warren county schools music 8th grade

Warren County Schools Music 8th Grade

*College Readiness Standard June 2009 1

Big Idea: Structure in the Arts - Music

Time Frame

Program of Studies Understandings

Program of Studies Skills and Concepts

Core Content 4.1 Student Learning Targets

Critical Vocabulary

Resources

Week 1 Music

Notation Signs

Tempo Dynamics

Grade 8 Enduring Knowledge – Music AH-8-SA-U-1 Students will understand that the elements of music, dance and drama are intentionally applied in creating and performing. AH-8-SA-U-3 Students will understand that responding to and critiquing works of art involves an understanding of elements, principles, and structures appropriate to each area of the arts. AH-8-SA-U-4 Students will understand that existing and emerging technologies can inspire new applications of structural components.

Grade 8 Skills & Concepts – Music AH-8-SA-S-Mu-1 Students will use appropriate terminology to identify and analyze the use of elements in a variety of music (rhythm, tempo, melody, harmony, form, timbre, dynamics). AH-8-SA-S-Mu2 Students will use the elements of music while performing, singing, playing instruments, moving, listening, reading music, writing music, and creating music independently and with others. AH-8-SA-S-Mu3 Students will listen to and explore how changing different elements results in different musical effects.

AH-08-1.1.1 Students will compare or evaluate the use of elements in a variety of music.

DOK 3

Elements of music: Rhythm – syncopation, time signature (2/4, 3/4, 4/4, 6/8), rhythmic durations (whole, half, quarter, eighth, sixteenth notes and rests, dotted half note and dotted quarter note) Tempo – Allegro, Moderato, Largo, Presto Melody – melodic phrase, treble and bass clef signs, pitch notation: letter names on grand staff, natural sign, sharp sign, flat sign Harmony- triads (chords) Form – AB, ABA, call and response Timbre (tone color) – distinctive sounds of instruments, instrument families and

I can compare and evaluate the use of elements in music.

*Basic music notation – treble clef, bass clef, measure, bar line, double bar line, repeat sign, sharp, flat, natural, *tempo-largo, andante, moderato, allegro, accelerando, ritardando *dynamics – pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, crescendo, descendo

*Written Activities *ActivBoard

Activities *Music Worksheets



Big Idea: Structure in the Arts - Music Time

Frame Program of Studies

Understandings Program of Studies Skills and Concepts


Critical Vocabulary

Resources

AH-8-SA-S-Mu4 Students will recognize, describe, and compare various styles of music (gospel, Broadway musicals, blues, popular, marches, ballads.) AH-8-SA-S-Mu5 Students will identify and describe instruments according to classifications (family, voices, folk and orchestral instruments).

voice parts (soprano, alto, tenor, bass) Dynamics - crescendo, decrescendo, dynamic markings/symbols: pp, p, mp, mf, f, ff, <, > AH-08-1.1.2 Students will identify instruments according to classifications. Family – brass, woodwind, string, percussion Voices – soprano, alto, tenor, bass Folk – instruments used in folk music Orchestral – instruments used in contemporary orchestral settings AH-08-1.1.3 Students will identify or compare various styles of music) gospel, Broadway musicals, blues, jazz, popular, marches, ballads).

I can identify and describe different musical styles.

*Gospel *Broadway musicals • Blues • Jazz • R & B • Country • Pop • Rock • Marches • Ballads

*Mac Lap Tops *ActivBoard Activities

*Analyze/listen



Big Idea: Structure in the Arts – Dance Time




Critical Vocabulary

Resources

Grade 8 Enduring Knowledge – Dance AH-7-SA-U-1 Students will understand that the elements of music, dance and drama are intentionally applied in creating and performing. AH-8-SA-U-3 Students will understand that responding to and critiquing works of art involves an understanding of elements, principles, and structures appropriate to each area of the arts. AH-8-SA-U-4 Students will understand that existing and emerging technologies can inspire new applications of structural components.

Grade 8 Skills & Concepts – Dance AH-8-SA-S-Da1 Students will use appropriate terminology to identify and analyze the use of elements in a variety of dance (space, time, force). AH-8-SA-S-Da2 Students will observe, describe, and demonstrate choreographic forms in dance. AH-8-SA-S-Da3 Students will apply elements of dance and principles of movement (balance, initiation of movement, weight shift) when observing, creating, and performing patterns of movement independently and with others. AH-8-SA-S-Da4 Students will identify and describe themes and styles (including

AH-08-1.2.1 Students will identify or describe the use of elements in a variety of dances.

