Okla. Admin. Code § 210:15-3-115

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

Section 210:15-3-115 - Dance, Drama/Theatre, Music, and Visual Art Standards for Sixth Grade

(a)Dance.

(1)Performing.

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

(i) Identify body pathways (i.e., central, transverse, and peripheral) to clarify movement intention.

(ii) Embody technical dance skills (e.g., alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement) to execute changes of direction, levels, facings, pathways, elevations and landings, extensions of limbs, and movement transitions.

(iii) Collaborate as an ensemble to refine dances by executing complex patterns, sequences, and formations, testing options, and finding good results. Document self-improvements over time.

(iv) Apply basic anatomical knowledge, proprioceptive feedback, spatial awareness, and nutrition to promote safe and healthy strategies when warming up and dancing.

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

(i) Refine partner and ensemble skills in the ability to judge distance and spatial design. Establish diverse pathways, levels, and patterns in space. Maintain focus with a partner or group in near and far space.

(ii) Use combinations of sudden and sustained timing as it relates to both the metered time and the dynamics of a phrase or dance work. Use accented and unaccented beats.

(iii) Explore dynamic expression as it relates to energy relationships in a variety of dance styles. Distinguish between bound and free-flowing movements and apply them to technique exercises and dance phrases.

(C) Convey meaning through the presentation of dance.

(i) Use performance etiquette and performance practices during class, rehearsal, and performance. Receive notes from the choreographer, make corrections as needed, and apply to future performances.

(ii) Compare and contrast a variety of possible production elements to intensify the artistic intent of the work. Select choices and use production terminology to explain reasons for the decisions made.

(2)Creating.

(A) Generate and conceptualize dance ideas and work.

(i) Explore similar or contrasting ideas to develop choreography using a variety of stimuli (e.g., music, observed dance, literary forms, notation, natural phenomena, personal experience/ recall, current news, social events).

(ii) Explore various movement vocabularies to transfer ideas into choreography.

(B) Organize and develop dance work.

(i) Explore choreographic devices and dance structures to develop a dance study supporting an artistic intent. Explain the goal or purpose of the dance.

(ii) Develop artistic intention to choreograph a dance study communicating personal or cultural meaning. Based on the intention, evaluate why some movements are more or less effective than others.

(C) Refine and complete dance work.

(i) Revise dance compositions using collaboratively developed artistic criteria. Explain reasons for revisions and how choices made relate to artistic intent.

(ii) Explore or invent a system to record a dance sequence through writing, symbols, or a form of media technology.

(3)Responding.

(A) Perceive and analyze dance.

(i) Describe recurring patterns of movement and their relationships in dance.

(ii) Explain how the elements of dance are used in a variety of dance styles or cultural movement practices using appropriate terminology.

(B) Construct meaningful interpretations of dance.

(i) Explain how the artistic expression of a dance is achieved through the elements of dance, use of body, dance technique, dance structure, and context. Use appropriate terminology.

(C) Apply criteria to evaluate dance.

(i) Discuss the characteristics and artistic intent of a dance from a genre, style, or cultural movement practice and develop artistic criteria to critique the dance, using appropriate terminology.

(4)Connecting.

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

(i) Observe the movement characteristics or qualities in a specific dance genre. Explain differences and similarities to one's attitudes and movement preferences.

(ii) Choose a topic, concept, or content from another subject of interest and research how other art forms have expressed the topic. Create and explain a dance study expressing the idea.

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

(i) Interpret and demonstrate how the movement and qualities of a dance communicate its cultural, historical, and/or community purpose or meaning, including those of Oklahoma American Indian Tribes and communities.

(b)Drama/Theatre.

(1)Creating.

(A) Generate and conceptualize dramatic ideas and work.

(i) Conceptualize a unified piece of drama/theatre by articulating creative ideas in playwriting, improvisation, and staging.

(ii) Conceptualize and craft technical elements for a unified drama/theatre concept and use theatre vocabulary to describe the most appropriate and meaningful choices.

(iii) Develop characters authentic to the drama/theatre work by: developing physical and vocal character traits; exploring characters' inner thoughts and their impact on character traits, relationships, and story development; and formulating dialogue and actions.

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

(i) Imagine and refine ideas and artistic choices through exploration and critical analysis in an original or scripted drama/theatre work.

(ii) Demonstrate collaborative skills by working effectively and respectfully with a diverse team to incorporate a variety of artistic ideas in an original or scripted drama/theatre work.

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

(i) Examine choices (performance, design, tech) contributing to a unified drama/ theatre work.

(ii) Develop characters through imagination, research, observation, physical movement, gesture, sound, word choice, dialogue, rate, pitch, volume, etc.

(iii) Integrate technical elements to create emotional impact or convey meaning by working creatively and collaboratively to conceptualize and create settings, costumes, and props for drama/theatre experiences.

