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DOCUMENT RESUME SO 030 618 ED 461 586 Mississippi Fine Arts Framework. TITLE Mississippi State Dept. of Education, Jackson. INSTITUTION 1996-00-00 PUB DATE 214p.; Introductory pages contain light type. NOTE Non-Classroom (055) PUB TYPE Guides MF01/PC09 Plus Postage. EDRS PRICE *Academic Standards; *Art Education; *Dance Education; DESCRIPTORS Elementary Secondary Education; *Fine Arts; Learning Strategies; *Music Education; Public Schools; State Curriculum Guides; *State Standards; Student Educational Objectives *Mississippi IDENTIFIERS ABSTRACT The Mississippi Fine Arts Framework is designed to develop K-12 students' interest and expertise in dance, music, theater arts, and visual arts. The introductory fine arts course, for secondary level students, explores the relationship and the function of the arts in both historical and contemporary culture through creative projects, performance, oral presentation, cooperative learning activities, and research projects. Courses in dance, music, theater arts, and visual arts are to be implemented beginning with kindergarten and continuing through each elementary grade, middle school grade, and through high school. Each subject area is divided into strands with specific competencies and suggested objectives presented. Each subject (dance, music, theater arts, and visual arts) contains a glossary of terms and a suggested resource list. (BT) Reproductions supplied by EDRS are the best that can be made from the original document. Mississip Fine Arts Framework 1_ 96 U.S. DEPARTMENT OF EDUCATION 1--- Office of Educational Research and Improvement PERMISSION TO REPRODUCE AND EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) DISSEMINATE THIS MATERIAL HAS 12<s document has been reproduced as BEEN GRANTED BY received from the person or organization originating it. CI Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this TO THE EDUCATIONAL RESOURCES document do not necessarily represent INFORMATION CENTER (ERIC) official OERI position or policy. 1 BEST COPY AVAILABLE ACKNOWLEDGEMENTS Writing Team DANCE Patricia Amacker, University of Southern Mississippi Jennifer Mizenko, University of Mississippi Tammy Stanford, Petal Middle School Shrease Stapleton, Vicksburg Warren School District Janet Thornton, Richton School District MUSIC William Austin, Coffeeville High School Dorothy Brasfield, Vicksburg Warren School District Ben Burnett, Mississippi Bandmasters Association Colena Daniels, Mississippi School for the Blind Eric Funches, Biloxi School District Terry Ingram, Petal High School Janet B. Kennedy, Poplarville School District Kathy Cooper King, Ackerman High School Andrea Montgomery, Jackson Public School District Jerry Morgan, Hinds County School District Kathleen Shannon, University of Mississippi Stacy Weger, Forest Municipal School District THEATRE ARTS Hoagan Bramlett, Lamar County Schools Debby Gibbs, Tupelo High School Paula C. Mabry, Starkville High School Cecil B. Pollan, South Pike High School Linda T. White, Amite County School District VISUAL ARTS Rebecca E. Hendrix, Lee County School District Randy H. Jolly, Beechwood Elementary School Alice S. Lancaster, Columbus Municipal School District Joan Ramsey, Lafayette County School District Tanya S. Warner, East Tate Elementary School Dondi Warren, Grenada School District Marijane Whitfield, Clinton Junior High School Contributors Jacqueline Perry, Mississippi Symphony (Strings) Larry Panella, University of Southern Mississippi (Jazz Improvisation) Academic and Performing Arts Complex, Jackson (Classical Ballet) 3 Linda, J. Blount (Theatre Arts) Facilitator Research and Curriculum Unit, Mississippi State University Mississippi Department of Education Dr. Tom Burnham, State Superintendent Dr. Gerald Hasselman, Associate State Superintendent Johnny Franklin, Director, Office of Instructional Development Katherine B. Tate Moore, Arts Specialist INTRODUCTION TO FINE ARTS COURSE DESCRIPTION Introduction to Fine Arts is a course designed to introduce students to art, dance, theatre, and music. The full-year course explores the relationship and the function of the arts in both historical and contemporary culture through creative projects, performance, oral presentation, cooperative learning activities, and research projects. The competencies listed in the concentration area strands are taken from beginning secondary level courses in each