SECTION 210:15-3-119. The arts for grade 5

(a)   Visual arts.

(1)   Standard 1 -Language of visual art: "Presenting". The student will identify and communicate using a variety of visual art terms.

(A)   Know how works of art are made with respect to the materials, media, techniques, and sources of ideas.

(B)   Describe and apply knowledge of the principles of design, including: rhythm, balance (symmetrical, asymmetrical, radial) contrast, movement, variety, center of interest (emphasis), and repetition in personal artwork and the artworks of others.

(C)   Describe and use the elements of art, including: line, color, form, shape, texture, value (light and dark), and space in works of art.

(D)   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, overlapping, negative space, positive space, size, color) in his/her own artwork and the artworks of others.

(E)   Infer meaning from and discuss student observations of visual and expressive features seen in the environment (e.g., colors, textures, shape, form, etc.).

(2)   Standard 2 - Visual art history and culture: "Responding". The student will recognize the development of visual art from a historical and cultural perspective.

(A)   Describe and place a variety of significant visual art objects by artist, style and historical and cultural context.

(B)   Identify themes and purposes of works of art and artifacts in history and culture.

(C)   Identify how the visual arts are used by artists and designers in today's world, including media arts, and the popular media of advertising, television, and film (e.g., illustrator, fashion designer, sculptor, display designer, painter, graphic designer, animator, photographer).

(D)   Communicate in-depth knowledge gained through integrated study of a visual art theme, historical period, or event.

(E)   Understand how the visual arts are reflected in, the culture, traditions, and history of the United States.

(3)   Standard 3 - Visual art expression: "Creating". The student will observe, select, and utilize a variety of ideas and subject matter in creating original works of art.

(A)   Create original visual artworks using a variety of materials (media), techniques (skills), and sources for ideas.

(B)   Use observation, memory and imagination in creating original works of art.

(C)   Apply knowledge of a basic art vocabulary through experiences in creating original works of art.

(D)   Demonstrate safe and proper use, care, and storage of media, materials, and equipment.

(E)   Demonstrate a basic knowledge of media, techniques and processes while creating in the following disciplines of visual art:

(i)   Painting

(I)   Media: tempera, watercolor, oil, and acrylic.

(II)   Processes: wet-on-wet, wet-on-dry, wash, resist, and sponge.

(ii)   Sculpture or Architecture

(I)   Media: paper, papier-mâchè, clay, plaster, cardboard, wood, found objects, beads, sand, and wire.

(II)   Processes: carving, constructing, and assembling

(iii)   Drawing

(I)   Media: pencils, colored pencils, markers, chalks, crayons, and oil-pastels.

(II)   Processes: sketching, contour line, hatching, crosshatching, and stippling.

(iv)   Printmaking

(I)   Media: printing ink, styrofoam, stencil, found object.

(II)   Processes: relief, silkscreen, and monoprint.

(v)   Fiber Arts

(I)   Media: cloth, yarn, ribbon, found objects, paper, and rope

(II)   Processes: weaving, stitchery, braiding, and basketry.

(vi)   Media Arts

(I)   Media: broadcasting, film, journalism, performing arts, and telecommunications

(II)   Processes: Audio-video communication technology, printing technology.

(4)   Standard 4 - Visual art appreciation: "Connecting". The student will appreciate and utilize visual art to make interdisciplinary connections and informed aesthetic decisions.

(A)   Demonstrate appropriate behavior while attending a visual arts exhibition in a museum or art gallery.

(B)   Demonstrate respect for personal artwork and the artwork of others.

(C)   Demonstrate thoughtfulness and care in completion of artworks.

(D)   Make learning connections between visual art and other disciplines, such as mathematics, science, English Language Arts, social studies, and media arts.

(E)   Critique personal art based on teacher-established criteria.

(b)   General music.

(1)   Standard 1 -Language of music: "Responding". The student meaningfully engages with the artform through reading, notating, and/or interpreting music.