DOK 2 Elements of dance: Space – direction (forward, backward, right, left, up, down, diagonal) pathway (straight, curved) levels (high, middle, low), shape (individual or group

Focus – audience (where viewer’s eye is drawn), dancer (single focus – looking in the direction of movement, multi focus – changing head/eye focus during movements) Size – use of size in given space, or range of motion

Time (Tempo) – accent, rhythmic pattern, duration Force – heavy/light, sharp/smooth, tension/relaxation, bound/flowing Choreographic Forms – AB, ABA, call and



Big Idea: Structure in the Arts – Dance Time




Critical Vocabulary

Resources

characteristics of styles) of dance.

response narrative. AH-08-1.2.2 Students will compare and contrast dances by: Identifying or describing theme (story), dance styles (ballet, jazz, tap, modern), characteristics of the style (tap – feet as rhythmic instrument, ballroom-partnering), and the use of the elements of dance.



Big Idea: Structure in the Arts – Drama/Theatre Time




Critical Vocabulary

Resources

Grade 8 Enduring Knowledge – Drama/Theatre AH-8-SA-U-1 Students will understand that the elements of music, dance and drama are intentionally applied in creating and performing. AH-8-SA-U-3 Students will understand that responding to and critiquing works of art involves an understanding of elements, principles, and structures appropriate to each area of the arts. AH-8-SA-U-4 Students will understand that existing and emerging technologies can inspire new applications of structural components.

Grade 8 Skills & Concepts – Drama/Theatre AH-8-SA-S-DT1 Students will use appropriate terminology to identify and analyze the use of elements of drama (literary, technical, performance) in a variety of dramatic works. AH-8-SA-S-DT2 Students will use the elements of drama in creating and performing dramatic works independently and with others. AH-8-SA-S-DT3 Students will observe, describe, and apply creative dramatics (improvisation, mimicry, pantomime, role playing and story telling) in a variety of situations.

AH-08-1.3.1 Students will compare or evaluate the use of drama in dramatic works.

DOK 3 Elements of drama:

Literary Elements – Script, plot structures (exposition, rising action, climax or turning point, falling action, resolution), suspense, theme, setting, language (word choice/style used to create character, dialect, point of view), monologue, dialogue, empathy Technical elements – Scenery (set) sound, lights, make-up, props, costumes, design Performance elements – acting (character motivation and analysis)



Big Idea: Structure in the Arts – Drama/Theatre Time




Critical Vocabulary

Resources

AH-8-SA-S-DT4 Students will identify and describe how technical elements (staging, scenery, props, costumes, make-up, lighting, sound) and performance elements (acting, speaking nonverbal expression) create mood and believable characters. AH-8-SA-S-DT5 Students will describe and compare types of stages (arena, thrust, proscenium). AH-8-SA-S-DT6 Students will explore a variety of dramatic works (theatre and dramatic media – film, television, electronic media).

Speaking (breath control, projection, vocal expression, diction), nonverbal expression (gestures, body alignment, facial expression, character blocking and movement, stage directions – stage left, stage right, center stage, upstage, downstage) AH-08-1.3.2 Students will describe how the technical elements (scenery, props, costumes, make-up, lighting, sound) communicate setting and mood. AH-08-1.3.3 Students will explain how performance elements (acting, speaking, movement) can create a believable character. AH-08-1.3.4 Students will identify and describe the types of stages (arena, thrust, proscenium).



Big Idea: Structure in the Arts – Visual Arts Time




Critical Vocabulary

Resources

Grade 8 Enduring Knowledge – Visual Arts AH-8-SA-U-2 Students will understand that the principles of design and the elements of visual art are intentionally applied in creating works of art. AH-8-SA-U-3 Students will understand that responding to and critiquing works of art involves an understanding of elements, principles, and structures appropriate to each area of the arts. AH-8-SA-U-4 Students will understand that existing and emerging technologies can inspire new applications of structural components.

