond GaliciaCorinne GiessemanKathleen GodfreyKaren Yamamoto HacklerJenny HazamaMarilyn HiestandKarl HigaFrances Higashi

JoAnne HomsanyJulie Iezzi, Ph.D.Dennis ImotoEsther IzuoLaurie JacksonKristi Lynn JohnsonSandy JoySusan KaioMeileah KanekoaJamie KaneshiroJoAnn KawachiJody Kawamata-ChangPhyllis KawamotoBonnie KimGeorge KonErin KusumotoRobin LarryCathryn LauBrynn LeakeAnna LeeApril LeeFlorelee LetarteGregg LizenberyElizabeth LooLynn LumKim MahArania ManumaleunaTeresa McCrearyBen Moffat

Kathy McKownMaria MendozaLinda MoorheadLinda MorikoneMichelle NakasoneArleen NishimuraSusan O’MalleySusan OgleMary Beth OkaLeigh Ann OshiroBeatrice RavenscraftRubiflor RedonaJoan RohrbackStephanie RossDori Ann SaitoDale SalesCarol SegawaRandi ShibuyaYukie ShiromaJamie SimpsonJana SmithElaine StanlickLena SumiyeMardi SwatekJon TaguchiLynda TairaLynn Tamashiro-ChingLori TomTracy TomJoyce Trask

Cheryl Treiber-KawaokaRoss UedoiSusan VothJoy WaikoloaMichael WallSarah WeberLinda WeymanNancy WilcoxJudine WingMimi N. WisnoskyFae YamaguchiLisa YanaseGail YoneshigeCarol YotsudaZeilyn ZakahiTara Ziegler


CONTENTS

Introduction• Acknowledgements v 2• Contents v 4• DOE Vision and Mission, General Learner Outcomes v 6• Introduction v 8• Three Artistic Processes v 10• Assessing Student Learning in the Arts v 12• Progression of Standards and Indicators for Kindergarten to Grade Five v 18• Hawaii Content Standards At A Glance v 20

Tab 1. Kindergarten• The Arts in Kindergarten v K-1• Standards & Performance Indicators v K-2• Sample Assessment Tasks & Instructional Strategies v K-3• Arts Terms and Key Vocabulary v K-5• Links to Other Core Areas v K-6• Lesson Plans/Sample Assessment Tasks in Dance, Drama/Theatre, Music, Visual Arts v K-8• Ideas for Teaching: How the Arts are Organized and Linking the Arts to other Core Areas v K-26

Tab 2. Grade 1• The Arts in Grade 1 v 1-1• Standards & Performance Indicators v 1-2• Sample Assessment Tasks & Instructional Strategies v 1-3• Arts Terms and Key Vocabulary v 1-5• Links to Other Core Areas v 1-6• Lesson Plans/Sample Assessment Tasks in Dance, Drama/Theatre, Music, Visual Arts v 1-8• Ideas for Teaching: How the Arts are Organized and Linking the Arts to other Core Areas v 1-28



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Tab 7. Charts for Classroom Use v• Dance v 2• Drama/Theatre v 6• Music v 9• Visual Arts v 12

Tab 8. Glossary of Arts Vocabulary v• Dance v 2• Drama/Theatre v 6• Music v 9• Visual Arts v 12

Tab 9. Resources• Hawai‘i Arts Education Partners v 2• National Resources for Arts Education v 2• Hawai‘i Arts Education Organizations v 2• Hawai‘i Museums v 4• Books v 5• Music Suggestions v 8• Internet Sites v 9• Music-Published Artists, Catalog, Suppliers v 10• Visual Arts Supplier v 12

Tab 10. Lesson Plan Templates• Unit Plan v 2• Lesson Plan v 5


Hawai‘i Department of Education’sVision and MissionThe Hawai‘i Department of Education, in partnership with the family and the community, iscommitted to having all public school graduates achieve the General Learner Outcomes andcontent and performance standards in order to realize their goals and aspirations.

High school students will have opportunities, not limited by time, for college-level courseworkand program endorsements to prepare them for success in a global society. Therefore, allgraduates will be fully prepared for post-secondary education and/or careers and their rolesas a responsible citizen.

