document resume ed 051 182 sp 007 245chalk drawing-chalk may be used on colored construction paper...

DOCUMENT RESUME

ED 051 182 SP 007 245

TITLE K-12 Unified and Fine Arts Curriculum Guide.INSTITUTION Reading Community Schools, Ohio.PUB DATE 68NOTE 93p.

ECRS PRICEDESCRIPTORS

ABSTRACT

EDRS Price ME-$0.65 HC-$3.29*Art Education, *Curriculum Guides, *ElementaryGrades, Intermediate Grades, Kindergarten, *MusicEducation *Secondary Grades

GRADES OB AGES/ K-12 and K-8, SUBJECT MATTER: Artand music. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is dividedinto two sections, one each for art and music. The art section iskurt'er subdivided into three parts, one eacl for elementary grades,middle grades, and high school. The first and third parts of the artsection and the entire music section are laid out in four columnsacross two pages. Column headings are concepts, teaching methods andlearning activities, resources, and expected outcomes. The guide ismimeographed and loose-leaf bound with a soft cover. OBJE;;TIVES ANDACTIVITIES: A philosophy and general objectives are outlined in anintroductory section. Suggested activities are correlated withspecific concepts and objectives. The section on art for the middlegrades contains a very short outline of a program called "Unified!.rts" which is divided into three phases: orientation,pre-independence, and independence. The program guides studentsgradually into perforiding independent art work on a contractualbasis. INSTRUCTIONAL MATERMS: Materials needed for an activity areeithor listed with or implied in the activity description. Inaddition the music section contains a briet list ofresources--textbooks, records, and equipment. STUDENT ASSESSMENT: Nomention. (RT)

K 12 UNIFIED AND FINE ARTS

Curriculum Guide

19681969

The Reading Community Schools

Reading, Ohio 45215

U S DEPARTMENT OF HEALTH.eDUCA NON S. WELFAREOFFICE OF E WIC/MON

THIS DOCUMENT HAS BEFH REPRO-DUCED EXACTLY AS RECCVED FROMTHE PERSON OR DRCANIZATION ORA-INATING IT COIN'S OF V EW OR OPIN-IONS STATED UD NOT NECESSARILYREFRESENT OFFICIAL °Fria Dr EDU-CATION F °SIDON CR Pluc I

Robert G. Pickering, Superintendent

Ronald. A. Hilvers, Dirk - of Instruction

Faculty Committee:

Jack Matre

Typists:

Doris Bennett

Leslie Muir Earl Riesenberg

Nancy Krieger Janet Taylo

FORWARD

The publication ofthis Curriculum Guide represents

the culmination of a year of study. The final editorial

work was carried out by six teams of teachers during

the summer of 1968. These materials were prepared under

the supervi.-Jion of Mr. gonald A. Anvers, Director of

Instruction.

Teachers are encouraged to refer constpntly to this

guiic curing planning sess!.ons throughwit the year. It

should be ureerstood that any resource material cannot

be the final ansulr to instructional questions, but

rather a tool to direct the thiWzing process of the

teacher. Periodically this guide will be updated. In

order to facilitate is process teachers should:rite

in suggested awes, additions, or deletions in the

spaces le2t for this purpose. Partioular attention should

be paid to sections of ae guide uiich outline expected

outcomes. By paying attention to these objectives, the

teacher should be better able to design and evaluate an

effective program fcy the children.

The Reading Connunity SohoolP

Reading, Ohio

SiTteml,er, 1968

2

READING COMMUNITY SCHOOLS

CURRICULUM GUIDE

ART E: AICATION

K-12

3

PHILOSOPHY

ART EDUCATION

Art is a process of creation. An object of artistic

value ea., be created not only by those few individuals who

are gifted with a "spark" of imagination and talent, but

by those who can receive pleasure from the creative process.,

and thus transmit this feeling to others through his art.

Art in the schools is experienced from kindergarten

through the twelfth year. In all of these levels of

learning there are some rules of Fat which must be learned

for future success. This reguires observation, memory, and

imagination, three things chat lead to pictures, sculptures

and other art forms that will have a measure of poetic

feeling.

There are three aspects of art which are important for

total undedstanding. They are studio practices, studies in

art history, and studies in art criticism.

In the studio the art expertence is a highly personal

anal unique confrontation involving the student and the

art object. While standard's of art performance are desirable,

they are relative to the individJal student's capacity

to perform.

Studies in art Ustory should relate to the students'

individualized studio practices to a broader conception of

the varied ways artists work, the varied tyle and

chnlacteristics of their products, the var

4

led roles they

-1-

PHILOSOPHY

ART EDUCATION CON'T.

play in society, and the ways all of these are affected by

changes in socAal and cultural conditions such as politics,

religion, technology, psychology, and geography. Studies in

art criticism should help students to intelligently discuss

their 0441 art work and the work produced by professional

artists through a study of the ways art critics use language

to describe qualities in works of art, to interpret their

meanings, and to assess their significance,

All three of these content areas should become inter-

related and unified. The development of artistic growth is

not limited to the making of art but to an awareness of the

qualities of great works of art, to an understanding of

the criteria that can be employed to appraise these works,

and to respect and appreciate the culture from which the

work had emerged.

-2-

5

Art Concepts

Line

Form

Color

Space

Motion

Texture

Light

Tone

Composition

Design

Elementary

Middle

Secondary

Year

K1

26

89

10

11


CURRICULUM GUIDE

ART EDUCATION

ELEmENTARY

0

7

A) Teachim; MethodsConcepts B) Learning Activities

Art-Kindergarten and First Year

I. Line

8

A) Demonstration or short explanationof learning activities

B) Pencil drawing-Use large pencilsand various sizes of parer nEvarious colors and shades.Subjects which ern best forlearning about line are thosewhich the children can see in theclassroom, home, or out doors.Anything that is familiar to themis good.

Crayon drawing-This is an excellentmedia because of the freedom andease of making a flowing line.Crayons used on large paper givethe child a feeling of freedom andthey become more uninhibitedin their drawing.

Finger painting-This gives thechild a means of playful and funexpression in creating. If theline is not pleasing, it car besmoothed over with the hand andstarted over again.

Mural making-Chalk, crayons andpaint are good for the talking ofmurals. They can range in sizefrom stall to very large withlarge groups of students workingon them.

Painting-Tempera paint used withlarge brushes is best for thisage group. An easel or table andsometimes the floor are goodplace.) to paint. A smock hel;dsthe children stay clean.

Chalk drawing-Chalk may be used oncolored construction paper forvariety. The chalk may also bedipped in water to make thecolors more vibrant. Smocks areuseful as chalk dust is hard toremove from e:lothes.

A e 1

A) PrintedB) ALlio Visual

Resources C) PeopleD) Places

A) Meaning in Craftshis tt it

School Arts MagazinesArt for the Schools 'f America

GreggWhat Shall We Do in AS

Hart

Your Art Idea BookKohls

A) Expected OutcomeEvaluation B) Testing Progrem

A) Children begin to associate

geometric lines and sbal,es to aos:objects around them s,lch aspeople, animals, trees, etc, Thisis shown in their nrt work bytheir making figures with geometriclines.

9

A e 2

A) Teaching MethodsConcepts 13) Learning Activities

II. Few

III. Color

A) Demonstration or short explanationof learning activities

B) Paper tearing-Construction is tornin different shapes then gluedon a background to form a pictureThis may also be dcne by cuttingthe paper with scissore thengluing the shapes on.Plasticene clay-This reusableclay is good for molding. Animalsare good for learning 3-D form

Sponge of Gadget Painting-Smallpieces of sponge or differentgadgets can be dipped in temperapaint then printed onpaper.Spools, sticks, forks, and other:mall items can be used.Blot Paint Technique-Fold a pieceof paper in half then unfold it.Place brushes full of wet paintalong the crease. Then foldagain and press and rub from thefold outward in different(Erections. Unfold the paperto see the new forms.

A) Demonstration or short explanationof learning activities.

B) Crayons-The vivid colors of craycn::good for drawing and filling inthe shape with color. Familiarobjects should be used.

Painting-Tempera paint or water-colors are good to "ss. Crayonresist may be done b., painting ove!o crayon drawing.Chalk-Use the chalk plain or dipit in water. The backgroundpaper can be white of colored.Colored construction paper can becut or torn to from shapes thatare glued on paper to make apicture.Weaving-Use paper strips, string,yarn end other easily managedmaterials.

A e 3

10

A) PrintedB) Audio Visual


A) Art For the Schools of AmericaGregg

What Shall We Do in ArtHart

Your Art Idea BookKohl

Gifts Children Can MakeKerb

Childcraft vol. 9

A) ArtBarry

School Arts MagazinesChildcraft vol. 9Art For the.Schools of America

Greggllat Shall We Do in Art

HartYour Art Idea Book

Kohl

A) Expected OutcomeEvaluation B) Testing Program

A) Children begin to know that formand shape compose such thingsas animals, toys, houses, etc.or just pleasing forms. Theyillustrate this by making thoseobjects solid looking in theirpapers.

A) Children associate color with formand learn to name the primaryand secondary colors.

