Missouri State Standards for Arts Education: Grade 5

MO.I.A. Dance (History Strand): Students who study the historical and social context of dance become more fully integrated members of the increasingly multicultural communities. They learn not only dance movements but the surrounding influences and issues of the cultures they are investigating.

I.A.1. Know the important characteristics of primitive dance. (FA 5)

I.A.1.a. Competently perform folk and/or classical dances from various cultures, and describe similarities and differences in steps and movement styles (2.5)

I.A.2. Know important figures in the history of dance, including persons who introduced dance into the court systems of Europe and those who broke with ballet tradition and developed modern dance, such as Isadora Duncan, Mary Wigman, Martha Graham, and Charles Weidman. (FA 5)

I.A.2.a. Create a choreographic 'family tree' for the development of a type or style of dance from any world culture (for example, ballet, modern dance, Afro-Brazilian dance) (1.8) (FA 3)

I.A.3. Know how classical and traditional dances in Asian, African, Latin and Native American cultures show the importance of dance in human society. (FA 5)

I.A.3.a. Compare and contrast the uses of dance in two different cultures outside the North American continent (1.9)

I.A.4. Know the cultural and historical context of at least one dance currently danced in their own community. (FA 5)

I.A.4.a. Learn and share a dance from a resource in their own community, and describe the cultural and/ or historical context of the dance (1.4) (FA 1)

MO.I.B. Dance (Criticism/Analysis Strand): Students who learn to observe dance and extract the content from movement also learn that there are many possible 'right' answers to a problem. They learn not to stop with the simplest, most superficial response but to look for more interesting connections and possibilities.

I.B.1. Know pantomime, abstraction, aesthetic criteria, and musicality. (FA 2)

I.B.1.a. Create a movement problem and demonstrate multiple solutions; choose the most interesting solutions and discuss the reasons for their choices (3.6) (FA 3)

I.B.1.b. Identify possible criteria for evaluating dance (such as skill of performers, originality, visual and/or emotional impact, variety and contrast) (3.2)

I.B.2. Know the basic elements of dance (use of the body moving in space and time with energy or force) and basic formal structures used in choreography. (FA 2)

I.B.2.a. Know the choreographic structures of forms of AB, ABA, canon, call and response, and narrative in a wide variety of performance examples seen live or on film/video (1.8)

I.B.2.b. Compare and contrast two dance compositions in terms of space (such as shape and pathways), time (such as rhythm and tempo), and force/ energy (movement qualities) (2.4)

I.B.3. Know concepts used in dance and other fine arts, and disciplines outside the arts can be woven together in a work of choreography.

I.B.3.a. Analyze a contemporary theatrical dance work in terms of the choreographer's use of the fine arts, history, literature, science, and other disciplines in its creation (3.5) (FA 4)

MO.I.C. Dance (Aesthetics Strand): Students also need to learn the many ways in which movement can hold meaning, how dance differs from other movement activities, and how dance has communicated and preserved cultural values and traditions over the millennia.

I.C.1. Know the definition of aesthetics and the basic aesthetic criteria that humans use to establish their preferences for the arts. (FA 3)

I.C.1.a. Establish one's own aesthetic criteria centered on preferences for choices one makes when creating dance (4.1)

I.C.2. Know the differences between pedestrian and dance movement. (FA 3)

I.C.2.a. Effectively demonstrate the difference between pantomiming and abstracting a gesture (3.5) (FA 4)

I.C.3. Know different accompaniment (such as sound, music, spoken text) can affect the meaning of a dance.

I.C.3.a. Demonstrate and/or explain how lighting and costuming can contribute to the meaning of a dance (2.4)

I.C.3.b. Create a dance that successfully communicates a topic of personal significance (2.5) (FA 1)

MO.I.D. Dance (Product/Performance Strand): Dance students learn physical skills as well as the language describing those skills. Students must also understand the elements of dance as the dancer's 'toolbox.' They learn how to move safely and with awareness of the complex marvels of the human body.