DOE’s VISION OF A HAWAI‘I PUBLIC SCHOOL GRADUATEAll Hawai‘i public school graduates will:

• realize their individual goals and aspirations.• possess the attitudes, knowledge, and skills necessary to contribute positively and

compete in a global society.• exercise the rights and responsibilities of citizenship.• pursue post-secondary education and/or careers without the need for remediation.

GENERAL LEARNER OUTCOMES (GLOs)GLO 1: Self-Directed Learner (is responsible for own learning)

1. Sets priorities and establishes achievable goals.2. Plans and manages time and resources towards goals.3. Monitors progress and evaluates learning experiences.4. Establishes clear and challenging goals and personal plans for learning (in pursuit of

post secondary education and/or career choices).

GLO 2: Community Contributor (understands that it is essential for human beings to worktogether)

1. Respects people’s feelings, ideas, abilities, cultural diversity, and property.2. Listens patiently without disruption or interruption.3. Cooperates, helps, and encourages others in group situations.4. Recognizes and follows rules of conduct (e.g., laws, school rules such as dress code,

ID, Chapter 19, sexual harassment, classroom).5. Exhibits personal characteristics such as compassion, conviction, ethics, integrity,

motivation, and responsibility.6. Analyzes conflict and discovers methods of cooperative resolution.7. Recognizes that these indicators are applicable in life (classroom, workplace, family,

etc.).

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GLO 3: Complex Thinker (performs complex thinking and problem solving)1. Analyzes and applies learning acquired through school, work, and other experiences.2. Considers multiple perspectives in analyzing a problem.3. Generates new and creative ideas and approaches to developing solutions.4. Uses multiple strategies to solve a variety of problems.5. Implements a solution responsibly.6. Evaluates the effectiveness and ethical considerations of a solution and makes

adjustments as needed.

GLO 4: Quality Producer (recognizes and produces quality performances and qualityproducts)

1. Recognizes and understands what quality performances and products are.2. Understands and sets criteria to meet or exceed HCPS II.3. Produces evidence that meets or exceeds HCPS II.

GLO 5: Effective Communicator (communicates effectively)1. Listens, interprets, and uses information effectively.2. Communicates effectively and clearly through speaking, using appropriate forms,

conventions, and styles to convey ideas and information for a variety of audiences andpurposes.

3. Reads with understanding various types of written materials and literature and usesinformation for various purposes.

4. Communicates effectively and clearly through writing, using appropriate forms,conventions, and styles to convey ideas information for a variety of audiences andpurposes.

5. Observes and makes sense of visual information.

GLO 6: Effective and Ethical Users of Technology (uses a variety of technologieseffectively and ethically)

1. Uses a variety of technologies in producing an idea or a product.2. Uses a variety of technologies to meet a variety of needs, including accessing and

managing information and generating new information.3. Understands the impact of technologies on individuals, family, society, and the

environment.4. Uses the appropriate technologies for communication, collaboration, research,

creativity, and problem solving.5. Understands and respects legal and ethical issues (e.g., intellectual property and

copyright).


INTRODUCTION to the Fine Arts ToolkitThe Hawai‘i Fine Arts Toolkit is a grade level guide designed for use by elementaryclassroom teachers. Scarcity of instructional time and the pressures of an already crowdedcurriculum necessitate an approach to the arts as an integral part of elementary classroomlearning. Rather than overwhelm K-5 generalist teachers with hundreds of arts benchmarks,this guide focuses on the most essential arts content for every child in Hawai‘i elementaryschools.

To effectively link essential arts learning to other classroom instruction, this Fine Arts Toolkitconsolidates the Hawai‘i Standards for dance, drama/theatre, music, and visual arts underthree overlapping “big ideas”:

ß How the Arts are Organized (Elements and Principles of the Arts)

Students explore how works of art – dances, scenes, songs, or images – are organized. Justas the elements of writing (words, sentences) can be organized into a variety of forms(essays, poems), so are the arts organized by elements and principles.

ß How the Arts Communicate

Students also come to understand that the arts exist for a variety of purposes, or functions.Artists make work to communicate. By studying “How the Arts Communicate,” students buildliteracy and develop critical thinking, analysis, and interpretive skills.

ß How the Arts Shape and Reflect Culture

The arts also connect people across time and cultures. Through the study of the arts,students gain a greater understanding of their own culture as well as prepare for globalcitizenship.

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Works of art have FORM (elements and principles of dance, drama/theatre,music and visual arts).