A e 4

Concepts

1V. Space

V. Motion

12

A) Teaching MethodsB) Learning Activities

A) Demonstration, illustration,explanation and discussion

B) Pencil drawingCrayon, chalk, paint, and tornpaper give feeling of form andspace.

Simple sculpture using smallpieces of cardboard glued t-gether

Building blocks

A) Demonstration, explanation,illustration and discussion

B) Figure drawing using paint, pencil,crayon, etc. to show a persondancing, walking, jumping, etc.

A e 5




A) Meaning In Crafts A) Children will show the gradualMattil emergence of a base line and

School Arts Magazines also a line across the top ofthe page for the sky.

A) Children express action by showingpeople and animals doing differentthings.

A e 6

A) Teaching Methods

Concepts B) Learning Activities

Art-Crades Two and Three

I. Line

14

A) Explanation, discussion ,

illustration and demonstrationB) Line drawings using a variety of

media; pencil, crayon, paint,chalk and charcoal. Contourline can be used also. This

is drawing the complete picturewithout lifting the drawingimplement from the surface of thepaper.

Cut paper strips glued onto back-ground gives student thicknessin.line.

Murals-Large group murals can be donewith different media. Menne isthe basic element in composingpicture.

String and yarn glued on paper to

form a picture.ScraWto-Etching on crayon surfaci

cf different colors covered withblack crayon. Scratching is donewith sharp instrument such asscissors point.

String painting-String is dippedinto jar of tempera paint. Then

it is pulled out andexcess paintscraped off. The string is thenput on a paper. Thepaper is

folded in half and the string isslowly- pUlled out.

String printing-String is wrapped andtied around a rubber brayer. It

is inked on metal or glass inkplate with printer's ink, thenrolled onto paper. This createsa line des4n.

A e 7

A) PrintedEl Audio Visual


A) Meaning in CraftsSchool Arts MagazinesHow to Make ThingsOut of Paper

PerlingArt For The Schools of America

GreggWhat Shall We Do in Art

HartYour Art Idea Book

Kohls


A) Children will show more realismand more detail in their drawings(Buttons on shirts, lace ondresses, etc.)

A e 8

Concepts

II. Form

III. Color

IV. Space


A) Illustration and DemonstrationB) Form is apparent in art done with

crayon, paint, chalk, charcoal andpencil. Still familiar objectsare best suited.Papier Mache-This is an excellentbut messy medium to learn fmembecause the child must form andshape hi. work. Puppets and masksare good to make.

idper Weaving with strips of coloredpaper is a limited type of form

Mosaic-With small pieces of coloredpaper which can be made from left-overs from other lessons or seedsand cereals can be used Smallpieces of material. are glued onpaper to form picture or design.

A) Illustration, Demonstration,explanation, ctiscussion

B) Experimentation with and use ofoil, crayon, paint, chalk andcolored paper will show the childthe many uses and variety of color.

Collage-Using an ass,,rtment of mediaand odds and ends to be glued oncardboard for theme or idea.Paperweaving or use of the stringmaterial, strips, straw, etc.Straw Painting-Wet paint(about oneteaspoon) is placed onpaperDifferent colors in diff(-:antplaces. Child spreads the paintby blowing through a straw.

Masks can be made and paintedwith tempera when shellacked

A) Illustration, Demonstration,explanation, Discussion

B) Weaving with paper and othersupplies

Space in pictures or designsusing oil. crayon, paint, chalk,pencil, charcoal and cut paper.

A e 9

l.)



A) Heaving Without a LoomRainey

How to Make Things Out of PaperPerling

Gifts Children can MakeKarb

Art For The Schools of AmericaGregg

A) Art For the Schools of AmericaGregg


A) W,aving Without a LoonRainey

Meaning in CraftsCchool ArtsArt For the Schools of AmericaGregg

Your Art ldea rookkohl

A) Dcpected OutcomeEvaluation B) Testing Program

A) Children will draw more realisti-cally with design inside basicfoms.

A) Children will understand how tomix :olors (green, orange andpurple: the secondary colors)from the primary colors anillustrate their knowledge bymaking the secondary colors; intheir art work.

A) Childtens' definite space conceptbase line emerges, fold-ovoroccurs-objects of vertical natureare drawn Horizontally, ornearly sc. They see a mixtureof t, p and !rout views. X-raypictures develop showing ttc in-side and outside views of znobject in the same picture asthough it could be seen through.

A e 10

A) Teaching MethodsConcepts B) Learning Activities

V. notion'

VI.Texture

VII. Light

VIII. Tone(Year 3 only)

A) Illustration, Demonstrationexplanation, discussion

B) Figure and animal drawing withpencil, crayon, paint, chalk,charcoal and any other media thatare suitable for age of group.

A) Demonstration, illustration,discussion, explanation

B) Paper sculpture-curling paper .

around a pencil and glue on back-ground for design or picture.Scoring, cutting or folding toproduce texture

Clay - Plasticene clay modeling andtexture with sticks, pencil,combs, etc.

WeavingSalt ceramic made with salt, corn-starch, and water cooked overmedium heat.

A) Demonstration, illustrationdiscussion, explanation

B) Lights and darks with differentmedia, paint, chalk, etc.


B) Add whites and black and othJrcolors to basic colors of mediafor picture or design

Mix printer's ink and print from'string cardboard, potatoes, etc.

18

A) PrintedR) Audio Visual

aGsources C) peopleD) Places

A) Your Art Idea BookKohl

A) What,Shall We Do in ArtHart

Your ArtlJea BookKohl


A) Children show action in figures,animals, etc. Children shouldbe reminded of how a bent kneelooks, how a horse gallops, child-ren can dramatize action to showhow action takes place.

A) Child differentiates _smoothfrom rough through media anddistinguishes other textures insurroundings.

A) discovers light-darkin common objects and scenesand demonstrates this in finishedproducts.

A) Child discovers light-dark incommon objects and scenes anddemonstrates this in finishedproducts.

isA e 12


Art-Grades Sour and FiveI. Line A) Demonstration, illustration,

explantion, discussionB) Straw mosaic on colored construction

paper. Straws are cut to differentsizes and glued on vertiaally andhorizontally

Make kites on balsa and wrappingpaper with own decoration orpicture

PaintingString Paint-Dip string in tempera

paint put inside folded paper andslowly pullout

Glue Prints-Draw dasibe on card-board go over lines with Elmer'sglue, let dry and paint eitlbrayer and ink

Crayon or ink scraffitoPen and ink drawingCharcoal and chalk drawingStained window-Black paper frame

and colored tissue or celophaneglued to frame.

II. Form A) Demonstration, illustration,explanation, discussion

B) Cardboard-ink printMosiac with paper, seeds, cereal,Figure drawingPuppetsEarth clay- coil or pinch potsPlasticene clay and salt ceramicSandcasting-Use show box fill with

damp sand and mold d2sign in it.Pour wet plaster inside. Letdry. Pull down sides and removeplaster plaque

Chalk stencil.

20

A '3

A) PrintedB) Audio Visual -

Resoures C) PeopleD) Places

A) Expected OutcomeEvalqation B) Testing Program

A) Child shows more emphasis ondetail and realism

Extends imagination of object andexpression.

A) How to Make Things Out of Paper A) Children draw more stylized shapesPerling and show more creativity in

Papercraft imagination.Leeming

Paper foldiaBLosBeginnersMurray & Rigney


Art For the Schools of AmericaGregg

What Snell We Do in ArtHart

CreatinzAth125.Johnson

21

A) Teaching Methods


III. Color

IV. Space

V. Motion

VI. Texture


B) Masks-Construction paper or apapier macke and tempera paint-shellacCardboard ink printsScraffito-Crayon and ink pen andcolor inkCollagePainting -Al/ kindsMobiles-With colored paper shapeshung from wire coat hangers

Crayon pictures and designs ironedTissue paper collage using Slmer'sglue and tifene paper

Nature stains-Leaves, flower petalsetc. rubbed on paper. Pen anditx cal, be used to emphazizeshape

A) Demonstration, explanation,illustration, discussion

B) Mobiles built from wire hangetscardboard, paper, etc.Weaving with different materialsZonolite-Plaster carving done witha spoon

Straw, toothpick or clay sculpt 'rePaper cylinger cut-outsPaper sculpture

A) Demonstration, illustration,explanation, discussion

B) Figure drawing with pencil, paint,crayonJ, etc.

Clay forms in motio,1Stichery showing people oranimals in motion


B) WeavingSandcastingClay workEncauatic-melted crayon aprli-1 tomaterial or fabric.

22 A A5


Resou ,!es C) PeopleD) Places

A) The Practice of TemperaPaintingThompson

Fun With FabricsLemming

Starting With Water ColorHilder

Brush and PaletteSorgman

Guide to PaintingGasser

Water Color F.LILlaaStep-by-StepGuptill.

A) Sculpture


Art for the Schools of AmericaGregg

What Shall We Do in ArtHart

A) The Goodhousekeeping Needlecraft

Encal.22LIAA2Your Art Idea Book

KohlArt For the F'chools of America

GreggWhat Shall We Do in Art

Hart

A) Needlecraft EncyclopediaArt_For the Schools of AmericaGregg

23

A) Expected Cutcoa,eEvaluation B) Testing Program

A) Children mix and use a widervariety of color. They alsoUre limited colors for somelessons.

