Indiana State Standards for Arts Education: Grade 4

IN.4.1. Dance: Learning Dance Skills and the Creative Process: Students demonstrate knowledge and skills of dance elements.

4.1.1. Explore the unique way theatre can be used to understand the history of Indiana and its people.

4.1.2. Trace the development of theatre in Indiana.

4.1.3. Examine the value of theatre as a means of integrating history and culture.

4.1.4. Demonstrate and identify the element of time through movement using tempo, rhythm, duration, pattern, accent, and syncopation.

IN.4.2. Dance: Learning Dance Skills and the Creative Process: Students understand and demonstrate choreographic principles, processes, and structures.

4.2.1. Discover the ways that Indiana heritage is preserved theatrically.

4.2.2. Explore the works of Indiana writers and playwrights.

4.2.3. View examples of Indiana history and culture in performance.

IN.4.3. Dance: Learning Dance Skills and the Creative Process: Students understand and demonstrate dance as a way to create and communicate.

4.3.1. Discuss and classify character, plot, theme, and setting in stories.

4.3.2. Identify and describe the character, plot, and setting in classroom dramatizations and/or formal productions.

4.3.3. Identify and demonstrate differences between gesture/pantomime and dance.

IN.4.4. Dance: Analysis, Culture and History: Students reflect upon, evaluate, and analyze dance experiences.

4.4.1. Develop selected criteria to critique what they see, hear, and understand.

4.4.2. Speculate on the meaning of a performance.

4.4.3. Articulate what changes they would suggest in a performance.

4.4.4. Describe how an observed dance utilized choreographic principles, processes, or structures.

4.4.5. Speculate on the meaning of a dance performance.

IN.4.5. Dance: Analysis, Culture and History: Students understand and demonstrate dance from diverse cultures and historical periods.

4.5.1. Recognize and respond to the unique qualities of the theatre experience.

4.5.2. Learn a dance utilizing a cultural resource in the local community.

4.5.3. Investigate and demonstrate a dance from an historical period.

IN.4.6. Dance: Healthy Practices: Students demonstrate connections between dance and healthy living.

4.6.1. Create a short dramatic scene from narrative literature.

4.6.2. Collaboratively improvise scenes based on relationships and social situations.

IN.4.7. Dance: Integration: Students integrate dance with the other arts and disciplines outside the arts.

4.7.1. Conceive, draw, and build a simple imagined environment.

4.7.2. Apply research to the process of developing a simple, dramatic environment.

IN.4.8. Dance: Community and Careers: Students value the role of dance in the life of the community and identify its associated careers.

4.8.1. Observe skilled actors.

4.8.2. Create and present an age-appropriate character in a real- life situation.

IN.4.1. Music: Singing alone and with others: Students sing independently, with a clear tone and on pitch. They sing with correct rhythm, diction, and posture, while maintaining a steady tempo. They also sing expressively with appropriate dynamics and phrasing. Students in third grade sing from memory songs of various styles and cultures, along with ostinatos and partner songs. They sing in groups, blending vocal sounds, dynamic levels, and responding to the conductor.

4.1.1. Sing warm-ups that stress control of breath and tone.

4.1.2. Match pitch and pitch patterns while singing.

4.1.3. Sing a capella (unaccompanied) with proper diction, well-defined phrasing, and expressive detail, such as accents (bodily movements), and dynamic contrasts.

4.1.4. Sing memorized songs that reflect American culture as well as other cultures.

4.1.5. Maintain an independent part when singing an ostinato, round, or partner song while keeping a steady tempo.

4.1.6. Follow the gestures of a conductor.

IN.4.2. Music: Playing an instrument alone and with others: Students perform on one instrument independently, alone, and in groups. They correctly echo or perform easy rhythmic, melodic, or chordal patterns. Students also perform a variety of music expressively, accurately, and with an appropriate tone quality. They perform in groups, blending instrumental sounds, matching dynamic levels, and following a conductor.

4.2.1. Play an instrument using the correct means of producing sound.

4.2.2. Play an ostinato part independently.

4.2.3. Play short rhythms, melodic patterns, and chordal patterns, either by reading or echoing (back) what is played.

4.2.4. Play a melody or pattern with the correct rhythm, tempo, and dynamics.

4.2.5. Play instrumental pieces of many types and styles.

4.2.6. Follow the cues of a conductor.

IN.4.3. Music: Reading, notating and interpreting music: Students read and notate music in simple meters and in treble and bass clef. They identify and correctly interpret symbols and terms for dynamics, tempo, articulation, and basic key signatures while playing.

