Nevada State Standards for Arts Education: Grade 4

NV.1.0. Music: Singing - Students sing a varied repertoire of music alone and with others.

1.5.1. Individual Singing Technique: Sing independently and expressively.

1.5.2. Choral Singing Technique: Sing in an ensemble while following a conductor.

1.5.3. Independent Part Singing: Sing descants, partner songs, and three-part rounds.

1.5.4. Variety of Repertoire: Sing more complex patriotic songs, folk songs, and multicultural selections.

NV.2.0. Music: Playing Instruments - Students perform a varied repertoire of music on instruments alone and with others.

2.5.1. Individual Playing Techniques: Play rhythmic, melodic, and chordal patterns.

2.5.4. Variety of Repertoire: Play or accompany folk, traditional, and multicultural music.

NV.3.0. Music: Improvisation - Students improvise melodies, variations, and accompaniments.

3.5.1. Improvising Rhythms and Melodies: Improvise melodic and rhythmic patterns within the context of a musical phrase.

3.5.3. Improvising Variations: Improvise introductions and codas, B sections, and changing parts of the rondo.

NV.4.0. Music: Writing - Students compose and arrange music within specified guidelines.

4.5.1. Creating: Create music to interpret readings or dramatizations.

4.5.2. Composing: Create and perform songs and instrumental pieces.

4.5.3. Arranging: Organize and perform pieces using a variety of sound sources.

NV.5.0. Music: Reading - Students read and notate music.

5.5.1. Rhythmic Reading: Read whole, half, dotted half, quarter and eighth notes and rests in duple and triple meter.

5.5.2. Melodic Reading: Read melodic patterns in the treble clef using solfege, numbers and/or letters.

5.5.3. Musical Symbols: Use complex music symbols (e.g. dynamics, tempo).

5.5.4. Sight Reading: Sight read rhythmic and melodic patterns.

5.5.5. Notating: Notate simple rhythm and melody using standard symbols.

NV.6.0. Music: Listening - Students listen to, analyze, and describe music.

6.5.1. Analysis of Elements of Music and Performance: Compare and contrast simple elements of music when presented aurally.

NV.7.0. Music: Evaluation - Students evaluate music and music performances.

7.5.1. Developing Musical Criteria: Construct criteria using standard music vocabulary.

7.5.2. Applying Musical Criteria: Explain personal preferences for specific musical works and styles using complex musical vocabulary (e.g. crescendo/decrescendo; rondo form).

NV.8.0. Music: Application to Life - Students demonstrate relationships between music, the other arts, and disciplines outside the arts.

8.5.1. No indicator of progress for Grade 5

NV.9.0. Music: Cultural and Historical Connections - Students demonstrate knowledge of the historical periods and cultural diversity of music.

9.5.1. Cultural and Historical Context: Identify by style aural examples from various historical periods, American musical history, and world cultures.

9.5.2. Role of Music and Musicians: Describe the role of musicians in various settings and cultures (e.g. performers, educators, critics, composers).

NV.10.0. Music: Cross-curricular - Students demonstrate an understanding of movement through skills, techniques, choreography, and as a form of communication.

10.5.1. Dance/Movement (See Physical Education Content Standard 3.0): Using Grade 5 standards adopted for Physical Education, demonstrate an understanding of the standards.

NV.1.0. Theater: Students recognize and understand the components of theatrical production including script writing, directing, and production.

1.5.1. Scriptwriting: Create a script with two or more characters; a beginning, middle and end; setting; and character descriptions.

1.5.2. Directing: Work together in a group to plan, rehearse, and present a dramatized idea or story.

1.5.6. Set Design: Draw and/or build model sets for a production (e.g. cardboard or diorama).

1.5.7. Props, Costumes, and Make-up: Assemble props and costumes for use in a dramatized event set in a specific time period and locale (e.g. Pilgrims or Romans).

NV.2.0. Theater: Students understand and demonstrate the role of the actor in the theater.

2.5.1. Character Analysis: Identify and list a given character's traits by looking at the character's actions and dialogue.

2.5.2. Acting Skills: Demonstrate examples of character traits through movement, pantomime, improvisation, and/or voice. (e.g. How does a person move and speak at age 60? At age 6?).

2.5.3. Characterization: Portray a character's traits through movement, voice and/or dialogue in a dramatized idea or story.

NV.3.0. Theater: Students apply and demonstrate critical and creative thinking skills in theater, film television, or electronic media.

3.5.1. Production/Performance Analysis: Discuss performances of students and visiting artists.

3.5.2. Aesthetic Criteria: Describe emotional response to a performance and explain genre preference (e.g. romance, comedy, suspense, and action).

3.5.3. Genre Identification: Differentiate between comedy and tragedy.

NV.4.0. Theater: Students recognize and explain how theatrical experiences contribute to a better understanding of history, culture, and human relationships.

4.5.1. History and Culture: Explain how movies or television reveal information about other historical periods and cultures.

4.5.2. Human Relationships: Identify the conflict between characters in a dramatized event.

NV.5.0. Theater: Students make connections with theater, the other arts, and academic disciplines.

5.5.1. No indicator of progress for Grade 5

NV.1.0. Visual Arts: Knowledge - Students know and apply visual arts media, techniques, and processes.

1.5.1. Knowledge: Determine differences between media, techniques or processes in works of art (e.g. the transparency of watercolor vs. the opaqueness of tempera).

1.5.2. Response: Examine how different media, techniques, and processes cause different responses (e.g. Look at two-dimensional vs. three-dimensional works of art).

1.5.3. Creation: Create artworks using various media, techniques, and processes to communicate ideas.

NV.2.0. Visual Arts: Application - Students use knowledge of visual characteristics, purposes, and functions.

2.5.1. Knowledge (Visual Characteristics): Describe various visual characteristics of art (e.g. sensory, formal, technical, and expressive).

2.5.2. Knowledge (Purposes/Functions): Identify and describe possible purposes and/or functions of art (e.g. The purpose for a pot's decoration might be to tell a story while the pot's function might be storage).

2.5.3. Response: Explain how visual characteristics, purposes, and/or functions of art may cause different responses.

2.5.4. Creation: Select and use specific visual characteristics to communicate.

NV.3.0. Visual Arts: Content - Students choose, apply, and evaluate a range of subject matter, symbols, and ideas.

3.5.1. Visual Characteristics: Discuss how subject matter, symbols, and ideas produce meanings in works of art.

3.5.2. Creation: Produce a work of art that demonstrates the ability to convey meaning by integrating subject matter and symbols with ideas.

3.5.3. Response: Explain the way subject matter, symbols, and ideas are chosen to present meaning in student artwork.

NV.4.0. Visual Arts: Context - Students understand the visual arts in relation to history and cultures.

4.5.2. Response: Associate a variety of artworks with cultures, times, and places.

4.5.3. Creation: Create works of art that demonstrate historical and cultural influence.

NV.5.0. Visual Arts: Interpretation - Students analyze and assess characteristics, merits, and meanings in their own artwork and the work of others.

5.5.1. Knowledge (Characteristics): Compare and contrast characteristics of art.

5.5.2. Knowledge (Merits): Identify merits in artworks.

5.5.3. Knowledge (Meaning): Describe meanings of art.

5.5.4. Response: State preferences for characteristics, merits, and meanings in art.

NV.6.0. Visual Arts: Cross-curricular - Students demonstrate relationships between visual arts, the other arts, and disciplines outside the arts.

6.5.1. No indicator of progress for Grade 5