Visual Arts Standards 4th Grade Visual Arts Standards 4th Grade Common Core
Fine Arts - Course 4
Class Preface
Printable Version (pdf)
Core Standards of the Course
Trip the light fantastic toe
Strand: CREATE (4.D.CR.)
Students will conceptualize, generate, develop and organize artistic ideas and work. They will complete and refine trip the light fantastic works (Standards iv.D.CR.1�5).
Standard 4.D.CR.1:
Demonstrate willingness to listen to others� ideas and cooperate when creating dance.
Standard 4.D.CR.2:
Identify ideas for choreography generated from a multifariousness of stimuli to solve given move issues.
Standard 4.D.CR.three:
Develop a dance study, alone or with others, that expresses and communicates a main idea.
Standard four.D.CR.4:
Manipulate and expand motility possibilities to create a variety of movement patterns and structures, and discuss the reasons for movement choices and the effectiveness of movement choices.
Standard 4.D.CR.5:
Revise movement based on peer feedback and self-reflection to amend a short dance study and explain the changes made.
Strand: PERFORM (4.D.P.)
Students will clarify, interpret, and select artistic work for performance. They will develop techniques and concepts to refine artistic work and express significant through the presentation of dance works (Standards 4.D.P.1�x).
Standard four.D.P.1:
Establish spatial relationships with other dancers while safely using levels, directions, focus, and pathway designs in almost-, mid-, and farrange movement.
Standard four.D.P.two:
Standard 4.D.P.2: Make even so and moving shapes with positive and negative space.
Standard 4.D.P.3:
Analyze and demonstrate how body parts align for safety and efficient movement in activities that extend range of movement, build strength, and develop endurance.
Standard four.D.P.four:
Demonstrate cardinal dance skills through locomotor and nonlocomotor sequences.
Standard 4.D.P.five:
Differentiate and perform movement with metric and irregular phrasing and answer to tempo changes as they occur in dance and music.
Standard iv.D.P.vi:
Analyze, depict, and perform movement phrases using contrasting energy and dynamic changes.
Standard 4.D.P.7:
Recall and replicate movement sequences with a partner or in group trip the light fantastic activities.
Standard 4.D.P.eight:
Apply constructive feedback from instructor, peers, and self to improve dance performance.
Standard iv.D.P.9:
Employ performance etiquette and functioning practices during form, rehearsal, and in formal and informal performance spaces.
Standard four.D.P.10:
Identify, explore, and experiment with a diverseness of production elements to heighten the artistic intent and audience experience.
Strand: RESPOND (four.D.R.)
Students will perceive and analyze creative piece of work and process. They will interpret intent and meaning and apply criteria to evaluate artistic work and process (Standards iv.D.R.1�2).
Standard 4.D.R.ane:
Employ basic trip the light fantastic toe terminology to describe patterns of movement that create a manner or theme.
Standard iv.D.R.two:
Discuss the characteristics that brand a dance artistic.
Strand: CONNECT (4.D.CO.)
Students will synthesize and relate knowledge from personal and collaborative feel to brand and receive art. They will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding (Standards four.D.CO.one�2, 4).
Standard 4.D.CO.one:
Explain how the chief idea of a dance is similar to or different from one�south ain experiences, relationships, ideas, or perspectives.
Standard 4.D.CO.2:
Select a topic of study in school and develop research questions to explore, and then choreograph movements that relate key aspects about the topic that communicate the data; discuss what was learned from researching the question and creating the dance.
Standard 4.D.CO.4:
Select and draw movements in a specific genre or style, and explain how the movements relate to the civilization, society, historical menstruation, or customs from which the trip the light fantastic toe originated.
Drama
Strand: CREATE (4.T.CR.)
Students will conceptualize, generate, develop, and organize artistic ideas and work. They will complete and refine drama works (Standards 4.T.CR.one�7).
Standard 4.T.CR.1:
Develop imagination to create artistic ideas and work.
Standard 4.T.CR.two:
Arrange the physical playing space to communicate mood, time, and locale.
Standard 4.T.CR.iii:
Write or record uncomplicated dramas that include the five Ws of who, what, where, when and why.
Standard 4.T.CR.4:
Ascertain roles, identify responsibilities, and participate in group decision making.
Standard iv.T.CR.five:
Create graphic symbol through imagination, physical move, gesture, sound and/or speech and facial expression.
Standard 4.T.CR.half-dozen:
Develop dialogue and deportment that focus on the development and resolution of dramatic conflicts.
Standard 4.T.CR.7:
Recognize that participating in the rehearsal process is necessary to refine and revise.
Strand: PERFORM (4.T.P.)
Students will analyze, translate, and select artistic work for functioning. They will develop techniques and concepts to refine artistic work and express pregnant through the presentation of drama works (Standards iv.T.P.1�9).
