curriculum night for p.e., music and art. art park hill k-8 curriculum students will develop and...
TRANSCRIPT
Curriculum Nightfor P.E., Music
and Art
WHAT’S SO SPECIAL ABOUT SPECIALS?
Art
Park Hill K-8 Curriculum
Students will develop and demonstrate their conceptual understanding of :• The Elements of Art• The Principles of Art• Art’s Connection to History and Culture• Art’s Interdisciplinary Connections
What does this mean at the elementary level?• Every quarter, your student is
assessed in three areas in art:• Demonstrate the ability to use
different mediums and techniques.
• Demonstrate the use of the elements of art: line, color, value, texture, shape, space and form.
• Overall effort.
Demonstrate the ability to use different mediums and techniques.
• Demonstrate development of age appropriate fine motor skills.
• Follow teacher instruction.• Work carefully.• Complete work to the best
of one’s ability.
Demonstrate the use of the elements of art: line, color, value, texture, shape, space and form.
• The Elements of Art are the building blocks for every art project.
• Students will learn different skills and techniques that enable them to manipulate these elements in a variety of ways.
LineK 1 ‐ Identify horizontal, vertical and diagonal lines.
2 3 ‐ Identify and use various lines.Identify and use different quality of lines.Create an outline.
4 5 ‐ Use line to create contour. Use line to create detail.
ShapeK 1‐ Name and identify geometric shapes.Create geometric shapes.Use size variations.
2 3 ‐Distinguish between organic/free form and geometric shapes.Use positive and negative shapes.
4 5 ‐ Identify and use various shapes. Use shapes to create detail and complexity in a composition.
ColorK 1‐Name and identify primary and secondary colors.Create secondary colors using primary colors.
2 3 ‐Identify and use warm and cool colors.Create tints and shades.
4 5‐Identify and apply color wheel.Create intermediate colors.
TextureK 1 ‐ Identify and use texture.
2 3 ‐ Identify and use actual and implied texture.
4 5 ‐ Continue use of texture as needed.
ValueK 1 ‐ Not applicable
2 3 ‐ Not applicable
4 5 ‐ Use value to create contrast.Use value to create shadows and highlights.
FormK 1‐ 3D object, difference between 2D and 3D.
2 3‐ 3D object, difference between 2D and 3D.
4 5 ‐Create 3D object.
SpaceK 1 ‐ Horizon line.Object placement/ratio/relationship in a composition.
2 3 ‐ Identify and use foreground, middle ground and background.Use size to create depth.Use overlapping to create depth.
4 5‐ Identify and use positive and negative space.Identify and use perspective.
Principles of Design
BalanceK 1 ‐ Object placement/ratio/relationship in a composition2 3 ‐ Use symmetry in 2D4 5 ‐ Identify and use symmetry and radial in 2D Identify and use asymmetry
Proportion4 5 ‐ Realistic scale
EmphasisK 1 ‐ Subject matter2 3‐ Focal point4 5 ‐ Focal point/dominance
PatternK 1 ‐ Identify and use simple patterns2 3 ‐ Identify and use various complex patterns4 5 ‐ Relationship of pattern to texture, rhythm and movement
ContrastK 1 ‐ Light/ dark. Big/small2 3 ‐ Identify and use contrast within selected elements4 5 ‐ Identify and use contrast within selected elements
RhythmUnityMovement
• Students also begin to study the Principles of Design.
• These are focused on more at the middle school and high school levels. Students are not evaluated on these principles at the elementary level.
Sample Rubric
4.0 In addition to exhibiting 3.0 performance,
the student’s product demonstrates in-depth inferences and applications that go beyond what was taught.
3.0 The student’s product demonstrates no major errors in information or techniques that were explicitly taught.
2.0 The student’s product indicates major errors regarding the more complex ideas and processes, however they do not indicate major errors or omissions relative to the simpler, but important, details and techniques.
1.0 The student’s product indicates a distinct lack of understanding of the information and/or techniques; however, with help, the student demonstrates partial understanding.
0.0 The student provides little or no product. Even with help, the student does not exhibit a partial understanding of the information and/or techniques.