A) Children show an understandingof tIpace by using space in the

art projects. Space becomesa part of the design.

A) Children draw figures showing action

A) children differentiate smoothfrom rough and ,Iztinguish othertextures in surround.

A


VII. Light

VIII. Tone

IX. Composition

X. Design


B) DioramasPaper sculptureStained "Paper" windows

A) Demonstration. illustration,explanation, discussion

B) Ink printingPaintingSpatter paintingChalk & pastel work

A) Demonstration, illustrationexplanation, discussion

B) Geomeyric design with any siffIlemedia showing balance of shape,color etc,Line composition with pen and inkusing repeating method


B) Cut paper-BisymmetricalCut folded paper into designfor eight sidedEncaustic on cardboard using nosubject

24

A e 17



A) Discovering DesignDowner

Fun With FabricsLeeming

A) Waning in CraftsDiscovering Design

DownerCreating With PaperJohnson

The Goodhousekeeping. NeedlecraftEncyclopedia

A) Expected CutcomeEvaluation B) Testing Program

A) Children use light and shade toemphasize form in their art work

A) Children use tone, color mixtureswith white and black to producesubtle colors in their art work.

A) The students become familiar withaspect,.; of composition and s% owthis by making balanced, rhythmicpictures.

A) Students begin to use differenttechniques of design and beexposed to design principleswhich will help them make betterdesigns.

A e 18


CURRICULUM GUIDE

UNIFIED ARTS

MIELE

26

MIDDLE SCHOOL

UNIFIED ARTS CURRICULUM

The Orientation PhaseUnfied Arts in the first 36 weeks, the Orientation Phase, consists ofthree programs: the introductory program, a rotational overview program,and an enrichment program. The latter pro,/ram will be woven throughoutthe entire orientation phase and will give emphasis to art as a formof communication. This is a tenative outline, and will be modifiedby the team of teachers on an on-going basis.

I. INTRODUCTORY PROGRAMA. Introductory Unit

The staff will:1. Acquaint students with the facilities and faculty.2. Acquaint students with administrative procedures,3. Administer pretests for diagnostic purposes.

B. Design UnitThe students will:1. Draw for observation.2. Create design composition.3. Solve a design composition problem using at least three

"painting-drawing" media, e.g. water colors, charcoal,pastels or crayon?.

C. Material UnitThe students will:1. Discover material characteristics and methods of manipulation

of sheet paper and cardboard through "messing around"(experimenting) with paper.

2. Solve same design problem creating a three dimensionalcomposition from the two dimensional design using sheetmaterial. The sheet material will be paper, cardboard,or a paper product. Students will plan this design problemsystematically and record each step as they progress.

Rotational Overview ProgramD. Techniques Unit

The students will:1. Discover new sheet materials and techniques of manipulation

by rotating through the areas of Unified Arts.2. Apply recently gained knowledge of sheet materials and

techniques and design in paper to new sheet materials.

Enrichment ProgramE. Man as a Communicator Unit

The students will:1. Discover art as a form of communication through enrichment

activities such as educational TV, field trips, guest lecturesexhibits, and correlated and research projects.

lIA in 1

27

UNIFIED ARTS CURRICULUM, CON'T.

II. PRE-INDEPENDENCE PHASEUnified Arts in the second 36 weeks, the Pre-Independence Phase,consists of three programsk. The irct,rA pcoblem solving program comprised of three units:

1. An Introductory Unit2. A Drawing for Communication Unit(Mechanical and Freehand)3. Solving Individual problems in the visual or plhstic arts unit.This program constitutes about three quarters of the school year.

B. This second program is a teachs?r guided, student selected,Unified Arts activities for the remainder of the year. Here

the emphasis is placed on group problem solving such as theproduction of a newspaper, a movie, a puppet show, or a massproduced article.

C. The on-going program in the pre-independence phase will dealwith Man as a Producer of Art Forms for everyday use.

III. INDEPENDENCE PHASEUnified Arts in the last 36 weeks, the Independence Phase, con3istsof three programs, namely:A. Independent study on a contractural basisB. Reinforcements of problem solvingC. Enrichment Program-The role of both the teacher and student

will take on new dimensions in this phase.1. Teacher: The teachers' role will be that of guide and

consultant.2. Student: The studen's' rule will in,reasingly'beccme.'

that Of independent researcher and learner.The team is not so naive to think that all students will reachthis pinnacle of the learning process by the last 36 weeks andneither do we believe that each will reach it at the same time.Therefore, the independent phase will be dedicated to bothaccomplishing and developing independent learning.

Those students at the outset of thephase who through records andteacher recommendations have demonstrated their ability to Morkindependently will select a project or activity of their ownchoice. After proceding the teacher-consultant with a plan ofaction stating what he hopes to learn and accomplish and howhe will proceed, the student will draw a contract for the completionof the project er activity wi.h the teacher. During the student's

pknning stages with the teacher-consultant, there will berommonie.tivn between the other team members as to the evaluationAnd the advisability of the study, project, or activity from thetechnical standpoint and also to determine in advance theamount of consultation, cooporation and annigtane that willbe reqtard from oneh ;Iron.

UA m 2

28

UNIFIED ARTS CURRICULUM, CON'T.

III. INnFPENDENCE PHASE,con't.

Students less able to make decisions by themselves will continueon in the pre-independence phase. Here the teacher will not onlyreview individual or group problem solving with the youngsters,but will try to guide them into the best possible activitywhich will facilitate his articulation into the high school.

A third program will run throughout this phase giving =Oasisto Mao as a Consumer of Art.

UA m 3

29


CURRICULUM GUIDE

ART EDUCATION

HIGH SCHOOL

30

EDUCATIONAL OBJECTIVES

The objectives of the High School Art program are:

1. to strengthen the student's ability to thinkcreatively

2. to strengthen manual abilities, thoughts andfeelings through artistic creation

3. to express vigorous ideas and feelings graphically

4. to find pleasure in self-expression

5. to place value on originality

6. to develop a sense of the student's Lnique personalityand worth through independent accomplishment

7. to learn a respect for other people's ideas whiledeeping a healthy respect for his own

8. to gain self-confidence and strengthen personality

9. to develop an awareness and sensitivity to thebeauty which abounds around us

10. to become aware of man's eternal search for beautythrough the great art of the past and present

11. to develop a self-orientation to the world of art

A s 1

31

Course of Study

Highnchool Art

Elective for grades 9-12Time: Five 55 min. periods per weekCredit: 1 credit per year

Any student may take high school art for one to four years and receive one

credit each year. However, one credit, only, may be used toward the sixteen

credits required for graduation. At the present time there is no break-down of

student grouping into Art I, II, III, a7K1 IV with a formalized sequential program

of advanced study. This is due to the use of the art teacher in three buildings

with three periods per day, only, devoted to the highschool program. The needs

for the advancing development of each student beyond the first year are not

through personalized attention in optional or mutally agreed upon problem solving

experiences which take into account individu:4 differences, needs and aptitudes.

Through :awn an individualized advanced program there is; development skills,

growth in a wide knowledge of the fiolfi and inerensing calf- orientation in rela-

tion to thn Frobje1/4.1t area.

A s 2

32

Course Content

Drawing and RenderingA. PerspectiveMechanics of drawing

point perspectiveRendering

pencilcharcoalpastel

B. Figure DrawingFree-hand sketchingheadfull figure

Figure drawing from imaginationand recallPortraitRendering

life drawings, 2 or 3 figuresin paste].

Portraitpencilpasteloil

Painting1. opague watercolor2. transparent watercolor3. oilL. collage (tissue)5. Study of contribution of texture

to paintingvisualtactile

6. Investigate in depth on contem-porary art form.

Three, iensional ArtA. Sculpture

AbstractRepresentational

B. CeramicsPotterySculpture

C. JewelryFabricationCastingEnameling of 33


A. Demonstration

B. Daily assigned drawing problemsin pencil covering applicationof visual perspective to three-dimensional man-made forms:cube, rectangle, cone, cylinderSelected pencil drawings usedto render form in value:pencil, charcoal-value, pastel-color

A. Demonstration

B. Freehand sketching from livemodelsIllustration - Composition offigure group rendered in pastelPortrait - special emphasis onhuman head rendered in black andwhite, and color

Sket,..hbook - weekly homework fordevelopment of drawing skills.

