Fine Arts Themes Sample 3: Grade 5

Topic:

Prescribed Learning Outcomes:

Dance

• create movement sequences based on choreographic forms
• demonstrate performance skills and audience etiquette appropriate to a given performance situation

Drama

• accept constructive feedback and incorporate it into a dramatic work
• demonstrate the ability to reflect on a dramatic work
• use a variety of vocal elements and movement to communicate meaning

Music

• apply the elements of rhythm, melody, and expression to represent thoughts, images, and feelings in classroom repertoire
• apply skills and attitudes appropriate to a variety of roles, demonstrating:
  • audience and performance etiquette
  • performance skills
  • respect for the contributions of others
• use established criteria to analyse the work of self and others

Visual Arts

• analyse the use of elements and principles in their own work
• create images:
  • by applying the principles of art and design in various combinations
  • using the elements and principles to produce a variety of effects

Overview

Planning for Assessment and Evaluation

• The teacher presented two contrasting pieces of music (e.g., "Sunrise" from Thus Spake Zarathustra, and "Morning" from Peer Gynt) and invited students to identify similarities and differences. As students discovered areas of contrast, the teacher prompted them to brainstorm different ways to describe the contrasts they heard. The teacher provided accurate terminology where appropriate.
• The teacher highlighted specific elements of expression (texture, dynamics, articulation, tempo). Students listened to the selections again, focussing on the elements. Then, in pairs, they discussed the elements they had heard.
• The class explored the use of dance and body movements to reflect elements of expression in music. For example:
  • bursts of movement for staccato (short, disconnected sounds)
  • flowing motions for legato (long, connected sounds)
  • large movements for forte (loud sounds)
• Students listened to the selections again, incorporating the movements they had discussed. They modified their movements as the music changed. Students met as a class to talk about what they had noticed about their own and others' movements. They also considered how interpreting the elements of expression through movement had affected their response to the music.
• During the next fine arts class, the teacher displayed various works of art around the room and asked students to choose the piece that best represented a particular musical selection. Students circulated, viewing the art as they listened to the music. The teacher repeated the selection until all students had viewed each art piece. Students explained the reasons for their choices in their journals, referring to the elements of expression where appropriate.
• In groups, students were asked to create a context (through skits, mime, dance drama) to convey musical elements of expression. The teacher gave them the option of using the given music or creating their own soundscapes. Students were also asked to create murals as backdrops for their presentations. The teacher discussed the criteria for the murals and presentations with students before they began their projects.
• Students offered their presentations to the class and to a younger buddy class. Each group completed a self-assessment of their efforts.

Defining the Criteria

Group Presentation

• clearly and accurately illustrates how elements of rhythm, melody, and expression in the chosen music help to convey the mood or story

• effectively reflects the elements of expression in the chosen music
• incorporates unique ideas or details

• effectively reflects the elements of expression in the chosen music
• subject matter complements the dramatic action and music
• design (dimensions, focus, use of space) is appropriate for function (backdrop)

Individual Performance

• shows focus and commitment
• communicates effectively with other performers
• uses energy and intensity appropriate to the character, mood, and scene
• uses gesture, body posture, and movement effectively to convey ideas and feelings

Journal Entries

• makes relevant and accurate connections among the elements of expression in music, visual arts, and movement
• uses appropriate vocabulary to refer to the elements of rhythm, melody, and expression, and the elements and principles of art and design
• reflects on choices made and the effectiveness of their use of the elements of expression

Assessing and Evaluating Student Performance

Key: 4­All criteria fully demonstrated, some at an outstanding level.
     3­All criteria fully demonstrated.
     2­Most criteria fully demonstrated. May be inconsistent.
     1­Some criteria demonstrated, often partially.
     0­Criteria not demonstrated.

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