Okla. Admin. Code § 210:15-3-114.7

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

Section 210:15-3-114.7 - Dance, Drama/Theatre, Music, and Visual Art Standards for Fifth Grade

(a)Dance.

(1)Performing.

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

(i) Demonstrate movement from central initiation (torso), mid-limb and distal initiation. Explore and analyze the role of initiations and body patterns and self-check to improve dance skills.

(ii) Execute a series of dance phrases while integrating movement fundamentals (e.g., alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement).

(iii) Collaborate with peer ensemble members to repeat sequences, synchronize actions, and refine spatial relationships to improve performance quality. Apply feedback from others to establish personal performance goals.

(iv) Examine how safe body movement and proper execution of technique, along with healthy eating habits, promote strength, flexibility, endurance, and injury prevention.

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

(i) Integrate static and dynamic shapes and varied pathways into dance sequences. Use performance focus to maintain relationships with other dancers and understand the difference between internal and external focus.

(ii) Dance to a variety of rhythms generated from internal and external sources. Perform movement phrases, showing the ability to respond to changes in time.

(iii) Explore muscular tension and release as it relates to the body and space using effort qualities.

(C) Convey meaning through the presentation of dance.

(i) Demonstrate the ability to adapt dance to alternative performance venues by modifying spacing and movement to the performance space.

(ii) Identify, explore, and select technical elements to heighten and intensify the artistic intent of a dance and are adaptable for various performance spaces.

(2)Creating.

(A) Generate and conceptualize dance ideas and work.

(i) Build content for choreography using several stimuli (e.g., music/sound, text, objects, images, notation, observed dance, experiences, literary forms, natural phenomena).

(ii) Solve multiple movement problems to create choreographic content.

(B) Organize and develop dance work.

(i) Manipulate or modify a variety of choreographic devices to expand choreographic possibilities and develop a main idea. Explain reasons for movement choices.

(ii) Develop a dance study by selecting a specific movement theme to communicate a main idea. Discuss how the dance communicates nonverbally.

(C) Refine and complete dance work.

(i) Utilizing feedback from others, explore and expand choreographic possibilities for a short dance study communicating artistic intent. Explain and defend the movement choices and refinements.

(ii) Record changes in a dance sequence through writing, symbols, or a form of media technology.

(3)Responding.

(A) Perceive and analyze dance.

(i) Identify meaning or artistic intent conveyed through patterns of movement in a dance work.

(ii) Demonstrate and explain the stylistic similarities and differences within a dance style or within a cultural movement practice, using basic dance terminology.

(B) Construct meaningful interpretations of dance.

(i) Interpret meaning or artistic intent from the patterns of movement in a dance work. Explain how the movements communicate the main idea of the dance using appropriate terminology.

(C) Apply criteria to evaluate dance.

(i) Define the aspects of a choreographic work that make a dance meaningful. Use appropriate terminology to discuss the elements of dance, styles, or cultural movement practices used to illustrate the artist's intent.

(4)Connecting.

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

(i) Compare two dances with contrasting themes. Discuss feelings and ideas evoked by each. Describe how the themes and movements relate to points of view, relationships, and experiences.

(ii) Select and research a choreographer and their work. Choreograph a dance to communicate the learned information and include the intention and clarity of the choreographer's style. Explain the style and meaning of the dance.

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

(i) Describe how the movement characteristics and qualities of a dance in a specific genre or style communicate the ideas and perspectives of the culture, historical period, or community from which the genre or style 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 to demonstrate an understanding of plot, character, main idea/theme, action, and dialogue.

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

(iii) Develop characters authentic to the drama/theatre work by demonstrating voice, body language, gestures, facial expressions, 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 and synthesize ideas to create plot points, propose details and design elements, and create words/ dialogue and actions to refine characters and 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 to develop and practice an original piece of drama/theatre.

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

(i) Prepare a unified drama/ theatre work for presentation and convey meaning by using theatre vocabulary, creating, revising, and appropriately adding to ideas, 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 working creatively and collaborating with others to conceptualize and create drama/theatre experiences.