I.D.1. Know the movement terminology such as alignment, balance, initiation, articulation of isolated body parts, weight shift, elevation and landing, fall and recovery, projection, and focus. (FA 1)

I.D.1.a. Identify and clearly demonstrate a range of expressive movement qualities (2.1) (FA 5)

I.D.1.b. Demonstrate accurately memorization and reproduction of movement sequences (1.5)

I.D.2. Know strategies to prevent dance injuries. (FA 1)

I.D.2.a. Demonstrate correct warm-up technique in class and independently (2.2) (FA 2)

I.D.2.b. Demonstrate increasing kinesthetic awareness, concentration, and focus in performing movement skills (2.5)

MO.II.A. Music (History Strand): The history of music can be divided into specific areas, reflected by specific exemplary composers and performers and examples of works they produced that represent major styles of music. Students should develop an appreciation for these musicians, their products, and their relationships to the culture, sequentially throughout the different grade levels.

II.A.1. Know a sampling of musical works and artists representative of the various styles in Western music, both contemporary and historical, and a basic sampling of musical styles from non-Western cultures (for example: Renaissance, Palestina, 'Missa Papae Marcelli'; Baroque, J.S. Bach, 'Little Fugue in G Minor': Contemporary, Aaron Copland, 'Fanfare for the Common Man'; American Musical Theatre, Leonard Bernstein, 'West Side Story'; Caribbean, Steel Drum music; or Javanese, Gamelan). (FA 5)

II.A.1.a. Identify the titles and composers of selected aural examples and classify them according to appropriate style and/or historical period (1.6; 2.4; 4.1) (FA 3)

II.A.2. Know the national influences in a representative body of musical works from the United States and other nations such as George Gershwin's 'Porgy and Bess', Charles Ives's 'Variation on America' or 'New England Triptych', Jean Sibelius's 'Finlandia', or Hector Villa-Lobos's 'Bachianas'. (FA 5)

II.A.2.a. Distinguish the national influences on a selected group of musical works, composers, or performers (1.9; 2.4; 3.3) (FA 5)

II.A.3. Know a broad variety of musical works, composers, and performers that have been influenced by ethnic cultures in Missouri, the United States and around the world (such as, Scott Joplin, ragtime; Bela Bartok, Hungarian folk styles; Igor Stravinsky, Russian peasant music; and Count Basie, Kansas City jazz). (FA 5)

II.A.3.a. Describe how a selected group of composers, performers, and/or musical works have been affected by different ethnic influences (1.6; 4.1) (FA 5)

II.A.4. Know how music serves a variety of functions in society. (FA 5)

II.A.4.a. Select music that is appropriate for several different functions in the community such as weddings, funerals, parades, or different school functions (1.5; 3.8) (FA 5)

MO.II.B. Music (Criticism/Analysis Strand): When listening/ critiquing skills are acquired by students, they can identify (a) characteristics which can be appreciated in their present state and (b) characteristics which need to be altered or replaced.

II.B.1. Know that traditional acoustic instruments depend on their shape, material, overtone series, and mode of creating vibration to produce unique timbres. (FA 2)

II.B.1.a. Identify relationships between materials used to construct and play instruments (e.g., wood, metal, plastic) and the sound created (2.3)

II.B.2. Know that while many combinations of musical elements are possible specific groupings have evolved. (FA 2)

II.B.2.a. Recognize the sounds of ensembles and instrument combinations (1.9)

II.B.2.b. Identify textures both aurally and visually (1.9)

II.B.3. Know that melodies can be described using objective terms (e.g., internal size and type, range) and more subjective concepts (e.g., intonation). (FA 2)

II.B.3.a. Expand the repertoire of melodic concepts identified aurally and visually (e.g., intonation judgments, identifying specific melodic intervals)

II.B.4. Know that implied rules exist for audience behaviors and differ according to the setting (a piano recital vs. a jazz concert). (FA 2)

II.B.4.a. Practice audience etiquette in selected settings (4.3) (FA 5)

MO.II.C. Music (Aesthetics Strand): Through practice with expressive elements, students have a chance to create and refine their own performances, improvisations and compositions. This process develops a heightened sense of awareness of quality which subsequently allows students to analyze and evaluate aesthetic qualities of objects in their environment.

