SECTION 210:15-3-121. The arts for grade 7

(a)   Visual art.

(1)   Standard 1 -Language of visual art: "Presenting". The student will identify and communicate using a variety of visual art terms (i.e., architecture, collage, medium, perspective, symbol, etc.).

(A)   Compare and contrast works which are similar or different in expressive quality, composition, and style.

(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 his/her own 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 art work, and the art works of others.

(E)   Infer meaning from and discuss how artists use the elements of art and principles of design in creating art.

(F)   Identify and evaluate solutions to visual design problems.

(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)   Recognize and describe the cultural and ethnic traditions which have influenced the visual arts, including American, Native American, African American, Asian, Australian, European, and Hispanictraditions.

(B)   Identify and be familiar with a range of art works, identifying artist, culture and style from a historical context.

(C)   Identify the variety of art forms used in business and industry, (including advertising, television, and film) and understand the role of art in creating digital images and commercial designs.

(D)   Analyze careers in art and a variety of other careers in terms of the art skills needed to be successful.

(E)   Understand how the visual arts are reflected in different cultures throughout history.

(3)   Standard 3 - Visual art expression: "Creating". The students 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 materials (media), techniques (skills), and sources for ideas.

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

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

(D)   Apply knowledge of a basic art vocabulary through experiences in making original works of art.

(E)   Create original art using a variety of art tools, media, techniques and processes in the art disciplines of (e.g., ceramics, drawing, fiber arts, painting, printmaking, media arts, and sculpture).

(4)   Standard 4 - Visual art appreciation: "Connecting". The student will appreciate and utilize visual art to make interdisciplinary connections and informed 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 learningconnections between visual art and other disciplines, such as mathematics, science, English Language Arts, social studies, and media arts.

(E)   Analyzeand reflect upon personal artwork based on formative evaluations of the work.

(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], intervals, and major and minor scales);

(ii)   Rhythm (e.g., steady beat, back beat, syncopation, triplets, dotted rhythms, and 2/2 meter);

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

(iv)   Form (e.g, unity and variety, AB, ABA, round, rondo, theme and variations, marching, introduction, coda, interlude, verse and refrain, prelude).

(v)   Tone color (e.g., opera, musical theater, duet, trio, quartet, chorus, voice ranges and instrument ranges, and a capella);

(vi)   Pitch (e.g., range and register, change pitch with compositional devices, such as imitation, inversion and transposition);

(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), mezzo piano (medium soft, crescendo and decrescendo)).

(B)   Identify basic notational symbols (e.g.,written representation of music), including: treble and bass clef, time signatures (e.g., 2/4, 3/4, 4/4, and 6/8); and note values (e.g., whole note, half note, quarter note, eighth note, dotted half note, dotted quarter note, and the corresponding rests).

(C)   Experiment with variations in and demonstrate understanding of tempo (speed), tone quality (sound quality), dynamics (degree of loudness) and phrasing for expressive purpose in performing music.

(D)   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, and bass).

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

(F)   Respond to basic rhythm patterns either physically or using classroom instruments.

(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, musical, 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 musical 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)   Perform basic tonal patterns and rhythm patterns on classroom instruments (e.g., autoharp, recorder, percussion instruments, and guitar).

(B)   Demonstrate the ability to read music from basic notation in treble or bass clef (e.g., folk songs, patriotic songs).

(C)   Sing with an acceptable tone quality throughout his/her singing ranges or play an instrument with an acceptable tone quality throughout an appropriate range.

(D)   Compose music using a variety of sound sources including electronic and computer.

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

(F)   Perform and create melodies and accompaniments in solo or group ensembles through singing and playing instruments (e.g. four-chord songs on autoharp).

(G)   Sing or play musical compositions demonstrating knowledge of tonal and rhythmic elements,including syncopated patterns, beats and offbeats.

(H)   Use a system for counting beat and rhythm patterns (e.g., rhythm syllables and body movement) to demonstrate knowledge of rhythms found in musical compositions.

(I)   Identify uses of music in everyday life (e.g., film, television, background music, and commercials).

(J)   Recognize and identify the appropriate ways to use all of the following elements of musical style:

(i)   Dynamics (e.g., piano, forte);

(ii)   Tempo (e.g., allegro, lento, andante, and moderato);

(iii)   Conducting patterns of simple meters (e.g., 2/4, 3/4, 4/4, and 6/8); and

(iv)   Articulation (e.g., staccato, legato, and accent).

(4)   Standard 4 - Music appreciation: "Creating". The student 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 and contrast 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]