Indiana State Standards for Arts Education: Grade 5

IN.5.1. Dance: Learning Dance Skills and the Creative Process: Students demonstrate knowledge and skills of dance elements.

5.1.1. Explore the connection between theatre history of North America and its people.

5.1.2. Identify various theatrical practices throughout North American history.

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

5.1.4. Demonstrate increased awareness of the element of time by utilizing various time components through movement.

IN.5.2. Dance: Learning Dance Skills and the Creative Process: Students understand and demonstrate choreographic principles, processes, and structures.

5.2.1. Examine dramatic genres (comedy, tragedy, melodrama, and farce).

5.2.2. Observe a performance of musical theatre and discuss its American heritage.

5.2.3. Create phrases of movement with transitions using symmetry, asymmetry, AB, and ABA forms.

IN.5.3. Dance: Learning Dance Skills and the Creative Process: Students understand and demonstrate dance as a way to create and communicate.

5.3.1. Classify and explain character, plot, theme, and setting in various stories.

5.3.2. Identify and explore theatrical elements that may affect the interpretation of a dance.

5.3.3. Create dance movements from everyday movements and gestures.

IN.5.4. Dance: Analysis, Culture and History: Students reflect upon, evaluate, and analyze dance experiences.

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

5.4.2. Speculate on the meaning of a performance.

5.4.3. Articulate what they would do differently in a performance.

5.4.4. Analyze a dance looking at choreographic principles, processes, and structures, and the effect of theatrical elements.

5.4.5. Compare opinions on the meaning of a dance performance.

IN.5.5. Dance: Analysis, Culture and History: Students understand and demonstrate dance from diverse cultures and historical periods.

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

5.5.2. Research and demonstrate a dance that represents a culture from the local community.

5.5.3. Identify and demonstrate a folk, social, or theatrical dance from a specific historical period.

IN.5.6. Dance: Healthy Practices: Students demonstrate connections between dance and healthy living.

5.6.1. Adapt prose into a short play.

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

IN.5.7. Dance: Integration: Students integrate dance with the other arts and disciplines outside the arts.

5.7.1. Study a play or story and then visualize, draw, and build a realistic theatrical environment.

5.7.2. Describe and demonstrate how dance is related to other disciplines (language arts, mathematics, science, social studies).

IN.5.8. Dance: Community and Careers: Students value the role of dance in the life of the community and identify its associated careers.

5.8.1. Interact with skilled actors.

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

IN.5.1. 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.

5.1.1. Sing warm-ups that stress diction, posture, and an appropriate singing tone.

5.1.2. Sing a round with appropriate dynamics, phrasing and interpretations. Maintain an independent part and keep a steady beat.

5.1.3. Sing a memorized song in a foreign language.

5.1.4. Follow the conductor.

IN.5.2. Music: Playing an instrument alone and with others: Students perform accurately, independently, and expressively on an instrument, either alone or in an ensemble. They echo easy rhythmic, melodic, and chordal patterns. Students perform in groups, blending instrumental tones, matching dynamics, and responding to the conductor. They perform instrumental parts while other students sing or play different parts.

5.2.1. Play an ostinato part independently.

5.2.2. Play a melody or rhythm in the proper tempo, using appropriate dynamics.

5.2.3. Play an accompaniment to a class or group song.

5.2.4. Play a variety of music of various cultures and styles.

5.2.5. Maintain an independent part on an instrument in a group while following the conductor.

IN.5.3. Music: Reading, notating and interpreting music: Students read and write musical notation in simple meters. They identify symbols and musical terms referring to dynamics, tempo, and articulation, and interpret them correctly while performing.

5.3.1. Read and notate whole, half, dotted half, quarter, eighth and sixteenth notes and rests in 2/4, 3/4, and 4/4 meter signatures.

5.3.2. Read given pitch patterns in treble and bass clef, including ledger lines and correctly interpreting the symbol for a flat.

5.3.3. Accurately play or sing music according to the indicated dynamics, tempo, and articulation.

5.3.4. Correctly identify the key signatures of C, F, and G major.

5.3.5. Write down short musical passages.

IN.5.4. Music: Improvising melodies and accompaniments: Students improvise simple harmonies to accompany pieces or songs. They improvise rhythmic and melodic ostinatos, as well as rhythmic or melodic variations on familiar melodies or themes. Students improvise short, unaccompanied melodies over a given rhythmic pattern.

5.4.1. Create a simple accompaniment using a harmonic or classroom instrument.

5.4.2. Create a rhythmic or melodic ostinato to play against a melody.

5.4.3. Invent a variation to a well-known melody or phrase.

5.4.4. Echo patterns in various styles.

IN.5.5. Music: Composing and arranging music within specified guidelines: Students create an original composition according to the instructor's guidelines. They set the composition to words and perform it.