How the Arts are Organized

How the Arts Communicate How the Arts Shape and Reflect Culture

Works of art have purposes...FUNCTION.

“The Hawai‘i Content Standards for the Fine Arts address the language of the arts,elements and principles, expressive qualities, and how the arts are similar, different, orrelated to each other and to other core subjects. Students also learn about production

and performance, and the role of the arts in civilizations. When students study the arts, theyalso become informed audience members and consumers of the culture and the arts.

The standards in the fine arts define a comprehensive arts education which is a vital partof the quality education that every child in Hawai‘i deserves.”

Fine Arts Content Standards, Hawai‘i Department of Education


THE THREE ARTISTIC PROCESSES:As defined by the 1997 National Assessment of Education Progress (NAEP) Arts Framework

The content that students gain in dance, drama/theatre, music, and visual arts, is learnedwhile practicing three artistic processes: creating, performing, and responding.

Creating refers to generating original art. This may include but should not be limited to theexpression of each student’s personal ideas through the arts.

In dance, students express their ideas in the form of movement, choreography orimprovisation. Through the creative process, students can collaborate with others inshared expression and creation of dance.

In drama, students create through immersion in stories, events, and other subjects. Evenwhen students interpret characters from existing stories or plays, the process is a creativeone.

In music, students are encouraged to create new songs and rhythms using instrumentsand voices to improvise and compose sound stories, rhythmic phrases, and melodic lines.

In visual arts, students use a variety of art materials, personal ideas, and artisticconcepts to create original works. Students are encouraged to explore new ways ofexpressing their ideas and feelings.

Performing involves presenting the arts in both formal and informal ways. At theelementary level, teachers are encouraged to focus on small in-class sharing of student workbefore attempting formal productions.

In visual arts, performing refers to students presenting and exhibiting their artwork,sharing their ideas, and intentions.

In the performing arts of dance, drama, and music, performing refers to the presentationof learned work, a process that calls upon the interpretive skills of students. Studentsprogressively develop knowledge, skills, and techniques that allow them to perform withconfidence, success, and insight.

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CREATING, PERFORMING and RESPONDING

Responding in all four art forms depends on keen observation, description, analysis (orinterpretation), and judgment. As part of the responding process, students reflect upon theirown work as well as that of others. Teachers should introduce students at all grade levels toa rich array of important works of art in dance, drama, music, and the visual arts. Teachersshould help students move through a series of questions that help them describe works ofart before advancing to interpretation and judgment.

Level One questions engage students in the description of artworks

ß What do you see or hear? What (colors, sounds, shapes, instruments, movements,etc.) can you name?

ß What is missing? What do you not see or hear?ß Compare this work with another work of art. What similarities and differences do you

see or hear?ß What is the title of this work? Who is the artist?

Level Two questions engage students in interpretation, asking them to wonder aboutartworks

ß What are the relationships between the objects or characters?ß What mood or feeling do you think the artist is trying to convey? Describe elements

that make you think so.ß Does the artist have a message to convey? If so, what might it be? If not, why not?ß What does this work of art tell us about the culture or time period in which it was

made?ß Why do you think the artist selected these elements to work with?ß What might the artist look like? If the artist were here, what would you say to him/her?

Level Three questions require students to justify their judgment with details from theartworks

ß How well does the title of the work capture the essence/meaning/purpose/idea of thepiece? Why or why not? What other title might you give it? And why?

ß What was the most interesting or surprising aspect of the work and what made it so?ß How does the work make you feel and why?ß What are the reasons that other people should or should not experience this work of

art?ß If you were the artist, what would you do differently?ß Do you like this? (Would you buy it?) Why or why not?

Note: Work of art refers to a work of art in any art form: paintings, plays, dances, symphonies, etc.


ASSESSING STUDENT LEARNING in the ARTSAssessment in the arts is an integral part of effective arts instruction. The arts toolkitpresents assessment not as a “grade,” but as a vital form of feedback to students to helpthem improve the quality of their work in the arts.

Assessments in the arts can take many forms from studio critiques, to checklists to rubrics,but all assessments clarify criteria for quality work in the art form.

The following examples of scoring guides, or rubrics, can be used as models for assessmentof composition – or the process of creating – in the arts.

