Kindergarten Learning Experiences Elementary School Services
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- Technical Theatre
- Critical Response
- Visual Arts
- Methods, Materials, and Techniques
- 1.4: By the end of grade 4, students will learn to take care of materials and tools and to use them safely.
Directing3.1: By the end of grade 4, students will, in creating informal classroom dramatizations, experiment with and make decisions about the visual configuration of the acting space (e.g., actor’s exits, entrances, placement of set pieces, and the location of the audience).Kindergarten children will create informal and somewhat more formal dramatizations, including considerations of space, setting, and action. Children can listen to a story , identify the setting, mark classroom spaces to distinguish acting space from audience space, and act out the story, first discussing entrances, exits, and placement, with some children being actors and others being the audience. They can use an open area in the classroom to create a safe, fun, and flexible space for an informal classroom play. Technical Theatre4.1: By the end of grade 4, students will collect, make, or borrow materials that could be used for scenery, properties (props), costumes, sound effects, and lighting for informal classroom presentations.When planning an informal dramatization, children can describe what their scene should look like, plan how they will create the scene, identify props that will be needed, and decide how (and whether) to make sets, or to include sound effects or music. They can construct simple scenery for an informal classroom play (e.g. painting a large box, covering a bulletin board with paper/drawings for a backdrop). Critical Response5.1: By the end of grade 4, students will describe and demonstrate audience skills of observing attentively and responding appropriately in classroom presentations, rehearsals, and live performance settings.5.2: By the end of grade 4, students will identify and describe the visual, aural, oral, and kinetic details of classroom dramatizations and dramatic performances.Children can discuss a play they have seen and give some descriptions of details or scenes they particularly liked, including visuals, sound, and/or actions. They can draw or paint impressions of performances they see, or respond to them in music or movement. Visual ArtsCreating visual art is an ancient, and probably universal, practice. Young children start illustrating and decorating as toddlers, and are usually eager to work on and study art throughout their school years, if not through adulthood. With skilled guidance, making and studying art can help children cultivate not only art techniques and creative expression, but also thinking skills such as questioning, observing and describing, comparing and connecting, and exploring complexity.4 Methods, Materials, and Techniques1.1: By the end of grade 4, students will use a variety of materials and media, for example, crayons, chalk, paint, clay, various kinds of papers, textiles, and yarns, and understand how to use them to produce different visual effects.Children can investigate how various media, surfaces, tools, and techniques can be used to produce different visual effects (e.g., painting or printing with pine branches, the tips of twigs, corks, brushes, or sponges of various shapes and sizes; rolling, flattening, or stamping impressions of objects into modeling materials such as clay). They can experiment with a single material/medium on multiple surfaces, try many materials on the same surface to discover the different ways materials can be used to produce a variety of effects, the advantages or disadvantages of each for specific purposes, and revisit materials to build on past experiences. 1.2: By the end of grade 4, students will create artwork in a variety of two-dimensional (2D) and three-dimensional (3D) media, for example: 2D—drawing, painting, collage, printmaking, weaving; 3D—plastic (malleable) materials such as clay and paper, wood, or found objects for assemblage and construction.Children can create two-dimensional works using various materials (e.g., colored pencils, crayons, tempera paint, pastels, string or fibers, textiles, papers), separately and together. When creating three-dimensional works, children can use clay or construct assemblages using various materials (e.g., cardboard, small boxes, found objects, pipe cleaners, buttons, shells, recycled materials, plastic straws), experimenting with ways to hold these materials together (e.g., glue, staples, string). Tips for Teachers: Teachers can introduce the paper collages of Henri Matisse and compare with the illustrations in the books of Eric Carle; look at different kinds of prints (e.g., lithographs, woodcuts, rubber-stamps, silk-screened T-shirts); compare paintings and photographs (portraits, landscapes); look at sculptures in different media (e.g., marble, bronze, wood, found objects).1.3: By the end of grade 4, students will learn and use appropriate vocabulary related to methods, materials, and techniques.1.4: By the end of grade 4, students will learn to take care of materials and tools and to use them safely.Kindergarten children will discuss, use, and care for art materials responsibly, carefully, and safely for the purpose intended. Children can discuss safety before using art materials and tools, especially scissors and other sharp objects, and learn proper routines in using and caring for materials and tools. They can create picture dictionaries, defining various terms to help them using correct terminology for materials, tools, and techniques. Connections: The concept of caring for tools and using them safely is also addressed in Technology/Engineering standard 1.3 in Science and Technology/Engineering (chapter 4).Directory: frameworks frameworks -> Business Technology (vbus) frameworks -> 2016 Massachusetts Digital Literacy and Computer Science (dlcs) Curriculum Framework frameworks -> Automotive Collision Repair & Refinishing (vcoll) frameworks -> Massachusetts English Language Arts frameworks -> Essentials of Computer Programming Computer Science Curriculum Framework 2015 frameworks -> Arkansas Computer Science Standards Coding Block for Grades 7 or 8 Introduction frameworks -> Arkansas Computer Science Standards for Grades 9-12 frameworks -> Curriculum framework frameworks -> Arkansas Computer Science Standards for Grades 9-12 Download 412.43 Kb. Share with your friends:
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