HMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptx
Arts Curriculum
1. The Arts Curriculum
Prepared by Dr. Carla Piper
“Who Am I in the Lives of Children?”
Feeny, Christensen, Moravcik
2. Creative Arts Curriculum
Help children:
Recognize and express their feelings
Communicate ideas in new forms
Develop their senses
Develop creativity and originality
Arts are a vehicle for all kinds of learning:
Art
Music
Creative Movement
Aesthetics
3. Arts Experiences
Help children:
Feel good about themselves as individuals
Develop ability to observe and respond
sensitively
Develop skill, creativity, imagination
Develop beginning understanding of the arts
Become appreciative of music, art, and dance
from their own and other cultures, times, and
places.
4. Art
Purpose to enhance artistic and
creative development
Develop motor control and
perceptual discrimination
Use language and learn vocabulary
Develop problem-solving strategies
Enhance social skills
Develop aesthetic awareness and
appreciation for arts
5. Art Curriculum
Allow for child's own creative expression!
Studio Art
Children explore and create
Use different art media
Use processes – drawing, painting, print making,
collage, construction, modeling, sculpting.
Discipline-based Art
Children encounter, discuss, and think about art
Children understand and appreciate how art is
created
Exposed to artists from their own and other
cultures and times
Avoid pattern books
6. Music
Sounds of the city – traffic, footsteps, voices
Sound of the country – birds, wind, water
Before we are born – music of the heartbeat
Called the universal language
Powerful link to emotions – happy, sad,
excited, calm, patriotic, love, empathy
Sharing music shares culture
Music provides a path to other kinds of
learning – problem-solving, language, memory
7. Music Curriculum
Singing
Short songs with distinct rhythm
Need repertoire of songs with different moods, subjects,
tempos, styles
Playing instruments
Start with rhythm instruments
Composing and improvising – creating music
Listening to and appreciating all kinds of
music
Performing
Provide a creative climate where music is
always present.
8. Creative Movement
Children:
Interpret and follow suggestions
Find their own personal, creative, and innovative
ways of moving
Express ideas with their bodies
Develop a repertoire of movement possibilities
Develop imagination and positive self-concept
Learn to move with respect to the group
Begin to appreciate the creativity of others
9. Aesthetics – Love of Beauty
Develop sensitivity to beauty and
the heritage of the arts
View works of fine artists
Listen to beautiful music of all
kinds
Create an artistic environment
Display art, flowers, sculpture
Discuss children’s literature
illustrations
Reflect on patterns, colors, textures
in nature and all around you
10. The National Standards for the Arts
What students should know and be able
to do in the arts....
develop and present basic analyses of works of art
from structural, historical, and cultural perspectives,
and from combinations of those perspectives.
have an informed acquaintance with exemplary
works of art from a variety of cultures and historical
periods, and a basic understanding of historical
development in the arts disciplines, across the arts as
a whole, and within cultures.
relate various types of arts knowledge and skills
within and across the arts disciplines.
11. National MENC Beliefs for Music
Education of All Children
1. All children have musical potential
2. Children bring their own unique interests and
abilities to the music learning environment
3. Very young children are capable of
developing critical thinking skills through
musical ideas
4. Children come to early-childhood music
experiences from diverse backgrounds
5. Children should experience exemplary
musical sounds, activities, and materials
12. National MENC Beliefs for Music
Education of All Children
6. Children should not be encumbered with the
need to meet performance goals
7. Children's play is their work
8. Children learn best in pleasant physical and
social environments
9. Diverse learning environments are needed to
serve the developmental needs of many
individual children
10. Children need effective adult models
13. California Standards for Visual
and Performing Arts
Aesthetic Perception
Creative Expression
Historical and Cultural Context
Aesthetic Valuing
Connections, Relationships , Applications
Standards - http://www.cde.ca.gov/re/pn/fd/documents/visperfmarts-stnd-comp.pdf
14. Standards Online
Visual and Performing Arts: Dance -
http://www.cde.ca.gov/be/st/ss/damain.asp
Visual and Performing Arts: Music -
http://www.cde.ca.gov/be/st/ss/mumain.asp
Visual and Performing Arts: Theatre -
http://www.cde.ca.gov/be/st/ss/thmain.asp
Visual and Performing Arts: Visual Arts -
http://www.cde.ca.gov/be/st/ss/vamain.asp
15. Kindergarten Music Example
Visual and Performing Arts Standards – Pre k
through 12th grade
Example of kindergarten expectations in
music
Many adults would find these standards
challenging
Previous teacher training programs
included extensive visual and performing
arts instruction and practicum
http://www.cde.ca.gov/be/st/ss/mukindergarten.asp
16. 1.0 Artistic Perception
Processing, Analyzing, and Responding to
Sensory Information Through the Language
and Skills Unique to Music
Students read, notate, listen to, analyze, and
describe music and other aural information,
using the terminology of music.
ff ppp
17. 1.0 Artistic Perception
Read and Notate Music
1.1 Use icons or invented symbols to represent
beat.
Listen to, Analyze, and Describe Music
1.2 Identify and describe basic elements in
music (e.g., high/low, fast/slow, loud/soft, beat).
18. 2.0 Creative Expression
Creating, Performing, and Participating in Music
Students apply vocal and instrumental musical
skills in performing a varied repertoire of music.
They compose and arrange music and
improvise melodies, variations, and
accompaniments, using digital/electronic
technology when appropriate.
19. 2.0 Creative Expression
Apply Vocal and Instrumental Skills
2.1 Use the singing voice to echo short
melodic patterns.
2.2 Sing age-appropriate songs from memory.
2.3 Play instruments and move or verbalize to
demonstrate awareness of beat, tempo,
dynamics, and melodic direction.
Compose, Arrange, and Improvise
2.4 Create accompaniments, using the voice
or a variety of classroom instruments.
20. 3.0 Historical and Cultural
Context
Understanding the Historical
Contributions and Cultural Dimensions
of Music
Students analyze the role of music in
past and present cultures throughout
the world, noting cultural diversity as it
relates to music, musicians, and
composers.
21. 3.0 Historical and Cultural
Context
Diversity of Music
3.2 Sing and play simple singing games from
various cultures.
3.3 Use a personal vocabulary to describe
voices and instruments from diverse cultures.
3.4 Use developmentally appropriate
movements in responding to music from
various genres and styles (rhythm, melody).
22. 4.0 Aesthetic Valuing
Responding to, Analyzing, and Making
Judgments About Works of Music
Students critically assess and derive meaning
from works of music and the performance of
musicians according to the elements of music,
aesthetic qualities, and human responses.
23. 4.0 Aesthetic Valuing
Derive Meaning
4.1 Create movements that correspond to
specific music.
4.2 Identify, talk about, sing, or play music
written for specific purposes (e.g., work song,
lullaby).
24. 5.0 Connections, Relationships,
Applications
Connecting and Applying What Is Learned in
Music to Learning in Other Art Forms and
Subject Areas and to Careers
Students apply what they learn in music
across subject areas. They develop
competencies and creative skills in problem
solving, communication, and management of
time and resources that contribute to lifelong
learning and career skills. They learn about
careers in and related to music.
25. 5.0 Connections, Relationships,
Applications
Connections and Applications
5.1 Use music, together with dance, theatre,
and the visual arts, for storytelling.
Careers and Career-Related Skills
5.2 Identify and talk about the reasons artists
have for creating dances, music, theatre
pieces, and works of visual art.