The following six-trait writing rubric was developed by the Northwest Regional EducationalLaboratory to assess student written compositions. The rubric may be adapted for use in theassessment of student compositions in art, music, drama/theatre, and dance. The six traits inboth writing and the arts are:

ß Ideas & ContentBoth written and artistic compositions rely on powerful ideas and content.

ß OrganizationSuccessful student artworks follow organizing principles.

ß VoiceStudents create an expressive “voice” used to convey the ideas of theircompositions.

ß Word ChoiceIn the case of the arts, choice of arts elements.

ß Sentence FluencyIn artworks, successful compositions rely on transitional devices to achieve fluency.

ß ConventionsEach of the arts has techniques and principles that define the art form.

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WRITING SCORE GUIDE SUMMARYSIX TRAITS 4 POINTS 3 POINTS 2 POINTS 1 POINT

Ideas & Content(Development)

The writing is clearand focused. It holdsthe reader’s attention.Main ideas aredeveloped bysupporting detailssuitable to audienceand purpose.

The writing is mostlyfocused, and thereader can easilyunderstand the mainidea. Support ispresent, although itmay be too general.

The ideas aresomewhat unclear orthe attempteddevelopment isminimal, too simple,irrelevant, orincomplete.

The ideas are unclear,inconsistent, and/orlack a central themeand/or purpose.

OrganizationThe organizationenhances the centralideas; the sequenceand structure arestrong and move thereader through thetext.

The organization isgenerally clear andlogical; a structure ispresent but may bepredictable.

The writer has madean attempt to organizethe text, but the overallstructure may beinconsistent.

The writing lacksorganizationalstructure and may behaphazard and/ordisjointed.

VoiceThe writer has chosena voice appropriate forthe topic, purpose, andaudience. The writerdemonstratescommitment to thetopic, purpose, andaudience. There is aclear sense of writingto be read.

The writer’s voice ispresent. The writerseems committed tothe topic, and there isa sense of “writing tobe read.”

The writer’s voice mayemerge at times. Thewriter’s commitment tothe topic seemsinconsistent, and thereis little sense of writingto be read.

The writer’s voiceprovides little, if any,sense of involvementor commitment, andthere is no sense ofwriting to be read.

Word ChoiceWords convey theintended message inan interesting, precise,and natural wayappropriate toaudience and purpose.

The variety of wordsused is functional andappropriate toaudience and purpose.

Language ispredictable, ordinaryand/or imprecise, andat times, may not beappropriate forintended audienceand/or purpose.

Language is limited,monotonous and/ormisused; only themost general kind ofmessage iscommunicated.

SentenceFluency

Sentences are wellbuilt, with strong andvaried structure thatinvite oral reading.

The text flows;sentence patterns aresomewhat varied andcontribute to the easeof reading aloud.

The sentencestructure tends to bemechanical rather thanfluid; occasionalawkward constructionsmay force the readerto slow down orreread.

The writing is difficultto follow or read aloud;sentences tend to beincomplete, run-on, orawkward.

ConventionsThe writingdemonstrates strongcontrol of standardwriting conventionsand uses themeffectively to enhancecommunication.Errors are so few andminor that the readercan easily skim rightover them unlessspecifically searchingfor them.

The writingdemonstratesreasonable control ofstandard writingconventions. Theremay be a few errors,but they do not impedereadability.

The writingdemonstrates limitedcontrol of standardwriting conventions.Errors begin to impedereadability.

The writingdemonstrates little orno control of standardwriting conventions.The severity andfrequency of errors areso overwhelming thatthe reader finds itdifficult to focus on themessage and mustreread for meaning.

Based on the work of the Northwest Regional Educational Laboratory


Dance Composition Scoring Guide Summary (Grade 5)SIX TRAITS 4 points 3 points 2 points 1 point

Ideas &Content

ClarityUse of Details

The topic, theme,purpose, or messageof the dance iscaptivating andfocused, moving andaffecting theaudience.

The composition isclear, focused, andeasily understood bythe audience. Thedance holds theattention of theaudience.

The ideas andcontent of thecomposition areundeveloped. Thecomposition issimple orincomplete.

The composition isunclear andunfocused. The ideaor theme is unclear.

Organization(Structure)

The dance has aclear beginning,middle, and end.The organizationand sequenceenhance thepurpose of thedance.