4.3.1. Read, play, and notate patterns of whole, half, dotted half, quarter, eighth, and sixteenth notes and rests in 2/4, 3/4, and 4/4 time signatures.

4.3.2. Read given pitch patterns in treble or bass clef using letter names of the pitches, including successful identification of the keys of C and G major. Interpret the symbols for sharps and naturals, and correctly play and notate them.

4.3.3. Accurately read and notate musical symbols for fortissimo and pianissimo, D.S., ties, slurs, and tempo markings such as, accelerando and ritardando.

IN.4.4. Music: Improvising melodies and accompaniments: Students improvise rhythmic and melodic accompaniments to a known melody. They improvise simple rhythmic variations of familiar songs.

4.4.1. Create a rhythmic ostinato accompaniment to a given melody.

4.4.2. Create a melodic ostinato to accompany a song.

4.4.3. Create a rhythmic variation within a melody.

IN.4.5. Music: Composing and arranging music within specified guidelines: Students create and arrange music to go with readings or dramas. They create short songs or instrumental pieces and use a variety of sound sources when composing.

4.5.1. Create an original piece.

4.5.2. Perform an original composition on instruments.

IN.4.6. Music: Listening to, analyzing, and describing music: Students identify simple music forms when heard. They discuss and describe aural examples of music of many styles and cultures, using appropriate musical terms when doing so. They identify the sounds of orchestral and band instruments. They also respond through movement to selected musical events while listening to music.

4.6.1. Diagram musical forms such as AB, ABA, or rondos.

4.6.2. Identify by sight and sound various instruments.

4.6.3. Investigate and create characters and plots from a variety of resources.

4.6.4. Explore the use of sounds and the voice to express character, feelings, and mood.

IN.4.7. Music: Understanding relationships between music, the other arts, and disciplines outside the arts: Students identify similarities and differences in the meanings of common terms used in the fine arts. They identify similarities and differences in the meanings of common terms used between the arts and other subject areas.

4.7.1. Compare and contrast two or more meanings of terms used in the arts, such as unity, variety, repetition, and contrast.

4.7.2. Compare the science of sound as it relates to stringed and percussion instruments.

4.7.3. Name ways that study of the arts differs from the study of other subjects.

IN.4.8. Music: Understanding music in relation to history and culture: Students: Students identify examples of familiar music by historical period. They describe how elements of music are used in music of various cultures, and compare the roles of musicians in other cultures.

4.8.1. Identify the historical period to which a famous work studied in class belongs.

4.8.2. Compare and contrast musical examples from different cultures.

4.8.3. Read plays to examine character dynamics and relationships.

IN.4.9. Music: Evaluating music and music performances: Students develop criteria for musical quality. They explain personal preferences for musical works and styles, using proper music terminology as it is learned. They evaluate the quality and effectiveness of their own and others' compositions and performances. They also learn importance of proper concert behavior.

4.9.1. Identify various opportunities in theatre-related careers both on and offstage.

4.9.2. Discuss likes and dislikes using familiar musical terms.

4.9.3. Evaluate musical works and performances using a class-written rubric or another evaluation tool.

4.9.4. Discuss appropriate audience behavior within different musical settings.

IN.4.1. Visual Arts: Responding to Arts: History: Students understand the significance of visual art in relation to historical, social, political, spiritual, environmental, technological, and economic issues.

4.1.1. Identify the relationship between a work of art and the geography and characteristics of the culture; and identify where, when, and by whom the work was made (focus: Indiana history).

4.1.2. Research and identify the function of a work of art or artifact and make connections to the culture (artifacts from Indiana).

4.1.3. Identify symbols or icons in works of art (icons of Indiana).

IN.4.2. Visual Arts: Responding to Arts: History: Students recognize significant works of Western and non-Western art and understand the chronological development of art movements.

4.2.1. Recognize and be familiar with selected works of art from various cultures and identify artist and culture.

4.2.2. Identify styles of works of art as belonging to a specific culture and place.

4.2.3. Distinguish between contemporary and traditional works of art and identify characteristics of both.

IN.4.3. Visual Arts: Responding to Arts: Criticism: Students describe, analyze, and interpret works of art and artifacts.