Standard 4.T.P.1:
Analyze the graphic symbol, setting, and essential events (plot) in a story that make upwards the dramatic structure, and utilise choices to shape conceivable and sustainable drama/theatre work.
Standard 4.T.P.2:
Demonstrate the ability to work effectively alone and cooperatively, with a partner or in an ensemble.
Standard 4.T.P.three:
Observe, listen, and reply in graphic symbol to other actors throughout a scripted or improvised scene.
Standard 4.T.P.four:
Communicate meaning using the trunk through space, shape, energy and gesture.
Standard 4.T.P.five:
Communicate pregnant using the vocalization through volume, pitch, tone, rate, and clarity.
Standard 4.T.P.half-dozen:
Use imagination to support creative choices.
Standard iv.T.P.7:
Select materials to be used for scenery, properties, costumes, lighting, and sound effects for informal classroom presentations.
Standard iv.T.P.8:
Develop audition sensation using and agreement stage directions and basic blocking techniques.
Standard 4.T.P.ix:
Perform a diversity of dramatic works for peers or invited audiences.
Strand: RESPOND (4.T.R.)
Students will perceive and analyze creative work and procedure. They will translate intent and meaning, and apply criteria to evaluate artistic work and process (Standards 4.T.R.1�5).
Standard 4.T.R.1:
Demonstrate audience skills of observing attentively and responding appropriately.
Standard iv.T.R.2:
Share personal responses about classroom dramatizations and performances.
Standard 4.T.R.3:
Identify what drama is and how it happens.
Standard iv.T.R.four:
Give and accept constructive feedback, analyze and describe strengths and weaknesses of own work.
Standard 4.T.R.5:
Utilise selective criteria to evaluate what is seen, heard, and understood in dramatizations.
Strand: CONNECT (4.T.CO.)
Students will synthesize and relate cognition from personal and collaborative experience to make and receive art. They volition relate artistic ideas and works with societal, cultural, and historical context to deepen understanding (Standards iv.T.CO.i�2).
Standard 4.T.CO.1:
Place similarities between story elements and personal experiences in dramatic play or guided drama experiences.
Standard 4.T.CO.ii:
Read, heed to, and tell stories from a variety of cultures, genres, and styles; place the characters, setting, plot, theme and conflict in these plays and stories; and place historical, global, and social issues connecting them through a drama/theatre work.
Music
Strand: CREATE (iv.Thousand.CR.)
Students volition conceptualize, generate and organize creative ideas and work. They will consummate and refine musical works (Standards 4.Yard.CR.1�six).
Standard 4.Grand.CR.1:
Improvise rhythmic and melodic patterns and musical ideas.
Standard four.G.CR.2:
Explicate the connection of musical ideas to specific purpose and context.
Standard four.Thousand.CR.3:
Generate musical ideas using specific tonalities, meters and simple chord changes.
Standard 4.M.CR.4:
Select and demonstrate musical ideas to limited intent while connecting to purpose and context.
Standard 4.M.CR.5:
Organize personal musical ideas using iconic notation or recordings to combine and/or sequence personal rhythmic and melodic ideas.
Standard 4.M.CR.six:
Evaluate and refine work; employ teacher-provided criteria and collaboratively developed guidelines and feedback; and present the final version of created music and draw connection to expressive intent.
Strand: PERFORM (4.Chiliad.P.)
Students will analyze, interpret, and select artistic work for operation. They volition develop techniques and concepts to refine artistic work, and express meaning through the presentation of musical works (Standards 4.M.P.1�11).
Standard iv.M.P.i:
Explain how the selection of music to perform is influenced by personal interest, purpose, context and knowledge and skills.
Standard 4.K.P.2:
Explore the effects of various dynamic levels, tempos, and articulations.
Standard iv.M.P.three:
Discuss and explore, with guidance, expressive elements in music to be performed.
Standard 4.M.P.4:
Sing folk, traditional, and phone call-and-response songs in tune, with good vocal tone and clear diction.
Standard 4.M.P.5:
Answer to visual representations of melodic contour and simple melody patterns.
Standard 4.G.P.6:
Perform ii- and three-part pentatonic rounds, partner songs and rhythmic or pentatonic ostinatos.
Standard iv.M.P.seven:
Perform and place rhythm patterns in two-, three-, and iv-crush meters using trunk percussion, voice and unproblematic instruments.
Standard 4.M.P.8:
Respond with body percussion, voice, or simple instruments to visual representation of rhythm patterns.
Standard four.M.P.9:
Respond to musical terms and markings for tempo.
Standard 4.M.P.10:
Demonstrate persistence and cooperation in refining operation pieces.
