Grade 6 Fine Arts OLS Standards

Identify how art reflects changing cultures over time.

Apply basic anatomical principles and nutrition to promote safety, self-regulation, and dance wellness strategies.

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

Investigate the time period and place of a drama or theatre work to better understand performance and design choices.

Reference multiple sources for visual expression.

Create movement studies with clear intent and attention to elements of dance, choreographic devices, and choreographic structures to develop a dance study that supports an artistic intent.

Improvise short rhythmic, melodic, or harmonic passages for individual instruments.

Write a scripted scene that includes stage direction prompts and provides exposition, consistent point of view, and dialogue.

Compare and contrast various levels of artisanship.

Demonstrate movement phrases with clarity, focus, alignment, strength, flexibility, coordination, skill, and kinesthetic awareness.

Perform or present four- and eight-beat rhythmic patterns.

Create and perform improvisations and scripted scenes based on personal experience and imagination.

Select relevant vocabulary to define and describe works of art.

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

Identify the major periods, genres, and composers in the development of music of various cultures.

Express and compare personal reactions to various theatrical elements using appropriate theatrical vocabulary and terminology.

Identify the importance of lifelong involvement and advocacy in visual arts.

Identify ways past and current events impact dance and dance development.

Attend and critique live music performances and demonstrate appropriate audience behavior for the context and style of music performed.

Explain how the actions and motivations of characters in a drama or theatre work impact perspective of a community or culture.

Brainstorm and experiment independently with ideas.

Create a movement study using stimuli (music, observed dance, literary forms, notation, natural phenomena, personal experience).

Compose rhythm patterns and simple melodies in a variety of meters using standard or iconic notation.

Identify motivations of characters in a theatrical work and use those motivations to make choices (gesture, reaction) to events that are both scripted and improvised.

Identify technical skills that impact artmaking.

Demonstrate awareness of the body as it moves in relation to the elements of dance.

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

Adapt a drama or theatre work and present it informally for an audience.

Identify self-assessment criteria to inform goals within the artmaking process.

Recognize appropriate audience etiquette during class, rehearsal, and performance.

Explain instrument groupings for different styles of music in various cultures.

Outline a play to analyze its plot structure.

Link observations, life experiences, and imagination for personal and creative expression.

Explain and apply skills developed in music (critical thinking, collaboration) to other subject areas and/or other art forms.

Describe how traditional and contemporary media arts influence dramatic production and audience response.

Synthesize the elements of art and principles of design to plan works of art.

Identify the movement vocabulary for contrasting genres to transfer ideas into choreography.

Compose extended pentatonic melodies in treble clef and bass clef in do or la pentatonic and diatonic scales.

Examine the basic principles and elements of various theatrical genres.

Purposefully incorporate the elements of art and principles of design to construct works of art.

Demonstrate leadership when working alone, with partners, and in small groups.

Perform accurately, independently or collaboratively, with good posture and an appropriate tone quality.

Examine and demonstrate how theatrical artists conceptualize and convey an idea or message.

Describe how elements of art and principles of design are used in art criticism.

Observe the movement characteristics or qualities in a specific dance genre and make connections to attitudes and movement preferences.

Distinguish the use of dynamics, meter, tempo, and tonality in various pieces through active listening.

Determine the effectiveness of a specific artistic choice in communicating a theatrical work.

Define a variety of aesthetic stances.

Identify how music is important in everyday life.

Use dramatic and theatrical skills to demonstrate concepts or ideas from other academic areas.

Recognize ethical uses of visual resources.

Explore technology, including new media, to create, record. or explore dance in conventional and innovative ways.

Choose designs from a defined range and justify those choices.

Select artwork for exhibition based on established criteria.

Demonstrate technical dance skills (alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement).

Identify the performers’ techniques needed to create accurate rhythm and pitch, appropriate expressive qualities, good posture, and breath control on multiple instruments.

Compare and contrast visual forms of expression found throughout local regions and in different cultures of the world.

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

Establish criteria to critique one’s portrayal of a character based on voice, gesture, facial expression, and movement.

Identify different careers in music.

Identify professional tools and skills for a working theatre artist.

Explore possible movement revisions based on collaborative feedback.

Use theatrical vocabulary accurately when creating dramatic works.

Describe the rhythm, pitch, and expression of varied vocal performances.

Identify criteria based on elements of music to support personal preferences for specific music works.

Describe ways an audience can respond differently to plays that are performed in various physical settings (arena, proscenium, thrust, outdoors).

Identify the principles of intellectual property.

Identify universal themes and express them through a drama or theatre work.

Engage in ensemble-building activities to build character, emotion, mood, and tone.

Maintain simple, four- and eight-beat rhythmic ostinati with a recorded accompaniment.

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

Identify different functions and uses of music in American and other cultures.

Explain personal reasons for valuing the study of and involvement in dramatic and theatrical performance.

Compare and discuss the musical traditions of various cultures.

Describe distinguishing characteristics of music forms (verse/refrain, AB, ABA, rondo, canon, theme, and variation) from various cultures and historical periods.

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.