5.5.1. Create a composition in duple meter.

5.5.2. Set a composition to words.

5.5.3. Perform or sing an original composition.

IN.5.6. Music: Listening to, analyzing, and describing music: Students identify music forms when they are heard. They discuss music of various styles and cultures, using proper terminology when doing so. Students identify the sounds of various instruments and voices. They also use movement to respond to musical traits or events as they are heard.

5.6.1. Identify musical forms such as AB, ABA, rondos, and variations when they are heard.

5.6.2. Discuss similarities and differences between music of various styles and cultures.

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

5.6.4. Create spontaneous dialogue to express feelings.

5.6.5. Use movement to respond to musical events.

IN.5.7. Music: Understanding relationships between music, the other arts, and disciplines outside the arts: Students identify similarities and differences in the meanings of terms common to other arts disciplines. They describe ways that music is related to other subject areas.

5.7.1. Compare and contrast two or more meanings of terms used in the various arts, such as imagination, unity, repetition, or contrast.

5.7.2. Describe ways that music is related to other subjects.

5.7.3. Talk about something you have learned about life through your study of music.

IN.5.8. Music: Understanding music in relation to history and culture: Students identify examples of American music from various styles and historical periods when heard. They describe how musical elements are used in music of our own culture as well as other cultures. Students recognize the uses of music in everyday life and the roles of musicians in society.

5.8.1. Identify familiar works by composers such as Aaron Copland and George Gershwin.

5.8.2. Describe the use of musical elements in music from other parts of the world and compare it to the uses of musical elements in American music.

5.8.3. Read plays to examine character dynamics and relationships.

5.8.4. Compare the roles of musicians in other cultures to their roles in our society.

IN.5.9. Music: Evaluating music and music performances: Students develop a list of criteria that exemplify musical quality. They use appropriate terms to explain preferences for musical works and styles. They also constructively evaluate the quality of their own and others' works and performances.

5.9.1. Discover the skills needed to be an actor.

5.9.2. Identify a wide variety of professions that use the talents and training of actors, such as voice-overs, commercials, amusement park entertainment, and public relations.

5.9.3. Evaluate the quality of your own and others' works and performances.

IN.5.1. 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.

5.1.1. Identify the relationship between a work of art and the geography and characteristics of the culture, and identify where, when, why, and by whom the work was made (Focus: North America).

5.1.2. Identify and compare works of art and artifacts with similar functions.

5.1.3. Identify themes and symbols used in works of art and artifacts throughout history that portray universal ideas and beliefs.

IN.5.2. Visual Arts: Responding to Arts: History: Students recognize significant works of Western and non-Western art and understand the chronological development of art movements.

5.2.1. Identify and be familiar with a range of selected works of art identifying artists, culture, style, and period.

5.2.2. Identify distinguishing characteristics of style in individual artists work and art movements.

5.2.3. Begin to identify works of art and artifacts from major periods or movements of Western art and place on a chronological time line.

IN.5.3. Visual Arts: Responding to Arts: Criticism: Students describe, analyze, and interpret works of art and artifacts.

5.3.1. Analyze the artist's use of sensory, formal, technical, and expressive properties in a work of art.

5.3.2. Construct meaning in the work based on personal response, properties found in the work, and background information on the context of the work.

5.3.3. Use appropriate art vocabulary.

IN.5.4. Visual Arts: Responding to Arts: Criticism: Students identify and apply criteria to make informed judgments about art.

5.4.1. Listen to multiple critiques of works of art by peers, teachers, people from the art world and identify criteria used.

5.4.2. Apply criteria based on properties found in the work and research from the historical context of the work to make informed judgments.

IN.5.5. Visual Arts: Responding to Art: Aesthetics: Students reflect on and discuss art theories and aesthetic issues concerning the meaning and significance of art.

5.5.1. Identify problems or puzzles in a work of art or aesthetic issue, construct a hypothesis, and evaluate alternate hypotheses.

5.5.2. Identify and analyze a variety of well reasoned points of view on aesthetic issues (censorship, plagiarism) and develop a personal point of view.

IN.5.6. Visual Arts: Responding to Art: Aesthetics: Students theorize about art and make informed judgments.

5.6.1. Identify artwork made from the artist's philosophy that art is at its best when it moves people to act for the betterment of society (instrumentalism).

5.6.2. Understand that personal preference is one of many criteria used in making judgments about art.

IN.5.7. Visual Arts: Creating Art: Production: Students observe, select, and utilize a range of subject matter, symbols, and ideas in their work.

5.7.1. Demonstrate refined observational skills through accurate rendering of representational objects and subject matter from life.

