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Round Valley Arts Curriculum

DRAMA Kindergarten Grade 1 Grade 2 Grades 3/4 Grades 5/6 Grades 7/8 Grades 9/12	DANCE Kindergarten Grade 1 Grade 2 Grades 3/4 Grades 5/6 Grades 7/8 Grades 9/12
ART Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 6 Grades 7/8 - Classroom Grades 7/8 - Art Survey Grades 7/8 - Art I Grades 7/8 - Art II Grades 7/8 - Advanced Placement Art Grades 9/12 - Ceramics Grades 9/12 - Advanced Ceramics Grades 9/12 - Dimensional Design Grades 9/12 - Advanced Dimensional Design	MUSIC Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Recorder - Grades 3/4 Beginning Band - Grades 4/12 Intermediate Band - Grades 6/12 Concert Band - Grades 7/12 Symphonic Band - Grades 9/12 Beginning Choir - Grades 4/12 Intermediate Choir - Grades 7/12 Advanced Choir - Grades 9/12

I. ARTISTIC PERCEPTION AND RESPONSE

Students increase their abilities to recognize dramatic elements (aural, kinesthetic and visual properties) in a variety of sources: songs, musical games, poems, and stories. They:

1.      respond to the dramatic elements of a narrative text,

2.      identify drama in stories, point out who the participants are, what happens, in what order, where and when action takes place,

3.      create (envision) pictures and images as they listen to stories, nursery rhymes, or poems,

4.      perceive drama in paintings and illustrations,

5.      perceive dramatic elements in their other school subjects,

6.      identify expressive qualities such as slow, bouncy, and exciting,

7.      use their bodies to move as objects, animals, or people they have observed.

Students will be exposed to these terms:

II. CREATIVE EXPRESSION

Students communicate observations, feelings, ideas, and experiences about their own world. They create drama based on real events, stories, poems, and places, as well as those in their imagination, developing the following foundational skills.

1.      Nonverbal (awareness of body, movement, and space)

·        Practice body warm-ups.

·        Move isolated parts of the body.

·        Bend, stretch, and swing to a rhythm.

·        Walk in different ways: bouncy, stiff, rubbery, slow, or fast.

·        Explore sets of opposites through movement, such as up/down, loose/stiff, big/little, forward/backward, fast/slow, open/closed, smooth/jerky, soft/hard, or straight/crooked.

·        Respond to given sounds, rhythms, words, objects, or props.

2.      Verbal

·        Practice vocal warm-ups.

3.      Storytelling

·        Tell a simple story or relate an experience, attending to sequence, audibility, vocal variety and facial expression.

·        Use a puppet to help tell a story

4.      Performance

·        Make simple paper bag or shadow puppets.

·        Make props (hats, boats, sun, trees, etc.)

·        Create sound effects and moods with found objects.

·        Create stories and plays using puppets, props, and sounds made in class.

·        Perform simply for classmates and/or parents using the above skills and ideas.

·        Collaboratively plan and perform simple dramatizations.

III. HISTORICAL AND CULTURAL CONTEXT

Students increase their experience of different kinds of artists and forms of drama through classroom activities. They see plays, and watch storytellers and puppeteers in performance when available.  These opportunities can be supplemented by television, videos, films, and cross-classroom performing. Through these activities, they:

1.      see how drama is like or different from their own life experiences,

2.      are exposed to multicultural drama.

IV. AESTHETIC VALUING

Students increase their skills in reflecting on their experiences with drama. They talk about:

1.      actor and audience influence.

2.      the importance of audience etiquette (i.e., appropriate behavior—when to clap, sit quietly, interact, show appreciation, etc.),

3.      what they like and don't like, including expressive use of body, audibility, set design, costume, and movement.

V. CONNECTIONS, RELATIONS, APPLICATIONS

Students can connect, relate, and apply various types of arts knowledge and skills within the art form, across the arts disciplines (dance, music, theatre and visual arts), and with disciplines outside of the arts.