Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

California Visual/Performing Arts and CCSS for ELA

782 views

Published on

California VAPA Standards and National Core Arts Standards

Published in: Education
  • Be the first to comment

California Visual/Performing Arts and CCSS for ELA

  1. 1. California Visual and PerformingCalifornia Visual and Performing Arts StandardsArts Standards andand Common Core State StandardsCommon Core State Standards for English Language Artsfor English Language Arts
  2. 2. California VAPA Strands • Aesthetic Perception • Creative Expression • Historical and Cultural Context • Aesthetic Valuing • Connections, Relationships, Applications http://www.cde.ca.gov/be/st/ss/documents/vpastandards.pdf
  3. 3. Artistic Perception Dance: Students perceive and respond, using the elements of dance. They demonstrate movement skills, process sensory information, and describe movement, using the vocabulary of dance. Music: Students read, notate, listen to, analyze, and describe music and other aural information, using the terminology of music. Theatre: Students observe their environment and respond, using the elements of theatre. They also observe formal and informal works of theatre, film/video, and electronic media and respond, using the vocabulary of theatre. Visual Arts: Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations. Grade 3
  4. 4. Creative Expression Dance: Students apply choreographic principles, processes, and skills to create and communicate meaning through the improvisation, composition, and performance of dance. 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. Theatre: Students apply processes and skills in acting, directing, designing, and script writing to create formal and informal theatre, film/videos, and electronic media productions and to perform in them. Visual Arts: Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art. Grade 3
  5. 5. Historical and Cultural Context Dance: Students analyze the function and development of dance in past and present cultures throughout the world, noting human diversity as it relates to dance and dancers. 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. Theatre: Students analyze the role and development of theatre, film/video, and electronic media in past and present cultures throughout the world, noting diversity as it relates to theatre. Visual Arts: Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists. Grade 3
  6. 6. Dance Grade 5: History/Culture 3.0 HISTORICAL AND CULTURAL CONTEXT •Understanding the Historical Contributions and Cultural Dimensions of Dance •Students analyze the function and development of dance in past and present cultures throughout the world, noting human diversity as it relates to dance and dancers. Development of Dance •3.1 Describe how and why a traditional dance may be changed when performed on stage for an audience. History and Function of Dance •3.2 Identify and perform folk/traditional, social, and theatrical dances done by Americans in the eighteenth and nineteenth centuries. Diversity of Dance •3.3 Select traditional dances that men, women, or children perform and explain the purpose(s) of the dances.
  7. 7. Music Grade 5: History/Culture 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. Role of Music •3.1 Describe the social functions of a variety of musical forms from various cultures and time periods (e.g., folk songs, dances). Diversity of Music •3.2 Identify different or similar uses of musical elements in music from diverse cultures. •3.3 Sing and play music from diverse cultures and time periods. •3.4 Describe the influence of various cultures and historical events on musical forms and styles. •3.5 Describe the influences of various cultures on the music of the United States.
  8. 8. Theatre Grade 5: History/Culture 3.0 HISTORICAL AND CULTURAL CONTEXT •Understanding the Historical Contributions and Cultural Dimensions of Theatre •Students analyze the role and development of theatre, film/video, and electronic media in past and present cultures throughout the world, noting diversity as it relates to theatre. Role and Cultural Significance of Theatre •3.1 Select or create appropriate props, sets, and costumes for a cultural celebration or pageant. •3.2 Interpret how theatre and storytelling forms (past and present) of various cultural groups may reflect their beliefs and traditions. History of Theatre •3.3 Analyze ways in which theatre, television, and film play a part in our daily lives. •3.4 Identify types of early American theatre, such as melodrama and musical theatre.
  9. 9. Visual Arts Grade 5: History/Culture 3.0 HISTORICAL AND CULTURAL CONTEXT •Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts •Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists. Role and Development of the Visual Arts •3.1 Describe how local and national art galleries and museums contribute to the conservation of art. •3.2 Identify and describe various fine, traditional, and folk arts from historical periods worldwide. Diversity of the Visual Arts •3.3 Identify and compare works of art from various regions of the United States. •3.4 View selected works of art from a major culture and observe changes in materials and styles over a period of time.
  10. 10. Aesthetic Valuing Dance: Students critically assess and derive meaning from works of dance, performance of dancers, and original works according to the elements of dance and aesthetic qualities. 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. Theatre: Students critique and derive meaning from works of theatre, film/video, electronic media, and theatrical artists on the basis of aesthetic Visual Arts: Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities. Grade 3
  11. 11. Connections, Relationships, Applications All of the Arts: Dance, Music, Theatre, Visual Arts (VAPA) Students apply what they learn in dance, music, theatre, and visual arts to learning 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 also learn about careers in and related to dance, music, theatre, and visual arts. Grade 3 http://www.cde.ca.gov/be/st/ss/documents/vpastandards.pdf