A. Demonstration

B. Opaque watercolor -Illustration - gtAlcral figures,real life situation, express at-titude toward social problems.

Transparent watercolor -Illustration - landscape, stilllife

Cil -Portrait or choice of subject

Collage -Inaginative composition combin-ing colored tissue and other media

Texture CompositionProduced by rubbing, impressions,printing, spattering. and build-ups

A s 3

Resources

Film Strips - National ScholasticArt Competition

Reproductions - Art Master Pieces

Contemporary Illustration fron per-iodicals

Original Works of Art

Tour to exhibitions

"Drawing Head and Figure" Hamm

Bulletin Board DisplaysReproductions of paintingsoriginal art work

Viewing of Exhibitions

Film Strips - National ScholasticArt Competitions

References:"Colors, what they can do for you"by Cheskiu"Ono Hundred Reproductions ofWorld's Great Paintings"

Movie: "A World of Sculpture"

Slides: student and professionalwork

Display of original sculptures

s p'i11ntin board display of phot,-010111of work of woll-knsiwn nelOptors

34

Expected Outcome

Demonstrate ability to render on ntwo dimensional surface the visualappearance of dimensionalmechanical shares in depth, form andcolor

Understand:1. proportion of human head and

figure2. perspective as related to hunrs

figure3. how to show action and movemon

4. how to express personality antiemotion in human face

5. how to render human form in ;rail.:

and color

Development of drawing and sketchin,

skills1. Development of skills in use of

. various painting media2. Development of appreciation for

great painting of pant and pre--ent

3. Develop an awareness of variou,contemporary art forma

4. Develop ability to express vigorous j.deas and feelings graph-

ically

1. Develop manual skills2. Produce on original art conceit

in thtoo Cimensional form3. dovelop a sense of nvaroness

respect for the beauty of pureform

4. Investigate the use of a nowmaterial to express n mentalconcept A s 4

r....11V00 00116011

D. Glassenamel on metalglassworklaminated, flat, saggedcast, glass decorated raft ctoriesand glass mosaics

DeaimElements

line, shape, proportion,repetition, unity

rhythm,

Design Elements Combinedcomposition, style, stylization,and abstracti,n

Applied L?eign

GraphicsLettering

Simple alphabet

Commercial ArtLayout, rendering

Print making

Art Appreciation

35

B

1Teaching MethodsLearning Activities

Contemporary Art FormsOP Art demonstrate space penetra-tion in: black and white color.

ScrapbookCollect examples of paintings toshow: technique, mesoage, compo-sition, use of color and mediaand styles through the ages.

A. Demonstrationdiscussion

B. Execute original sculpturalshape in pure form or represent-ional form based upon imaginationor ob.Prvation of natural forma.Method: model

carvecastconstruct

Material optional: woodplasterplasticmetalpaperclay

:f a plastic materialto create a 1,,tilitarian or decora-tive or re?reLentational form.

rakupinch .12A

coil Va_ldingslab built formclay modeling

B. Design and construct n piece ofjewelry of personal choice insilver

Skills: vowingsolderingformingconstructionpolishingstone settingnpplied color in enamel

t s

Resources

References:"Sculpture Techniques" Eliscu"Plastics as an Art Form" Newman"Creative Hands- Cox"Art, Seaaoll and Self-Discovery"

Schinneller"Stitchery" Krevitaky

References:Ceramics Monthly MagazineMaking Pottery Without a Wheel- Ball"Sculpture Techriquee" Eliscu"Ceramic Design" Kinney"Creative Ceramic" Lester"The Potters Craft" Binns"Pottery" StEes"Pottery Making" Horore

Slides of student work

Film strips - National ScholasticArt Competition

Exhibition Catalogues

Periodicals:Craft HorizonsDesign Quartorly

References:"Design of Creation of Jewelry"VonNueman"Handmade Jewelry" Wilnor

Slides of student and professionalwork

( Film strips - National ScholasticArt Competition

Display of actual student and pro-fessional work

Expected Outcome

5. intensify respect for originalityand human diffelnce

6. develop sympathy foi the ideasof others as well as one's own

7. learn to think creatively andwork in dependently

8. development of good taste inconsumer buying

9. appreciation for fine handcrafted

items10. opportunity to practice appli-

cation of design principlocOo'produce an art object

36

A 9 6

Course ContentB

1Teaching MethodsLearning Activities

Design and execute a piece ofenamel on copper or silver

bowlplaquejewelry

Design and execute a piece ofglass work heat fused:

laminated glass panel, flatlaminated saggad bowlcart bas-reliefglass decorated refaotory,panel or sculpture

Cold workglass Loosaic

A. Demonstrationdiscussionlecturevisual aidsLxsigned exercise in basicdesign problems

B. 1. grnphia design problems illus-trating elements of del. ;5.A

2. composition utilizing styli-zatiol or abstraotion basedupon form ft em .nature.

3. composition, abstraot non-representational

4. design for an object or croftitem: batik

glassjewelrymosaicenamelprinting fabric

A. Demonstrationlecturediscussion

B. Exercises in use of letteringpress and brush to construct asimple Gothic alphabet in upperand lower case letters. -- Ap-

37 pronched inoidentally Gs it re-lates to other problems. A s 7

Resources

Reference work:Craft HorizonsCeramics Ermthly"Glass Craft" Kinvey"Euameling" Bates"Enameling" Untrocht"Enameling" Winter"Jewelry making" Yon Neuman

References:"Basic Design" Bates"Art - an Everyday Experience" -Warner"Design for You" Beitler, Lockhart"Art - Search and Self Discovery" -Schinneller"Discovering Design" Downer

Periodicals:Craft. Bbrizrms

Sohocl Art

"Batik" KrevitskY

Lettering Charts

Commeroial Art in Periodicals

Clipping File

References"American Prints" Craver

References:"Art - Search and Self DisoovorySehinneller"American Prints" Craver"One Hundred Reproductions ofWorld's Croat raintings"Clipping Filo

Expected Outcome

1. to develop a sensitivity beauti-ful line, rhape and proportion

2. to develop the abilities use theelements of design in the crea-tion of a fine object

3. to learn to be more selectivein consumer buying of goods forhorn and. attire.

4. to increase awareness and sen-sitivity to the beauty whichabounds ascend VG.

5. to learn to distinguish botNeenbeauty and ugliness

Development of:

1. sensitivity to good proportion

and spacing2, respect for clear and distinct

printed material

3. facility for neatness and order

4. ability to apply design princi-

ples to a4vertisiug5. knowledge of various art repro-

dultion processes

Development of:

I. aesthetic evaluation2. awareness of the fine art and

artists of the past and present3. nwareneos of man's oternnl search

for beauty

4. respect for originality andow.ntivity

38',A s a

Course Content A) Teaching MethodsB) Learning Activities

39

I

Commercial Art problems assignedand studied as needs or reo.ostsarrive for such items as:posters, program covers, greet-ing cards, placards, displaylabels

Print Making problems, from timeto tile cover a variety of print-ing processes- linoleum prints,serographs, wood ble* prints,wax prints, intaglio prints, plas-ter black prints, cardboard build-up prints.

A. Art i& ?prociation is approachedincidentally as it relates tocurro :it studio expe-Aences--Ex-amplea are photographs and re-productions of fine arts andcrafts all displayed rend review-ed throughout the year. Furtherenrichment is achiovod by use ofslides, films and film strips,shown at the time of approach toeach area of study. Displays aroarranged of student and profes-sional art work on bulletin boardsand in display cases. Encourag-ment aid assignments are givenfor the use of art books and mag-azines in both the art room andlibrary.

B. The student is required to hoopan art scra?book in which ho col-lects:1-art news items2-reproductions of art rasterpioces3-article!) on current art movements4-ormplcs of fine handcrafted

object)5- drawing and painting styles and

techniques6-examples of good art in archi-

tectaro and interiorsA s 9

READING COlifUNI1N SCHOOLS

CURRICULUM GUIDE

GENERAL MUSIC

1:-8

40

PHILOSOPHY

MUSIC EDUCATION

The inten'c of the music program is bound

by the desire to develop a useful understanding

of music as a part of creative art and an

indispensable facet of the cultural life of

today's society.

Within the scope of musical development

are the basic skills of creativity, the ability

to grasp abstract ideas such as form and color,

physical coordination an' Lhythr.- reopon A,

comprehension of tonal ideas and structure,and

the ability to reproduce them vocally and in-

strumentally.

The ultimate objectives are to advance the

student to the highest level of proficiency and

appreciation to which his background and inter-

ests permit: always keeping in mind the total

influence of education in every facet of his

gros.th and development toward a mor,3 valuable

role in his society.

H 1

41

EDUCATIONAL OBJECTIVES

1. Appreciation for all types of music-including: vocal, instrumental, simple,complex, solo, classical, contemporary,ensemble, chamber, symphonic, and stage.

2. Help each student attain his highestpeak of musicianship.

3. Demonstrate the value of individual per-fection and contribution to the group -by developing pride in oneself, the per-formance group, the school and thecommunity.

4. To help the child acquire or develop afeeling of national unity through musicand recognize that music is a universallanguage.