The dance has abeginning, middle,and end. Theorganization isgenerally clear andlogical.

The compositionshows an attempt atorganization, but isinconsistent orincomplete.Beginnings andendings needclarification.

The compositionlacks organization,without a clearbeginning, middle orend.

VoicePersonal

style/voice

Audience/ purpose

The compositioncompels theaudience to watch.The work expressesoriginality andpersonal style.

The choreographer’svoice is present.The composition isof interest to theaudience.

The choreographer’svoice emerges attimes. Thecompositionengages theaudiencesporadically.

The choreographer’svoice is absent. It ishard to sense thepurpose behind thework.

Choice ofArts Elements

Materials

The dance includesdiverse choices ofspace, time, andenergy thatsubstantially supportthe ideas andpurpose of thedance.

Space, time, andenergy choices,while appropriate tothe purpose of thedance, may beconventional andpredictable.

Movement choicesof space, time, andenergy are limitedand predictable.

The dance makeslittle use of space,time, or energyelements. Choicesare arbitrary andhave little or noapparent connectionto purpose.

FluencyTransitions

Flow

The dance is unified,fluid, and movesthrough phrasessmoothly andeffectively. Theaudience can followthe perform-ancewith ease.

Transitions arepresent. The danceis unified with fewinterruptions in theflow of theperformance.

Transitions areabrupt. Changesbetween phrases areawkward with manystops and starts.Movements arerepetitive.

The dance isdisjointed and lacksa sense of unity.There is no apparentconnection betweenmovements.

ConventionsCraftsmanship

The dance includesinventive andpurposefulpunctuation(dynamic choicessuch as stops orexplosions).Entrances and exitsenhance thepurpose of thedance.

The dance includesbasic use ofdynamics; entranceand exit are usedappropriately.

There is some use ofdynamics throughoutthe dance.Entrances and exitsmay not beappropriate to thepurpose of thedance or audience.

There is no dynamicprogressionthroughout thedance. The dancemay seem “flat” ormonotonous.Entrances and exitsare either absent orused inappropriately.

Based on the work of the Vancouver, Washington School District

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Drama Composition Scoring Guide Summary (Grade 5)SIX TRAITS 4 Points 3 Points 2 Points 1 Point

Ideas & ContentClarity

Use of Details

A scene offers a clearsense of characters,setting, relationships,conflict, and emotions.A clear central ideabuilds from characterrelationships.

A scene containscharacters, a setting,and conflict, but withlittle emotion. Theaction is simple, butevocative of a centralidea.

A scene offers somesense of character,setting, and event butlacks conflict oremotion.

A scene lacks anysense of characters, asetting, or centralevent. There is nocentral idea to thescene.

Organization (Structure)

A scene has a definitebeginning, middle,and end, each partsmoothly building onthe last, rising to asatisfying conclusion.

A scene has a clearbeginning and end.

A scene has abeginning, but falls offbefore reaching adefinite end to theidea.

A scene is static andlacks forward motion.

VoicePersonal

style/voice

Audience/ Purpose

A scene is full ofsurprises andengaging ideas thatreveal imaginativeinsights intocharacters,relationships andconflict. Participantscommunicateeffectively with theaudience.

A scene containsinventive ideas, withparticipants buildingon each other’scontributions.Participants areaware of theaudience, but focusedon the scene.

A scene is predictablebut built from theparticipants’ own idea.Participants areaware of the audienceand withdraw fromthem.

A scene is predictableand imitative. Theaction happens out ofview of the audience.Participants are self-conscious, afraid ofaudience reaction.

Choice of ArtsElementsMaterials

A dynamic andimaginative blend ofbodies and voicesclearly communicatethe action/purpose ofa scene or character.Participants work welltogether, focused onachieving a commongoal.

Characters, action,and purpose areconveyed clearlythrough dynamic useof whole bodies andstrong voices.Participants work welltogether.

Characters, action,and purpose aresuggested by bodiesbut lack dynamism.Participants speakclearly, but too softly.Participants areaware of partners’contributions, but maynot build on them.

Bodies give no senseof character, purpose,or action. Action maybe done entirely withthe hands.Participants cannot beheard. Participantsare focused on theirown ideas.

FluencyTransitions

Flow

A scene movessmoothly frommoment to momentwith participantsexpanding on andexploring ideas.Participants areclearly focused,committed to theemotion, purpose, andreason.

