Arizona State Standards for Arts Education: Grade 5

AZ.1. Music (Essentials): Creating Art: Students know and apply the arts disciplines, techniques and processes to communicate in original or interpretive work.

1AM-E1. Students know and are able to expand note-reading ability to include sixteenth and dotted notes, and rests in 6/8, 3/8, and alla breve (cut time) meter signatures.

PO 1. Identify meter and note/rest values.

PO 2. Compare/contrast meter and note/rest values.

PO 3. Speak and/or sing and/or play examples of music utilizing the above elements.

1AM-E2. Students know and are able to articulate notes on the page (e.g., letters [a, b, c, d, e, f, g], numbers [1, 2, 3, etc.], syllables [do, re, mi, etc.]).

PO 1. Read simple notation.

1AM-E3. Students know and are able to sing/perform accurately and with good breath control, tone quality, posture and technique.

PO 1. Demonstrate appropriate diaphragmatic breathing in vocal and instrumental music.

PO 2. Stand/sit with posture appropriate to activity.

1AM-E4. Students know and are able to sing/play in ensemble or alone, with expression and technical accuracy, a varied repertoire of musical literature with level of difficulty 3 on a scale of 1-6, including some songs performed from memory.

PO 1. Perform pieces of various styles for an audience with expression (e.g., dynamics, phrasing) and technical accuracy (e.g., breath support, pitch, diction).

1AM-E5. Students know and are able to recognize and perform the major and minor scale structures.

PO 1. Identify pattern of whole and half-steps in the major and minor scales (natural and harmonic).

PO 2. Sing/play tetrachord/major scales.

1AM-E6. Students know and are able to sight-read accurately and expressively music with level of difficulty 2 on a scale of 1-6.

PO 1. Sight-read at level of difficulty 1.

1AM-E7. Students know and are able to improvise simple harmonic accompaniments and melodies.

PO 1. Identify tonic and dominant chords.

PO 2. Play an improvised harmonic accompaniment using tonic and dominant chords.

PO 3. Sing and/or play an improvised melody based on a two-chord progression.

1AM-E8. Students know and are able to compose short pieces within specified guidelines, demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance.

PO 1. Create a 2, 4, or 8 bar piece using standard or nonstandard notation.

1AM-E9. Students know and are able to identify and demonstrate the basic physical and scientific properties of the technical aspects of music (e.g., acoustics, resonance, intervals, materials used in the construction of instruments, computer keyboards and workstations, Musical Instrument Digital Interface [MIDI], Computer Assisted Musical Instruction [CAMI], mathematics, human anatomy).

PO 1. Explain the nature of sound as vibration.

PO 2. Describe the effect an instrument's physical properties will have upon its sound.

PO 3. Analyze the qualities that differentiate one instrument or voice from another.

1AM-E10. Students know and are able to use a variety of traditional (e.g., voices, instruments) and non-traditional (e.g., paper tearing, clapping, finger snapping, pencil tapping) sound sources and electronic media when composing and arranging.

AZ.2. Music (Essentials): Art in Context: Students demonstrate how interrelated conditions (social, economic, political, time and place) influence and give meaning to the development and reception of thought, ideas and concepts in the arts.

2AM-E1. Students know and are able to analyze the uses of dynamics, pitch, duration, melodic contour, structure, timbre, and tempo in aural examples representing diverse genres and cultures.

PO 1. Describe characteristics of various musical genres and cultures.

2AM-E2. Students know and are able to describe and classify by genre and style listening examples of high quality; explain the characteristics that cause those selections to be exemplary.

PO 1. Identify characteristics of various musical genres and styles.

2AM-E3. Students know and are able to discuss diverse functions which music serves.

PO 1. Identify various settings where music is used.

2AM-E4. Students know and are able to compare the roles of musicians (e.g., music video performer, symphony conductor, opera soloist, gospel choir singer, recording artist, film score composer/ arranger, church organist, Apache violinist) according to the various functions and the conditions under which music is performed.

PO 1. Identify the roles and responsibilities of various music professions.