II.C.1. Know that quality in music may be determined by analyzing pieces for well crafted and creative uses of expressive elements such as harmony, melody, rhythm, form, and performance practice. (FA 3)

II.C.1.a. Continue to develop knowledge of elements used by composers to create expressiveness in music (1.5; 2.4) (FA 2)

II.C.1.b. Apply evaluative criteria to select pieces to explain personal reactions to that music. (4.1; 4.4) (FA 3)

II.C.2. Know that expressive elements can be applied in appropriate places to students' performances, compositions, and improvisations. (FA 3)

II.C.2.a. Identify and apply expressive elements where appropriate to students' musical products (3.2; 3.3)

MO.II.D. Music (Product/Performance Strand): The study of music performance can give students a lifetime of satisfying experiences. Through singing or playing an instrument, students develop individual and group problem-solving skills which are interdisciplinary translating to all areas of life.

II.D.1. Know that the elements of proper vocal/sound production (posture, breath control, diction) and/or instrumental sound production (posture, breath control, bow, stick, or embouchure control, articulation) affect the quality of musical performance. (FA 1)

II.D.1.a. Sing or play an instrument in small and large ensembles with technical accuracy and expression through proper sound production (1.5; 1.6; 2.2; 2.5; 2.6; 3.4; 4.6) (FA 1, 2)

II.D.2. Know that vocal/instrumental music scores are written in individual voice/instrument parts. (FA 1)

II.D.2.a. Sing and/or play music written in 3 or more parts (1.6; 2.1; 2.2; 2.5; 2.6; 3.4; 4.6) (FA 2)

II.D.3. Know that accurate interpretation of complex standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression provides access to increasingly difficult music. (FA 1)

II.D.3.a. Sing or play at sight simple rhythms and melodies with skips based on intervals in the major scale (1.6; 1.8; 2.2; 2.5; 3.1; 3.4; 3.7) (FA 2, 3)

II.D.3.b. Notate given rhythmic and melodic variations for given pentatonic melodies and melodies in major keys (1.6; 1.8; 2.2; 2.5; 3.1; 3.4; 3.7; 4.6) (FA 2, 3)

II.D.4. Know that both traditional (standard) and nontraditional (20th century or their own invention) notation apply to the creation and improvisation of music. (FA 1)

II.D.4.a. Sing or play simple melodic embellishments and rhythmic variations for given pentatonic melodies and melodies in major keys (1.6; 1.8; 2.1; 2.2; 3.4; 3.7; 4.6) (FA 2, 3)

II.D.5. Know that both traditional (voice and instruments) and nontraditional (environmental sounds, household items such as pots and pans, hardware, etc.) apply to the creation and improvisation of music. (FA 1)

II.D.5.a. Create sound collages (a collection of sounds assembled from multiple sources such as voice, instruments, environmental sounds, and created sounds), using traditional and/or nontraditional notation and instrumentation. (1.5; 1.6; 1.8; 1.10; 2.1; 2.2; 2.5; 2.8; 3.4; 3.7; 4.6) (FA 1, 2, 3)

MO.III.A. Theatre (History Strand): History involves the study of historical and cultural settings for the arts, including socioeconomic, political, ethnic, religious and philosophical considerations. Students should communicate knowledge about the role of the arts in differing cultures. Students should develop an understanding of culture and ethnic diversity.

III.A.1. Know how to research cultural and historical differences to support improvised and scripted scenes. (FA 5)

III.A.1.a. Describe and compare universal characters and situations in dramas from and about various cultures and historical periods (1.2) (FA 5)

III.A.1.b. Explore how theatre reflects a culture through various means, such as improvised and scripted scenes (1.8) (FA 5)

III.A.2. Know how to analyze the emotional and social impact of dramatic events in their lives, in the community and in other cultures. (FA 5)

III.A.2.a. Examine how theatre allows participants and audiences to investigate emotions and behaviors (1.10) (FA 2)

III.A.3. Know how culture affects the content and production values of dramatic performances. (FA 5)

III.A.3.a. Identify cultural aspects which modify the content of theatrical performances (2.4) (FA 5)

III.A.4. Know how social concepts such as cooperation, communication, collaboration, consensus, self-esteem, risk taking, sympathy and empathy apply in theatre and daily life. (FA 5)

III.A.4.a. Understand context by analyzing the role of theatrical endeavors in the community and in other cultures (2.1) (FA 5)

MO.III.B. Theatre (Criticism/Analysis Strand): The student should recognize, understand and apply the terminology or vocabulary of theatre. In order to develop criticism, young students need consistent instructional opportunities to examine a wide variety of forms.