The action of a scenecontains emotion,purpose, and reasonin a logical sequence.Participants sustainthe scene, but may bedistracted by outsideviewers and mistakes.

The action of a sceneis clear, but lacksemotion, purpose, orreason. Participantfocus fades in and outin a scene.Participants areunprepared for eachnew event in asequence.

The action of a sceneor image is unclear,unfocused, or rushed.Participants areunaware of actionfrom moment tomoment. Participantsmay laugh, mumble,or direct others.


Characters in a scenehave clear, strongobjectives in conflictwith each other.Dialogue and actionevolve naturally fromthe objectives andconflict.

A scene containsconflict, but characteraction needs to bestronger and moreurgent, with aparticular goal.

A scene containsdialogue and/or actionbut with littleconnection tocharacters,relationships orevents.

Characters,relationships, andevents are uncleardue to lack of actionand dialogue.Participants falter withdialogue, or saynothing.

Created by Daniel A. Kelin, II


Music Composition Scoring Guide Summary (Grade 5)SIX TRAITS 4 points 3 points 2 points 1 point

Ideas &Content

ClarityUse of Details

The idea and content ofthe composition areclear and compelling.Details and ideas gobeyond the obvious orpredictable.

The composition isclear, focused, andeasily understood bythe listener. Musicelements are presentalthough they maybe predictable orcontrived.

The ideas and contentof the composition areundeveloped. Thecomposition is simpleor incomplete.

The composition isunclear, unfocused, andincomplete. Thecomposition lacks amain idea or theme.


The composition has aclear beginning, middle,and end. The form isrecognizable.

The composition isclear and logical. Astructure is present.

The compositionshows an attempt atorganization, but isinconsistent orincomplete.Beginnings andendings needclarification.

The composition lacksorganization, without aclear beginning, middle,or end.

VoicePersonal

style/voice

Audience/ purpose

The composer’s voiceclearly acknowledgesand communicates withthe intended audience.A sense of personalstyle and purpose ispresent.

The composer’svoice is present. Thecomposition intereststhe audience.

The composer’s voiceemerges at times. Thecommitment to thecomposition isinconsistent. Thecomposition attemptsto engage theaudience.

The composer’s voiceis absent. There is littlecommitment to thecomposition. Thecomposition does nothold the audience’sattention.


Materials

The composition isenhanced by theinstrumentation. Thechoice of tonality andkey enhance the tonecolor of the composition.The student has choseninstrumentationappropriate for thecomposition.

The compositionuses appropriateinstrumentation.

Compositional choicesare limited andunorganized. The keyis unclear orinconsistent.

Inappropriate choice ofinstrumentation isdistracting and thecomposition lacksdiscernable tonality.

FluencyTransitions

Flow

The composition isrhythmic, with patternsthat are natural. Themelody is unified, fluid,and moves throughtransitions smoothly andeffectively. Stylisticcontrol is evident. Theaudience is able tofollow the performancewith ease.

The composition isrhythmic. Themelody is unified withfew interruptions inthe flow of theperformance.

The composition doesnot always flow andthe choice of intervalsmay at times beuncomfortable. Thepiece is not alwaysrhythmic.

The composition showsuncomfortable intervalsand rhythms are difficultto perform.


The score showsattention to musicalrules. Bar lines areplaced correctly and themeter enhances theoverall work.

The score showsattention to musicalrules. The song iseasily read, but mayinclude some errors.

The score showslimited understandingof musical rules. Theerrors begin to impedereading the score.

The score shows a lackof understanding ofmusical rules. Thelarge number of errorsin placing notes on thestaff and of rhythm andmeter make it difficult toread the song.

Based on the work of the Vancouver, Washington School District.

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Visual Arts Composition Scoring Guide Summary (Grade 5)SIX TRAITS 4 points 3 points 2 points 1 point

Ideas & ContentClarity

Use of Details

The idea andcontent of theartwork showsmeaning and focus.Details and ideasgo beyond theobvious orpredictable.

The artworkaddresses a topicand shows a senseof purpose.Supporting detailsare present butpredictable.

The ideas areunclear and lackfocus. Details areunrelated to maincomposition.

The ideas andcontent are unclear.The composition isincomplete.


The organizationenhances thecenter of interest.Structure is strongand moves theviewer through thework.

