Okla. Admin. Code § 210:15-3-114.6

Current through Vol. 42, No. 8, January 2, 2025

Section 210:15-3-114.6 - Dance, Drama/Theatre, Music, and Visual Art Standards for Fourth Grade

(a)Dance.

(1)Performing.

(A) Develop and refine dance techniques and work for presentation.

(i) Demonstrate movements by isolating distal and mid-limb initiations (elbows, knees). Learn the roles of initiations and body patterns.

(ii) Integrate movement fundamentals (e.g., alignment, coordination, balance, core support, kinesthetic awareness) and effort qualities in a dance sequence.

(iii) Coordinate phrases and timing with other dancers while changing levels, directions, and pathway designs. Reflect on feedback from others to inform personal dance performance goals.

(iv) Explore the relationship between safe body movement, healthy nutrition, and execution of technique.

(B) Select, analyze, and interpret dance for presentation.

(i) Make static and dynamic shapes with positive and negative space. Perform elevated shapes (jump shapes) with soft landings and movement sequences alone and with others, establishing relationships with other dancers through performance focus.

(ii) Accompany other dancers using a variety of percussive instruments and sounds. Respond in movement to even and uneven rhythms. Recognize and respond to tempo changes as they occur in dance and music.

(iii) Analyze movements and phrases for use of energy and dynamic changes. Refine the phrases by incorporating a range of contrasting movement characteristics.

(C) Convey meaning through the presentation of dance.

(i) Consider how to establish a formal performance space from an informal setting.

(ii) Identify, explore, and experiment with a variety of technical elements to heighten the artistic intent and audience experience.

(2)Creating.

(A) Generate and conceptualize dance ideas and work.

(i) Generate ideas for choreography inspired by a variety of stimuli (e.g., music/sound, text, objects, images, notation, observed dance, experiences).

(ii) Develop a solution to a movement problem using the elements of dance.

(B) Organize and develop dance work.

(i) Manipulate or modify choreographic devices to expand movement possibilities and create a variety of movement patterns and structures. Discuss movement choices.

(ii) Develop a dance study expressing and communicating a main idea. Discuss the reasons and effectiveness of the movement choices.

(C) Refine and complete dance work.

(i) Revise movement based on peer feedback and self-reflection to improve communication of artistic intent in a short dance study. Explain choices made in the process.

(ii) Depict the relationships between two or more dancers in a dance phrase by drawing a picture or using symbols (e.g., next to, above, below, behind, in front of).

(3)Responding.

(A) Perceive and analyze dance.

(i) Identify patterns of movement in dance works creating a style or theme.

(ii) Demonstrate and explain how dance forms differ within a genre or within a cultural movement practice.

(B) Construct meaningful interpretations of dance.

(i) Relate movements, ideas, and context to decipher meaning in a dance, using appropriate terminology.

(C) Apply criteria to evaluate dance.

(i) Discuss the characteristics of a famous choreographic work. Using appropriate terminology, compare those characteristics to dances observed or performed in a specific dance style or cultural movement practice.

(4)Connecting.

(A) Synthesize and relate knowledge and personal experiences to make dance.

(i) Relate the main idea or content in a dance to other experiences. Explain how the main idea of a dance is similar to or different from one's own experiences, relationships, ideas, or perspectives.

(ii) Develop and research a question related to a topic of study in school by selecting main ideas and choreographing movements to communicate the information. Discuss what was learned from creating the dance and describe how the topic might be communicated using another form of expression.

(B) Relate dance ideas and works with societal, cultural and historical contexts to deepen understanding.

(i) Select and describe movements in a specific genre or style and explain how the movements relate to the culture, society, historical period, or community from which the dance originated, including those of Oklahoma American Indian Tribes and communities.

(b)Drama/Theatre.

(1)Creating.

(A) Generate and conceptualize dramatic ideas and work.

(i) Use developmentally appropriate literature to conceptualize and sequence a unified piece of drama/theatre and demonstrate an understanding of plot, character, and main idea/theme.

(ii) Imagine and collaborate with peers to conceptualize technical elements for a unified drama/theatre concept; use non-representational materials to create props, puppets, masks, costume pieces, etc., and describe, illustrate, and/or physically arrange playing spaces for drama/ theatre experiences.

(iii) Develop characters authentic to the drama/theatre work by demonstrating voice, body language, gestures, movements and using clear speaking, rate, fluency, expression, and appropriate vocabulary to impact the development of characters. Express ideas concerning character through a combination of drawing, writing, and/or discussion.