4.3.1. Analyze sensory, formal, technical, and expressive properties in a work of art.

4.3.2. Construct meaning based on properties found in the work, personal response, and research on the work and its context.

4.3.3. Use appropriate art vocabulary.

IN.4.4. Visual Arts: Responding to Arts: Criticism: Students identify and apply criteria to make informed judgments about art.

4.4.1. Identify criteria used by art critics in determining excellence in a work of art.

4.4.2. Apply criteria in making informed judgments.

IN.4.5. Visual Arts: Responding to Art: Aesthetics: Students reflect on and discuss art theories and aesthetic issues concerning the meaning and significance of art.

4.5.1. Personally respond to a work of art and examine alternative responses from peers to form a logical hypothesis.

4.5.2. Discuss and raise questions about the nature of art, reflect on these discussions, defend personal viewpoints.

IN.4.6. Visual Arts: Responding to Art: Aesthetics: Theorize about art and make informed judgments .

4.6.1. Understand that artists have different philosophies or theories when creating art and discriminate between works created from different theories (imitationalism, formalism, or emotionalism).

4.6.2. Understand that personal preference is one of many criteria used in making informed judgments.

IN.4.7. Visual Arts: Creating Art: Production: Students observe, select, and utilize a range of subject matter, symbols, and ideas in their work.

4.7.1. Demonstrate refined observational skills in their work.

4.7.2. Create a work that communicates personal ideas, experiences, or emotions.

4.7.3. Identify and use a variety of symbols and subject matter that clearly communicate ideas.

IN.4.8. Visual Arts: Creating Art: Production: Students understand and apply elements and principles of design effectively in their work.

4.8.1. Apply elements (line, shape, form, texture, color, and space) and principles (repetition, variety, rhythm, proportion, movement, balance, emphasis) in work that effectively communicates their ideas.

4.8.2. Identify and discriminate between types of shape (geometric and organic), colors (primary, secondary, complementary, tints, and shades), lines (characteristics, quality), textures (tactile and visual), and space (placement, perspective, overlap, negative, positive, size), balance (symmetrical, asymmetrical, radial) and the use of proportion, rhythm, variety, repetition, and movement in their work and the works of others.

IN.4.9. Visual Arts: Creating Art: Production: Students develop and apply skills using a variety of two dimensional and three dimensional media, tools, and processes to create works that communicate personal meaning.

4.9.1. Identify differences between media and the visual characteristics of each medium.

4.9.2. Identify and control different media, techniques, and processes to effectively communicate ideas, experiences, and stories including: Drawing, Painting, Printmaking, Ceramics, Sculpture/Architecture/Jewelry, Fibers, Mixed Media, and New Media.

4.9.3. Demonstrate safe and proper use, care, and storage of media, materials, and equipment.

IN.4.10. Visual Arts: Creating Art: Production: Students reflect on, revise, and refine work using problem solving and critical thinking skills.

4.10.1. Take a backstage tour of a theatre.

4.10.2. Analyze the theatrical nature of familiar Indiana cultural events.

4.10.3. Demonstrate respect for their work and the work of others.

IN.4.11. Visual Arts: Careers and Community: Students recognize a variety of art-related professions and careers in our society.

4.11.1. Create a theatre piece exploring human relationships.

4.11.2. Identify and compare similar concepts or principles found in theatre and another discipline.

IN.4.12. Visual Arts: Careers and Community: Students understand how art experiences affect daily life and identify opportunities for involvement in the arts.

4.12.1. Analyze the ways a live performance is enhanced by the integration of other art forms.

4.12.2. Analyze and respond to art at local museums, exhibits, arts performances, and exhibited by visiting artists in the school.

IN.4.13. Visual Arts: Integrated Studies: Students identify and make connections between knowledge and skill in art and all other subject areas such as humanities, sciences, and technology.

4.13.1. Begin to distinguish between products and processes of visual art and other disciplines.

4.13.2. Create a work of art using subject matter, concepts, or sign systems (words, numbers) of another discipline.

IN.4.14. Visual Arts: Integrated Studies: Students understand the integrative nature of art forms including dance, theater, music, visual art, and media art.

4.14.1. Begin to distinguish between products and subject matter of visual art and other art forms.

4.14.2. Create an artwork using processes and sign systems (imagery, movement, sound, words) of two art forms.

IN.4.1. Theatre: History and Culture: Students understand the significance of theatre and its relationship to history and cultures.