5. To provide opportunities for the child tolearn to appraise his on acn.evement andto evauate all music that he hears.

6. To develop in children the torespond to beautiful sound with pleasureand understanding.

7. To transmit our cultural heritage.

8. To offer through music possibilities foreach child to be creative.

9. To provide worthwhile recreational pur-suits and those pleasures that come frompure enjoyment.

H 2

42

Music Concepts

Year

Rhythm

Tempo

Meter

Rcading

Tone

Quality

Production

Timbre

Melody

Pitch

Phrase

Mood

Dynamics

Reading

Harmony

-4

MI-lisS2ncects C cont. )

Year

Form

Phrase

There

Style

History

RESOURCES

GENERAL MUSIC PROGRAM K-8

Text: Ginn & Company series - K-8Suggested: Mf.inLjtasic Your Own, K-8

Silver - Burdett

Listening: Record playerRecorder - tapeRecords - RCA Adventures in Music,

1-6Silver - Burdett, recordalbums with text, 7-8RCA record album - Instru-ments of the Orchestra

Promote subscription to CincinnatiYouth Concerts

Encourage visiting performersRadio and television

Performing, instrumental:Grades K-4: Rhythm instrumerts - 1:c3d

blocks, triangles, ey.-bells, jingle sticks

Resonator bellsPianoAutoharps

Grades 5-8: Rhythm instrumentsAutoharpsGuitarPianoBellsEncourage performance inspecial groups

Choirs and bandUse of recorders in cLsi

M 5

45

A) Teaching MethodsConcepts D) Learning Activities

Music - Kinderg.xten

Rhythl. A) Listening to songs about familiarTempo things (animals).

13) Imitation of movements of animalsto music.

A) Creative responses.B) Walking, running, hopping, skipping

to music.B) Use of simple percussion instru-

ments to tau in time.A) Rhythmic gamesB) Finger play and hand movements.D) Echo clApping - teacher claps

rhythmic pattern, individualsrespond.

ToneSinging quality

Tnstrumental

46:

A) ImitationL\ Children attempt to imitate voice

of teacher or recording.Children imitate everyday soundsto get voices up in heads (bell-3,sirens, whistles).

't) Listening - demonstration,) Teacher demonstrates Ample

percussion instruments and, of their use.ords that demonstrate:ompE,niments.

I! 6



A) I Like the Country andI' Like the CitySilver - Burdett

The Kindergarten BookGinn & Company

KinAanzaLlo Book,Silver - Burdett

D) Record playerFianoRhythm instruments

B) PianoRecord player

C) Teachers voice

B) Record playerRhythm instruments

47:


A) The child develops correctrhythmic response through useof the large muscles.The encouragement of the creativeresponse: the child interpretsmusic correctly through rhythmicmovement.The sensation that music movesslow, fast, heavy, light:children show by their imitationsthat they comprehend slow-fast.Leginning of enjoying and likingmusic through rhythm: enthusias-tic response.

A) Familiarization with proper vocalquality, light head tone.

Help:Ing the child find his voice:sincere attempts to imitate thecorrect sound and pitch.

A) Through an introduction tomusical instruments and theircontribution to making andenjoying music:1) children can associate

instruments with the soundsthey make;

2) the children use proper in-struments to accompany theirsongs.

Ft 7

Concepts

Melody


A) Tone matching games.B) Teacher sings simple question -

children answer with same melody.Imitation of voice and familia-sounds.

Opportunity to play melodyinstruments.

A) SingingB) 1%e of many short repetitious

songs about things very familiarto chem.

Mood A) Listening - creative responseDynamics B) Discussion as to whether music is

sad, happy; loud, soft; spooky,etc.

Children react creatively to musicin their own way.

Phrase

48

A) Listening to recordings.Singing songs.

B) Children use hands, arms, bodymovements to depict beginningand end of phrase, and therise and fall of the phrae line.

Music should be.used throughout theday - singing, listening, playing-for rest, relaxation, to se'L,

various moods. Encourage muchrhythmic response, much creativeexpression. Keep the songs simple,repetitious, and familiar. Instru-ments such as percussion, bells,and piano should be used frequently.

H 8



A) The Kindergarten ck

Silver - Burdettwith records

B) PianoResonator bells

C) Teacher's Voice

A) MCillg_M-Isiq Your S4111Silver - Burdett

B) Records with text

B) RecordsPianoRhythm and ma]ody instruments

49

A) Expecter.i Outcome

Evaluation D) Testing Program

A) A development in the ability tomatch voices to correct pitch.

Singing for pure enjoyment:spontaneous singing as theywork, enthusiastic response.

Familiarity with many songs.

A) A conception of how music differsin many ways, can make youfeel happy, sad, quiet, etc.

B) Children react correctly tomoods of music.

A) The feel of phrases or ideas inmusic; when a thought beginsand when it ends.

B) Children can denote rise andfall of phrase line throughbodily response.

9

Concept

Music - First lean


Rhythm A) Listening, singing, rhythmicTempo response.Neter B) Music suggests specific rhythmic,Ote value movements - dances, running,

walking, skipping, etc. Childrendiscuss this, then respond intime with music.

A) Matching games.B) Instruments or hand claps are

used as children match rhythmsplayed by teacher.

A) Discussion, visual aidsB) Children see actual notes and are

instructed in the movenent thatis associated with notation:quarter notes -. step, step;half notes - step, hold;dotted half - step, hold, hold;whole note - step, hold, hold,

hold.Rhythms are written on board,children step them out.

Creation of original rhythms.Performance of original rhythmson percussion instruments.

Rhythm

5Q,

A) Listening, singing, response.B) Children are encouraged to listen

or think quietly about what themusic tells them to do. Refrainfrom suggesting. They portraythrough their movements theirinterpretation of the music.

Rhythm instruments are used toaccompany songs.

Let's create a dance.

M 10



A) Texts:First Grade BookGinn & CompanyMakingnzic Your Own - 1stGrade

Silver - BurdettB) Chalkboard

Rhythm indtruments

B) RCA Adventures inliusic - Grade 1Rhythm i nstrumPnts

51

-) Expected OutcomeEvaluation B) Testing Program

A) The children develop an under-standing of the simple facetsof rhythm through directedphysical movement.

B) Children can perform simpledai)ce steps, can act physicallyas the music suggests.

A) Through an introduction andfamiliarization to actual notevalues through related physicalmovement, the children cancreate original rhythms, andfollow the notation to respondaccordingly.

A) Through the encouragement ofcreative response tb. therhythm:, of music:1) children are eager and show

a wide variety of originalmovements;

2) children can dramatize orcreate their own dances;

3) children can make up theirown accompaniments to songs.

H11

A) Teaching Methods


Tone A) Discussion, demonstration.Quality B) Correct posture habit, breathingProduction deeply, nlaxed throat, headPitch tone is stressed. Teacher demon-

strates these; childrel learnthrough imitation.Teacher classifies voices, givesindividual aid.

Children imitate teacher's voiceor recording, familiar soundsto find pitch or head voice.

A) Listening, demonstration.B) Children see the actual instrumentL.

the tone quality is discussed;they hear the sound each pro-duces and how this sound isused to help make the musicinteresting.

Melody A) Singing.B) Singing a wide variety of songs

that are not too difficult.Singing songs about familiarplaces, things.

A) Listening, discussion.13). Teacher instructs or discusses

music to be played. Tells astory, shows pictures, etc.Children listen quietly.Discussion follows.

It 12

52



B) Recordings with Silver - Burdetttext

C) Teacher9s voice

B) Records - RCA Instruments of theOrchestra

A) TextB) RCA Adventures in Music - Grade 1.

53


A) The development df a conscious-ness of a proper singing toneand how it is produced.

B) Teacher will notice gradualimprovement in voice quality.

B) Children can identify theinstruments, and are able touse them to accompany theirsongs.

A) A real enjoyment for singing,with a desire to participate.Enthusiastic response.Spontaneous singing.Development of a wide repertoireof enjoyable songs.Through an increased pleasure inlistening.#tchtively'to music:1) the children show likes

and dislikes;2) the children can respond

emotionally to selection

played.

113

A) Teaching Methods


Melody A) Singing or listening and response.Phrase B) Children are aAed to listen forMood musical ideas in simple songs

when the idea begins and endsand when a new one starts.They use descriptive arm movementsas directed to follow the phrases.

A) Singing response.B) Is the melody high or low? Dries

it go up or down? Follow therise and fall wihh your hands.

A) Listening.B) Explanation of moot, children lister

then discuss how the music madethem feel.

Form

54

A) Analyzing of familiar songs.B) Separate the phrases.

Compare the phrase melodies.Discuss the comparisons.

A) Listening to a wide variety offorms of music.

It 14

A) PrintedBYAudio Visual


A) Text

B) RecordsChalkboard

JJ


A) Through a discovery of melodyand a knowledge of its partsand character:1) children can identify the

phrase line by hand and armmovements;

2) children can follow the riseand fall of the melody lineby hand and arm movements.

To encourage an interpretation ofof music by a feeling for mood.

B) They can express correctly howthe music made them feel.

A) Through a realization that songshave parts that are alike,almost alike, and different,children can identify musicalphrases and can compare them.

!I 15

A) Teaching MethxlsConcepts B) Learning Activities

ffilsic - Second Year

Note Value

Meter

Singing Tone

56

A) Discussion and review.B) Children are introduced to eighth

notes as running notes.Step or clap patterns.

A) Demonstration of writing notation,B) Children work with teacher to

make up percussion scores usingthe notes they know.

Playing the instruments followingthe music they have written.

A) Demonstration, discussion.D) Clap the loud beats and count

the lesser 'teats between.A) Listening.B) Examples of songs in duple and

triple meter.A) Rhythm games, dances.B) Marching, waltzing.

A) Review of good singing ha'oits.Demonstration of good tonequality by teacher or recording:.

I ;) The singing of many familiar

songs.