(B) Organize, develop, and rehearse dramatic ideas and work.

(i) Create and communicate ideas, sequence events/plot, propose details and design elements, and develop words/dialogue and actions to gradually develop a completed story.

(ii) Demonstrate collaborative and interdisciplinary skills by cooperating with others to plan setting, technical elements, and other details for drama/theatre experience by engaging with peers, defining roles/responsibilities, and participating in group decision making.

(C) Revise, refine, and complete dramatic work.

(i) Prepare a unified drama/ theatre work for presentation and convey meaning by using basic theatre vocabulary and demonstrating imagination, focus, concentration.

(ii) Use the body to create and refine a vivid character by manipulating energy, gestures, etc.; use voice to create and refine a vivid character by manipulating volume, pitch, etc.; justify character choices and identify similarities between characters and oneself in a drama/theatre experience.

(iii) Integrate technical elements to create an emotional impact or convey meaning by creating puppets, masks, and costume pieces to help define characters, creating scenery, props, sound effects, and multimedia supporting the story.

(2)Performing.

(A) Select, analyze, and interpret dramatic work for presentation.

(i) Demonstrate that there are multiple choices for every drama/theatre work and select supportable choices for story/plot, character, setting, design and technical elements (e.g., playing space, audience space, props, sound).

(B) Develop and refine dramatic techniques and work for presentation.

(i) Assume roles in a variety of dramatic forms of drama/theatre work (e.g., dramatic play, guided drama, pantomime, tableau, puppetry) and manipulate the body and voice to create an emotional impact.

(ii) Propose the use of technical elements in a drama/theatre work to create the most effective emotional impact and to convey meaning.

(C) Convey meaning through the presentation of a dramatic work.

(i) Present a non-exhibitional drama/theatre work with a defined purpose or intent.

(3)Responding.

(A) Perceive and analyze dramatic work.

(i) Demonstrate audience skills of observing attentively, responding appropriately, identifying artistic choices made, and sharing personal responses in classroom dramatizations and developmentally appropriate theatrical performances.

(B) Interpret intent and meaning in dramatic work.

(i) Compare and contrast characters and events and describe the similarities and differences between them in dramatic play, guided drama, and/or in developmentally appropriate theatrical performances viewed.

(C) Apply criteria to dramatic work.

(i) Decide as a small group or as an individual what makes a successful performance by exploring the application of criteria for making informed evaluations and dramatic and theatrical choices in a drama/theatre work.

(ii) Ask questions about what is seen and heard as a result of the design and execution of technical elements (e.g., costumes, props, sets, sound effects, etc.) in a drama/theatre work.

(iii) Observe and discuss how characters' circumstances and choices impact audience members' perspectives and reactions in a drama/ theatre work.

(4)Connecting.

(A) Synthesize and relate knowledge and personal experiences to drama/theatre.

(i) Identify similarities between story elements and personal experiences, peer experiences, and culture comparisons (e.g., Oklahoma culture compared with other cultures) in dramatic play or guided drama experiences, and/or in developmentally appropriate theatrical performances viewed.

(B) Relate dramatic ideas and works with societal, cultural, and historical context to deepen understanding.

(i) Create drama/theatre works by connecting artistic ideas to personal, societal, cultural, or historical contexts.

(ii) Analyze connections between the history and culture of others to Oklahoma history and culture, including the stories and storytelling contributions of the Oklahoma American Indian Tribes.

(C) Research and relate dramatic ideas/works and societal, cultural, and historical context to deepen understanding.

(i) Adapt grade-appropriate stories, texts, pictures, real people, or fictional characters, and research Oklahoma history and culture as sources for guided drama, devised drama, and theatrical works.

(c)Music.

(1)Creating.

(A) Generate musical ideas through reading, notating, and/or interpreting music.

(i) Identify the elements of music, including:

(I) Beat/Meter (meter in 2/4, 3/4, 4/4, and syncopation)

(II) Pitch (high/middle/low)

(III) Tempo (vivace, adagio, grave)

(IV) Dynamics (sforzando)

(V) Melody (octave leap and melodic contour)

(VI) Harmony (layered ostinati, both rhythmic and melodic, canons/rounds, and partner songs)

(VII) Form (interlude and first/second ending)

(VIII) Tone Color (classroom percussion instruments, identify instruments and instrument families of the orchestra, timbre of solo versus ensemble, as well as soprano, alto, tenor and bass)

(ii) Improvise melodic and rhythmic answers with or without a system of syllables, numbers or basic notation using voice, classroom instruments, or technology to demonstrate basic notation.