Reporting Topics Specific objectives for this lesson
Score
Demonstrate the ability to use different mediums and techniques.
Markers, crayons
Demonstrate the use of the elements of art: line, color, value, texture, shape, space and form.
Shape, line, texture
Effort
M iro M adness
Learning about Joan Miro!
Behavior NotesDear Parent: ________________________
Today in art, we had a problem enjoying the activities with our class by
___Not following directions___Silly behavior disturbing our neighbors___Talking during instruction___Refusal to participate in our activity
We talked about it and have decided to make
____________________________________________ our goal for next time.
If you have any questions, please feel to contact [email protected],Ms. May
Progress ReportsName: Quarter: 4th Teacher:___________________________________
Personal Development/Effort
Respects authority and rights of others
Interacts positively with peers
Displays appropriate behavior and self-control
Completes assignments on time
Contributes to class discussion and activities
Displays initiative and positive attitude
Demonstrate the use of the elements of art: line, color, texture, shape, space, value and form.
Listens and follows directions
Demonstrates understanding of concepts taught in class
Indicates a need for improvement _____Kristin May____
Art Teacher
4.0 In addition to exhibiting 3.0 performance, the student’s product demonstrates in-depth inferences and applications that go beyond what was taught.
3.0 The student’s product demonstrates no major errors in information or techniques that were explicitly taught.
2.0 The student’s product indicates major errors regarding the more complex ideas and processes, however they do not indicate major errors or omissions relative to the simpler, but important, details and techniques.
1.0 The student’s product indicates a distinct lack of understanding of the information and/or techniques; however, with help, the student demonstrates partial understanding.
0.0 The student provides little or no product. Even with help, the student does not exhibit a partial understanding of the information and/or techniques.
Demonstrate the ability to use different mediums and techniques.
Completes work to the best of one’s ability
Attends to task and uses time effectively
Demonstrates development of fine motor skills
Art Quarterly
Report English Landing
Elementary
What’s happening in art class
Check my blog for detailed updates about what your child is creating in the art room.
http://www.artsonia.com/schools/school.asp?id=35610
Music
As an Eagle Musician….
• Each student will learn to be an active part of a cohesive group.
• Each student will develop creative skills.
• Each student will experience success through the foundations of music, vocal music, and instrumental music.
IMPORTANT
• It is important to note that unlike classroom grading, in music each quarter’s grades are independent of the other quarters; 4th quarter is NOT cumulative.
• Each quarter students are graded on Effort and Etiquette, as well as additional Elements of Music.
The Elements of Music
• Rhythm• Expressive Qualities• Form• Timbre• Melody• Instrumental• Vocal
Grade/Quarter 1st 2nd 3rd 4th5th Vocal
EffortEtiquette
RhythmExp. QualitiesFormEffort Etiquette
InstrumentalTimbreMelodyEffortEtiquette
Comprehensive:RhythmExp. QualitiesTimbreMelodyFormEffort Etiquette
4th VocalEffortEtiquette
RhythmExp. QualitiesFormEffort Etiquette
TimbreMelodyEffort Etiquette
InstrumentalEffort Etiquette
3rd RhythmExp. QualitiesFormEffortEtiquette
VocalEffortEtiquette
MelodyEffortEtiquette
TimbreInstrumentalEffort Etiquette
2nd InstrumentalEffort Etiquette
TimbreExp. QualitiesMelodyEffortEtiquette
VocalEffort Etiquette
RhythmFormEffort Etiquette
1st RhythmExp. QualitiesEffortEtiquette
TimbreFormMelodyEffortEtiquette
VocalEffortEtiquette
InstrumentalEffortEtiquette
K RhythmExp. QualitiesEffortEtiquette
TimbreEffortEtiquette
MelodyEffort Etiquette
VocalInstrumentalEffortEtiquette
AssessmentSchedule
Kindergarten Learning GoalsRhythm:• Steady beat independently• Identify and perform notes and rest patterns
Melody:• Identify low and high sounds independently
Expressive Qualities:• Identify loud and quiet
Timbre:• Demonstrate singing, speaking, shouting, and whispering
Kindergarten BAV (Building Academic Vocabulary)