discipline of the Mississippi Fine Arts Framework curriculum. It is recommended that these competencies and suggested objectives be used as a guide for teacher-developed strategies. Each of the arts should be explored by historical and cultural context including but not limited to: Ancient, Middle Ages, Renaissance, Baroque, Romantic, Impressionistic, Modern, Post-Modern, and Contemporary. Note: This course is designed to be team taught. STRANDS: Arts Awareness, Arts in Their Historical Context, Arts and the Creative Process, Visual Arts Concentration, Dance Concentration, Theatre Arts Concentration, Music Concentration Strand: ARTS AWARENESS. COMPETENCIES: 1. Demonstrate an understanding of the basic components of the arts. Suggested Objectives: Identify the basic elements of art and architecture, dance, drama, and music. a. Describe the role of the artist, consumer, and performer in each of the areas - art, b. architecture, dance, drama, and music. Discuss the functions and influences of the arts on the culture. c. Strand: ARTS IN THEIR HISTORICAL CONTEXT. COMPETENCIES: 1. Demonstrate an understanding of the arts within the context of various historical periods. Suggested Objectives: Describe the role of the arts in each of the following historical periods: Ancient, a. Middle Ages, Renaissance, Baroque, Romantic, Impressionistic, and Modern. Identify the characteristics of the arts in the following historical periods: Ancient, b. Middle Ages, Renaissance, Baroque, Romantic, Impressionistic, and Modern. Strand: ARTS AND THE CREATIVE PROCESS. COMPETENCIES: Perform dance, musical selections, and dramatic pieces from the historical periods, and 1. construct models and visual art works that reflect an understanding of the period. Suggested Objectives: Perform dances and/or movement. a. Interpret historical periods through dramatic presentation. b. Construct models, draw, or research noteworthy examples of architecture. c. Perform on a musical instrument, sing, or listen to music from historical periods. d . Create original works that reflect an understanding of art forms characteristic of e. each of the historical periods. Strand: VISUAL ARTS CONCENTRATION. COMPETENCIES: Demonstrate awareness of the relationship and function of the visual arts within historical 1. and contemporary society. Suggested Objectives: Identify the organizational elements and principles to solve specific visual art a. problems. Create solutions to specific visual art problems. b. Utilizing subjects, symbols, and ideas, create works of art and compare to daily c. problem solving. Compare and contrast works of art in terms of history, aesthetics, and culture. d. Explore various media, techniques, and processes to develop proficient skill, e. confidence, and sensitivity; and create works of art that communicate ideas that relate to the media, techniques, and processes used. Practice safety and conservation in the use of tools, materials, and equipment in f. the classroom. Identify organizational elements and principles to evaluate the effectiveness of a g. work of art. Observe how artworks differ visually and functionally and describe how these h. differences relate to history and culture. Discuss how specific images and ideas originated and explain why they are i. important in works of art. j. Determine how artworks are created and how they relate their meaning to the historical and cultural contexts in which they were created. Explore a variety of interpretations to understand and evaluate works of art. k. Analyze common characteristics of artworks through time and among 1. cultural/ethnic groups to generate parallels. Compare the materials, technologies, media, and processes of the visual arts with m. those of other art disciplines. Make connections between visual arts and other disciplines in the curriculum. n. Use appdpriate art vocabulary as works of art are discussed and created. o. Produce a work of art using cooperative learning. P. Explore vocational and avocational potentials of the visual arts. q. Strand: DANCE CONCENTRATION. COMPETENCIES: Demonstrate awareness of the relationship and function of dance within historical and 1. contemporary soc iety. Suggested Objectives: Identify movement skills. a. Describe technique and experimentation with proficiency. b. Translate dance elements and experimentation into choreography. c. Demonstrate a movement problem-solving experience. d. Distinguish similarities