(iii) Improvise movement (non-locomotor and locomotor) appropriate for the musical elements heard in various listening examples with and without partners or groups.

(iv) Use an identified system of syllables, numbers, or letters to demonstrate basic notation:

(I) Rhythmic (syncopation and single eighth note and rest)

(II) Melodic (high do, low la, low sol, and treble clef)

(2)Performing.

(A) Present or demonstrate an existing musical work, formally or informally, with appropriate expressive and technical skills.

(i) Participate in music through singing (individually and in groups, as well as accompanied and unaccompanied) and playing traditional and/or non-traditional instruments (i.e., found sounds).

(ii) Match pitches, sing in tune (C, D, F, or G-pentatone), and use appropriate tone and expression.

(iii) Perform simple ostinati using instruments or body percussion to accompany songs and rhythm activities.

(iv) Perform simple patterns or melodies in group ensembles with voice or on pitched or unpitched traditional or non-traditional instruments.

(v) Sing two-part rounds, partner songs, and ostinatos.

(vi) Sing or play an instrument in an appropriate range with acceptable tone quality.

(3)Responding.

(A) Respond to music while demonstrating respect for others' music preferences and music performances.

(i) Respond to the beat or rhythm in music by using non-locomotor or locomotor movement, body percussion, and playing classroom instruments.

(ii) Recognize and practice appropriate audience and performer behavior appropriate for the context and style of music performed and demonstrate respect for music performed by others.

(iii) Respond with movement to basic features (dynamics, tempo, form, etc.) of familiar and unfamiliar songs.

(iv) Compare students' likes and dislikes of music of different styles while using appropriate terms to explain opinions.

(4)Connecting.

(A) Recognize the development of music from a social, cultural, and historical context.

(i) Sing and perform songs, chants, rhymes, singing games, and dances from a variety of cultures.

(ii) Experience American music, including work songs, holiday songs, and patriotic music.

(iii) Identify music and instruments from different cultures.

(iv) Introduce the various roles musicians have in various musical settings and cultures.

(v) Explore uses of music in everyday life (e.g., film, television, background music, commercials, and video games).

(d)Visual Arts.

(1)Creative Process.

(A) Learn and use vocabulary and concepts related to visual arts.

(i) Discuss and compare imaginative ideas using elements of art and principles of design.

(ii) Collaboratively discuss the elements of art and their relationship to the principles of design.

(B) Practice and refine techniques and skills related to visual arts.

(i) Explore and invent a variety of art-making techniques and approaches.

(ii) Demonstrate an understanding of the safe and proficient use of materials, tools, and equipment in a manner preventing danger to oneself and others.

(C) Apply concepts, vocabulary, techniques, and skills to make creative choices and practice individual expression.

(i) Elaborate and revise artwork on the basis of insights gained through reflection and/or discussion.

(ii) The student will identify creative thinking in artmaking. Identify techniques artists use to portray emotion.

(2)Production.

(A) Utilize a variety of ideas and subject matter in creation of original works of visual art.

(i) Investigate and apply diverse resources and media (materials) for creating themed works of art.

(ii) Identify, describe, and visually document places and/or objects of personal significance.

(B) Use different media, supplies, and tools in an appropriate and safe manner in the creation of original visual artworks.

(i) Apply knowledge of available resources, tools, and technologies to investigate personal ideas through the art-making process.

(ii) Use supplies and tools in a safe and responsible manner to create original art.

(C) Demonstrate appropriate skill level in the application of knowledge, techniques, skills, and concepts, through the creation of original visual artworks.

(i) Explore and experiment with materials and techniques to expand personal interests and skills.

(D) Revise and refine artworks to create finished works of art.

(i) Demonstrate thoughtfulness and care in the process of revising and refining original artwork, determining when the work is complete.

(3)Cultural and Historical Perspectives.

(A) Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

(i) Through observation, infer information about time, place and culture in which a work of art was created.

(ii) Explore ways that people have created artwork using available resources.

(4)Aesthetic Response and Critique Methodologies.

(A) Perceive, analyze, interpret, and evaluate artistic work.

(i) Demonstrate care and respect for personal artwork and the artwork of others.

(ii) Critique personal art based on teacher-established criteria and/or artworks from various periods and cultures.

(iii) Explore potential art-related careers.

(iv) Select and collect personal works of art in a portfolio.

Okla. Admin. Code § 210:15-3-114.6

Adopted by Oklahoma Register, Volume 40, Issue 24, September 1, 2023, eff. 9/11/2023