N 16



A) Text: Ginn & Company - IIIlaking.nsic Your Own -Grade II

/ Silver - BurdettB) Th:..1kboard

Rhythm instruments:wood blocktrianglesjingle sticksfinger cymbals

B) RCA Victor recordsAdventures in Music - Grade 2

C) Teacherto voice


A) Children can clap or moverhythmically to writtennotation that includesquarter, half and eighth notes.

They can create and write verysimple percussion accompaniments.

A) The children can identifyrhythmically the primaryaccents in duple and triple meter.They can establish the meter of

recorded songs.They can respond correctly bycreating proper dance movement:to these meters.

A) A gradual improvement in thesinging voice and in generaltone quality will be noted.The children are able to dis-tinguish between good and

bad tone quality.B) Test individual voices.

57

II 17

Comepts

Instrumental Tone

A) T.:iaching Methods

B) Learning Activities

A) Pictures, listening.B) Instrument is discussed as to

how it should sound high,low, loud, soft.

Record demonstrating instrumentis played.

A) Demonstration.B) Proper use of instruments, soft

sounds for soft melodies, etc.Children choose instruments toaccompany their songs.

Melody A) Use of piano, bells, voice.Pitch B) Children match pitches.

A) Singing conversatio:i.

Classify voices and seat accordi-,-.gfor singing; continue individualhelp.

Tone matching games.B) Teacher sings musical question.

. Children answer using same pitches,A) Review familiar songs.

Melody A) Directed listening and discussionPhrase for desired effects as toMood mood and dynamics.Dynamics A study of the word content of

songs to determone how itshould be sung loud or soft.

1.1 18

58


Resources C) PeoplyeD) Places

B) Records RCA Instruments of theOrchestra


A) The children can identify moreand more instruments by sightand souna.

They ;.,an use their instrumentsproperly to accompany the songs.

B) Melody instruments piano A) Children gradually improve inbells their ability to stay in pitch.

C) Teacher9s voice B) Listen to individuals.

A) TextB) Rcc:ovdn RCA

59

A) Children learn that some musicrequires soft singing, othersneed to be-sung louder foremphasis.

They can react correctly tomusic that sets a particularmood.They are aware of degrees ofloud and soft.

H 19

Concepts

Notation

Form

Style

60

A) Teaching MethodsB) learning Activities

A) Teach the scale with bothnames and :ambers.

B) Select familiar songs, usingscale patterns from the song,substitute syllables or num-bers for the words.

Children sing the patterns withscale numbers.

A) Discussion, demonstration.B) Introduction of staff and how

notes get their names.Children place simple scalepatterns on staff.

A) Listening, singing.B) Instruction as to how the phrase

begins and ends and how todescribe it with arm movements.

A) Analyzation.B) Students study familiar songs

for like and contrasting phrases.A) Listening to new songs and

noting phrase contrast.

A) Listening.B) Children should he introjuced to

music that tells a. story,paints a picture, des,:ribesthings, etc.

Encourage imaginative response.

H 20



A) TextB) Chalkboard

B) Records

A) Text


A) The children are able to recognizeand follow the notation andmovement of the melody.The children can recognize somescale patterns by eight andsound.

The children recognize the staffas a tool for writing music andplacing notes correctly.

A) Children can identify the phrasesas they are heard, by usingrhythmic movements.

A) Children are able to hear thatsome phrases are exactly alikeand some are different.

B) Record' A) Children react appropriately toselected music.

61

Teacher note: Children should alsobe encouraged to react in theirown way to much muoic. Usetheir vivid imaginations.

11 21


Music Third Year

Rhythm

ToneVocal quality

A) Discussion, demonstration.B) Teacher uses fmili,Lr L-,7:.gs, works

with the rhythm of the words,and shows how to notate thisrhythm using note valuesalre6dy learned.

Children clap work rhythms.Childrcn.tap or play the melodicrhythm before learning to singa new song.

Teacher puts rhythm of fard liarsong on board; children attemptto identify song by playing therhythm.

A) Listening, rhythmic. response.B) Use of bodily movement or instru

ments to note the primary accentsand use of the board to markheavy beats and those in between.

A) Drills on tone production,posture, etc.

Listening.B) Teacher's voice or recordings.A) Continued use of melody instru

ments to help near singers.

62

1122



A) Texts: Ginn & Company - Grade IIIMakiregusic:Your Own -Grade IIISilver - Burdett

B) Records - RCA Adventures in:14usicGrade III

Rhythm instruments - wood blocksdrumclaves

B) Records with Silver - BurdeLt textC) TeaehPr9n voice

63

A) Expected GatcomeEvaluation B) Testing Program

A) Children can translate the wordrhythm of a eamiliar song intoactual note value.

Songs can be identified from thenotation of their melodic rhythm.

The children can play a rhythmicpattern from notation.

The children can discover themeter of songs by finding theheavy accents and counting thesteady beats in between.

NOTE TO ZEACIflgt:

Creative rhythmic response shouldbe encouraged in many ways.Dancing, original poetry, accom-paniments, playing instruments, etc.

A) The teacher will notice an increas-ing ability to sing beautifullyand a better conception ofbeautiful tone.

The children will enjoy singing,and listening to someone elsesing beautifully.

They will be able to discriminatebetween good and bad.

B) Teacher hears individuals to testprogress.

II 23


Toneannlity

A) Listening.B) Uhat instruments did you hear?A) Discussion, Visual aids, )istening_B) New instruments are discussed

and shown to students and recordsthat feature this instrument are

played.A) Discussion on science of musical

sound and how it is produced byinstruments.

B) DemonJLration of pereussiwo sonn4q,string sounds, wind Fonrldr..

Melody A) Singing, discussion.B) Children are told to ?isten and

then point out scale patternsin songs.Using the texts the childrenfollow the melciy as it is sungor played by the teacher.

A) Singing - work with tonal patterns.B) Teacher chooses tonal patterns

and relates them to numbers orsyllebles of the scale.

Mood A) Listening.B) Choose music for specific effect.

Choose music that changes moods.Experiment with music withoutsuggesting any response.

Let the children react while themusic ie playing.

Dramatize a selection.

64

M 24




D) Records - RCA Instruments. of the A) The children will be able to listenOrchestra to recordings and identify the

C) Instrumental teacher 'instruments as they are heard.The children will be aie to relatetone qualities to individualfamilies of instruments.

D) Play recordings. Ask childrento name the instruments as theyare playing.

A) Text

D) Records - RCA Adventures inMaio, Grade III

A) An increasing ability to followsimple melodies by sight, andto identify the components ofmelody.

Can hear a melody or identifyportions of melody that movescalewise.

Can identify tonal patterns infamiliar melodies.

A) Through listening children willreact correctly to the differentmoods depicted by the muoic.Children will be aware of dynamiccontrast within a selection.

D) Question - answer.A) Children will and should be

encouraged to react just as themusic makes them feel.

65

1125

Concepts

Harmony

Form

GO

A) Teaching Methods13) Learning Activities

A) Listening, discussion.B) Introduce rounds, discuss the use

of two voices or parts.A) Singing rounds.B) Learn mel_ody very well then

attempt round singing.A) Discussion of 7 -rmony accompanimen1

Use of autoharp, and how to play itSinging and playing.

B) Choose familiar songs with simplechordal pattern.

Let children have experience withautoharp.Use resonator bells to aid accom-panimen+, playing* the chords with

the autoharp.

A) Analy3ation of familiar songs.B) Question - answer.

How many phrases? Are they allalike? Which ones are different?Letter them. Can you think ofany other song with the same form:

A) Listening for form.13) Children mark A for like phrases,

B for new ones.

N 26

A)

B)

Resources C)D)

PrintedAudio VisualPeoplePlaces

B) RecordsAutoharpResonator bells

B) Chalkboard

67


A) Children will be able to recognizetwo melodies being sung orplayed at the same time.Children will be able to singsimple rounds.

Children will enjoy playingaccompaniment to their songs.

B) Use small groups to note progress.

A) Children will recognize similarand contrasting musical ideaswithin a selection.Children can distinguish repetitionof phrases.

Children will be able to diagramsimple r;ong form - ABA, AABB, etc.

!I 27

A) Teaching Methods


Rhythm A) Drill on accented beats, steadyMeter beats.

B) Clapping, counting.A) Listening.B) Rhythmic response.A) Discussion; dannstration.B) Introduction of conductin,

patterns for 2 and 3 meters,

Rhythm A) Discussion, demonstration.Reading B) !fords and title 0' songs are

omitted. Children play or tapthe ryhthm to identify the song.

A) Creative work, playing.B) Make up accompaniments to songs,

practice in notating them, andplaying them.

A) Drill.B) Place patterns on the board,

children clap them.

Tone A) Singing.Choral B) Continued stress on leautiful

quality and the way to produceAt

Make a recording of thei- voices.Let them criticize.

ToneInstrumental

A) Listening, discussion, vioual aids.B) introduction and acquaintance

with more orchestral instruments.Discussion of tone color ofindividual instruments.

Listening for examples of how thevarious tone colors are used.

M 28



A) Text

B) Rhythm instrumentsChalkboard

B) Tape recorder


69


A) Children can identify the strongbeat and the steady beats bylistening to a se lection.