The organization isclear. Structure ispresent but may bepredictable.

The artist has madean attempt toorganize the work.The overallstructure isinconsistent.

The work lacksstructure and doesnot communicate anidea.

VoicePersonal

style/voice

Audience/ purpose

The artist haschosen a voiceappropriate to thetopic. The workexpresses personalstyle.

The artist’s voice isclear and supportsthe topic

The artist’s voice ispresent but may notbe appropriate forthe audience.

The artist’s voice ismissing or copied.


Materials

The art elementsand materialsconvey theintended messageand are interestingto the viewer.

The art elementsand materials arefunctional but maybe predictable.

Choices of artelements andmaterials areordinary and showlack of purpose.

Choice of artelements andmaterials aremonotonous and donot enhance thesubject matter.

FluencyTransitions

Flow

The work showsstylistic control andcreates a flow thatinvites the viewerinto the work.

The compositionshows inconsistentstyle yet moves theviewer easilythrough the work.

The artwork tendsto be mechanicalwith little attentionto style. Overallcomposition seemsconfusing.

The artwork isconfusing andshows noawareness of style.


The artist hasstrong control ofmaterials and tools.Qualitycraftsmanshipreinforces theorganization andclarifies visualpresentation.

The artist hasreasonable controlof materials andtools. Lack ofmedia techniquedoes not detractfrom the meaning ofthe artwork.

The artist haslimited control ofmaterials and tools.Poor craftsmanshiplimits the successof the artwork.

The artist has a lackof control ofmaterials and tools.Craftsmanshipshows no focus ororganization.

Based on the work of the Vancouver, Washington School District.


PROGRESSION OF ARTS STANDARDS

Standards Kindergarten Grade 1 Grade 2

How the Arts areOrganized

Elements & Principlesof the Arts

Content Standards:Dance 1, 3, 7Drama/Theatre 2, 3, 7Music 1, 2, 3, 4, 5Visual Arts 3, 6

The student:

1. Explores ways to movehis/her body, makes soundswith his/her voice and otherinstruments, andexperiments with a variety ofart materials and technology.

2. Works safely during artsactivities and respects thework of others.

The student:

1. Uses elements,materials, and technology ofthe arts to create simplemovements, stories, musicalphrases, and visualartworks.

2. Works safely with othersin the arts.

3. Imitates movements,stories, sounds, rhythmicpatterns, and images.

The student:

1. Identifies and useselements, materials, andtechnology of the arts tocreate simple movementand musical phrases,stories, and visual artworks.

2. Works with others in thearts.

3. Remembers movementphrases, stories, songs, andimages.

How the ArtsCommunicate

Content Standards:Dance 2, 5, 7Drama/Theatre 1, 4, 6Music 7, 8Visual Arts 1, 2, 5

3. Creates movements,sounds, and visual artworksthat represent ideas,persons, and places.

4. Experiences a variety ofdance, theatre, music, andworks of art, discussing whathe/she likes or dislikes, andwhy.

4. Creates movements,imaginary settings, shortmusical phrases, andartwork that express anidea.

5. Discusses personalfeelings about a variety ofworks in dance, theatre,music, and visual arts.

4. Creates short movementand musical phrases,imaginary settings, andartworks that convey amood.

5. Discusses ideas aboutpossible meanings of avariety of works in dance,theatre, music, and visualarts.

How the Arts Shapeand Reflect Culture

Content Standards:Dance 4, 6Drama/Theatre 5Music 6Visual Arts 4

5. Experiences and createsor performs dances, stories,songs, and visual artworksfrom a variety of cultures.

6. Describes and creates orperforms dances,stories/plays, songs, andvisual artworks from avariety of cultures.

6. Compares dances,stories/plays, music, andvisual artworks from avariety of cultures.

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AND PERFORMANCE INDICATORS FORKINDERGARTEN TO GRADE 5

Grade 3 Grade 4 Grade 5

The student:

1. Identifies and applies the elements,materials, and technology in each ofthe arts to create and present work.

2. Maintains focus on his/her own roleor contribution while performing orcollaborating in visual arts.

3. Remembers and reproducesmovement phrases, stories, songs, andimages.

4. Compares and contrasts the arts.

5. Begins to use traditional symbols ofmusic notation to replace graphicsymbols.

The student:

1. Selects and combines elements,processes, materials, and technologyto create a simple dance, scene, musiccomposition, or visual artwork.

