Indiana State Standards for Arts Education: Grade 6

IN.6.1. Dance: Learning Dance Skills and the Creative Process: Students demonstrate knowledge and skills of dance elements.

6.1.1. Explore how the roots of theatre began in ancient Greece and flourished through other eras and regions.

6.1.2. Identify the ways in which many cultures have used theatre to communicate ideas.

6.1.3. Demonstrate increased awareness of the element of force by combining three or more force components.

6.1.4. Demonstrate increased awareness of the element of time by listening to a sound source and creating movement using various time components.

6.1.5. Demonstrate knowledge of all the dance elements by combining kinesthetic awareness with spatial awareness.

IN.6.2. Dance: Learning Dance Skills and the Creative Process: Students understand and demonstrate choreographic principles, processes, and structures.

6.2.1. Identify historical periods and their theatrical styles.

6.2.2. Improvise, choreograph, and present dance sequences based on students' ideas or concepts from other sources.

6.2.3. Utilize previously learned choreographic structures to create movement phrases adding call and response, accumulation, and theme and variations.

IN.6.3. Dance: Learning Dance Skills and the Creative Process: Students understand and demonstrate dance as a way to create and communicate.

6.3.1. Explain the use of character, plot, and setting in classroom dramatizations and/or formal productions.

6.3.2. Demonstrate an increased awareness of how interpretation of a dance can be changed or affected by theatrical elements like music, sound, spoken word, props, lighting, scenery, or costumes.

6.3.3. Demonstrate knowledge of movement by creating dance sequences from everyday movements and gestures.

IN.6.4. Dance: Analysis, Culture and History: Students reflect upon, evaluate, and analyze dance experiences.

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

6.4.2. Speculate on the meaning of a theatrical production.

6.4.3. Evaluate and critique a dance based on dance elements, choreographic principles, processes, structures, and theatrical elements.

6.4.4. Students develop their own aesthetic perspective by reflecting on the personal and artistic significance of a dance combined with knowledge of how choreography is constructed.

IN.6.5. Dance: Analysis, Culture and History: Students understand and demonstrate dance from diverse cultures and historical periods.

6.5.1. Reflect on the qualities of the visual and aural production and how they create the viewer's reaction to the theatre experience. Audience response created the quality of a festive occasion.

6.5.2. Compare the character's conflict or problems to the real life concerns of the audience.

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

IN.6.6. Dance: Healthy Practices: Students demonstrate connections between dance and healthy living.

6.6.1. Improvise scenes from literature.

6.6.2. Write a scripted play based on a theme.

IN.6.7. Dance: Integration: Students integrate dance with the other arts and disciplines outside the arts.

6.7.1. Study a play or story and visualize, draw, and build a simple realistic theatrical environment for it.

6.7.2. Create a dance movement sequence using concepts or ideas from other disciplines (language arts, mathematics, science, social studies).

IN.6.8. Dance: Community and Careers: Students value the role of dance in the life of the community and identify its associated careers.

6.8.1. Interact with a skilled actor in a collaborative exercise.

6.8.2. Write and perform dialogue for characters from familiar stories.

IN.6.1. 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.

6.1.1. Sing warm-ups that stress diction, posture, pitch, breath control, and attention to the conductor.

6.1.2. Sing a capella in small or large ensembles, with appropriate dynamics, phrasing, and articulation.

6.1.3. Sing a variety of songs of many cultures and styles from memory, including ostinatos, partner songs, and rounds.

6.1.4. Sing music written in two parts.

IN.6.2. Music: Playing an instrument alone and with others: Students perform a variety of works on one instrument accurately, expressively, and independently, alone or in a group, following the directions of a conductor. They perform or echo easy rhythmic, melodic, and chordal patterns accurately. They also perform independent instrumental parts while other students play or sing contrasting parts.

6.2.1. Echo a short pattern on a rhythmic or melodic instrument.

6.2.2. Play a given pitch pattern, rhythm pattern, or ostinato part, using appropriate tempo and dynamics while watching a conductor.

6.2.3. Play a pattern of I and V chords.

6.2.4. Play a melody on a recorder or another melodic instrument, using the dynamics and tempo indicated by the conductor or the score.

6.2.5. Play a variety of music expressively and independently of others.

IN.6.3. Music: Reading, notating and interpreting music: Students read, perform, and notate music notation in simple meters, plus 6/8 meter. They identify and correctly observe symbols and terms for dynamics, tempo, and articulation while playing. Students in grade six sight-read melodies in treble and bass clef.

6.3.1. Read and notate whole, half, dotted half, quarter, dotted quarter, eighth, eighth note triplets, dotted eighth, and sixteenth notes and rests in 2/4, 3/4, 4/4 meter signatures. Read and notate eighth, dotted quarter and dotted half notes within a 6/8-meter signature.

6.3.2. Read given pitch patterns using solfege, numbers, or letter names. Notate the major scale pattern of half steps and whole steps.

6.3.3. Sight-read simple melodies in treble and bass clefs.

IN.6.4. Music: Improvising melodies and accompaniments: Students invent simple melodic, rhythmic, or harmonic accompaniments to a piece or excerpt. They devise simple melodic embellishments to known melodies. Students also improvise short, unaccompanied melodies to be played or sung over given accompaniments.

