Grade 5 Fine Arts GSE Standards

Connecting

Responding

Performing

Creating

Understand and demonstrate dance throughout history and in various cultures.

Participate in dance activities representing various cultures.

Understand the reason for dance in other cultures.

Demonstrate the similarities and differences in various dance styles throughout history (e.g. ballet, jazz, tap, folk).

Recognize connections between dance and wellness.

Practice habits of health, hygiene, and nutrition to enhance dance ability.

Demonstrate the elements of personal safety in dance.

Demonstrate respect for personal well-being and the well-being of others.

Investigate how dance promotes body wellness (e.g. strength, endurance, balance, agility, flexibility, positive body image).

Integrate dance into other areas of knowledge.

Compare and contrast dance to other arts and subject areas.

Utilize technological tools and media to create and communicate about dance.

Demonstrate an understanding of the choreographic process.

Create shapes and levels through movement.

Create movement phrases with or without music.

Demonstrate knowledge of compositional elements through movement (e.g. beginning, middle, end, transitions).

Create movement based on student generated ideas or feelings.

Apply dance technique principles to choreography.

Create and accurately repeat a dance phrase, then vary it using the elements (e.g. body, time, space, energy).

Demonstrate an understanding of dance as a form of communication.

Use movement to tell a story.

Use improvisation to discover and invent movement.

Discuss the experience of performing a choreographed work.

Describe the similarities and differences between observing live and recorded dance performance.

Identify and demonstrate movement elements, technique, and terminology in ballet and jazz.

Participate in dance technique based warm-up.

Demonstrate knowledge of dance terminology and basic principles of dance technique.

Demonstrate accuracy, focus, control, and coordination in performing locomotor sequences.

Implement the use of props within a movement sequence.

Understand and model dance etiquette as a classroom participant, performer, and observer.

Demonstrate attentiveness, full participation, and cooperation with others in the dance learning and performance environment.

Demonstrate focus, concentration, and self-discipline in the performance of skills.

Apply knowledge of appropriate behaviors and skills as an audience member and dance observer.

Identify the relationship between human anatomy and movement.

Identify fundamental principles of injury prevention.

Understand how strength and endurance are developed through dance skills.

Recognize and identify fundamental muscles, bones, and joints.

Demonstrate proper alignment and placement.

Understand and apply music concepts to dance.

Demonstrate and create movement in response to a variety of musical selections.

Demonstrate musicality while performing dance phrases.

Demonstrate critical and creative thinking in dance.

Explain basic features that distinguish one kind of dance from another (e.g. speed, force/energy use, costume, setting, music).

Compare and contrast two different choreographed works.

Develop and communicate personal interpretation of a choreographed work.

Discuss dance as a means of communication, expression, and interaction through simple composition with competence and confidence.

Connecting

Responding

Presenting/Producing

Creating

Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Identify and build media arts skills to address social, cultural, or societal issues while examining related careers, higher order thinking, problem-solving, creativity, personal beliefs, imagination, and lifelong learning opportunities in a local and global context.

Synthesize and relate knowledge and personal experiences to make art.

Identify and demonstrate trends in the media arts to communicate cultural differences to connect people and places through values, purpose, interdisciplinary study, differing perspectives to increase innovation and the quality of work.

Interpret the use and impact of digital citizenship to include environments, technological contexts, copyright, plagiarism, citations, validating resources, and social media.

Generate and conceptualize artistic ideas and work.

Identify and develop ideas, goals, and solutions for original media artworks through authentic engagement focused on creative processes through divergent thinking and open-ended inquiry.

Organize and develop artistic ideas and work.

Structure and critique ideas, plans, prototypes, and processes for media arts productions, considering artistic intent, resources, presentation context, and associated elements and principles.

Refine and complete artistic work.

Understand and apply a variety of media arts processes to produce increasingly complex works of art, communicating personal choice and increased technical skill, using a range of elements and principles.

Refine and modify media artworks, improving technical quality and intentionally accentuating selected expressive and stylistic elements, to reflect an understanding of purpose, tone, mood, audience, and place.

Select, analyze, and interpret artistic work for presentation.

Synthesize multiple contents and forms into unified media arts productions that convey a strong theme and personal voice.

Develop and refine artistic techniques and work for presentation.

Exhibit an increasing set of artistic, design, and technical skills through performing various roles in producing media artworks through creative problem-solving, collaborative communication, and organization.

Demonstrate creativity, exploratory process, and adaptability using innovative tools and techniques in revising and developing solutions to achieve an assigned purpose in constructing media artworks.