AZ.3. Music (Essentials): Art as Inquiry: Students demonstrate how the arts reveal universal concepts and themes. Students reflect upon and assess the characteristics and merits of their work and the work of others.

3AM-E1. Students know and are able to devise and apply criteria for evaluating performances and compositions.

PO 1. Identify criteria used in evaluating performances and compositions.

3AM-E2. Students know and are able to describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with music.

PO 1. Describe elements of subject matter in other disciplines.

PO 2. Compare/contrast elements from PO 1 with the elements used in music.

3AM-E3. Students know and are able to analyze and demonstrate the use of the elements of music (e.g., in live and recorded performance, verbal discussion).

PO 1. Analyze how music is used to reflect particular moods and feelings.

PO 2. Demonstrate a story utilizing the elements of music.

AZ.1. Visual Arts (Essentials): Creating Art: Students know and apply the arts, disciplines, techniques and processes to communicate in original or interpretive work.

1AV-E1. Students know and are able to choose the most appropriate media, techniques, and processes to enhance communication of one's own ideas and experiences.

PO 1. Create artwork using the most appropriate media to communicate ideas and experiences.

1AV-E2. Students know and are able to demonstrate increasing technical ability and skill to complete visual arts assignments.

PO 1. Demonstrate technical ability and skill to complete visual arts assignments.

PO 2. Demonstrate improvement of technical ability and skill in a sequence of one's own artwork.

PO 3. Produce a portfolio demonstrating improved technical ability and skill.

1AV-E3. Students know and are able to identify and demonstrate the basic physical and scientific properties of the technical aspects of visual arts media (e.g., glazes, paints, printing equipment, photo papers/chemicals, fiber dyes, kilns, cameras, computer software and hardware, mathematics, light, tensile strength).

PO 1. Identify basic physical and scientific properties of the technical aspects of visual artsmedia.

PO 2. Demonstrate, within one's own artworks, the basic physical and scientific properties of the technical aspects of visual arts media.

1AV-E4. Students know and are able to continue to expand knowledge and use of different arts media, acquiring several new techniques.

PO 1. Know how to use different arts media and techniques.

PO 2. Demonstrate the use of different arts media and techniques.

1AV-E5. Students know and are able to investigate and sequence multiple visual solutions to a given problem, making revisions and articulating the rationale for the best solutions.

PO 1. Identify the issues to be addressed within one's own artwork.

PO 2. Determine the variety of options one could use in producing an artwork to address anartistic problem.

PO 3. Select the specific options that would best solve an artistic problem.

PO 4. Create an artwork that best solves an artistic problem.

AZ.2. Visual Arts (Essentials): Art in Context: Students demonstrate how interrelated conditions (social, economic, political, time, and place) influence and give meaning to the development and reception of thought, ideas and concepts in the arts.

2AV-E1. Students know and are able to use subjects, themes and symbols that demonstrate knowledge of contexts, values and aesthetics to communicate intended meaning in their artworks.

PO 1. Identify cultural and historical symbols for one's own meaning, past and present.

PO 2. Apply subjects, themes or symbols from various cultural or historical contexts toone's own artwork that will communicate their intended meanings.

PO 3. Compare and contrast the values and aesthetics of one's own work and the historic or cultural work with similar meanings.

2AV-E2. Students know and are able to identify and investigate visual arts careers and qualifications, noting the personal and work attributes required to succeed.

PO 1. Determine careers in the visual arts.

PO 2. Research a particular career choice for qualifications necessary.

PO 3. List one's own personal strengths and interests and match those with existing arts careers.

2AV-E3. Students know and are able to identify and compare the characteristics of artworks that share similar subject matter, historical periods or cultural context.

PO 1. Determine characteristics in several artworks from the same cultural group.

PO 2. Compare and contrast the characteristics of various cultural groups in similar time periods.

PO 3. Compare and contrast the use of subject matter in various cultural groups in various time periods.

2AV-E4. Students know and are able to describe the role art plays in culture and how it reflects, records and shapes history in various times, places and traditions.

PO 1. Explain functional and non-functional art forms.