Children can recognize meters of2, 3, 4, and 6 by listening.Children can concuct selectionsin 2 and 3.

A) Children can identify songs bytheir melodic rhythm.

Children can understand notevalue.

Children can write rhythm patternsand play that correctly.

Children can read rhythm patternsat sight.

B) Hear individuals.

A) Children enjoy beautiful singingand are eager to perform well.

1-3) Individual singing.

Question - answer.

A) The children are able torecognize by sight and soundindivEual and groups ofinstruments.

H 29

Concepts

Melody

Harmony

Form

Mood

70


A) Discussion, drill.B) Find patterns in songs. Practice

writing them on staff, and sing-ing or playing them.

A) Review of tonal patterns.Practice in sight .inging.

InLroduction and instruction ofrecorders for use in melodyplaying and reading music.

Creative writing.Much singing and listening.Analyzation of:melodies of n=tmilinrsongs.

A) Singing.B) Rounds, descants, two part songs.A) Us.s of recorders to help feeling

for harmony.Demonstration, discussion.

B) Use of autoharp to understand chordformation and to hear chordalpatterns.

Explanation of chord symbols andpractice on playing the chordson the autoharp or withresonator bells.

A) Review of IBA form, repetition,contrast.

Listening for specific form.Analyzation of familiar songs.Listening.

B) Introduction of instrumentalsuite as a musical form.

A) ListeningB) Selected for desired results.

For enjoyment and free response.

M 30

A) Printed3) Audio Visual


A) TextB) Melody instruments

RecordersMusic paper

B) Melody instrumentsHarmony instrumentsAutoharpResonator bellsPiano

B) Recordings

71

A) E2xected OutcomeEvaluation B) Testing Program

A) Children can identify scalepatterns by sight and sound.They can sing or plaj theseintervals and patterns.They enjoy producing music ona wind instrument.

They can create their own melo-dies and notate them correctly.

A) Children gradually acquire theability to sing two part songs,rounds, descants.Children can play parts inharmony.

B) Hear small groups.A) Student:. are able to understand

chord symbols al., hear chordchanges.

Can follow the symbols and playthem as class sings.

Will develop a better apprecia-tion of music through anunderstanding of harmony.

A) Can analyze by sight and soundsimple song ,orms#an ieentify form in music asto sequence, repetition,cortrast.

B) Question - anrwri

A) Will display Lppropriatereactions to selectedrecordings.

8) Question - .ansloov.

A) yail display imagination whenlistening if not directedfor specific response.

M 31

A) Teaching VethodsConcepts B) Learning Activities

Style

History

72

A) Listening, discussion.B) Comparison by sound of the

same composition by differentperformers.Comparison of same type ofcomposition (march, luliaby)by different composers.Playing of music from differenteras to see how styles havechanged.

A) Folk dancingB) Create original, authentic

costumes,

Di 32



B) RCA Victor records - Adientures inMusic - Grade IV

A) Expected OutcomeEvaluatior 13) Testing Program

A) Children recognize style as ameans of conveying amusical impression.Children reolize that composersand performers have a definitestyle to portray musicalthought',

A) RhAhm Gar.cd Dances A) Children have a better under-Hughes standing of partieul,IrAmerican Bode, Compan:, cJuiltries and their IJeople.

M 33

73


Music - Fifth Year

Rhychm A) Drill, reading, listening.Meter B) Children play rhythm instrumentsNote Value to feel strong beats. ateadyReading beats.

Knowledge and performance ofconducting patterns of variousmeters.

A) Creative writing.B) Practical usage of knowledge to

create percussion scores forramiliar songs.

A) Dancing, creative and taught.

Tone A) Singing, listening, instrumentalQuality playing.Production B) Much enphasis is put on singing

beautifully, and the productionof tone. Posture, breath control,relaxed muscles.

Tone A) Listening, visual aids, discussion.Tlmhrc B) Unit on the scie.ice of sound.

Demonstration of actualinstruments.

Acquaintance with families ofirstruments and the characteris-tics of instruments within thefarilies.

M. 34

'74



A) Texts: Ginn & Ct,mpany - Grade VMakinz.Music Your Own -Grade VSilver - Burdett

B) Records - RCA Instruments of theOrchestraRCA Adventures inMusic

Rhythm instruments

B) Records - RCA


Filmstrips

75

A) Expected Outco :ie

Evaluation B) Testing Program

A) Children can identify meter of2, 3, 4, 6, and 8 and canunderstand note values ofquarters, halves, eighths and

sixteenths.B) Written tests.

Individual sight reading.A) Children can tap or read the

rhythms of most songs in their

texts.They can create their ownpercussion scores.

A) Children are aware of beautifultone quality, they enjoylistening tc music for itsbeauty, and can readily discri-Amate between good and bad.

Children show a desire to joinspecial singing groups.

A) The children are familiar withthe many colors and effectsof the orchestra and theinstruments that producethese sounds.

They can identify by sight andsound individual and familiesof instruments.

B) Question - answer.Written tests on nstruments.

M 35

Concepts

Melody


A) PerformanceD) Much playing, singing.

Two and three part songs.Encourage special groups inschool and community.

A) Listening.B) Field trips.

For enjoyment.For analyzation of melody.

Melody A) ReviewPhrase B) Discussion of note value, tonal

Mood patterns, pitch names.

Notation A) Listening, discussion.

Harmony B) Introduce major and minor scales,discuss charactevistics of each.

Play examples of earth.A) Discussion, perfomanna.B) Explanation of dynamic markings,

tempo markings, and how theyhelp to interpret correctly.

A) Singing, playing.

Form A) Listening.B) Identification of repetition and

contrast.Changing sections and modes.

A) Discussion.B) Intrvduction to theme and

variations.A) Directed listening for form.

History A) Listening, discussion.Style B) Music and styles of great

composers and performers.Students prepare own notebook.

A) Creative dancing.B) Folk dances from all countries.

M 36

76

A) Printed13) Audio Visual


C) ChorusD) Symphony series

A) TextB) Piano

B) Records

n) RnA Adventures inMusic

.7 7

A) Expected OutcomeEvaluation B) Tenting Program

A) The children will show a lovefor beautiful music and willexpress a desire to perform

and listen.They will want to join specialgroups.

A) They can follow the melodic, line,and to some degree be able tosing and p7ty melody at sight.

They can identify the character-istics and ingredients of melody.

They understand music terminology,and to some degree are able tointerpret music through these

markings.B) Written test on terminology.

Performance.A) Children develop a wider reper-

toire of vocal and instrumental

music.

A) Children develop an interest inthe works and lives of great :om-posers ani performers,

They enjoy listening to and per-forming different styles of music,they will make requests, and be-gin to show preferences.They are able to identify moreforms of music.

A) Children develop a betterunderstanding of other nationa-ities.

Children are eager to performfolk dances and create theproper settings for them.

14 37


Music - Sixth Year

Rhythm

Tone

78

A) Rhythmic response.B) Use of easy to play instruments.

Clapping, writing.Creation of rhythmic f.:ccovani-menis.Dances, games, arm and bodymovements.

A) Discussion, explanation ofsyncopation.

B) Teacher writes example on board,children clap rhythm to feelunusual accent.

Children hear ex, Lples of

syncopation.A) Review of all rhythms learned.

A) Litttelling.

Singing.

a) Use of good singing and vocalhabits with many songs.

M 38


Resources C) Pcopl-D Places

A) Texts: Ginn & Company - Grade VI.Making Music Your Own -Grade VI--Silver - Burdett

B) Records - RCA Instruments of thoOrchestra

Rhythm instrumentsRecorders

A) TextB) RecordsC) Teacher's voice

A) 7,xpected CULCOMeE,,aluation B) Testjr. Pro ,ran

A) Comprehension of rhyth L.c patterns

and ability t h,ar and rotatethem:1) can write simple rhythmic

patterns;2) can create percussion Scores;3) can play and r,;,:.-ocflize more

complex rhythm3 eFpeciallythose of Soutli

They enjoy the daces of variouscountries.

Students show an aNareness of thecontribution of rhythm tobeautiful music.

A) Continued development of goodtone qualiV, diction, intona-tion and artist interpretation.

Ability to list ,n discriminatelyto all musical activities.A desire to sing and playbeautifully and musically.Children acquire good habits oftone production.

79H39

Concepts

Melody

80

A) Teaching MethodeB) Learning Activitics

A) Discussion, demonstration.B) Teacher uses piano and staff to

introduce key signaturs as aresult of building major scalesfrom different tones.

Children hear that accidentalsrust be added to make the scalesound major.

A) Continued us3 of easily playedinstruments in all music.

Review.B) Create songs of interest to

students.A) Singing.B) Unison, descant, two and three

part songs.Continued development of reper-toire.

A) Playing.B) Use of both melody and accompani-

ment type of instruments.A) Directed listening.

C'scussion, demonstration.B) Play and identify I, IV, V

chords, minor modes.