and differences in choreographic and movement choices. e. Recognize novelty and validity. f. Create thinces. g. Illustrate knowledge of dance history. h. Demonstrate anatomical and kinesthetic knowledge. i. j. Demonstrate dance literacy. Complete an interdisciplinary project with dance and two other subjects. k. Become a continual patron of the arts. 1. Make connection between living and learning through dance. m. Strand: THEATRE CONCENTRATION. COMPETENCIES: Demonstrate awareness of the relationship and function of the theatre arts within 1. historical and cc atemporary society. Suggested Objectives: Define the directi ng process. a. Explore scenery, props, lighting, sound, costumes, and makeup for a theatrical b. performance. Examine or perform the roles of theatre management personnel. c. Develop, communicate, and maintain consistent characters in theatrical performances. d. Identify the pri nci ples of script development. e. Critique dramatic, performance. f. Recognize major developments in theatre history. g. Strand: MUSIC CONCENTRATION. COMPETENCIES: Demonstrate awareness of the relationship and function of music within historical and 1. contemporary society. Suggested Objectives: Identify the attributes and trace the development of music of Antiquity and the a. Renaissance. Identify ,the attributes and trace the development of music of the Baroque Period. b. Identify the attributes and trace the development of music of the Classical Period. c. Identify the attributes and trace the development of music of the Romantic Period. d. Understand the attributes and trace the development of music of 20th-Century Art e. Music. Identify the origins of American musical genres, trace the development of those f. genres, and list musicians who have contributed to this development. Identify, analyze, and categorize the characteristics and function of American g. music in celebration. Identi fy, analyze, and categorize the characteristics and function of American h. music in religion, ritual, and ceremony. Identify, a nalyze, and categorize the characteristics and function of American i. music i n entertainment. j. Identify, analyze, and categorize the characteristics and function of celebratory music in a global culture. Identi fy, analyze, and categorize the characteristics and function of music in k. global religions (including traditional music of Judaism and Christianity), rituals, and ceremonies. Identify, analyze, and categorize the characteristics and function of music for 1. entertainment in a global culture. m. Recognize and explain compositional devices and techniques which a composer uses to create a musical work. Develop specific measurement for making informed, critical assessments of the n. merit and effectiveness of performances, and apply the measurements in personal participation in music. 8 Evaluate a performance, composition, arrangement, or improvisation by o. correlating it to similar outstanding examples. Evaluate a given musical work in terms of its aesthetic qualities and explain the P. musical means it uses to evoke feelings and emotions. Understand the musical concept of rhythm. cl. Understand the musical concept of melody. r. Understand the musical concepts of harmony and texture. s. Understand the musical concept of timbre. t. The arts have been an inseparable " . . . part of the human journey; indeed, we depend on the arts to carry us toward the fullness of our humanity. We value them for themselves, and because we do, we believe knowing and practicing them is fundamental to the healthy development of our children's minds and spirits. That is why, in any civilization - ours included - the arts are inseparable from the very meaning of the term "education." We know from long experience that no one can claim to be truly educated who lacks basic knowledge and skills in the arts." National Standards for Arts Education endorsed by U.S. Secretary of Education Richard Riley March 25, 1994 TABLE OF CONTENTS - FINE ARTS ACKNOWLEDGEMENTS Introduction to Fine Arts DANCE Elementary Dance - Course Description Dance - Kindergarten Dance - First Grade Dance - Second Grade Dance - Third Grade Dance - Fourth Grade Middle School Dance - Course Description Dance - Fifth Grade Dance - Sixth Grade Dance - Seventh Grade Dance 7 Eighth Grade High School Dance Course Description Dance I Dance II Dance III Dance IV Classical Ballet Dance Glossary Dance Suggested Resource List 1 0