Convey meaning through the presentation of artistic work.

Design, evaluate, and refine presentation and distribution of multiple formats/contexts of media artworks, considering the impact on personal growth and meaning.

Develop and maintain an individual portfolio of media artworks that shows proficiency in craftsmanship, technical skills, and the development of an emerging personal voice.

Analyze why and how an exhibition and/or production may influence ideas, beliefs, and experiences.

Perceive and analyze artistic work.

Identify, describe, and analyze methods, various styles, message, and meaning with intent to develop and organize own ideas, resolve specific visual arts problems, and create works of media art to manage audience experience.

Interpret intent and meaning in artistic work.

Interpret the intent and meanings of a variety of media artworks, focusing on intentions, forms, and various contexts, by incorporating specific elements and principles.

Apply criteria to evaluate artistic work.

Analyze and interpret media artworks through thoughtful discussion or written response, considering themes, ideas, mood/feeling, context and artistic goals, based on input from the critique process.

Connecting

Responding

Performing

Creating

Piano (53.09000)

Connecting

Responding

Performing

Creating

Orchestra (53.05100)

Connecting

Responding

Performing

Creating

General Music - Fifth Grade (53.00600)

Connecting

Responding

Performing

Creating

Chorus (54.01100)

Connecting

Responding

Performing

Creating

Beginning Band (53.03100)

Understand relationships between music, other arts, other disciplines, varied contexts, and daily life.

Describe the relationship between music and other arts.

Describe the relationship between music and other disciplines.

Identify genres, styles, and composers within specific time periods.

Describe the relationship between music and musicians, and society and culture.

Improvise, compose, and arrange music within specified guidelines.

Improvise or compose rhythmic patterns (e.g. clapping, singing, playing an instrument).

Improvise or compose a melody and/or variation of a melody (e.g. using a five-note diatonic, pentatonic, or blues scale).

Use teacher-created criteria to refine improvised or composed pieces.

Sing alone or with others.

Sing to recognize fundamentals of tone production.

Sing to match pitch.

Perform on instruments through a varied repertoire of music, alone and with others.

Analyze characteristic tone quality utilizing playing technique (e.g. proper embouchure, playing position, posture, breathing techniques, articulation, appropriate percussion technique).

Demonstrate proper warm-up techniques (e.g. long tones, lip slurs, chorales, technical exercises).

Recognize ensemble skills through performance of musical literature (e.g. rehearsal etiquette, dynamic expression, style, blend and balance, steady tempo, rhythmic accuracy, intonation).

Respond to the cues of the conductor with appropriate dynamics, phrasing, and interpretation.

Demonstrate all ensemble skills through sight-reading performance of music literature at the appropriate level.

Read and identify elements of notated music.

Identify and define standard notation symbols (e.g. pitch, rhythm, dynamics, tempo, articulation, expression).

Define and describe the musical terms incorporated in the literature and identify key signatures.

Demonstrate a steady beat, rhythms, and meters through a systematic counting procedure.

Listen to, analyze, and describe music.

Identify and describe compositional elements (e.g. techniques, meter, tempo, tonality, intervals, chords).

Compare and contrast musical works based on genre and culture.

Respond to music and music performances of themselves and others.

Determine the criteria for a successful performance (e.g. compositions, arrangements, improvisations).

Evaluate the quality and effectiveness of performances (e.g. compositions, arrangements, improvisations).

Compile a list of strengths and weaknesses in performances using self-reflection and peer feedback and suggest areas of improvement.

Identify the interpretations in a band performance in relation to the expressive intent of the composer.

Describe and demonstrate appropriate ensemble and audience etiquette for a performance.

Synthesize and relate knowledge and personal experiences to make music.

Discuss how music relates to personal development and enjoyment of life.

Describe how a musician's interests, knowledge, and skills determine how they create, perform, and respond to music.

Relate musical ideas and works with societal, cultural, and historical contexts to deepen understanding.

Identify historical and cultural characteristics of a varied repertoire, including world music.

Demonstrate stylistic characteristics of a varied repertoire, including world music, through vocal performance.

Identify the historical period, composer, culture, and style of music presented in class.

Discuss and apply appropriate audience etiquette and active listening in selected musical settings.

Generate and conceptualize musical ideas and works.

Improvise simple rhythmic and melodic patterns.

Create basic rhythmic and melodic accompaniments to support other elements of musical performance (e.g. ostinato).

Create physical movements for warm-ups and repertoire to distinguish various musical ideas.