M 40




Text A) Through a desire to listen to,B) Piano pertbrm and create music, the

Chalkboard children:Recorders 1) are able to construct andAutoharp write their own melodies;Resonator bells 2) can sing two-part and

simple three-part songs;3) show a greater interest in

wanting to listen to music;4) are able to analyze melodies;5) can sight read and sing

melodies;6) enjoy playing chordal accom-

paniments to songs.The children increase their know-ledge of the rudiments ofmelody writing,

B) Inspection of individual work.

rt 41

81

A) Teaching Methods


Form

History

A) Listening, singing, playing.B) Directed activities denorstrating

the different forms of music.A) Creative.B) Writing melodies in simple song

forms.

A) Discussion of song content.Listening.Cleating original plays.,Study of composers and their lives.

B) Teacher discusses period ofhistory, children find musicof that time, try to determinehow conditions influenced themusic.Creation and performance offolk dances or plays thatdepict custors and history.

82Ft 42


R/ sources C) Pc.ople

1)) Places

B; Records - RCA Adventures inMusic - Grade VI

A) TextB) RCA records

8.3

A) Expected CutcomeEvaluatton B) Testing Progvam

A; Through an ever increasingrepertoire of songs, and awider acquaintance with forms

usic. the children develop,neir ability to recognizespecific forms; art songs,theme and variations, scherzo,oratorio, cantata, simplesong form.

A) The children develop arealization that music enhancesthe study of all periods ofhistory and that history hasinfluenced music and composers.

Children can make instrumentsand costumes to portrAy lifeof people3 past and present,and can study these peoplethrough songs and recordedmusic.

The children can rame heroes,composer, and music ofvarious periods and countries.

B) Written test.

M 43

A) Teaching Methods

Concepts 13) Learding Activities

MusicSeventh YearRhythm A) Listening, Score analysis

B) Children study score of mus=e to be

heardA) Creative workB) Use of rhythm instruments

Original poetry, lyricsDances

A) Teaching conducting patternsB) Children conduct musi as it is

played

Tone-Instrumental A) Continue work on introducing instru-ments, science of sound, listeningDemonstration of instruments byclass members who study instru-mental musk.

Tone- Choral A) Continue work on tone productionespecially with the boys'c.ianging

voiceChoral speakingListening to examples of goodmusic, all styles.

Melody A) Score analysis13) Study and performance of counter-

point, descant, part singingA) Recreational listening13) Field trips

Visiting groupsRadio, TV

A) PerformanceB) Singing unison, part songs,

performance in class and cnphasison special groups

bse of guitar, autoharp foraccompaniment

A) Use of recorders for melody playing

8111 44


Resources C) People£) Places

A) Text Ginn& Co. VII gradeSilver-BurdettMaking Music Your OwnBK. VII

B) RCA Adventures in MusicRecords with Silver-Burdett text

B) Records RCA Instruments of theOrchestra

C) Demonstration of actual instrumentsby the teacher

A) TextB) Records

A) TextB) Records Silver-Burdett

Cincinnati Symphony SeriesC) Band, choir

Melody instrument,Accompaniment instruments

85


A) Developmmt of the ability tolisten analytically by focusingon rhythm.

Through an unc..rstanding of rhythmthe children can:1. read and create percussionscores and rhythmic patterns2. accompany songs and dances onmore complicated rhythm instruments3. recognize national ehnrne.torigaticin rhythm4. create and perform folk dances5. distinguish meter

A) The children are aware of theperformance possibilities of eachof the families of instrwcntsThey can identify all of the instru-ments by sight and sound

A) Boys will understand the changingvoice and be able to enjoy partsingingWill show a desire to sing in partsand join special groups

Will show a definite improvementin tone quality.

A) Through an understanding of thecharacteristics of melody thestudents can:1. compose original melodies2. read at sight3. analyze a written score4. listen and respond aesthetically5. gain satisfaction through pet:or-mance

Children will went to join specialgroups in school and community.

11. 45


Style A) Humanities approachB) Relating art, music, literature,

and history to style in musicHistory A) Study of composer's life

Listening, explanationB) Concentration on individual

styles and eras

Form

86

A) Listening, discussion analysisB) Review

Introduction of new and largerforms

A) Emphasize listening to broadenrepertoire.

1146



B) RecordsC) Team teaching

B) RCA Adventures in Music

A) Expected Outcome.Evaluation B) Testing Program

A) Children will recognize s'wles ofindividual composers and performers

The children will sense the relatedstyles in music, art, literature,in relation to the historical periodduring which they were created.

A) Students gain the understanding thatform in music is determined bythe organization of similar andcontrasting ideas

Can identify simple and more complexforms

Can identify new and contrastingsections by sound.

87

M 47

A) Teaching MethodsConcepts B) Learinig Activities

Music-Eighth Year

Rhythm

Tone-Choral

Tone-Choral

A) Review, DrillII) Sight reading of rhythms already

learnedWriting rhythms as they are heard

A) Listening, DiscussionB) Isolation of different styles

(jazz) studying them throughtheir rhythmic peculiarities.

A) Listening, Discussion13) Voice qualities are discussed.

Class listens to tape of familiarvoices, identify the voices, notecharacteristics which led to iden-ification.

Discussion of soprano, alto, tenor,bass voices

A) Listening, DiscussionB) Listening to vocal recordings

discussion felows on the differentways the voice was used to inter-pret the song correctly

Performance using these techniques.

Tone-Instrumental Use same techniques as vocal

48

88

A) PrintedB) Audio isual

Resources C) People0) Places

Text: Ginn & Co. BK. VIIIMaking Music-Your OwnBK. VIIISilver BurdettRecords with Silver Burdett series


A) Through an understanding of rhythmthe children can:1. wLite rhythm patterns2. read the printed score3. recognize variations4. identify rhythms typical of

various styles (jazz, popular,)

A) Text A) The children can analyze the speakingB) Tape Recorder voice and singing voice in .ters

Records of pitch, quality, intensity andarticulation

A) Can identity "dices and classifythemThe children can use these charac-teristics to gain better interpre.;

totion.

A) TextB) Records

89

A) Children can name and identifyall of the orchestral instrumentand their respective families.

11 49


Melody

Form

90

A) Listening, DiscussionB) Listening to and disctssion of

characteristics peculiar to chosenstyles (jazz-improvisation, blues)

A) Memorization, StudyB) Music terminology and it's

relation to similar English wordsPerformance with special emphasison these terms

A) Performance, DrillB) &certises in sight reading,

pointing out good habits forsight reading

A) PerformanceB) Playing and singingA) PerformanceB) Singing and playing much

beautiful musicA) ListeningB) Field trips

Visiting performersRecordingsListing of musical activities,local concerts, TV, radio

B) anaiysiA .t the form-lisieningA) Study of an operaB) Plot, characters, libretto

Discussion as to how opera combinesliterature, drama, dance, music

Study of musical form within theopera(overature, aria)

A) Selected listening of vocal andinstrumental forms, with briefdiscussion of form of selection.

14 50

A) PrintedTO Audio Visual


A) textB) RecordsD) Field trips


A) The children are aware of uow melodyis used .41 the differe!c styles,and in a variety of ethnic music.Gain a knowledge of terminologythat applies to the correct inter-pretation of melody

B) written tests

A) Text A) The children gain in their abilityC) Band to read at sight:

Choir 1. can follow the score whilelistening

2. can sight sing simple 3 or 4part sorgs

3. can sing and play chordprogressions

C) Band A) Through an expanded repertoire ofChoir good m-Isic for performance and

listening the children show:1. a desire to sing or play in

B) Records special groupsD) Field trips 2. an interest in creating their

own recd d library3. mpre and more impromptu dis-cussion of music they have heardand performed.

B) Records

91

A; Through a review of form and theintroduction of new and largerforms the childen:1. increase their ability torecognize torm by listening2. realize the dramatic effective-ness of works that combine severalart forms3. gain a wide acquaintance andappreciation of many orchestral andvocal forms.

.11 51

4) reaching MethodsConcepts B) Learning Activities

Style

litatory

92

A) Listening, cmmparisonB) Listen to two or more renditions of

same selection by differentperformers, then compare indivi-dual styles of interpretationDetermine the characteristics ofBaroque, classical, Romantic andcontemporary choral and instrumentalstyles

A) Listening, StudyB) Trace the development of American

musical theatre from minstrel showto present da, Broadway musical.

A) Listening, StudyB) Study of composers, their music,

their lines.A) Unit of work connecting period of

American history and how eventsat this time influenced Americanmusic

A) Creative workB) Perfomance of folk dances

Creating dances

M52



E) Records

A) Text

A) Text

A) Text

C) Team approach with classroomteachers.


A) The children become aware of avai..tty of singing and performingstyles and can begin to identifyperformers through their distinctivestylesThey recognize the tools a performeror composer has to aid interpretatioThrough listening can place aselection in it's appropriate era.

The children recognize jazz as astyle of performance, not a bodyof musicThe children can understand howstyles of popular music become moresophisticated as they evolve.

A) Through an integrated approach thechildren:1. comprehend how music and otherarts were influenced by the socialclimate2. can identify nationalisticcharacteristics in music3. can associate historical eventsand figures with music4. can understand cuss and otherfacets of life in other countries.

B) Written testDiscussionNotebooksWritten reportsCreative work

9311 53

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