• Singing Voice• High • Low• Note• Loud• Quiet
• Instrument• Beat• Echo• Rest
Example of Kindergarten Assessment
Kindergarten Scoring Guide Test 2
1. Show steady beat.
2. Echo what I sing back to me.
3. Demonstrate a singing voice, a speaking voice, and shouting voice, and a whispering voice.
1st Grade Learning GoalsRhythm:• Perform steady beat independently.• Perform quarter note, quarter rest, and eighth note pairs.
Melody:• Identify melodic direction
Form:• Identify same and different sections (AB) in a piece of music.• Identify fast and slow
Timbre:• Identify different vocal timbres (man, woman, child)
1st Grade BAV
• Quarter Note• Solo• Pitch• Posture• Quarter Rest• Eighth Note• Fast• Slow
2nd Grade Learning GoalsRhythm:• Perform steady beat independently• Perform quarter note, quarter rest, eighth note pairs, half note and whole note.• Maintain ostinato while another rhythm is being performed.
Melody:• Identify and perform melodic direction
Form:• Identify same and different sections (AB) in a piece of music.
Expressive Qualities:• Perform dynamics (p), (f).
Timbre:• Classify classroom percussion instruments into different categories such as:
– Strike, shake and scrape, pitch and non-pitch, wood/metal/skin
2nd Grade BAV
• Dynamics• Whole Note• Piano• Tempo• Rhythm• Conductor• Composer• Half Note• Forte
3rd Grade Learning GoalsRhythm:• Perform steady beat independently.• Perform quarter note, quarter rest, eighth note pairs, half note and whole note.• Maintain ostinato while another rhythm is being performed.
Melody:• Orally identify step, skip, leap, and repeat
Form:• Identify repeat signs
Expressive Qualities:• Perform dynamics (p) (f) (mp) (mf)
Timbre:• Identify the four instrument families of the orchestra (woodwind, brass, string,
percussion)• Identify how sound is created in each of the four families of the orchestra• Identify the instruments of the orchestra by picture
3rd Grade BAV
• Dotted Half Note• String• Staff• Mezzo Piano• Woodwind• Brass• Repeat Sign
• Step• Skip• Leap• Repeated Note• Percussion • Mezzo Forte
4th Grade Learning GoalsRhythm:• Perform written rhythmic notation
Melody:• Identify standard pitch notation on the treble clef staff
Form: • Identify and perform repeat signs
Expressive Qualities:• Perform dynamics (p) (f) (mp) (mf) (pp) (ff)
Timbre:• Identify how sound is made on various world and/or orchestral instruments
Recorders:• All 4th grade students will participate in our 4th Quarter Recorder Unit, beginning in March.
More information to come.
4th Grade BAV
• Fortissimo• Pianissimo• Treble Clef• Bar Line• Double Barline• Measure• Melody
5th Grade Learning GoalsRhythm:• Perform written rhythmic notation• Identify basic time signatures 2/4, 3/4 and 4/4
Melody:• Identify standard pitch notation on the treble clef staff
Form:• Identify and perform repeat signs• Identify and perform 1st and 2nd endings
Expressive Qualities:• Perform dynamics (p) (f) (mp) (mf) (pp) (ff) (cresc.) (decresc.)
Timbre:• Identify how sound is made on various orchestral instruments• Identify how sound is made with the human voice• Identify instruments by picture• Identify instruments by sound
Music Olympics Unit:5th Grade students get to participate in the Annual Music Olympics unit during the entire 4th Quarter!