  12. 12. Common Core and Artistic Literacy The Arts as Communication In today’s multimedia society, the arts are the media, and therefore provide powerful and essential means of communication. The arts provide unique symbol systems and metaphors that convey and inform life experience. The arts are ways of knowing. The Arts as Creative Personal Realization Participation in each of the arts as creators, performers, and audience members enables individuals to discover and develop their own creative capacity, thereby providing a source of lifelong satisfaction. The Arts as Culture, History, and Connectors Throughout History The arts have provided essential means for individuals and communities to express their ideas, experiences, feelings, and deepest beliefs. Each art form shares common goals but approaches them through distinct media and techniques. Understanding artwork provides insights into individuals’ own and others’ cultures and societies, while also providing opportunities to access, to express and to integrate meaning across a variety of content areas. Arts as Means to Well-being Participation in the arts as creators, performers, and audience members (responders) enhances mental, physical, and emotional well-being The Arts as Community Engagement The arts provide means for individuals to collaborate and connect with others in an enjoyable inclusive environment as they create, prepare, and share artwork that brings communities together (responding).
  13. 13. National Coalition for Core Arts Standards
  14. 14. National Coalition for Core Arts Standards
  15. 15. Creative Practices A student engaged in creative practices: • Imagines a mental image or concept. • Investigates and studies through exploration or examination. • Constructs a product by combining or arranging a series of elements. • Reflects and thinks deeply about his or her work. Creative practices: • Evoke deep, meaningful engagement in the arts. • Can be fluid, though there is purpose and meaning to the order in which they occur. • Vary from person to person, project to project, and moment to moment. • Require intense cognition that can be developed through arts engagement. Connection: CA VPA Standard Strand Alignment: Creative Expression
  16. 16. National Coalition for Core Arts Standards
  17. 17. Performing, Presenting, Producing • Select varied musical works to present based on interest, knowledge, technical skill, and context. • Analyze the structure and context of varied musical works and their implications for performance • Interpret: Develop personal interpretations that consider creators’ intent. • Rehearse, Evaluate and Refine: Evaluate and refine personal and ensemble performances, individually or in collaboration with others. • Present: Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context. Connection: CA VPA Standard Strand Connection: Artistic Expression
  18. 18. National Coalition for Core Arts Standards
  19. 19. Responding • Select: Choose music appropriate for a specific purpose or context. • Analyze: Analyze how the structure and context of varied musical works inform the response • Interpret: Support interpretations of musical works that reflect creators’/performers’ expressive intent • Evaluate: Support evaluations of musical works and performances based on analysis, interpretation, and established criteria. CA VPA Standard Strand Alignment: Aesthetic Valuing
  20. 20. National Coalition for Core Arts Standards
  21. 21. Connecting • Connect #10: Synthesize and relate knowledge and personal experiences to make music – Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music • Connect #11: Relate musical ideas and works with varied context to deepen understanding. – Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life CA VAPA Standard Strand Alignment: Historical Cultural Context Connections, Relationships, Applications
  22. 22. National Core Arts Standards • New Addition: Media Arts Standards - http://www.mediaartseducation.org/media-arts-standards/ • Download pdf - http://www.mediaartseducation.org/wp-content/uploads/2014/06/Med http://www.nationalartsstandards.org/
  23. 23. Examples – 4th Grade Media Arts Standards • Create - Discuss, test, and assemble ideas, plans, and models for media arts productions, considering the artistic goals and the presentation. • Produce - Demonstrate how a variety of academic, arts, and media forms and content may be mixed and coordinated into media artworks, such as narrative, dance, and media. • Respond - Identify, describe, and explain how messages are created by components in media artworks. • Connect - Explain verbally and/or in media artworks, how media artworks and ideas relate to everyday and cultural life, such as fantasy and reality, and technology use.
  24. 24. Common Core Arts & Literacy Shared Vocabulary
  25. 25. Language, Speaking, and Listening Standards Language: Knowledge of Language • Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Language: Vocabulary Acquisition and Use • Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. • Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
  26. 26. Language, Speaking, and Listening Standards Speaking and Listening: Comprehension and Collaboration • Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. Speaking and Listening: Presentation of Knowledge and Ideas • Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
  27. 27. Reading Music • Library of Congress – American Memory Sheet Music
  28. 28. Learning from Lyrics This Land is Your Land
  29. 29. Social Studies
  30. 30. Musical Shows
  31. 31. Let George Do It! 5th Grade Musical
  32. 32. School-Wide Thematic Units • Earth Week • International Week: World Songs • Red Ribbon Week • Patriotic Assemblies • Holidays

×