(2)Performing.

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

(i) Select and demonstrate supportable choices for plot, character, setting, design and technical elements, and listen to, accept, and build on the ideas of others to incorporate the most supportable choices for each aspect of drama/theatre work.

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

(i) Assume roles in a variety of dramatic forms and manipulate the body and voice while developing and defending choices for multiple aspects of drama/theatre work to convey meaning and create an emotional impact.

(ii) Demonstrate 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 drama/theatre work informally to an audience with a defined purpose or intent.

(3)Responding.

(A) Perceive and analyze dramatic work.

(i) Demonstrate audience skills of observing attentively, responding appropriately, and explaining personal reactions to artistic choices in classroom dramatizations and developmentally appropriate theatrical performances, clearly stating opinions supported with details.

(B) Interpret intent and meaning in dramatic work.

(i) Apply critical thinking and examine multiple perspectives to explain why different people enacted, saw, heard, and felt similar/different things in dramatic play, guided drama, and/or in developmentally appropriate theatrical performances viewed.

(C) Apply criteria to dramatic work.

(i) Make informed evaluations of and recommendations for drama/theatre work by applying criteria to evaluate dramatic and theatrical choices.

(ii) Evaluate the contributions and effectiveness of the technical elements in supporting environment, mood, and meaning in a drama/theatre work.

(iii) Observe, discuss, and assess 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 and explain 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 and incorporating other content areas in drama/theatre work.

(ii) Contribute to drama/theatre works to develop 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) Research societal, historical, and cultural context for a performance by analyzing similarities and differences between stories/ plays set in different cultures in preparation for a drama/theatre work.

(c)Music.

(1)Creating.

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

(i) Define and use correct terminology to identify and discuss the elements of music, including:

(I) Beat/Meter (meter in 2/4, 3/4, 4/4, 6/8, and syncopation)

(II) Pitch (high/middle/low)

(III) Tempo

(IV) Dynamics

(V) Melody (diatonic scale)

(VI) Harmony - descant and chordal changes (e.g., tonic, dominant and subdominant)

(VII) Form (D.S. al Coda)

(VIII) Tone Color (duet, trio, quartet)

(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 (combination of sixteenth and eighth notes and dotted rhythms)

(II) Melodic (diatonic scale 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 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 and identify criteria for evaluating a musical composition or a music performance.

(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) Recognize, describe, and listen to music from a variety of styles, periods, and cultures.

(iii) Identify music and instruments from different cultures.

(iv) Identify and describe 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).

(vi) Identify ways in which music evokes sensory, emotional, personal, and intellectual responses, including ways in which music can be persuasive.

(d)Visual Arts.

(1)Creative Process.

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

(i) Discuss approaches and combine concepts to generate innovative ideas for creating art using elements of art and principles of design.

(ii) Demonstrate understanding of the importance of the elements of art and their relationship to the principles of design in the creation of artwork.

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

(i) Experiment and demonstrate developing skills in multiple art-making techniques, methods, and approaches through practice.

(ii) Demonstrate proper and safe handling of materials, tools, and equipment through their care, storage, and use.

(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 apply creative thinking to demonstrate artmaking techniques. Express emotions, personal ideas, images, and themes through artistic choices of media, techniques, and subject matter.

(2)Production.

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

(i) Apply diverse media (materials), including available technology, for creating themed works of art.

(ii) Design, redesign, or visually document places or everyday objects.

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

(i) Plan and demonstrate diverse methods of artistic investigation to choose an approach for beginning a work of art.

(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) Experiment and invent multiple art making techniques and approaches through practice.

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

(i) Discuss processes of personal artistic choices during creating and revising original works of art, 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) Analyze how art reflects changing times, traditions, resources, and cultural uses.

(ii) Explore how artists and cultures used media (materials) to express themselves.

(iii) Introduce global works of art that represent various cultures, societies, and historical periods.

(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 § 210:15-3-114.7

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