Grade 8 Skills & Concepts – Visual Arts AH-8-SA-S-VA-1 Students will use appropriate terminology to describe and analyze the use of elements of art (line, shape, form, texture, color) and principles of design (emphasis, pattern, balance, contrast) in a variety of visual artworks. AH-8-SA-S-VA2 Students will use the elements of art, principle of design, and a variety of processes in creating artworks. AH-8-SA-S-VA3 Students apply organizational structures and describe what makes them effective or not effective in communicating ideas.

AH-08-1.4.1 Students will compare or evaluate works of art using elements of art and principles of design.

DOK 3

Elements of art: Line, shape, color properties (hue, value, intensity) and color schemes/groups (monochromatic) firm, texture, space (positive/negative, perspective ( 1 point linear perspective), value (darkness or lightness, tints or shades)

Principles of design –

Repetition, pattern, balance (symmetrical/asymmetrical), emphasis (focal point) contrast (black/white, rough/smooth) rhythm, proportion, movement.



Big Idea: Structure in the Arts – Visual Arts Time




Critical Vocabulary

Resources

AH-8-SA-S-VA-4 Students will identify and analyze the use of elements of art (line, shape, form, texture, primary and secondary colors, color schemes/groups) and principles of design (focal point, pattern, balance, contrast) in a variety of two and three - dimensional artworks. AH-8-SA-S-VA-5 Students will identify a variety of subject matter in visual artworks (representational – landscape, portrait, still life, nonrepresentational – abstract, non-objective).

AH-08-1.4.2 Students will compare or evaluate a variety of art media and art processes.

DOK 2 Media (plural)/Medium (singular): (Properties of media need to be known in order to respond to artworks) Two-dimensional – crayon, pencil. Fabric, yarn, paint (tempera, watercolor), ink, pastel Three-dimensional – clay, papier-mache, found objects (assemblages) Art Processes: Two-dimensional – drawing, painting, fiber art (fabric printing, stamping, tie-dye), printmaking Three-dimensional – ceramics, sculpture, fiber art (constructing with fiber, weaving, knitting, quilting) Subject matter: representational (landscape, portrait, still life) nonrepresentational (abstract, non-objective.)



Big Idea: Humanity in the Arts - Music Time




Critical Vocabulary

Resources

Grade 8 Enduring Knowledge – Music AH-8-HA-U-1 Students will understand that the arts are powerful tools for understanding human experiences both past and present. AH-8-HA-U-2 Students will understand that the arts help us understand others (often very different) ways of thinking, working, and expressing ourselves. AH-8-HA-U-3 Students will understand that the arts play a major role in the creation and defining of cultures and building civilizations.

Grade 8 Skills & Concepts – Music AH-8-HA-S-Mu-1 Students will describe and analyze distinguishing characteristics of music representing a variety of world cultures (Latin America, Asia) and time periods. AH-8-SA-S-Mu2 Students will listen to, perform, and classify music representing a variety of world cultures and historical periods. AH-8-SA-S-Mu3 Students will examine music from various world cultures and explain how music reflects the culture, cultural beliefs, or blending of cultures; -illustrate how music has directly influenced society or culture.

AH-08-2.1.1 Students will analyze or explain how diverse cultures and time periods are reflected in music.

DOK 3

Cultures/Period: Early American through Civil War - European influence on

American music (Baroque [Bach, Handel], their influence on Early American music), (European folk/Early American folk, common musical instruments)

African influence in American music resulting from the importation of slaves from West Africa

I can explain how diverse cultures and time periods are reflected in music

African-American Spirituals Hambone

*Written Activities *ActivBoard Activities



Big Idea: Humanity in the Arts - Music Time




Critical Vocabulary

Resources

AH-8-SA-S-Mu4 Students will examine music from various time periods and explain how the influence of time and place are reflected in the music (African influences in American music)

African American work songs, gospel and spirituals, the use of elements of music to create new styles (all and response, polyrhythms, improvisation) the development of new American instruments such as the banjo.



Big Idea: Humanity in the Arts - Dance Time




Critical Vocabulary

Resources

Grade 8 Enduring Knowledge – Music AH-8-HA-U-1 Students will understand that the arts are powerful tools for understanding human experiences both past and present. AH-8-HA-U-2 Students will understand that the arts help us understand others (often very different) ways of thinking, working, and expressing ourselves. AH-8-HA-U-3 Students will understand that the arts play a major role in the creation and defining of cultures and building civilizations.

