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 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.

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

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

Allow for child's own creative expression!

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 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

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 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.

National MENC Beliefs for Music Education of All

Children

1. All children have musical potential2. 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

National MENC Beliefs for Music Education of All

Children6. Children should not be encumbered with

the need to meet performance goals7. Children's 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 children

10. 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.

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1.0 Artistic Perception

Read and Notate Music1.1 Use icons or invented symbols to represent beat.

Listen to, Analyze, and Describe Music1.2 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 Skills2.1 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 Improvise2.4 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 Music3.2 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 Meaning4.1 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 Applications5.1 Use music, together with dance, theatre, and the visual arts, for storytelling.

Careers and Career-Related Skills5.2 Identify and talk about the reasons artists have for creating dances, music, theatre pieces, and works of visual art.