III.B.1. Know various elements in theatre and related arts. (FA 2)

III.B.1.a. Incorporate elements of dance, music and visual arts to express ideas and emotions in improvised and scripted scenes (2.3, 2.5) (FA 2)

III.B.2. Know how the nondramatic art forms are modified to enhance the expression of ideas in theatre art. (FA 2)

III.B.2.a. Describe characteristics and compare the presentation of characters, environments and actions in theatre, musical theatre, dramatic media, dance, and visual arts (2.4) (FA 4)

III.B.3. Know and compare art forms by analyzing methods of presentation and audience response for theatre, dramatic media and other art forms. (FA 4)

III.B.3.a. Explore and compare the functions and interaction of performing and visual artists and audience members in several fine art forms (2.1) (FA 4)

III.B.4. Know and practice preparation and evaluation criteria. (FA 2)

III.B.4.a. Express and compare personal reactions to several class projects (2.3; 4.8) (FA 2)

MO.III.C. Theatre (Aesthetics Strand): Students develop the ability to make informed judgments regarding theatre. Theatre students compare/contrast. They interpret and find meaning. They articulate, identify, define and defend criteria for one's preferences and judgments. Students understand the interdependence of works in the arts with the broader worlds of ideas and actions.

III.C.1. Know how to derive meanings from improvised and scripted scenes and from theatre, film, television and electronic media productions. (FA 3, 4)

III.C.1.a. Describe and evaluate the perceived effectiveness of students' contributions (as playwrights, actors, designers, and directors) to the collaborative process of developing improvised and scripted scenes (2.4; 2.5; 2.6; 4.8) (FA 1)

III.C.2. Know the meanings constructed from their own, and others, dramatic performances. (FA 3, 4)

III.C.2.a. Use articulated criteria to describe, analyze and constructively evaluate the perceived effectiveness of artistic choices found in dramatic performances (3.7) (FA 2, 3)

III.C.3. Know effective publicity, study guides, programs and physical environments to garner audience response and appreciation of dramatic performances. (FA 3, 4)

III.C.3.a. Describe the effect of publicity, study guides, programs and physical environments on audience response and appreciation of dramatic performances (3.8; 4.8) (FA 3, 4)

MO.III.D. Theatre (Product/Performance Strand): Students grow in their ability to comprehend their world when they experience the arts. As they create theatrical productions, they learn how to express themselves and how to communicate with others. Students develop manipulative and organizational skills through active engagement with the arts.

III.D.1. Know enough acting skills to portray characters who interact in improvised and scripted scenes. (FA 1)

III.D.1.a. Develop characters, environments and actions that create tension and suspense; refine and record dialogue and action (2.2; 2.7) (FA 1, 2)

III.D.2. Know environments for improvised and scripted scenes. (FA 1)

III.D.2.a. Propose focused ideas for the environment using visual elements (line, texture, color, space), visual principles (repetition, balance, emphasis, contrast, unity) and aural qualities (pitch, rhythm, dynamics, tempo, expression ) from traditional and nontraditional sources (2.1; 3.3; 4.7) (FA 2, 4)

III.D.3. Know the functions and interrelated nature of scenery, properties, lighting, sound, costumes and makeup in creating an environment appropriate for the drama. (FA 1)

III.D.3.a. Work collaboratively and safely to select and create elements of scenery, properties, lighting and sound to signify environments, and costumes and makeup to suggest character (2.7; 4.6; 4.7) (FA 1, 2)