Grade 8 Skills & Concepts – Dance AH-8-HA-S-Da-1 Students will describe and analyze distinguishing characteristics of dance representing a variety of world cultures (Latin America, Asia) and time periods. AH-8-SA-S-Da2 Students will observe, classify and perform, dance representing a variety of world cultures and historical periods. AH-8-SA-S-Da3 Students will examine dance from various world cultures and explain how dance reflects the culture, cultural beliefs, or blending of cultures; use examples to illustrate how dance has directly influenced society or culture.

AH-08-2.2.1 Students will analyze or explain how diverse cultures and time periods are reflected in dance.

DOK 3

Cultures/Periods: Early American through Civil Way –

Folk/social dances based on European traditions (traditional folk and social dances, jig, reel, square dance, waltz)

African American dances in the United States through the Civil Way (plantation dances – dances performed by slaves based on West African traditions)



Big Idea: Humanity in the Arts - Dance Time



Core Content 4.1 Student Learning Critical Vocabulary

Resources

AH-8-SA-S-Da4 Students will examine dance from various time periods and explain how the influence of time and place are reflected in the dance.



Big Idea: Humanity in the Arts – Drama/Theatre Time




Critical Vocabulary

Resources

Grade 8 - Enduring Knowledge – Drama/Theatre AH-8-HA-U-1 Students will understand that the arts are powerful tools for understanding human experiences both past and present. AH-8-HA-U-2 Students will understand that the arts help us understand others (often very different) ways of thinking, working, and expressing ourselves. AH-8-HA-U-3 Students will understand that the arts play a major role in the creation and defining of cultures and building civilizations.

Grade 8 Skills & Concepts – Drama/Theatre AH-8-HA-S-DT1 Students will describe and analyze distinguishing characteristics of dramatic work representing a variety of world cultures and time periods (Early American through Civil Way). AH-8-SA-S-DT2 Students will observe, classify and perform, dramatic works representing a variety of world cultures and historical periods. AH-8-SA-S-DT3 Students will examine dramatic works from various world cultures and explain how dramatic works reflect the culture, cultural beliefs, or blending of cultures; use examples to illustrate how dramatic works

AH-08-2.3.1 Students will analyze or explain how diverse cultures and time periods are reflected in drama/theatre.

DOK 3

Cultures/Periods: Early American through Civil Way -

Starting in the early 1700s entertainers from England performed in large cities; during the Revolutionary War many colonies banned theatrical performances to focus on the war: In the early 1800s well-known stars toured the country; development and characteristics of melodrama in America; development of a distinct American tone using American stories and characters (Uncle Tom’s Cabin)



Big Idea: Humanity in the Arts – Drama/Theatre Time




Critical Vocabulary

Resources

have directly influenced society or culture. AH-8-SA-S-DT5 Students will use print and non-print sources to explore, describe, and compare themes, characters, and situations in dramas from different cultures or time periods.



Big Idea: Humanity in the Arts – Visual Arts Time




Critical Vocabulary

Resources

Grade 8 Enduring Knowledge – Visual Arts AH-8-HA-U-1 Students will understand that the arts are powerful tools for understanding human experiences both past and present. AH-8-HA-U-2 Students will understand that the arts help us understand others (often very different) ways of thinking, working, and expressing ourselves. AH-8-HA-U-3 Students will understand that the arts play a major role in the creation and defining of cultures and building civilizations.

Grade 8 Skills & Concepts – Visual Arts AH-8-HA-S-VA-1 Students will describe and analyze distinguishing characteristics of visual art representing a variety of world cultures and time periods (Early American through Civil Way). AH-8-SA-S-VA2 Students will observe, classify and create visual art according to styles and processes used in a variety of world cultures and historical periods. AH-8-SA-S-VA3 Students will examine visual artworks from various world cultures and explain how artwork reflects the culture, cultural beliefs, or blending of cultures; use examples to illustrate how dance has directly influenced society or culture

AH-08-2.4.1 Students will analyze or explain how diverse cultures and time periods are reflected in visual arts.