PO 2. Describe traditional art forms based on culture.

PO 3. State the social, economic, political, geographic, or cultural implications of one's own work.

AZ.3. Visual Arts (Essentials): Art as Inquiry: Students demonstrate how the arts reveal universal concepts and themes. Students reflect upon and assess the characteristics and merits of their work and the work of others.

3AV-E1. Students know and are able to compare and contrast the various purposes for creating art.

PO 1. Analyze purposes for creating art.

PO 2. Compare various purposes for creating art.

PO 3. Contrast various purposes for creating art.

3AV-E2. Students know and are able to identify the artistic styles of realistic, abstract and non-objective artworks.

PO 1. Identify realistic artworks.

PO 2. Identify abstract artworks.

PO 3. Identify non-objective artworks.

3AV-E3. Students know and are able to interpret and describe the messages of contemporary and historic artworks in terms of cultural and ethnic influences.

PO 1. Describe the meaning of contemporary artworks in terms of a particular culture or ethnic back ground.

PO 2. Describe the meaning of historical artworks in terms of a particular culture or ethnic background.

3AV-E4. Students know and are able to use art elements and the principles of design to describe the effective communication of ideas in one's own personal work and in the work of master artists.

PO 1. Use the elements of art to describe the effective communication of ideas in the work of master artists of various cultures.

PO 2. Use the principles of design to describe the effective communication of ideas in the work of master artists of various cultures.

3AV-E5. Students know and are able to describe and compare own responses and responses of others to works by artists from various eras and cultures.

PO 1. Develop one's own response about works from various eras and cultures.

PO 2. Identify the responses of others about works from various eras and cultures.

PO 3. Compare one's own response with the responses of others about works from various eras and cultures.

3AV-E6. Students know and are able to describe and demonstrate the persuasive power of the visual arts to influence messages used by business, industry and politics.

PO 1. Identify images used to influence messages used by business, industry, and politics.

PO 2. Describe the persuasive power of the images to influence messages used by business, industry and politics.

3AV-E7. Students know and are able to describe ways in which the principles and subject matter of other disciplines in the curriculum are interrelated with visual arts.

PO 1. Identify the curriculum concepts from other disciplines that are used in the visual arts (e.g., measurements in mathematics, writing and public speaking in language arts).

3AV-E8. Students know and are able to demonstrate the process and value of critiquing one's own artwork and the work of others, using technology as one means of communicating personal ideas in a variety of forums.

PO 1. Demonstrate one process of critiquing an artwork.

PO 2. Name a benefit of the critique process.

AZ.1. Theatre (Essentials): Creating Art: Students know and apply the arts disciplines, techniques and processes to communicate in original or interpretive work.

1AT-E1. Students know and are able to create and script (e.g., through scenarios for improvisations and scripts), both individually and in groups, scenarios that develop tension and suspense between believable, interrelated characters.

PO 1. Develop a scene that has a simple series of actions with conflict, challenge, or problems for the characters.

PO 2. Analyze the relationships and believability of the characters in the improvisation.

PO 3. Use class discussions as a basis for scripting (in appropriate format) a scene that involves character, tension/conflict, and action.

1AT-E2. Students know and are able to demonstrate mental and physical attributes (e.g., concentration, sense recall, and ability to remember lines and cues; breath and vocal control, body alignment, flexibility, and coordination) required to communicate characters different from themselves.

PO 1. Concentrate as a character portraying simple identified role characteristics.

PO 2. Demonstrate fluidity of dialogue in improvisations and when remembering lines and taking cues for scripted dramas.

PO 3. Use simple vocal techniques (e.g., rate, tone, pitch, rhythm, tempo, volume) to create a believable character.

PO 4. Use simple range of movement to differentiate one character from another.

1AT-E3. Students know and are able to cooperate in an ensemble to rehearse and present improvisations and scripted scenes involving themselves as invented characters.

PO 1. In small groups cooperatively plan scenes or improvisations.

PO 2. Rehearse an improvisation or scene making certain the action is seen and heard.

PO 3. Participate in a classroom presentation and/or a film/video demonstrating vocal andmovement techniques to portray a character.