III.D.4. Know how to analyze improvised and scripted scenes for technical requirements. Know text, interpretation, and artistic choices. (FA 1)

III.D.4.a. Create improvisations and scripted scenes based on personal experience and heritage, imagination, literature and history (2.4; 2.5; 2.6) (FA 5)

III.D.4.b. Use coding to designate technical requirements for scripts (3.1; 3.2) (FA 2)

III.D.5. Know how to organize rehearsals for improvised and scripted scenes. (FA 1)

III.D.5.a. Lead small groups in planning visual and aural elements and in rehearsing improvised and scripted scenes, demonstrating social, group and consensus skills (3.6; 4.6) (FA 1)

III.D.5.b. Practice effective stage management and design promotional techniques (3.8) (FA 3)

III.D.6. Know acting skills (such as imagination, focus, listening, concentration, breath control, diction, body alignment, control of isolated body parts) to develop characterizations that suggest artistic choices. (FA 1)

III.D.6.a. Analyze descriptions, dialogue and actions to discover, articulate and justify character motivation and invent character behaviors based on the observation of interactions, ethical choices and emotional responses of people (2.3; 4.5) (FA 5)

III.D.7. Know skills and discipline needed to pursue vocational and avocational opportunities in theatre, film, television and electronic media. (FA 1)

III.D.7.a. Interpret the knowledge, skills and discipline needed to pursue careers and avocational opportunities in theatre, film, television and electronic media (2.6; 2.7; 4.8) (FA 4)

MO.IV.A. Visual Arts (History Strand): As students move from kindergarten through the early grades, they develop skills of observation and they learn to examine the objects and events of their lives in historical progression.

IV.A.1. Know themes and symbols from various cultures. (FA 4, 5)

IV.A.1.a. Compare the treatment of themes in art among different periods or cultures (1.1; 1.5; 2.2; 3.5)

IV.A.1.b. Identify and categorize artists, movements, and art forms found in the United States and other cultures (1.1; 2.4; 4.4)

IV.A.2. Know that artists make contributions to society by conceiving ideas, elaborating on them, and refining them. (FA 4, 5)

IV.A.2.a. Recognize major events in the history of art and their impact on civilization (1.5; 1.7; 4.3)

IV.A.2.b. Demonstrate understanding that art reflects the relationship between artists and their culture (political, religious, economic, geographic) (1.6; 2.2; 3.6; 4.4)

IV.A.3. Know the general style and/or period of major works of art from various cultures. (FA 4, 5)

IV.A.3.a. Make statements about the functions of particular works of art in the cultures which produced them (1.2; 2.4; 3.2)

IV.A.3.b. Name the style that most closely characterizes a work of art or architecture (1.1)

IV.A.4. Know other cultures that reflect diverse developments in the culture of the United States. (FA 4, 5)

IV.A.4.a. Explain the effects of technological advances on the development of styles of art, artists, or art movements (2.7)

IV.A.4.b. Identify a style of art or architecture that may have influenced specific subsequent styles (1.4; 3.8)

IV.A.5. Know the function of visual arts in the vocational and avocational fields in the community. (FA 4, 5)

IV.A.5.a. Understand a variety of electronic and mechanical printing methods in the community (1.3; 4.1)

IV.A.5.b. Demonstrate a variety of techniques for researching information about art, artists, art events, and art history (1.1; 2.1)

MO.IV.B. Visual Arts (Criticism/Analysis Strand): Students understand and evaluate influences of literature, cultural traditions, and other art forms in crafting a global visual art heritage. Students study techniques for interpreting and critiquing artworks from different times and cultures. Students continue to learn how to express subtle differences when looking at and responding to works of art.