DOK 3

Cultures/Periods: Early American through the Civil Way

European Neo-classical influences (architecture)

Painting – inspired by the natural beauty of America, painters began to develop their own unique styles rather than borrow from Europe (Wildlife – John James Audubon, Landscapes – Thomas Cole, Native American subjects – George Catlin)

The development of photography as a new medium that impacted visual art (Mathew Brady)



Big Idea: Humanity in the Arts – Visual Arts Time




Critical Vocabulary

Resources

AH-8-SA-S-VA4 Students will examine visual artworks from various time periods and explain how the influence of time and place are reflected in them. AH-8-SA-S-VA5 Students will use print and non-print sources to explore, describe, and compare themes, characters, and situations in artworks from different cultures or time periods.



Big Idea: Purpose for Creating the Arts – Music Time




Critical Vocabulary

Resources

Grade 8 Enduring Knowledge – Music AH-8-PCA-U-1 Students will understand that the arts fulfill a variety of purposes in society (to present issues and ideas, to entertain, to teach or persuade, to design, plan and beautify). AH-8-PCA-U-2 Students will understand that the arts have value and significance for daily life. They provide personal fulfillment, whether in vocational settings, avocational pursuits, or leisure. AH-8-PCA-U-3 Students will understand that the arts provide forms of nonverbal communication that can strengthen the presentation of ideas and emotions.

Grade 8 Skills & Concepts –Music AH-8-PCA-S-Mu1 Students will compare and explain purposes for which music is created to fulfill (ceremonial, recreational, artistic expression). AH-8-PCA-S-Mu2 Students will create new, listen to, choose and perform music to fulfill a variety of specific purposes.

AH-08-3.1.1 Students will identify or explain how music fulfills a variety of purposes.

DOK 2

Purposes of music: (different roles of music) Ceremonial – music created or performed for rituals or celebrations (patriotic music, music for worship) Recreational – music for entertainment (music for play such as game songs, music for dances and social events, music for physical activities, music as a hobby) Artistic Expression – music created with the intent to express or communicate one’s emotions, feelings, ideas, experience (music created and performed in a concert setting for an audience)



Big Idea: Purpose for Creating the Arts – Dance Time




Critical Vocabulary

Resources

Grade 8 Enduring Knowledge – Dance AH-8-PCA-U-1 Students will understand that the arts fulfill a variety of purposes in society (to present issues and ideas, to entertain, to teach or persuade, to design, plan and beautify). AH-8-PCA-U-2 Students will understand that the arts have value and significance for daily life. They provide personal fulfillment, whether in vocational settings, avocational pursuits, or leisure. AH-8-PCA-U-3 Students will understand that the arts provide forms of nonverbal communication that can strengthen the presentation of ideas and emotions.

Grade 8 Skills & Concepts –Dance AH-6-PCA-S-Da1 Students will compare and explain purposes for which music is created (ceremonial, recreational, artistic expression). AH-8-PCA-S-Da2 Students will create new, observe, choose and perform dance to fulfill a variety of specific purposes.

AH-08-3.2.1 Students will compare or explain how dance fulfills a variety of purposes.

DOK 2

Purposes of dance: (different roles of dance) Ceremonial – dances created or performed for rituals or celebrations (dances of Native Americans and West Africans to celebrate life events such as harvest, ritual dances associated with worship) Recreational – dancing for entertainment, to support recreational activities (ballroom, line dancing, aerobic dance, dance as a hobby) Artistic Expression – dance created with the intent to express or communicate emotion, feelings, ideas, (ballet, tap dance, modern dance, dance created and performed in a concert and/or theatrical setting for an audience)



Big Idea: Purpose for Creating the Arts – Drama/Theatre Time




Critical Vocabulary

Resources

Grade 8 Enduring Knowledge – Drama/Theatre AH-8-PCA-U-1 Students will understand that the arts fulfill a variety of purposes in society (to present issues and ideas, to entertain, to teach or persuade, to design, plan and beautify). AH-8-PCA-U-2 Students will understand that the arts have value and significance for daily life. They provide personal fulfillment, whether in vocational settings, avocational pursuits, or leisure. AH-8-PCA-U-3 Students will understand that the arts provide forms of nonverbal communication that can strengthen the presentations of ideas and emotions.