1AT-E4. Students know and are able to identify and demonstrate the basic physical and chemical properties of the technical aspects of theatre (e.g., light, color, electricity, paint, set construction and makeup).

PO 1. Demonstrate the effect of a light source on shadow (reflection, refraction and absorption) and mood.

PO 2. Mix paint to create different colors, values, and hues; explain the process.

1AT-E5. Students know and are able to analyze scenes for artistic and technical requirements; develop design based on musical and visual art principles that meet the requirements of the scene.

PO 1. Discuss how visual and aural design elements affect the audience.

PO 2. Experiment with arts media and techniques to create a design that contributes to the mood and meaning of an improvisation (e.g., a collage, a computer image, a sound plot).

1AT-E6. Students know and are able to work collaboratively and safely to select and create elements of scenery, properties, lighting, sound, costumes and makeup that will suggest their designs.

PO 1. Use available art materials and tools to construct set pieces or select from a variety of sources, objects that can convey the image of the environment.

PO 2. Make certain the action is seen and light sources colored to enhance the mood of the scene.

PO 3. Record and play sound to enhance the mood and meaning of the scene.

PO 4. Select costume accessories (e.g., from home wardrobes) to enhance the design of the performance and help delineate character.

AZ.2. Theatre (Essentials): Art in Context: Students demonstrate how interrelated conditions (social, economic, political, time and place) influence and give meaning to the development and reception of thought, ideas and concepts in the arts.

2AT-E1. Students know and are able to analyze the physical, emotional and social dimensions of characters found in dramatic texts from various genre and media.

PO 1. Given a dramatic text or media presentation, identify and compare the physical traits (e.g., ethnicity, body shape, age, physicalability) of various characters.

PO 2. Given a dramatic text or media presentation, explain how the emotional range (e.g., feelings that motivate a character, feelings orreactions) of characters effects their personality.

PO 3. Given a dramatic text or media presentation, identify and compare the social status of characters.

2AT-E2. Students know and are able to explain and compare the roles and interrelated responsibilities of various personnel involved in theatre, film, television and/or electronic media productions.

PO 1. Explain what the playwright, actor, designer and director do to put on a play and therole of editor, camera operator in film.

PO 2. Compare and contrast the roles and responsibilities of actors, designers and directorsin film and theatre.

2AT-E3. Students know and are able to explain how social concepts (e.g., cooperation, communication, collaboration, consensus, self-esteem, risk-taking, sympathy, empathy) apply in theatre and in daily life, literature or history.

PO 1. Utilizing their knowledge of social skills needed in the planning, rehearsing andpresentation of a dramatic work, give examples from daily life when these skills are applicable.

PO 2. Compare the social behavior of characters in a film/television and or theatre productions with examples from social behavior in similar situations in daily life.

PO 3. Improvise scenes exemplifying these behaviors.

2AT-E4. Students know and are able to apply research to script writing, acting, designing and directing.

PO 1. Identify a variety of sources (e.g., library, school, community) to supply informationabout characters, environment, etc. to improve a performance.

PO 2. Evaluate the research materials for appropriateness and usefulness to supportcharacter, story development and design.

2AT-E5. Students know and are able to analyze the emotional and social impact (e.g., historical and contemporary) of performances in their lives and the lives of others).

PO 1. Analyze and describe orally or in writing a personal response to a play, film or other performance.

PO 2. Describe how the characters in a situation might be similar to one experienced in reallife.

2AT-E6. Students know and are able to select characters representing various historical periods and cultures from scripts and other sources and illustrate how these characters 1) have similar needs and motivations and 2) reflect the conditions of their time and place.

PO 1. Identify and describe characters from dramatic productions from two historicalperiods and/or cultures.

PO 2. Improvise a scene that places characters from two different historical periods orcultures in a problem situation.

PO 3. Explain how and why the characters behaved as they did in the improvisation or the production.

2AT-E7. Students know and are able to describe and compare responses to their own works and works by others.

PO 1. Identify similar and different emotional and critical responses to selected works of art.

