Warwick School District

Curriculum❯Art - Grade 6

Art - Grade 6

Grade Levels: 06 |

Course Description

The sixth grade art curriculum consists of units which allow students to explore various cultures and the artwork inspired by its people.  Students will investigate and participate in art appreciation, art production, studio and aesthetic experiences.

Core Curriculum Content Standards

Arts and Humanities (2002)

  • Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts

    • GRADE 5

      • Know and use the elements and principles of each art form to create works in the arts and humanities. Elements -Dance: • energy/force • space • time -Music: • duration • intensity • pitch • timbre -Theatre: • scenario • script/text • set design -Visual Arts: • color • form/shape • line • space • texture • value Principles -Dance: • choreography • form • genre • improvisation • style • technique -Music: • composition • form • genre • harmony • rhythm • texture -Theatre: • balance • collaboration • discipline • emphasis • focus • intention • movement • rhythm • style • voice -Visual Arts: • balance • contrast • emphasis/focal point • movement/rhythm • proportion/scale • repetition • unity/harmony(9.1.5.A)
      • Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. -Dance: • move • perform • read and notate dance • create and choreograph • improvise -Music: • sing • play an instrument • read and notate music • compose and arrange •improvise -Theatre: • stage productions • read and write scripts • improvise • interpret a role • design sets • direct -Visual Arts: • paint • draw • craft • sculpt • print • design for environment, communication, multi-media(9.1.5.B)
      • Know and use fundamental vocabulary within each of the arts forms.(9.1.5.C)
      • Know and demonstrate how arts can communicate experiences, stories or emotions through the production of works in the arts.(9.1.5.E)
      • Use and maintain materials, equipment and tools safely at work and performance spaces. -Describe some materials used. -Describe issues of cleanliness related to the arts. -Describe types of mechanical/electrical equipment usage. -Know how to work in selected physical space/environments. -Identify the qualities of safe props/stage equipment. -Describe methods for storing materials in the arts.(9.1.5.H)
      • Apply traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others. -Experiment with traditional technologies (e.g., ceramic/wooden tools, earthen clays, masks, instruments, folk shoes, etching tools, folk looms). -Experiment with contemporary technologies (e.g., color fills on computers, texture methods on computers, fonts/point systems, animation techniques, video teleconferencing, multimedia techniques, internet access, library computer card catalogues).(9.1.5.J)

  • Historical and Cultural Contexts

    • GRADE 5

      • Explain the historical, cultural and social context of an individual work in the arts.(9.2.5.A)
      • Relate works in the arts chronologically to historical events (e.g., 10,000 B.C. to present).(9.2.5.B)
      • Relate works in the arts to varying styles and genre and to the periods in which they were created (e.g., Bronze Age, Ming Dynasty, Renaissance, Classical, Modern, Post-Modern, Contemporary, Futuristic, others).(9.2.5.C)
      • Analyze a work of art from its historical and cultural perspective.(9.2.5.D)
      • Analyze how historical events and culture impact forms, techniques and purposes of works in the arts (e.g., Gilbert and Sullivan operettas)(9.2.5.E)
      • Know and apply appropriate vocabulary used between social studies and the arts and humanities.(9.2.5.F)
      • Relate works in the arts to geographic regions: -Africa -Asia -Australia -Central America -Europe -North America -South America(9.2.5.G)
      • Identify, explain and analyze philosophical beliefs as they relate to works in the arts (e.g., classical architecture, rock music, Native American dance, contemporary American musical theatre).(9.2.5.I)

  • Critical Response

    • GRADE 5

      • Identify critical processes in the examination of works in the arts and humanities. -Compare and contrast -Analyze -Interpret -Form and test hypotheses -Evaluate/form judgments(9.3.5.A)
      • Describe works in the arts comparing similar and contrasting characteristics (e.g., staccato in Grieg’s In the Hall of the Mountain King and in tap dance).(9.3.5.B)
      • Compare similar and contrasting important aspects of works in the arts and humanities based on a set of guidelines using a comprehensive vocabulary of critical response.(9.3.5.D)

  • Aesthetic Response

    • GRADE 5

      • Identify uses of expressive symbols that show philosophical meanings in works in the arts and humanities (e.g., American TV ads versus Asian TV ads).(9.4.5.A)
      • Identify the attributes of various audiences’ environments as they influence individual aesthetic response (e.g., Beatles’ music played by the Boston Pops versus video taped concerts from the 1970s).(9.4.5.C)

Units

Unit #1 - Art Inspired by Cultural and Historical Identities

Unit #2 - Art Inspired by Cultural/Historical Beliefs and Rituals

Unit #3 - Art Inspired by Cultural and Historical Leadership