6.4.1. Create a pattern of I, IV and V chords to accompany a song.

6.4.2. Create a rhythmic or melodic ostinato to play against a given melody.

6.4.3. Invent a rhythmic or melodic embellishment to a known theme.

IN.6.5. Music: Composing and arranging music within specified guidelines: Students create and arrange music to accompany readings or dramas. They use several sound sources when composing or arranging.

6.5.1. Create a short piece or song to accompany a drama or reading, using duple meter, at least ten to twelve measures long.

6.5.2. Create or assist in creating a fully original composition.

6.5.3. Select instruments or sounds to be added to a piece being written.

IN.6.6. Music: Listening to, analyzing, and describing music: Students identify musical forms when they are heard, as well as the sound of a major or minor tonality (key). They listen to examples of music that derive from various cultures and styles, and discuss them using appropriate musical terms. They also identify the sounds of voices and musical instruments. Students respond to musical events through movement.

6.6.1. Diagram musical forms such as AB, ABA, ballads, rondos, theme and variation, and canons or fugues.

6.6.2. Upon listening to and performing numerous examples of works in major and minor keys correctly identify examples as major or minor.

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

6.6.4. Write a description of a musical work studied, using appropriate terms.

6.6.5. Use movement to represent the musical qualities or changes heard in a piece.

IN.6.7. Music: Understanding relationships between music, the other arts, and disciplines outside the arts: Students identify similarities and differences in the terms used in the arts. They name similarities and differences in the terms used in music and in other subject areas.

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

6.7.2. Compare and contrast common terms used in music and other subject areas.

6.7.3. Study a particular musical style and explore its relevance to other art forms.

IN.6.8. Music: Understanding music in relation to history and culture: Students develop an understanding of the relationship of music to the historical period in which it was composed. They describe how the elements of music are used in examples from world cultures. They also discuss the uses of music in everyday life and throughout history.

6.8.1. Research the historical origins of musical styles as well as the cultures that produced them.

6.8.2. Discuss suitable music for various occasions.

6.8.3. Compare and contrast the different roles of musicians in many cultures and settings.

IN.6.9. Music: Evaluating music and music performances: Students develop criteria for high musical quality. They explain personal preferences for musical styles and pieces using proper terminology. They also constructively evaluate the quality of their performances and the performances of others. The students discuss the importance of proper concert behavior and demonstrate it.

6.9.1. Discover the skills needed to be a playwright.

6.9.2. Identify a wide variety of professions related to playwriting, such as novelist, critic, journalist, promoter, poet, and screenwriter.

6.9.3. Discuss appropriate audience behavior for musical events and exhibit that behavior at a public concert.

IN.6.1. 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.

6.1.1. Analyze the relationship between a work of art and the history, geography, and technology of the culture, and identify what, when, where, and by whom the work was made.

6.1.2. Identify how the roles and relationships of artists and patrons have affected the creation of works of art.

6.1.3. Identify icons in contemporary works and analyze how icons reflect the culture.

IN.6.2. Visual Arts: Responding to Arts: History: Students recognize significant works of Western and non-Western art and understand the chronological development of art movements.

6.2.1. Identify and be familiar with a range of works of art from major periods identifying artist, culture, style, and aspects from the historical context of the work.

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

6.2.3. Identify and compare works of art and artifacts from major periods on a chronological time line.

IN.6.3. Visual Arts: Responding to Arts: Criticism: Students describe, analyze, and interpret works of art and artifacts.

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

6.3.2. Construct meaning and support well-developed interpretations of works of art with evidence from the work, personal response, and research.

6.3.3. Use appropriate art vocabulary.

IN.6.4. Visual Arts: Responding to Arts: Criticism: Students identify and apply criteria to make informed judgments about art.

6.4.1. Identify a variety of criteria used to judge works of art across cultures.

6.4.2. Understand that personal preference is one of many criteria used in determining excellence in works of art; and, make informed judgments based on personal response, properties found in the work, and research.

IN.6.5. Visual Arts: Responding to Art: Aesthetics: Students reflect on and discuss art theories and aesthetic issues concerning the meaning and significance of art.

6.5.1. Identify problems or puzzles in a work of art or aesthetic issue, construct a well-reasoned hypothesis, and evaluate the adequacy of alternative hypotheses.

6.5.2. Analyze the nature of art through logical reasoning skills and debate on issues such as beauty, censorship, and definitions of art.

IN.6.6. Visual Arts: Responding to Art: Aesthetics: Students theorize about art and make informed judgments.

6.6.1. Identify unconventional works that can be identified as art only by the fact that they are in a museum or gallery (institutionalism).

6.6.2. Reflect on personal responses to a work of art and surrounding issues, and identify personal preference.

IN.6.7. Visual Arts: Creating Art: Production: Students observe, select, and utilize a range of subject matter, symbols, and ideas in their work.