PO 2. Evaluate responses according to one's own objective or artists' perceived purpose.

AZ.3. Theatre (Essentials): Art as Inquiry: Students demonstrate how the arts reveal universal concepts and themes. Students reflect upon and assess the characteristics and merits of their work and the work of others.

3AT-E1. Students know and are able to explain and justify the meanings constructed from their and others/ dramatic performances.

PO 1. Identify and explain the effect of conflicts between characters in a dramaticproduction.

PO 2. Describe how the conflict is related to daily life.

PO 3. Formulate a general theme based on a play and its relationship to daily life.

3AT-E2. Students know and are able to describe and analyze the effect of publicity, study guides, programs and physical environments on audience response and appreciation of dramatic performances.

PO 1. Discuss appropriate dress and behavior for attending or participating in variousactivities (e.g., sports, theatre, concert).

3AT-E3. Students know and are able to describe ways in which the principles and subject matter of the curriculum are interrelated with theatre.

PO 1. Dramatize a story from classroom literature.

PO 2. Interpret a story poem using musical instruments and movement.

PO 3. Dramatize a concept from other subject areas (e.g., math, science) throughpantomime, rap, two-voice poems, or other performance medium.

PO 4. Improvise a scene, demonstrating a science or social studies concept (e.g., enact ascene about a major scientific figure or a scene demonstrating how a scientificprinciple solves a problem).

3AT-E4. Students know and are able to analyze how characters change as a result of events in a drama and identify key messages or themes from a dramatic text or performance.

PO 1. Adapt a story to another time and place.

PO 2. Explain how and why the dramatic elements (e.g., dialogue, setting, lighting,costuming, acting style) change in an adaptation.

PO 3. Create and justify transitions between improvised or scripted scenes in a play.

3AT-E5. Students know and are able to explain own personal criteria for evaluating their dramatic work and the work of others by identifying 1) the basic elements of a drama, and 2) the acting and process of theatrical design.

PO 1. Interpret the importance of time and place in a story.

PO 2. Analyze the interrelationship among character, conflict/problem and resolution.

PO 3. Construct a scenario with a definite beginning, middle and ending.

PO 4. Evaluate the artistic choices (e.g., dialogue, setting, lighting, costuming, acting style)made in a performance.

3AT-E6. Students know and are able to describe and evaluate their sense of the effectiveness of classmates' and others' contributions (e.g., as playwrights, actors, designers, directors) to the collaborative process of improvising, scripting and performing scenes.

PO 1. Describe the collaborative roles (e.g., listener, recorder, encourager, questioner) increating drama.

PO 2. Utilize collaboration when creating a theatrical performance.

PO 3. Analyze the results of cooperation and collaboration in the creative process.

AZ.1. Dance (Essentials): Creating Art: Students know and apply the arts disciplines, techniques and processes to communicate in original or interpretive work.

1AD-E1. Students know and are able to demonstrate the difference between literal gesture and abstract movement.

PO 1. Identify and demonstrate literal gestures (e.g., greeting, sports skill).

PO 2. Use the elements of dance to abstract a literal gesture.

PO 3. Perform the abstracted literal gestures.

1AD-E2. Students know and are able to demonstrate and explain alignment, balance, imitation of movement, articulation of isolated body parts, weight shift, elevation and landing, and fall and recovery.

PO 1. Perform given movement sequences incorporating weight shift, elevation and landing, and fall and recovery.

PO 2. Develop proper alignment through movement activities.

PO 3. Participate in movement activities that develop both stationary and moving balance and control.

PO 4. Define terms (e.g., alignment, articulation).

PO 5. Move various body parts simultaneously in a contrasting manner (e.g., shake right leg while swinging left arm).

1AD-E3. Students know and are able to identify and demonstrate the basic physical and scientific properties (e.g., sound, physics, light, computer software/hardware, mathematics, human anatomy, costume design) of the technical aspects of dance.

PO 1. Explore natural forces as forms of energy and movement.

PO 2. Demonstrate angles through the space relationships between various body parts.

PO 3. Identify the actions of joints.

