Grade 5 Fine Arts OLS Standards

Investigate works of art and the social and cultural contexts that shaped their creation.

Demonstrate safe practices and dance wellness strategies when warming up and dancing.

Describe the connection between emotion and music in selected musical works using elements of music.

Brainstorm the modes of presentation (film, television, live theatre, improv, vlog) that most effectively elicit thoughts and feelings from a contemporary audience.

Experiment with various ideas to address contemporary issues.

Use formal and informal movement studies during choreography and improvisation.

Improvise variations on a given rhythm or melody using a variety of sound sources.

Write a scripted scene that includes stage direction prompts, exposition, and dialogue.

Incorporate constructive feedback throughout the artmaking process.

Demonstrate strength and flexibility when performing movements with clarity, focus, and kinesthetic awareness.

Read and perform using known rhythms, dotted and sixteenth-note combinations, and syncopated rhythms in a variety of meters.

Work cooperatively in different roles or jobs within a dramatic and theatrical experience.

Use established criteria to assess works of art individually and collaboratively.

Describe the relationship between production elements, music, and movement in creating meaning for dances performed or observed.

Compare and contrast music of various styles, composers, periods, and cultures.

Use appropriate theatrical vocabulary and terminology to examine and discuss how manipulation of theatrical elements affects the interpretation of theatrical works.

Recognize that art is a tool for advocacy and civic engagement.

Recognize and describe features of dance forms and how they represent historical and cultural contexts.

Attend and analyze music performances demonstrating appropriate audience behavior for the context and style of music performed.

Investigate how past and present drama, theatre, and storytelling forms of various cultural groups reflect their beliefs and traditions.

Investigate ideas and inform artmaking through available resources.

Create, refine, and perform dances based on concepts and issues drawn from historical and contemporary times.

Compose using known rhythms, whole notes, dotted notes, sixteenth-note combinations, or syncopated rhythms in a variety of meters using phrase and large form, standard and iconic notation, and a variety of sound sources.

Use sensory and memorization skills to create a character’s movement and voice in comedic and dramatic situations, both scripted and improvised.

Develop technical skills to strengthen artmaking.

Demonstrate an understanding of the elements of dance and movement vocabulary when exploring, creating, and describing dance.

Read and perform extended pentatonic melodies in treble clef in do or la pentatonic, diatonic scales and modes using a system.

Analyze and incorporate various design components used in a theatrical event.

Develop personal criteria to assess work and set goals for growth.

Demonstrate appropriate audience etiquette.

Explore and identify modern musical instruments and groupings in various cultures.

Evaluate the ways two playwrights shape plays on the same topic differently.

Evoke emotional responses for a desired outcome through works of art.

Explain how the elements and subject matter of music connect with other subject areas.

Combine at least three art forms to create a theatrical experience.

Select and use the elements of art and principles of design to investigate interdisciplinary concepts.

Apply and combine the elements of dance to express ideas, feelings, moods, and personal narratives.

Compose extended pentatonic melodies and diatonic scales in treble clef using do or la tonal centers.

Communicate an interdisciplinary concept using the elements of art and principles of design.

Demonstrate leadership when working alone, with partners, and in small groups, to improvise and solve movement problems.

Sing a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, good posture, and breath control.

Identify the essential events in a story or script that make up the dramatic structure.

Evaluate the relationship between works of art and human experiences.

Analyze how personal reactions to dances viewed relate to movement preference.

Compare and contrast elements of music, including tonality, dynamics, tempo, and meter, using developmentally appropriate vocabulary.

Develop and use criteria to evaluate ideas and artistic choices made for dramatic and theatrical performances.

Use elements and processes of theatre to integrate information from other academic content areas.

Recognize how current media and the latest technologies increase opportunities for how dance is created and viewed worldwide.

Play a variety of classroom instruments, alone and with others while demonstrating proper and studentcreated techniques.

Perform and defend interpretations of music via dance, drama, and visual art using appropriate vocabulary.

Identify and critique the elements that impede a performer's effectiveness.

Recognize and describe the roles of directors in live theatre and other media arts.

Observe the dances created by peers and identify creative problem-solving strategies using dance concepts and vocabulary.

Differentiate between melody and harmony while performing in chordal harmony.

Justify personal preferences for certain musical pieces, performances, composers, and musical genres both orally and in writing.

Identify methods used by actors, directors, and designers to make connections with audiences in nontraditional performance spaces.

Use problem-solving and cooperative skills to dramatize a current event.

Maintain independent, simple, four- and eight-beat rhythmic ostinati against at least two separate parts.

Follow and respond to grade-appropriate cues of a conductor.

Recognize the musical traditions of various cultures.

Identify terms related to form (D.C. and D.S. al Fine; D.C. and D.S. al Coda; repeat signs; and first and second endings).

Connecting: Artists/students understand and communicate the value of creative expressions in internal and external contexts.

Connecting: Artists/students understand and communicate the value of creative expressions in internal and external contexts.

Connecting: Artists/students understand and communicate the value of creative expressions in internal and external contexts.

Connecting: Artists/students understand and communicate the value of creative expressions in internal and external contexts.

Creating: Artists/students use creative thinking and reasoning skills to perceive concepts and ideas to develop works.

Creating: Artists/students use creative thinking and reasoning skills to perceive concepts and ideas to develop works.

Creating: Artists/students use creative thinking and reasoning skills to perceive concepts and ideas to develop works.

Creating: Artists/students use creative thinking and reasoning skills to perceive concepts and ideas to develop works.

Performing: Artists/students employ personal processes and skills to solve problems creatively and present work in various contexts.

Performing: Artists/students employ personal processes and skills to solve problems creatively and present work in various contexts.

Performing: Artists/students employ personal processes and skills to solve problems creatively and present work in various contexts.

Performing: Artists/students employ personal processes and skills to solve problems creatively and present work in various contexts.

Responding: Artists/students engage in analysis and interpretation to understand and evaluate artistic works.

Responding: Artists/students engage in analysis and interpretation to understand and evaluate artistic works.

Responding: Artists/students engage in analysis and interpretation to understand and evaluate artistic works.

Responding: Artists/students engage in analysis and interpretation to understand and evaluate artistic works.