5th Grade BAV
• Crescendo• Decrescendo• First Ending• Second Ending• Harmony• Time Signature
Example of 5th Grade Assessment1. Label each note with the appropriate pitch name:
2. What is the name of this musical symbol and what does it tell us to do?
3. What are the names of the following musical symbols and what do they tell us to do? Demonstrate using your voice.
All-GradesVocal:• Apply appropriate pitch• Use correct posture• Use correct rhythm and steady beat• Use appropriate tone quality and diction
Instrumental:• Play correct pitch• Use correct posture• Use correct rhythm and steady beat• Use appropriate tone quality
Effort:• Putting forth the necessary effort needed to demonstrate the understanding of the learning goal,
pushing through even when difficulties arise, or when a solution is not immediately evident.• Working to their potential
Etiquette:• Follow conductor cues• Follow procedural expectations
Behavior Notes
Progress ReportsProgress Report Name: Quarter: 4th Classroom Teacher: __________________________
Reporting Topic – Overall Effort Respects authority and rights of others Interacts positively with peers Displays appropriate behavior and self-control Attends to task and uses time effectively Listens and follows directions Demonstrates organizational skills Completes assignments on time Contributes to class discussion and activities Displays initiative and positive attitude Uses appropriate language
Other Reporting Topics Demonstrate an understanding of the elements of music: rhythm, melody, form, expressive qualities, harmony/texture and timbre.
Demonstrate appropriate performance/rehearsal skills and etiquette.
X indicates an area of concern in Reporting Topic Caitlin Carney Music Teacher
Marking System 4.0 - In addition to exhibiting level 3.0 performance, the student’s responses demonstrate in-depth inferences and applications that go beyond what was taught in class. 3.0 – The student exhibits no major errors or omissions. 2.0 – The student demonstrates no major errors in the simpler details and processes of the curriculum being taught. However, major errors occur in the more complex ideas and processes of the required curriculum. 1.0– The student demonstrates a distinct lack of understanding of the knowledge and/or processes; however, with help, the student demonstrates partial understanding of some of the knowledge and/or processes. 0.0 – The student provides little or no responses. Even with help, the student does not exhibit partial understanding of the knowledge and/or processes.
Music Progress Report
English Landing Elementary 2011-2012
Grade Level Musicals
• Each grade level will participate in one major musical performance each year.
• Students are a part of the chorus, with the option to audition for speaking parts and solos/small group singing.
• Students are auditioned using the following rubric.
• In addition to using the rubric for scoring, I take into account students who have not yet had the opportunity to play main roles- the students know that it is not likely for the same student to receive “main” roles more than once.
NAME CLASS I would be interested in the following characters:
1. _______________________________________
2. _______________________________________
(TO BE FILLED OUT BY MRS. CARNEY)
Speaking Part Criteria:
Speaks confidently & projects 1 2 3 4 5
Uses expression when speaking 1 2 3 4 5
Speaks clearly (good diction) 1 2 3 4 5 Uses engaging facial expression 1 2 3 4 5 Classroom Behavioral Expectations: Would you be able to uphold the high expectations?
Responsible 1 2 3 4 5
Respectful 1 2 3 4 5
Class Participation 1 2 3 4 5
Singing Part Criteria (If Applicable):
Sings confidently 1 2 3 4 5
Projects well 1 2 3 4 5
Pitch Accuracy 1 2 3 4 5
Total Score:
Notes:
5th Grade Choir• All 5th Grade students have the opportunity to participate in 5th Grade Choir.
• There is no limit to how many students may join.
• Choir meets on Wednesday mornings from 7:45-8:35.
• The only cost to join is to buy a t-shirt!
• There are 3 performances on our list: Christmas on the River Hillcrest Fundraiser Walk All-District Choir Concert
*More information regarding these events will be sent home once students have joined Choir. *Choir forms will come home in paper copy sometime in October.
Sneak Peek!Mrs. Carney’s Music Class Website!
Remember!
Password: harmony
Contact Information
Mrs. Caitlin Carney
www.mrscarneysmusicclass.shutterfly.comPassword: harmony
816.359.6790
Physical Education
Physical Education Is More Than Just GYM Class
It is a time for:
• Helping students value sportsmanship, honesty, and fair play.
• Respecting feelings and contributions of others.
• Encouraging problem solving skills as well as independent thinking skills.
• Working on effective communication skills.
• Regular exercise to promote healthy bodies.
