NAC389.2949. Fifth grade: The arts.

By the end of the fifth grade, each pupil must know and be able to do everything required in previous grades for courses in the arts offered in public elementary schools. Instruction in the arts in the fifth grade must be designed so that pupils meet the following standards of performance by the completion of the fifth grade:

     1. For the area of music:

     (a) Sing a varied repertoire of music alone and with others as demonstrated by the ability of the pupil to:

          (1) Sing folk songs, patriotic songs and multicultural songs demonstrating correct pitch, mood and tempo while using the head voice;

          (2) Respond to cues from a conductor;

          (3) Consistently sing complex ostinatos on pitch; and

          (4) Maintain his or her own parts while singing descants, partner songs and three-part rounds in a large ensemble.

     (b) Perform a varied repertoire of music on instruments alone and with others as demonstrated by the ability of the pupil to:

          (1) Play a melodic, rhythmic and chordal pattern on instruments in the classroom using the proper technique;

          (2) Echo an eight-beat rhythmic and melodic pattern; and

          (3) Play or accompany folk, traditional and multicultural music using accurate rhythm and melodic patterns.

     (c) Improvise melodies, variations and accompaniments as demonstrated by the ability of the pupil to improvise:

          (1) Two rhythmic and melodic phrases while maintaining a steady beat; and

          (2) By playing, speaking or singing a specific section of music, such as introductions and codas.

     (d) Compose and arrange music within specified guidelines as demonstrated by the ability of the pupil to:

          (1) Organize sounds into musical representations of characters, places, objects, actions, events or feelings to accompany readings and dramatizations in a large group; and

          (2) With assistance from the teacher, create and perform songs and instrumental pieces in a specific form using a variety of sound sources.

     (e) Read and notate music as demonstrated by the ability of the pupil to:

          (1) Demonstrate knowledge of whole, half, dotted half, quarter and eighth notes and rests through speaking and body percussion;

          (2) Read melodic patterns in the treble clef with solfege, letters or numbers;

          (3) Define and use musical symbols such as dynamics and tempo;

          (4) Sight-read a rhythmic and pentatonic pattern;

          (5) Notate an eight-beat rhythmic pattern in standard notation; and

          (6) Notate an eight-beat melodic pattern in standard notation.

     (f) Listen to, analyze and describe music as demonstrated by the ability of the pupil to:

          (1) Identify groups of repeated rhythmic and melodic patterns in a listening selection and recognize simple form;

          (2) Describe musical examples using appropriate musical terminology such as tempo, dynamics and mood; and

          (3) Identify families of instruments.

     (g) Evaluate music and musical performances as demonstrated by the ability of the pupil to:

          (1) Construct criteria for evaluating musical performances and compositions; and

          (2) Evaluate performances and compositions using standard musical vocabulary.

     (h) Demonstrate knowledge of the historical periods and cultural diversity of music, including, without limitation, the ability to:

          (1) Connect music with various historical periods and various cultures of the world; and

          (2) Identify roles of musicians and offer an example of each.

     2. For the area of theater:

     (a) Understand the components of a theatrical production, including, without limitation, scriptwriting, directing and production as demonstrated by the ability of the pupil to:

          (1) Write or improvise a script with two or more characters which has a beginning, middle and end and which has a setting and character descriptions;

          (2) Plan, rehearse and present a dramatized idea or story in a cooperative setting;

          (3) Draw or build a simple model set utilizing basic craft materials; and

          (4) Use materials in the classroom or home to create props and costumes to suggest a specific time and locale in a dramatized event.

     (b) Understand and demonstrate the role of the actor in the theater as demonstrated by the ability of the pupil to:

          (1) Describe the traits of characters by examining their specific actions and what they say;

          (2) Demonstrate character through movement, pantomime, improvisation or voice; and

          (3) Portray the traits of a character through appropriate movement, voice and language in a dramatized idea or story.

     (c) Apply and demonstrate critical and creative thinking skills in theater, film, television and electronic media as demonstrated by the ability of the pupil to:

          (1) Discuss what the pupil sees and hears in a performance;

          (2) Explain how a performance made him or her feel and state his or her preference for a particular genre; and

          (3) Explain two differences between comedy and tragedy, giving examples.

     (d) Recognize and explain how theatrical experiences contribute to a better understanding of history, culture and human relationships as demonstrated by the ability of the pupil to:

          (1) Cite two examples from movies or television that give historical and cultural information; and

          (2) Identify the conflict between characters in a dramatized event.

     3. For the area of visual arts:

     (a) Know and apply media, techniques and processes for developing visual arts as demonstrated by the ability of the pupil to:

          (1) Cite one example that demonstrates the different uses of media, techniques and processes in works of art;

          (2) Describe how the response of the audience changes because of different media, techniques and processes; and

          (3) Identify and demonstrate the appropriate use of various media, techniques and processes to communicate ideas.

     (b) Use knowledge of characteristics, purposes and functions of the visual arts as demonstrated by the ability of the pupil to:

          (1) Describe selected visual characteristics of visual art;

          (2) Explain purposes and functions of selected works of visual art;

          (3) Explain how visual characteristics, purposes and functions of selected works of visual art cause different responses from the audience; and

          (4) Choose visual characteristics to create a work that communicates an intended purpose to the audience.

     (c) Choose, apply and evaluate a range of subject matter, symbols and ideas as demonstrated by the ability of the pupil to:

          (1) Explain what a work of visual art is about by identifying subject matter, symbols and ideas;

          (2) Create a work of visual art that integrates subject matter and symbols with ideas to convey meaning to the audience; and

          (3) Explain how and why subject matter, symbols and ideas are chosen to present meaning in the pupil’s work.

     (d) Understand the visual arts in relation to history and culture as demonstrated by the ability of the pupil to:

          (1) Place accurately a variety of works of visual art in historical or cultural contexts; and

          (2) Create works of visual art that show the influence of a particular time and place.

     (e) Analyze and assess characteristics, merits and meaning in the pupil’s own works of visual art and the works of others as demonstrated by the ability of the pupil to:

          (1) Compare and contrast two works of visual art based on the observations of the pupil;

          (2) Identify merits in various works of visual art;

          (3) Present various interpretations of a work of visual art; and

          (4) Identify preferred characteristics or meanings in works of visual art.

     (Added to NAC by Bd. of Education by R073-00, eff. 6-20-2000)