Grade 8 Skills & Concepts –Drama/Theatre AH-8-PCA-S-DT1 Students will compare and explain purposes for which drama/theatre is created (sharing the human experience, passing on tradition and culture, recreational, artistic expression) AH-8-PCA-S-DT2 Students will create or write new, observe, choose and perform dramatic works to fulfill a variety of specific purposes.

AH-08-3.3.1 Students will compare or explain how drama/theatre fulfills a variety of purposes.

DOK 2 Purposes of Drama/Theatre: (different roles of dance) Sharing the human experience – to express or communicate emotion, feelings, ideas, information through dramatic works (social change, express or communicate universal themes, to interpret and recreate information, ideas and emotions) Passing on tradition and culture – to express or communicate feelings, ideas, information (narrative, storytelling, folktales, religious ritual and ceremony) Recreational – drama as recreation and for recreational events (entertainment, diversion, festivals) Artistic expression – drama created with the intent to express or communicate emotion, feelings, ideas, information (dramatic works created and performed in a theatrical



Big Idea: Purpose for Creating the Arts – Drama/Theatre Time




Critical Vocabulary

Resources

setting for an audience).



Big Idea: Purpose for Creating the Arts – Visual Arts Time Frame




Resources

Grade 8 Enduring Knowledge – Visual Arts AH-8-PCA-U-1 Students will understand that the arts fulfill a variety of purposes in society (to present issues and ideas, to entertain, to teach or persuade, to design, plan and beautify). AH-8-PCA-U-2 Students will understand that the arts have value and significance for daily life. They provide personal fulfillment, whether in vocational settings, avocational pursuits, or leisure. AH-8-PCA-U-3 Students will understand that the arts provide forms of nonverbal communication that can strengthen the presentation of ideas and emotions.

Grade 8 Skills & Concepts –Visual Arts AH-8-PCA-S-VA1 Students will compare and explain purposes for which visual art created (ceremonial, artistic expression, narrative, functional, persuasive). AH-8-PCA-S-VA2 Students will create, choose and experience artworks created to fulfill a variety of specific purposes.

AH-08-3.4.1 Students will compare or explain how art fulfills a variety of purposes.

DOK 2

Purposes of Art: (different roles of art) Ceremonial – ritual, celebration, artworks created to support worship ceremonies Artistic Expression– artwork to express or communicate emotions, ideas, feelings (for self-expression, to decorate or beautify objects) Narrative – artworks that tell stories, describe and illustrate experiences, or communicate ideas or information, art to document important or historical events Functional – artistic objects used in everyday life Persuasive – artworks that promote ideas, philosophies, or products (advertising, marketing, propaganda, ideology, etc.)



Big Idea: Processes in the Arts – Music Time Frame




Critical Vocabulary

Resources

Grade 8 Enduring Knowledge – Music AH-8-PA-U-1 Students will understand that there are three distinct processes for involvement in the arts; creating new artworks, performing works previously created, and responding to artworks and performances. AH-8-PA-U-2 Students will understand that full understanding and appreciation of the arts requires some degree of involvement in all three processes. AH-8-PA-U-3 Students will understand that openness, respect for work, and an understanding of how artists apply elements and principles of design in creating and performing are personal attitudes and skills that enhance enjoyment of the observer.

Grade 8 Skills & Concepts –Music AH-8-PA-S-Mu1 Students will be actively involved in creating, notating, improvising, and performing music (similar style answers to musical phrases, variations on given melodies, demonstrating unity/variety, tension/release, and balance) alone and with others. AH-8-PA-S-Mu2 Students will use knowledge of musical elements to create and perform music in an expressive manner. AH-8-PA-S-Mu3 Students will sing or play alone, and sustain own part in an ensemble, a given piece of music with increasingly complex melodies and rhythmic patterns in treble and bass clef (with practice).

AH-8-4.1.1 Students will create and notate in similar style answers to musical phrases. AH-8-4.1.2 Students will improvise variations on given melodies. AH-8-4.1.3 Students will compose and notate short pieces of music demonstrating unity/variety, tension/release and balance. AH-08-4.1.4 Students will use a variety of sound sources to create and perform music. AH-08-4.1.5 Students will sing or play alone and sustain own part in an ensemble, a given piece of music with increasingly complex melodies and rhythmic patterns in treble and bass clef (with practice).