6.7.1. Produce art that demonstrates refined observational skills in drawing from life.

6.7.2. Demonstrate the ability to utilize personal interests, current events, media or techniques as sources for expanding their artwork.

6.7.3. Discriminate and select from a variety of symbols, subject matter, and ideas to clearly communicate ideas.

IN.6.8. Visual Arts: Creating Art: Production: Students understand and apply elements and principles of design effectively in their work.

6.8.1. 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.

6.8.2. 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, middle ground, 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.6.9. 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.

6.9.1. Utilize the visual characteristics and expressive features of a given medium to enhance meaning in their work.

6.9.2. Demonstrate appropriate use of different media, techniques, and processes to communicate themes and ideas in their work including: Drawing, Painting, Printmaking, Ceramics, Sculpture/Architecture/Jewelry, Fibers, Mixed Media, and New Media.

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

IN.6.10. Visual Arts: Creating Art: Production: Students reflect on, revise, and refine work using problem solving and critical thinking skills.

6.10.1. Volunteer to assist a theatre company (post flyers or posters, stuff envelopes, locate props).

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

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

IN.6.11. Visual Arts: Careers and Community: Students recognize a variety of art-related professions and careers in our society.

6.11.1. Create a theatre piece that states and supports a position.

6.11.2. Identify and compare similar concepts or principles found in theatre and another discipline, such as civics and government.

IN.6.12. Visual Arts: Careers and Community: Students understand how art experiences affect daily life and identify opportunities for involvement in the arts.

6.12.1. Incorporate multiple art forms to more effectively communicate ideas.

6.12.2. Analyze and critique art seen at local museums, exhibits, arts performances, and exhibited by visiting artist in the schools.

6.12.3. Identify ways in which the arts are supported in Indiana.

IN.6.13. 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.

6.13.1. Compare similar themes, concepts, or time periods through the multiple perspectives of art and other disciplines.

6.13.2. Create an integrated art product or performance and analyze how integration of disciplines enhances learning.

IN.6.14. Visual Arts: Integrated Studies: Students understand the connections between many art forms including dance, theater, music, visual arts, and media arts.

6.14.1. Analyze how two or more art forms are used together to communicate ideas.

6.14.2. Create an integrated product or performance using two or more art forms to communicate meaning.

IN.6.1. Theatre: History and Culture: Students understand the significance of theatre and its relationship to history and cultures.

6.1.1. Explore how the roots of theatre began in ancient Greece and flourished through other eras and regions.

6.1.2. Identify the ways in which many cultures have used theatre to communicate ideas.

IN.6.2. Theatre: History and Culture: Students recognize significant works of the theatre and comprehend various performance styles.

6.2.1. Identify historical periods and their theatrical styles.

IN.6.3. Theatre: Analysis and Response: Students understand and analyze the dramatic structure of plays and performances.

6.3.1. Explain the use of character, plot, and setting in classroom dramatizations and/or formal productions.

IN.6.4. Theatre: Analysis and Response: Students identify, develop, and apply criteria to make informed judgments about theatre.

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

6.4.2. Speculate on the meaning of a theatrical production.

IN.6.5. Theatre: Analysis and Response: Students reflect on and interpret the nature of the theatre experience and its personal and artistic significance.

6.5.1. Reflect on the qualities of the visual and aural production and how they create the viewer's reaction to the theatre experience. Audience response created the quality of a festive occasion.

6.5.2. Compare the character's conflict or problems to the real life concerns of the audience.

IN.6.6. Theatre: Creative Process: Students create scripts and theatre pieces through collaboration, inquiry, and improvisation.

6.6.1. Improvise scenes from literature.

6.6.2. Write a scripted play based on a theme.

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

IN.6.7. Theatre: Creative Process: Students utilize imagination and research to design and implement the elements of a visual environment.

6.7.1. Study a play or story and visualize, draw, and build a simple realistic theatrical environment for it.

IN.6.8. Theatre: Creative Process: Students develop acting skills through observation, improvisation, and script analysis.

6.8.1. Interact with a skilled actor in a collaborative exercise.

6.8.2. Write and perform dialogue for characters from familiar stories.

IN.6.9. Theatre: Careers and Community: Students recognize a variety of theatrical careers.

6.9.1. Discover the skills needed to be a playwright.

6.9.2. Identify a wide variety of professions related to playwriting, such as novelist, critic, journalist, promoter, poet, and screenwriter.

IN.6.10. Theatre: Careers and Community: Students develop a lifelong commitment to theatre arts and value their importance in the life of the community.

6.10.1. Volunteer to assist a theatre company (post flyers or posters, stuff envelopes, locate props).

IN.6.11. Theatre: Integrated Studies: Students identify and make connections between theatre and other disciplines such as language arts, social studies, humanities, science, and technology.

6.11.1. Create a theatre piece that states and supports a position.

6.11.2. Identify and compare similar concepts or principles found in theatre and another discipline, such as civics and government.

IN.6.12. Theatre: Integrated Studies: Students understand the integrative nature of theatre that includes dance, music, visual art, and media arts.

6.12.1. Incorporate multiple art forms to more effectively communicate ideas.

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

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

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

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

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

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

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

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

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

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

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

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