5.7.2. Utilize new interests, current events, or personal experiences as subject matter in the work.

5.7.3. Generate symbols and subject matter and borrow ideas from an artist's work in order to communicate ideas.

IN.5.8. Visual Arts: Creating Art: Production: Students understand and apply elements and principles of design effectively in their work.

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

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

IN.5.9. 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.

5.9.1. Discriminate between visual characteristics of a variety of media and selectively use these in their work.

5.9.2. 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.

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

IN.5.10. Visual Arts: Creating Art: Production: Students reflect on, revise, and refine work using problem solving and critical thinking skills.

5.10.1. Observe a rehearsal or other behind-the-scenes activity of a local, professional, community, or high school play.

5.10.2. Identify and apply criteria for assessment in their work, in peer critiques, and in self assessment.

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

IN.5.11. Visual Arts: Careers and Community: Students recognize a variety of art-related professions and careers in our society.

5.11.1. Create a theatre piece that explores a social issue.

5.11.2. Identify and compare similar concepts or principles found in theatre and another discipline, such as mathematics.

IN.5.12. Visual Arts: Careers and Community: Students understand how art experiences affect daily life and identify opportunities for involvement in the arts.

5.12.1. Create a theatre piece by utilizing students' collaborative talents in each of the various arts.

5.12.2. Visit, analyze, and respond to art at local museums, exhibitions, performances, and exhibited by visiting artists in the school.

5.12.3. Identify ways in which the arts are supported in the community.

IN.5.13. 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.

5.13.1. Compare characteristics of a theme, historical period, or event through the multiple perspectives of different disciplines.

5.13.2. Create products or performances (debates, critiques, papers) that communicate in-depth knowledge gained through integrated study of a theme, historical period, or event.

IN.5.14. Visual Arts: Integrated Studies: Students understand the connections between many art forms including dance, theater, music, visual arts, and media arts.

5.14.1. Compare characteristics of a theme, historical period, or event through the multiple perspectives of different art forms.

5.14.2. Create products or performances (debates, critiques, papers, artwork) that communicate in-depth knowledge gained through integrated study of a theme, historical period, or event.

IN.5.1. Theatre: History and Culture: Students understand the significance of theatre and its relationship to history and cultures.

5.1.1. Explore the connection between theatre history of North America and its people.

5.1.2. Identify various theatrical practices throughout North American history.

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

IN.5.2. Theatre: History and Culture: Students recognize significant works of the theatre and comprehend various performance styles.

5.2.1. Examine dramatic genres (comedy, tragedy, melodrama, and farce).

5.2.2. Observe a performance of musical theatre and discuss its American heritage.

IN.5.3. Theatre: Analysis and Response: Students understand and analyze the dramatic structure of plays and performances.

5.3.1. Classify and explain character, plot, theme, and setting in various stories.

IN.5.4. Theatre: Analysis and Response: Students identify, develop, and apply criteria to make informed judgments about theatre.

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

5.4.2. Speculate on the meaning of a performance.

5.4.3. Articulate what they would do differently in a performance.

IN.5.5. Theatre: Analysis and Response: Students reflect on and interpret the nature of the theatre experience and its personal and artistic significance.

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

IN.5.6. Theatre: Creative Process: Students create scripts and theatre pieces through collaboration, inquiry, and improvisation.

5.6.1. Adapt prose into a short play.

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

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

5.6.4. Create spontaneous dialogue to express feelings.

IN.5.7. Theatre: Creative Process: Students utilize imagination and research to design and implement the elements of a visual environment.

5.7.1. Study a play or story and then visualize, draw, and build a realistic theatrical environment.

IN.5.8. Theatre: Creative Process: Students develop acting skills through observation, improvisation, and script analysis.

5.8.1. Interact with skilled actors.

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

5.8.3. Read plays to examine character dynamics and relationships.

IN.5.9. Theatre: Careers and Community: Students recognize a variety of theatrical careers.

5.9.1. Discover the skills needed to be an actor.

5.9.2. Identify a wide variety of professions that use the talents and training of actors, such as voice-overs, commercials, amusement park entertainment, and public relations.

IN.5.10. Theatre: Careers and Community: Students develop a lifelong commitment to theatre arts and value their importance in the life of the community.

5.10.1. Observe a rehearsal or other behind-the-scenes activity of a local, professional, community, or high school play.

IN.5.11. Theatre: Integrated Studies: Students identify and make connections between theatre and other disciplines such as language arts, social studies, humanities, science, and technology.

5.11.1. Create a theatre piece that explores a social issue.

5.11.2. Identify and compare similar concepts or principles found in theatre and another discipline, such as mathematics.

IN.5.12. Theatre: Integrated Studies: Students understand the integrative nature of theatre that includes dance, music, visual art, and media arts.

5.12.1. Create a theatre piece by utilizing students' collaborative talents in each of the various arts.

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

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

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

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

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

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

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

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

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

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

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

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