(2)Performing.

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

(i) Demonstrate that there are multiple technical and performance choices for every drama/theatre work and select the most supportable choice for the moment.

(ii) Experiment with meaningful, effective, and appropriate physical and vocal traits of characters in improvised, original, or scripted drama/theatre work and select the most supportable choices.

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

(i) Develop expertise by participating in a variety of dramatic and theatre forms (e.g., pantomime, tableau, puppetry, story enactment, reader's theatre, musical theatre, documentary theatre, etc.).

(ii) Through script analysis, determine the technical elements necessary for a drama/ theatre work.

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

(i) Present a rehearsed original or scripted drama/theatre work for a classroom or community audience and engage in shared reflection.

(3)Responding.

(A) Perceive and analyze dramatic work.

(i) Model audience skills of observing attentively; analyze reactions to a read, live, or recorded performance; and develop criteria necessary to analyze a drama/theatre work.

(B) Interpret intent and meaning in dramatic work.

(i) Discuss related personal experiences relevant to plot events in a performance.

(ii) Discuss responses to character and technical elements based on cultural perspectives when participating in, contributing to, or observing drama/theatre.

(iii) Recognize and share artistic and aesthetic preferences when contributing to or observing drama/theatre works.

(C) Apply criteria to dramatic work.

(i) Collaboratively develop criteria to evaluate a variety of aspects of drama/theatre work.

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

(iii) Observe and analyze formal and informal audience response.

(iv) Develop respect for theatre, its practitioners, and conventions such as copyright law.

(4)Connecting.

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

(i) Read plays/stories from a variety of cultures and historical periods and identify the characters, settings, plots, themes, and conflicts to understand how these connect to oneself, community, and world at large.

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

(i) Analyze how drama/theatre works, plays, and characters relate to real life.

(ii) Create drama/theatre works to connect the history and culture of Oklahoma (including the stories and storytelling contributions of the Oklahoma American Indian Tribes) and other cultures.

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

(i) Analyze commonalities and uniqueness between stories/plays set in different cultures/historical contexts in preparation for drama/theatre work.

(ii) Research visual elements from a societal, historical, and cultural context to create a unified drama/theatre design.

(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 (mixed meter)

(II) Pitch (high/middle/low)

(III) Tempo

(IV) Dynamics

(V) Melody (diatonic scale)

(VI) Harmony (major/minor chords)

(VII) Form (theme and variations)

(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 (triplets)

(II) Melodic (bass clef, grand staff, and minor scale)

(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) Demonstrate the ability to match pitch and read music from basic notation in treble or bass clef (e.g., folk songs and patriotic songs).

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

(iv) Perform and create simple melodies and accompaniments in solo or group ensembles through singing and playing traditional or non-traditional instruments, demonstrating knowledge of tonal and rhythmic elements.

(v) Sing two- or three-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 and contrast different music 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) Explore and research the various roles and careers musicians have in various musical settings and cultures.

(v) Explore and research 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) Brainstorm approaches and combine concepts to generate innovative ideas for creating art using elements of art and principles of design.

(ii) Research and demonstrate diverse methods for approaching the beginning of an artwork.

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

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

(ii) Practice 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) Explore relevant criteria to examine, reflect, and plan revisions for a work of art or design in progress.

(ii) The student will explore creative thinking in artmaking.

(I) Communicate emotions, ideas, experiences, and narratives through the creation of original works of art, using self-selected media.

(II) Synthesize prior knowledge and experience to develop a personal investigation by creating a series of works of art.

(2)Production.

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

(i) Explore and develop art making techniques and approaches.

(ii) Design or redesign objects, places, or systems that meet the identified needs of diverse users.

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

(i) Demonstrate care and safe handling through the storage and use of materials, tools, and equipment.

(ii) Explore practices, issues, and ethics of appropriation, fair use, and copyright as they apply to using different media.

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

(i) Understand risk-taking and demonstrate openness in trying new ideas, materials, and methods.

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

(i) Reflect on whether one's artwork conveys the intended meaning and revise accordingly.

(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) Understand artistic movements from a global perspective on a timeline to represent historical periods and cultures.

(4)Aesthetic Response and Critique Methodologies.

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

(i) Identify concepts while maintaining respect for personal artwork and the artwork of others.

(ii) Critique personal art based on teacher established criteria.

(iii) Explore art skills that contribute to success in other areas of study.

(iv) Preserve and collect personal works of art.

Okla. Admin. Code § 210:15-3-115

Added at 20 Ok Reg 159, eff 10-10-02 (emergency); Added at 20 Ok Reg 821, eff 5-15-03; Amended at 26 Ok Reg 35, eff 8-21-08 (emergency); Amended at 26 Ok Reg 1446, eff 6-11-09

Amended by Oklahoma Register, Volume 31, Issue 24, September 2, 2014, eff. 9/12/2014

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