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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 in a variety of sources. They see performances and talk and write about what they see and experience. Students:

1.      discuss how people change when they are in different moods,

2.      imagine a variety of uses for a single object, such as a back-scratcher or skateboard,

3.      imagine being animals, fish, insects, plants, etc.,

4.      begin to invent ways to communicate an idea without words,

5.      identify expressive characteristics in actors' movements such as lazy, hurried, excited, and quick.

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. They use imagination to develop the following foundational skills:

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

·        Do warm-up and isolation exercises.

·        Perform theatre games for concentration and creativity:

a)      do mirror exercise (pairs mimic each others movements),

b)      mime ball game or tug-of-war,

c)      mime passing an imaginary object around the class. (Each student does something specific with the object. Check whether the object remained constant)

·        Enact everyday rituals in mime (wake up dress cook meal)

·        Show sensory response (feel hot cold or textures such as slippery soap rocks taste something delicious smell something bad see a beautiful flower or something strange hear a bird).

·        Assume body shapes which correspond to anger. fear, joy etc.

2.      Verbal

·        Practice vocal warm-ups.

·        Make breathing and humming sounds to create a background for verbal activities.

3.      Storytelling

·        Tell a story about the feelings that are present ("How would you feel if this happened to you?").

·        Build character around mask (character voice emotions [how they think and feel] and how they react to other characters).

4.      Improvisation and Masks

·        Create stories with masked characters (pairs and small groups).

·        Build character around mask (character voice emotions [how they think and feel] and how they react to other characters .

5.      Performance

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

III. HISTORICAL AND CULTURAL CONTEXT

Through classroom activities students increase their experiences of different kinds of artists and forms of drama from various cultures. They see plays, and hear storytellers and poetry readers in performances when possible. These opportunities can be supplemented by television, videos, films and cross-classroom performing. Through these activities they:

1.      Iearn that some stories and plays are taught to young people by the older people in their families and communities (some are leaned at school and some are created in the present)

2.      Iearn how masks are made and used now and in the past,

3.      see masks and/or pictures of masks made by different cultures, like Native Americans, Africans, Ancient Greeks, and Romans.

IV. AESTHETIC VALUING

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

1.      masks as works of art and as an integral part of performances,

2.      the feelings and emotions of actors or dancers and how these artists communicate feelings to an audience,

3.      how music adds to and enhances dramatic tension.

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.