Physical Education BAV (Building Academic Vocabulary)Kindergarten-2nd Grade
• Locomotor Skills• Personal Space• Flexibility• Sportsmanship• Respect• Health• Nutrition• Fitness• Exercise• Heart Rate
Physical Education BAV (Building Academic Vocabulary)3rd-5th Grade
Competition vs. Recreation Aerobic Exercise Muscle Strength Muscle Endurance Pace Lifetime Sport Team Sport Hygiene
Learning Goals: Kindergarten-2nd Grade
Unit 1: Foundations of Physical Education• Students will demonstrate spatial awareness through moving safely in
personal and general space.• Students will demonstrate fundamental movement skills through
locomotor and non-locomotor activities. • Students will demonstrate the ability to learn, share, cooperate and be
safe with others.
Unit 2: Movement and Muscles• Students will be able to identify major bones and muscles and tell why
they are important for movement.
Unit 3: Fitness Principles• Students will identify healthy food choices.• Students will tell the importance of being physically active and give
examples of what it means to be fit.• Students will be able to tell the importance of warm up and cool
down.• Students will be able to identify activities outside of school that
promote wellness.
Unit 4: Fundamental Movement Skills• Students will demonstrate motor skills using manipulatives.• Students will participate in organized games with small groups and
partners.• Students will demonstrate proper technique for a variety of
fundamental skills.
Unit 5: Stunts and Tumbling• Students will demonstrate basic apparatus activities.• Students will demonstrate individual stunts and balance activities.
Unit 6: Rhythmic Activities• Students will participate in rhythmic activities.
Learning Goals: Grades 3-5Unit 1: Foundations of Physical Education• Students will demonstrate and apply rules to all activities.• Students will demonstrate appropriate social skills while working with diverse ability
groups.
Unit 2: Movement and Muscles• Students will recognize and demonstrate warm up and cool down activities to be
safe and prevent injuries. • Students will identify major muscles and how it applies to movement.
Unit 3: Fitness Principles• Identify health related fitness components and set personal goals.• Participate in health related fitness assessments and analyze individual strengths
and weaknesses.• Name the major functions of the cardio respiratory system.
Unit 4: Wellness• Students will identify the benefits of physical activity and healthy food choices
and how it relates to overall wellness.• Explain how the body responds to physical activity.• Identify and explain the effects of aerobic and anaerobic activity.
Unit 5: Sports Skills and Strategies• Demonstrate a variety of sport specific lead up games while following the rules
and cooperating with others.• Apply fundamental skills in game and practice situations while using simple
strategies.• Demonstrate and provide feedback for proper technique in a variety of sport
specific skills.
Unit 6: Stunts and Tumbling• Students will demonstrate basic apparatus activities.• Students will demonstrate combination tumbling skills.
Unit 7: Rhythmic Activities• Students will demonstrate rhythmic activities.
FitnessgramThe FITNESSGRAM physical fitness assessment is not based on athletic ability, but on good health.
FITNESSGRAM includes a number of different assessments because fitness has multiple components. Some kids have good muscular fitness but need improvement on aerobic fitness.
We focus on four assessments:– 1. PACER ( Progressive Aerobic Cardiovascular Endurance Run)– 2. Curl Ups– 3. Pushups– 4. Sit and Reach (flexibility)
Data is collected from Fifth Grade students and provided to the state of Missouri to be used to study trends. Grades 3-5 work on meeting HFZ (Healthy Fitness Zones) for different assessments. All grade levels run the PACER.
Observational Assessment Checklist
Mark Your Calendars!
Fifth Grade District Track Meet• May
• 9:30-2:00• Park Hill High School Stadium
May Field Days
Physical Education
•Contact Information: Jana Lindsey•*[email protected]•*Phone Number: 816.359.5771
• Monthly Newsletters• www.mrslindseyselpeclass.shutterfly.com
– Password: englishlanding• Monthly Video (one-minute peek into the gym)
Learning Goal Access
• To access grade level learning goals as discussed this evening:– www.parkhill.k12.mo.us
• Teaching and Learning tab– District Curriculum
» Use the keyword search to find what you’re looking for
Questions?