2. Focuses on his/her own role orcontribution while performing in anensemble or collaborating in visual arts.

3. Remembers and reproducesdances, stories, songs, and images.

4. Uses one art form to enhancehis/her work in another art form.

5. Uses traditional symbols of musicnotation to record their own work.

The student:

1. Creates a dance, scene, musicalcomposition, or visual artwork andvaries it by selecting and usingalternate elements, processes,materials, and technology.

2. Works effectively in small groups tocreate and presents works in dance,drama, music, and visual arts.

3. Recalls and presents dances,scenes, songs, and images.

4. Creates a presentation that usestwo or more art forms.

5. Reads and notates simple melodiesand rhythmic patterns using traditionalmusic notation.

6. Creates compositions, scenes, andartworks that communicate ideas,experiences, and stories.

7. Explains personal interpretations ofa variety works in dance, theatre,music, and visual arts.

6. Creates dance and musiccompositions, scenes, andartworks to communicate abstractideas, feelings, or poems.

7. Justifies personal opinions andinterpretations of works in dance,theatre, music, and visual arts.

6. Creates an artwork that revealsunderstanding of a concept or ideafrom another discipline.

7. Uses arts terminology to justifypersonal opinions and interpretations ofworks in dance, theatre, music, andvisual arts.

8. Compares and contrasts examplesof the arts from various styles, cultures,and time periods.

8. Discusses the arts from worldcultures, including the Hawaiianculture, to discover ideas, beliefs, andevents from those cultures.

9. Describes the significance of theartist in a variety of cultures.

8. Creates and presents works in thestyles of various cultures and from avariety of historical periods.

9. Analyzes how the arts shape andreflect history and culture.


HAWAI‘I FINE ARTS CONTENT STANDARDSBased on the National Standards for Arts Education: Dance, Music, Theatre, and Visual Arts (1994).

Major Concepts Dance Drama/Theatre

Understanding andApplying(Performing or Producing)

1. Understandchoreographic principles,processes, and structures.

2. Understand that dance isa way to create andcommunicate meaning.

1. Understand and applytheatre skills to develop andcommunicate a story.

2. Understand and applyartistic collaboration in dramaand theatre.

Elements and Principles 3. Identify and demonstratemovement skills, theelements of movement(space, time, energy, force,and shape), and movementqualities.

3. Understand and apply theskills of acting.

4. Understand and apply theskills of design and technicaltheatre.

History and Culture 4. Demonstrate andunderstand dance in variouscultures and historicalperiods.

5. Understand and relate therole of theatre arts to cultureand history.

Creative Thinking,Analysis, Interpretation,and Judgment

5. Apply and demonstratecritical and creative thinkingskills in dance.

6. Analyze and critiqueinformal and formal theatreproductions.

Connections with otherArts and Disciplines

6. Make connectionsbetween dance and healthyliving.

7. Make connectionsbetween dance and otherdisciplines.

7. Understand anddemonstrate how theatre artsare related to various artforms and disciplines.

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AT A GLANCE

Music Visual Arts

1. Sing a variety of music alone and withothers.

2. Perform on instruments a variety of musicalone and with others.

3. Improvise patterns, melodies, variations,and accompaniments.

1. Understand and apply art materials,techniques, and processes in creatingoriginal artworks based on ideas,experiences, stories, and opinions.

2. Exhibit visual understanding in evaluationand use of visual themes, symbols, andmetaphors.

4. Compose and arrange music withinspecific guidelines.

5. Read and notate music.

3. Identify, understand, and apply theelements and principles of art using thelanguage of visual arts.

6. Understand music of various styles andcultures, and its relationships with other arts.

4. Understand the role visual arts play in thelives of people in past and present cultures.

7. Listen to, analyze, and describe music.

8. Evaluate music and music performances.

5. Reflect upon the meaning, nature, andvalue of one’s own works and the works ofothers through description, analysis,interpretation, and judgment.

9. Understand music of various styles andcultures, and its relationships with other arts.

6. Make connections between visual artsand the performing arts as well as othersubject areas.

an essential arts toolkit - university of hawaiiherring/tool_kit_k_5/toolkit introduction.pdf ·...

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