PO 4. Select and/or make costumes for a dance.

1AD-E4. Students know and are able to identify and demonstrate basic dance steps, positions and patterns for dances from at least two different styles or traditions.

PO 1. Identify and demonstrate steps from ballet, jazz, modern, tap or ethnic dance.

PO 2. Memorize and perform set patterns of movement.

1AD-E5. Students know and are able to transfer accurately a visual pattern to a physical motion (i.e., kinesthetic).

PO 1. Demonstrate shapes with body parts.

PO 2. Improvise by relating to the shapes of objects in the environment.

1AD-E6. Students know and are able to transfer accurately a rhythmic pattern from the aural to a physical motion (i.e., kinesthetic).

PO 1. Respond to a movement with a sound, and to a sound with movement.

PO 2. Initiate spontaneous movement through various stimuli (e.g., music, sound, words).

PO 3. Listen to a rhythmic pattern and then recreate the pattern in movement.

1AD-E7. Students know and are able to demonstrate aesthetic qualities (e.g., creating and contrasting complementary shapes; taking and supporting weight) through partner and small group skills.

PO 1. Demonstrate the concept of symmetry.

PO 2. Demonstrate the concept of asymmetry.

PO 3. Identify the varying dynamic, spatial and/or rhythmic elements.

AZ.2. Dance (Essentials): Art in Context: Students demonstrate how interrelated conditions (social, economic, political, time and place) influence and give meaning to the development and reception of thought, ideas and concepts in the arts.

2AD-E1. Students know and are able to select and demonstrate folk and/or classical dances from various cultures; describe similarities and differences in steps and movement styles.

PO 1. Observe many styles of dance (i.e., ballet, ethnic, tap, folk, and modern).

PO 2. Compare similarities and differences in steps and costuming.

PO 3. Participate in folk and/or classical dance.

2AD-E2. Students know and are able to devise original warm-ups and discuss how warm-ups prepare the body and mind for expressive purposes and prevent injuries.

PO 1. Identify warm-ups that prepare the body to dance.

PO 2. Describe a thorough warm-up.

PO 3. Create and demonstrate a series of warm-up exercises.

2AD-E3. Students know and are able to compare the roles of dancers (e.g., storyteller, performer, teacher, choreographer, artistic director) according to the various functions and the conditions under which dance is performed.

PO 1. Describe the different functions performed by people involved in creating a dance.

PO 2. Discuss how conditions might affect the dance which is to be performed.

2AD-E4. Students know and are able to discuss how lighting, costuming and different accompaniment can affect the meaning of dance.

PO 1. Describe the lighting, costuming and accompaniment used in a performance.

PO 2. Compare the effect of different lighting, costumes, music or sets on a dance.

2AD-E5. Students know and are able to demonstrate respect for the work of others through appropriate audience behavior during dance performances.

PO 1. Demonstrate appropriate audience behavior (e.g., attentiveness, appropriate applause).

AZ.3. Dance (Essentials): Art as Inquiry: Students demonstrate how the arts reveal universal concepts and themes. Students reflect upon and assess the characteristics and merits of their work and the work of others.

3AD-E1. Students know and are able to identify aesthetic criteria (e.g., skill of performers, originality, visual and/or emotional impact, variety and contrast) for evaluating dance.

PO 1. List dance aesthetic criteria.

PO 2. Observe and describe the non-verbal portrayal of emotions.

PO 3. Observe and describe the mood of a given dance.

3AD-E2. Students know and are able to describe ways in which the principles and subject matter of other disciplines in the curriculum are interrelated with dance.

PO 1. Demonstrate knowledge of dance in different historical periods.

PO 2. Demonstrate application of stage directions.

PO 3. Demonstrate musical note values, accents, and syncopation in movement.

3AD-E3. Students know and are able to compare and contrast dance compositions in terms of time, space and energy/force.

PO 1. Demonstrate the ability to vary the intensity of the dynamics in a given movement phrase.

PO 2. Demonstrate the ability to vary spatial elements in a given movement phrase.

PO 3. Demonstrate the ability to alter the tempo of a given movement phrase.