I can create and perform a piece of music

ActiveBoard Activities Orff Instruments



Big Idea: Processes in the Arts – Music Time




Critical Vocabulary

Resources

AH-8-PA-U-4 Students will understand that existing and emerging technologies can extend the reach of the art form to new audiences.

AH-8PA-S-Mu4 Students will use knowledge of the elements of music and music terminology to describe and critique their own performances and the performances of others. AH-8-PA-S-Mu5 Students will identify and apply criteria for evaluating music (skill of performers, originality, emotional impact, variety, interest). AH-8-PA-S-Mu6 Students will demonstrate behavior appropriate for observing the particular context and style of music being performed: discuss opinions with peers in a supportive and constructive way.



Big Idea: Processes in the Arts – Dance Time




Critical Vocabulary

Resources

Grade 8 Enduring Knowledge – Dance AH-8-PA-U-1 Students will understand that there are three distinct processes for involvement in the arts; creating new artworks, performing works previously created, and responding to artworks and performances. AH-8-PA-U-2 Students will understand that full understanding and appreciation of the arts requires some degree of involvement in all three processes. AH-8-PA-U-3 Students will understand that openness, respect for work, and an understanding of how artists apply elements and principles of design in creating and performing are personal attitudes and skills that enhance enjoyment of the observer.

Grade 8 Skills & Concepts –Dance AH-8-PA-S-Da1 Students will be actively involved (individually and in small groups) in creating and performing dance (using the elements of dance: space, time and force) in a variety of compositional forms (AB, ABA, call and response, or narrative) AH-8-PA-S-Da2 Students will create an improvisational dance with complex movements (beginning, middle and end). AH-8-PA-S-Da3 Students will use knowledge of dance elements to create and perform dance in an expressive manner. AH-8-PA-S-Da4 Students will use knowledge of the

AH-08-4.2.1 Students will create an individual or a group dance with 2-3 other people using dance elements (space, time and force) that incorporates one of the following compositional forms: AB, ABA, call and response or narrative AH-08-4.2.2 Students will create an improvisational dance with complex movements (beginning, middle and end).



Big Idea: Processes in the Arts – Dance Time




Critical Vocabulary

Resources


elements of dance and dance terminology to describe and critique their own performances and the performances of others. AH-8-PA-S-Da5 Students will identify and apply criteria for evaluating dance (skill of performers, originality, emotional impact, variety, interest) AH-8-PA-S-Da6 Students will demonstrate behavior appropriate for observing the particular context and style of dance being performed; discuss opinions with peers in a supportive and constructive way.



Big Idea: Processes in the Arts – Drama/Theatre Time




Critical Vocabulary

Resources

Grade 8 Enduring Knowledge – Drama/Theatre AH-8-PA-U-1 Students will understand that there are three distinct processes for involvement in the arts; creating new artworks, performing works previously created, and responding to artworks and performances. AH-8-PA-U-2 Students will understand that full understanding and appreciation of the arts requires some degree of involvement in all three processes. AH-8-PA-U-3 Students will understand that openness, respect for work, and an understanding of how artists apply elements and principles of design in creating and performing are personal attitudes and skills that enhance enjoyment of the observer.

Grade 8 Skills & Concepts –Drama/Theatre AH-8-PA-S-DT1 Students will be actively involved in creating, improvising, and performing dramatic works alone and with others, using elements of drama (literary, technology, performance) AH-8-PA-S-DT2 Students will use knowledge of elements of drama to: • create and

perform dramatic works in an expressive manner

• describe and critique their own performances and the performances of others.

AH-8-PA-S-DT3 Students will use a variety of resources (research, peers, technology) to:

AH-08-4.3.1 Students will create and perform using elements of drama (literary, technical, performance) AH-08-4.3.2 Students will improvise short dialogues and monologues. AH-08-4.3.3 Students will engage in dramatic activities that reflect historical times and cultures. AH-08-4.3.4 Students will identify the skills necessary for jobs associated with theatre (playwright, director, actor, actress, designers, scenery, props, lighting, sounds, costume, make-up)







Critical Vocabulary

Resources

AH-8-PA-U-4 Students will understand that existing and emerging technologies can extend the reach or the art form to new audiences

• write, refine, and record dialogue, monologues, and action

• explore jobs/carets and skills associated with dramatic arts, (theatre, media.