IV.B.1. Know art criticism. (FA 2)

IV.B.1.a. Recognize and indicate organizational features of works of art as they relate to specific periods of art (1.8) (FA 3)

IV.B.1.b. Describe and interpret how art qualities and subject matter function together to give a work its own expression (1.6) (FA 3)

IV.B.2. Know art criticism through the work of individual artists. (FA 2)

IV.B.2.a. Demonstrate through art criticism, inherent qualities in human products vs. machine-made products (4.1) (FA 2)

IV.B.2.b. Recognize major figures and works and understand their significance related to a medium (2.1) (FA 4)

IV.B.3. Know how to critically analyze the artworks of various cultures. (FA2)

IV.B.3.a. Interpret meaning in works of art (1.9) (FA 2, 3)

IV.B.3.b. Demonstrate the use of increasingly complex criteria for judging works of art (1.7) (FA 2, 3)

IV.B.4. Know how to compare two or more artworks of different media, artists, and style. (FA 2)

IV.B.4.a. Select works that are similar or different in composition or organization and critique them (2.1) (FA 2, 3)

IV.B.4.b. Demonstrate a realistic concept of the computers' usefulness and limitations to the artist (1.4; 2.7) (FA 1)

IV.B.5. Know how people are involved in the visual arts within a community. (FA 2)

IV.B.5.a. Describe the positive roles of the visual arts, past and present (2.4) (FA 4, 5)

IV.B.5.b. Describe the active roles of artists, patrons, curators, and gallery owners (4.3) (FA 4)

MO.IV.C. Visual Arts (Aesthetics Strand): Through examination of their own work and that of other people, times, and places, students learn to unravel the essence of artwork and to appraise its purpose and value. Students continue to learn about and develop their own criteria for analyzing and responding to art.

IV.C.1. Know the elements and principles of design. (FA 3)

IV.C.1.a. Describe the relationship between the aesthetic elements and principles in art products (1.5) (FA 2, 3)

IV.C.1.b. Perceive and describe formal qualities and expressive content in art products (2.2) (FA 2, 3)

IV.C.2. Know art media and processes. (FA 3)

IV.C.2.a. Demonstrate technical skills needed to create products with aesthetic integrity (1.9) (FA 3)

IV.C.2.b. Demonstrate an awareness of the importance of art in influencing the quality of everyday life (1.10) (FA 4)

IV.C.3. Know artistic moods. (FA 3)

IV.C.3.a. Apply knowledge of varied media and tools to produce a specific visual statement (2.5) (FA 1)

IV.C.3.b. Describe how the formal qualities and subject matter function together to give a work of art its own expressive quality (4.1) (FA 3)

IV.C.4. Know aesthetic similarities and differences. (FA 3)

IV.C.4.a. Demonstrate refinement in perception of the means by which visual relationships are expressed (2.2) (FA 3)

IV.C.4.b. Demonstrate mastery of techniques for researching information about art, artists, art events, and art history (1.4) (FA 3)

MO.IV.D. Visual Arts (Product/Performance Strand): Students use different media, technology, techniques, and processes to communicate ideas, experiences, and concepts. They learn to make choices that enhance communication of ideas. As students gain related knowledge and skills, they gain in their ability to make applications in the visual arts.

IV.D.1. Know the elements and principles of design. (FA 1, 4)

IV.D.1.a. Produce works of art incorporating particular subject matter, such as objects, themes, events, ideas, symbols, or allegories (2.1) (FA 3)

IV.D.1.b. Describe how the elements and principles of art are used in a work to make a personal statement (2.4) (FA 2)

IV.D.2. Know media, methods, and reasons for choices. (FA 1, 4)

IV.D.2.a. Describe the media, tools, techniques, and processes employed in producing particular works of art, and explain the historical advancement that preceded their use (1.9) (FA 3, 4, 5)

IV.D.2.b. Produce two- and three-dimensional works of art with a particular composition, subject matter, expressive quality, or expressive content (2.1) (FA 1)

IV.D.3. Know environmental design. (FA, 4)

IV.D.3.a. Demonstrate the ability to use spatial relationships (3.6) (FA 1, 4)

IV.D.3.b. Produce artwork that represents spatial concepts (3.6) (FA 1, 4)

IV.D.4. Know career opportunities in the visual arts. (FA 1, 4)

IV.D.4.a. Understand a variety of electronic and mechanical art career opportunities (1.4; 2.6)

IV.D.4.b. Understand that quality art reflects future relationships between artists and their opportunities for employment (2.6)