4.1.1. Explore the unique way theatre can be used to understand the history of Indiana and its people.

4.1.2. Trace the development of theatre in Indiana.

4.1.3. Examine the value of theatre as a means of integrating history and culture.

IN.4.2. Theatre: History and Culture: Students recognize significant works of the theatre and comprehend various performance styles.

4.2.1. Discover the ways that Indiana heritage is preserved theatrically.

4.2.2. Explore the works of Indiana writers and playwrights.

4.2.3. View examples of Indiana history and culture in performance.

IN.4.3. Theatre: Analysis and Response: Students understand and analyze the dramatic structure of plays and performances.

4.3.1. Discuss and classify character, plot, theme, and setting in stories.

4.3.2. Identify and describe the character, plot, and setting in classroom dramatizations and/or formal productions.

IN.4.4. Theatre: Analysis and Response: Students identify, develop, and apply criteria to make informed judgments about theatre.

4.4.1. Develop selected criteria to critique what they see, hear, and understand.

4.4.2. Speculate on the meaning of a performance.

4.4.3. Articulate what changes they would suggest in a performance.

IN.4.5. Theatre: Analysis and Response: Students reflect on and interpret the nature of the theatre experience and its personal and artistic significance.

4.5.1. Recognize and respond to the unique qualities of the theatre experience.

IN.4.6. Theatre: Creative Process: Students create scripts and theatre pieces through collaboration, inquiry, and improvisation.

4.6.1. Create a short dramatic scene from narrative literature.

4.6.2. Collaboratively improvise scenes based on relationships and social situations.

4.6.3. Investigate and create characters and plots from a variety of resources.

4.6.4. Explore the use of sounds and the voice to express character, feelings, and mood.

4.6.5. Create spontaneous dialogue to express feelings.

IN.4.7. Theatre: Creative Process: Students utilize imagination and research to design and implement the elements of a visual environment.

4.7.1. Conceive, draw, and build a simple imagined environment.

4.7.2. Apply research to the process of developing a simple, dramatic environment.

IN.4.8. Theatre: Creative Process: Students develop acting skills through observation, improvisation, and script analysis.

4.8.1. Observe skilled actors.

4.8.2. Create and present an age-appropriate character in a real- life situation.

4.8.3. Read plays to examine character dynamics and relationships.

IN.4.9. Theatre: Careers and Community: Students recognize a variety of theatrical careers.

4.9.1. Identify various opportunities in theatre-related careers both on and offstage.

IN.4.10. Theatre: Careers and Community: Students develop a lifelong commitment to theatre arts and value their importance in the life of the community.

4.10.1. Take a backstage tour of a theatre.

4.10.2. Analyze the theatrical nature of familiar Indiana cultural events.

IN.4.11. Theatre: Integrated Studies: Students identify and make connections between theatre and other disciplines such as language arts, social studies, humanities, science, and technology.

4.11.1. Create a theatre piece exploring human relationships.

4.11.2. Identify and compare similar concepts or principles found in theatre and another discipline.

IN.4.12. Theatre: Integrated Studies: Students understand the integrative nature of theatre that includes dance, music, visual art, and media arts.

4.12.1. Analyze the ways a live performance is enhanced by the integration of other art forms.

4.1. Learning Dance Skills and the Creative Process: Students demonstrate knowledge and skills of dance elements.

4.2. Learning Dance Skills and the Creative Process: Students understand and demonstrate choreographic principles, processes, and structures.

4.3. Learning Dance Skills and the Creative Process: Students understand and demonstrate dance as a way to create and communicate.

4.4. Analysis, Culture and History: Students reflect upon, evaluate, and analyze dance experiences.

4.5. Analysis, Culture and History: Students understand and demonstrate dance from diverse cultures and historical periods.

4.6. Healthy Practices: Students demonstrate connections between dance and healthy living.

4.7. Integration: Students integrate dance with the other arts and disciplines outside the arts.

4.8. Community and Careers: Students value the role of dance in the life of the community and identify its associated careers.

4.9. Careers and Community: Students recognize a variety of theatrical careers.

4.10. Careers and Community: Students develop a lifelong commitment to theatre arts and value their importance in the life of the community.

4.11. Integrated Studies: Students identify and make connections between theatre and other disciplines such as language arts, social studies, humanities, science, and technology.

4.12. Integrated Studies: Students understand the integrative nature of theatre that includes dance, music, visual art, and media arts.