(A)   Define and use correct terminology to identify and discuss the elements of music, including:

(i)   Melody (e.g., steps, wide and narrow leaps, repeated tones, phrases, pentatonic scale (five-tone scale);

(ii)   Rhythm (e.g., even and uneven rhythm patterns, syncopation, triplets, and dotted rhythms);

(iii)   Harmony (e.g., partner songs, countermelody, descant, and major and minor chords);

(iv)   Form (e.g., AB, ABA, round, rondo, introduction, coda, interlude, verse and refrain, and prelude);

(v)   Tone color (e.g., sound quality of individual and group performances by voice or instrument to include duets, trios, quartets, chorus, and ranges of soprano, alto, tenor, bass);

(vi)   Pitch (e.g., high and low);

(vii)   Tempo (e.g., allegro (fast), lento (slow), andante (walking), and moderato (moderate)); and

(viii)   Dynamics (e.g., forte (loud), piano (soft), mezzo forte (medium loud), and mezzo piano (medium soft)).

(B)   Use a system of syllables, numbers or letters to demonstrate basic notation:

(i)   Rhythmic (e.g., quarter note, quarter rest, paired eighth notes, half note, half rest, whole note, whole rest, dotted half note, sixteenth notes, single eighth note, single eighth rest, dotted quarter note, syncopation, 2/4, 3/4, 4/4, and 6/8).

(ii)   Melodic (e.g., diatonic scale, treble clef, and bass clef).

(C)   Identify visually and aurally:

(i)   Instrumental ensembles (e.g., marching band, orchestra, and jazz band);

(ii)   Families of orchestral instruments (e.g., strings, woodwinds, brass, and percussion); and

(iii)   Classification of voice ranges (e.g., soprano, alto, tenor, bass).

(D)   Notate simple pitch and rhythm patterns presented aurally (listening).

(2)   Standard 2- Music history and culture: "Connecting". The student recognizes the development of music from a historical and cultural perspective.

(A)   Sing or play a variety of folk, ethnic, classical, and contemporary musical compositions.

(B)   Recognize, describe and listen to music from a variety of:

(i)   Styles (e.g., jazz, mariachi band, opera, musicals, call and response, and country-western);

(ii)   Periods (e.g., Baroque, Classical, Romantic, Impressionism and Contemporary); and

(iii)   Cultures (e.g., European, Native American, African American, Hispanic, and Asian).

(C)   Identify and differentiate the use of musical elements and instruments from other parts of the world and compare them to the use of musical elements in American music (e.g., patriotic, orchestral, band, and folk).

(D)   Recognize and practice appropriate audience or performer behavior appropriate for the context and style of music performed.

(E)   Demonstrate respect for music performed by others.

(F)   Identify and describe the various roles musicians have in various music settings and cultures.

(3)   Standard 3 -Music expression: "Performing". The student presents or demonstrates an existing work formally or informally with appropriate expressive and technical skills.

(A)   Participate in music through singing (e.g., echo singing, rounds and partner songs) and/or playing instruments (e.g., body percussion and melodic ostinatos).

(B)   Match pitches, sing in tune (C-scale range) and use appropriate tone and expression.

(C)   Play simple rhythmic patterns using sounds and silences on classroom percussion instruments to accompany songs and rhythm activities.

(D)   Play simple and syncopated rhythm patterns using sounds and silences on classroom percussion instruments to accompany songs and rhythm activities.

(E)   Play simple melodies on instruments, such as bells or xylophones.

(F)   While listening to a musical piece, use directional hand movements to follow the melodic contour (e.g., sound or progression of single tones).

(G)   Respond to unfinished short melodic patterns using voice or classroom instruments.

(H)   Perform solos and with groups.

(I)   Sing two-part rounds, partner songs, and ostinatos.

(4)   Standard 4 -Music appreciation: "Creating". The student will understands and uses musical tools, including active listening to create and evaluate original works.

(A)   Answer unfinished short melodic patterns using voice or classroom instruments (improvisation).

(B)   Improvise with or without a system of syllables, numbers, or letters to demonstrate basic notation.

(C)   Compare students' likes and dislikes of music of different styles.

(D)   Recognize basic features of familiar and unfamiliar songs.

(E)   Participate in music through singing (e.g., echo singing, rounds, and partner songs) and/or playing instruments (e.g., body percussion and melodic ostinatos).

(F)   Use appropriate terms to explain preferences for musical works and styles.

(G)   Identify criteria for evaluating a musical composition or a musical performance.

[Source: Added at 20 Ok Reg 159, eff 10-10-02 (emergency); Added at 20 Ok Reg 821, eff 5-15-03; Amended at 26 Ok Reg 35, eff 8-21-08 (emergency); Amended at 26 Ok Reg 1446, eff 6-11-09; Amended at 31 Ok Reg 1168, eff 9-12-14]