Standard iv.One thousand.P.11:
Perform music with expression, technical accuracy and appropriate interpretation; lookout man and answer to the conductor to perform dynamics and starting time, finish, and stay together; and demonstrate operation decorum.
Strand: Respond (4.M.R.)
Students will perceive and clarify artistic work and procedure. They will interpret intent and significant, and utilize criteria to evaluate artistic piece of work and process (Standards iv.M.R.1�8).
Standard iv.M.R.1:
Listen to and interact with a variety of contrasting music.
Standard 4.M.R.ii:
Recognize class, meter, crush versus rhythm, timbre, mood, dynamics, tempo, melody, texture and harmony/tonality.
Standard four.Thou.R.3:
Demonstrate audience etiquette appropriate for the context and venue.
Standard iv.Grand.R.4:
Describe feelings or imagery conveyed by a music selection.
Standard iv.Yard.R.5:
Identify and describe elements that brand contrasting music selections different from each other.
Standard 4.1000.R.6:
Explore/express feelings conveyed by a music selection through movement or drawing.
Standard four.M.R.seven:
Compare personal interpretation of a music selection with composer�s intent.
Standard 4.G.R.8:
Describe elements and characteristics evident in a meaningful, enjoyable, well-performed piece of music, and employ teacher-provided criteria to evaluate musical works or performances.
Strand: CONNECT (four.Chiliad.CO.)
Students volition synthesize and chronicle knowledge from personal and collaborative experience to make and receive art. They will relate artistic ideas and works with societal, cultural, and historical context to deepen agreement (Standards four.1000.CO.one�3).
Standard 4.M.CO.1:
Depict how music relates to personal, social, emotional, and intellectual development.
Standard 4.One thousand.CO.two:
Describe upon interests, cognition, and skills developed to inspire and inform the creation, performance, and appreciation of music, and deepen agreement of another content area through music.
Standard 4.K.CO.three:
Experience and explore music which connects united states of america to history, culture, heritage, and community, and identify connections betwixt a music genre and cultural or historical contexts.
Visual Arts
Strand: CREATE (four.V.CR.)
Students will generate artistic piece of work by conceptualizing, organizing, and completing their creative ideas. They will refine original piece of work through persistence, reflection, and evaluation (Standards four.V.CR.i�4).
Standard 4.V.CR.1:
Brainstorm multiple approaches to a artistic art or design trouble.
Standard 4.V.CR.2:
Collaboratively set goals and create an artwork that is meaningful and shows the intent of the makers.
Standard 4.V.CR.iii:
Explore and invent art-making techniques and approaches by utilizing and caring for materials, tools, and equipment in a mode that prevents danger to oneself and others when making art, and by documenting, describing, and representing regional constructed environments.
Standard 4.Five.CR.4:
Revise artwork in progress on the basis of insights gained through peer discussion.
Strand: PRESENT (iv.5.P.)
Students volition analyze, interpret, refine, and select artistic piece of work for presentation. They volition convey meaning in the manner in which the art is presented (Standards 4.5.P.1�3).
Standard 4.Five.P.one:
Analyze how past, nowadays, and emerging technologies have affected the preservation and presentation of artwork.
Standard iv.V.P.2:
Analyze the various considerations for presenting and protecting art in diverse locations, indoor or outdoor settings, in temporary or permanent forms, and in physical or digital formats.
Standard 4.V.P.three:
Compare and contrast purposes of art museums, art galleries, and other venues, every bit well every bit the types of personal experiences they provide.
Strand: RESPOND (4.V.R.)
Students will sympathise, evaluate and articulate how works of art convey pregnant for the observer also as the creator (Standards 4.Five.R.1�four).
Standard 4.Five.R.one:
Compare responses to a piece of work of art before and after working in similar media.
Standard 4.V.R.2:
Analyze components in visual imagery that convey letters.
Standard iv.Five.R.iii:
Refer to contextual data and analyze relevant discipline affair, characteristics of form, and use of media.
Standard 4.Five.R.4:
Employ one set of criteria to evaluate more than one work of art.
Strand: CONNECT (4.V.CO.)
Students will relate creative skills, ideas, and work with personal meaning and external context (Standards four.V.CO.1�2).
Standard 4.V.CO.1:
Create works of art that reverberate customs cultural traditions.
Standard four.V.CO.2:
Through observation, infer information most the fourth dimension, identify, and civilisation in which a work of fine art was created.
http://www.uen.org - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE). Send questions or comments to USBE Specialists - Cathy Jensen or Tamara Burnside and run into the Fine Arts - Elementary website. For general questions about Utah's Core Standards contact the Managing director - Jennifer Throndsen.
These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for instructor and classroom employ. When distributing these materials, credit should be given to Utah Country Board of Educational activity. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah Country Lath of Educational activity, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.
Source: https://www.uen.org/core/core.do?courseNum=1044