AH-8-PA-S-DT4 Students will identify and apply criteria for evaluating dramatic works (skill of performers, originality, emotional impact, variety, interest, technical requirements: lighting, sound, scenery, costumes). AH-8-PA-S-DT5 Students will demonstrate behavior appropriate for observing the particular content and style of dramatic works being performed; discuss opinions with peers in







Critical Vocabulary

Resources

a supportive and constructive way.



Big Idea: Processes in the Arts – Visual Arts Time




Critical Vocabulary

Resources

Grade 8 Enduring Knowledge – Visual Arts AH-8-PA-U-1 Students will understand that there are three distinct processes for involvement in the arts; creating new artworks, performing works previously created, and responding to artworks and performances. AH-8-PA-U-2 Students will understand that full understanding and appreciation of the arts requires some degree of involvement in all three processes. AH-8-PA-U-3 Students will understand that openness, respect for work, and an understanding of how artists apply elements and principles of design in creating and performing are personal attitudes and skills that enhance enjoyment of the observer.

Grade 8 Skills & Concepts –Visual Arts AH-8-PA-S-VA1 Students will be actively involved in selecting media, techniques, and processes for creating artworks applying the elements of art and principles of design. AH-8-PA-S-VA2 Students will use knowledge of elements and principles of art and art terminology to: • create expressive

artworks • describe and

critique their own work and the work of others.

AH-8-PA-S-VA3 Students will identify and apply criteria for evaluating visual arts (skill or artist, originality, emotional impact, variety, interest)

AH-08-4.4.1 Students will create art for a specific purpose using the elements of art and principles of design to communicate ideas. AH-08-4.4.2 Students will use a variety of art media, processes and subject matter to communicate ideas, feelings and experiences.



Big Idea: Processes in the Arts – Visual Arts Time




Critical Vocabulary

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AH-8-PA-S-VA4 Students will demonstrate behavior appropriate for observing the particular context and style of the artwork being viewed; discuss opinions with peers in a supportive and constructive way. AH-8-PA-S-VA-5 Students will describe personal responses to artwork; explain why there might be different responses to specific works of art (personal experience, interest, medium used, effectiveness of message)



Big Idea: Interrelationships Among the Arts Time




Critical Vocabulary

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Grade 8 Enduring Knowledge –Arts AH-8-IAA-U-1 Students will understand that the arts are basic forms of human communication. AH-8-IAA-U-2 Students will understand that music, dance, drama, and visual art created in common cultures and/or common historical periods tend to reflect common attitudes, ideas, beliefs, and feelings. AH-8-IAA-U-3 Students will understand that the arts provide forms of non-verbal communication that can strengthen the presentation of ideas and emotions. AH-8-IAA-U-4 Students will understand that the modes of thinking and methods of the arts disciplines can be used to illuminate situations in other disciplines that

Grade 8 Skills & Concepts –Arts AH-8-IAA-S-1 Students will recognize common terms and concepts used in various arts (tempo in dance and music) AH-8-IAA-S-2 Students will identify communication of common themes or ideas across different art forms. AH-8-IAA-S-3 Students will identify and explain connections between and among different art forms from the same culture or from the same time period. AH-8-IAA-S-4 Students will describe commonalities between the arts and other subjects taught in the school (observation skills in visual arts and science, historical and cultural

This content is not assessed at the state level, however, according to the National Standards for Arts Education, students “should be able to relate various types of arts knowledge and skills within and across the arts disciplines.” In Kentucky’s Learning Goals, goal number 6 states: Students shall develop their abilities to connect and integrate experiences and new knowledge from all subject matter fields with what they have previously learned and build on past learning experiences to acquire new information through various media sources. 6.1 Students connect knowledge and experiences from different subject areas. According to 404 KAR 3:303 the Program of Studies outlines the minimum content standards for all students across grade levels and content areas. Although this content is not tested in the Commonwealth Accountability Testing



Big Idea: Interrelationships Among the Arts Time




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require creative solutions. perspectives in the arts and social studies, shape in visual art and math, dance and a healthy lifestyle, fractions in music notation and math). AH-8-IAA-S-5 Students will communicate common meaning through creating and performing in the four art forms.

System, it is required instruction in order for the course to meet the guidelines of 404 KAR 3:303.

warren county schools music 8th grade

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