The Arts Curriculum Prepared by Dr. Carla Piper “Who Am I in the Lives of Children?” Feeny, Christensen, Moravcik
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
Arts ExperiencesHelp 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.
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
Art Curriculum Allow for childs 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
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
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.
Creative MovementChildren: 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
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
The National Standards for the ArtsWhat 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.
National MENC Beliefs for Music Education of All Children1. All children have musical potential2. Children bring their own unique interests and abilities to the music learning environment3. Very young children are capable of developing critical thinking skills through musical ideas4. Children come to early-childhood music experiences from diverse backgrounds5. Children should experience exemplary musical sounds, activities, and materials
National MENC Beliefs for Music Education of All Children6. Children should not be encumbered with the need to meet performance goals7. Childrens play is their work8. Children learn best in pleasant physical and social environments9. Diverse learning environments are needed to serve the developmental needs of many individual children10. Children need effective adult models
California Standards for Visual and Performing Arts Aesthetic Perception Creative Expression Historical and Cultural Context Aesthetic Valuing Connections, Relationships , ApplicationsStandards - http://www.cde.ca.gov/re/pn/fd/documents/visperfmarts-stnd-comp.pdf
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
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
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
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).
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.
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.
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.
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).
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.
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).
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.
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.