Set short poetic phrases and texts to music.

Compose original rhythms and melodies.

Organize, develop, and revise musical ideas and works.

Share improvised, composed, or arranged pieces.

Use teacher-created criteria to refine improvised or composed pieces.

Analyze, interpret, and select musical works for presentation.

Utilize a rhythmic and melodic system to read and sing music appropriate to ability.

Identify basic music vocabulary and symbols representing tempo, meter, dynamics, and other expressive elements.

Notate simple rhythms and melodies from aural examples utilizing a dictation method.

Read and notate music using available technology.

Develop and refine musical techniques and works for presentation.

Demonstrate appropriate singing posture and breathing techniques.

Identify basic vocal anatomy.

Identify aspects of vocal range and tone.

Demonstrate pure vowel sounds and articulate voiced and unvoiced consonants.

Utilize aural skills to match pitch, improve intonation, and sing with attention to ensemble balance and blend, in one or more vocal parts.

Convey meaning through the presentation of musical works as the school setting permits.

Demonstrate technical accuracy and expressive qualities in performance of a varied repertoire of music.

Demonstrate and respond to basic conducting patterns and gestures representing tempo, expression, and vocal technique.

Sing selected music from memory for public performance at least twice per year.

Exhibit appropriate rehearsal and performance etiquette.

Perceive, analyze, and interpret meaning in musical works.

Describe a musical score in terms of rhythm, melody, and form.

Listen to and describe the elements of a musical performance including form, voicing, and dynamic contrast.

Describe the emotions and thoughts that music conveys.

Discuss how the basic elements of music, including mood, tempo, contrast, and repetition, in selected examples (e.g. aural, written, performed), are important to a performance.

Apply criteria to evaluate musical works.

Using self-reflection and peer feedback, listen to and evaluate group music performances with attention to vocal technique, accuracy of pitch, and rhythm, diction, and dynamics.

Demonstrate an understanding of the relationships between music, the other arts, and disciplines outside the arts.

Explain the benefits of musical study as part of a well-rounded education.

Discuss how other subjects are related to music.

Understand music in relation to history and culture.

Identify and compare performance styles of music learned in class.

Discuss how the music performed in class relates to the culture and society in which we live.

Improvise, compose, and arrange music within specified guidelines.

Improvise, compose, or arrange rhythmic patterns (e.g. clapping, singing, playing an instrument).

Improvise, compose, or arrange a melody or variation of a melody.

Share improvised, composed, or arranged pieces.

Use teacher-created criteria to refine improvised or composed pieces.

Perform a varied repertoire of music on instruments, alone and with others.

Demonstrate the ability to match pitch and adjust intonation through playing and singing.

Demonstrate an understanding of phrasing through performing simple melodies.

Discuss and demonstrate characteristic tone production on a string instrument.

Demonstrate correct left-hand position and finger placement, right hand position (bow hold), posture, instrument position, and bow placement.

Produce a characteristic sound using legato, staccato, slurs, detached slur, accent, and pizzicato.

Utilize correct finger patterns in performing scales and repertoire in the keys of D, G, and C.

Demonstrate awareness of individual and group roles within the ensemble relating to balance, blend, dynamics, phrasing, and tempo.

Read and Notate music.

Identify notes in the staff and on ledger lines of respective clef.

Read and notate notes within key signatures D, G, and C.

Read and notate rhythms (e.g. whole notes, half notes, quarter notes, eighth notes, dotted half notes and their corresponding rests in the time signatures of 4/4, 3/4, and 2/4).

Recognize basic symbols for dynamics, tempo, articulation, and expression as used in corresponding literature.

Listen to, analyze, and describe music.

Discuss how the basic elements of music, including mood, tempo, contrast, and repetition in selected examples (e.g. aural, written, performed) are important to a performance.

Identify the difference between melody and accompaniment in given examples (e.g. aural, written, performed).

Evaluate music and music performances.

Distinguish between correct and incorrect notes and intonation and demonstrate the ability to adjust accordingly.

Evaluate the accuracy of rhythm and tempos for individual and ensemble playing.

Use teacher-based criteria to assess the quality of performance in tone, intonation, balance, dynamics, and rhythm.

Use self-reflection and peer feedback to discuss ideas to improve the quality of a performance.

Connect music to the other fine arts and disciplines outside the arts.

Discuss connections between music and the other fine arts.

Discuss connections between music and disciplines outside the fine arts.

Describe various career paths in music.

Connect music to history and culture.

Perform and respond to music from various historical periods and cultures.

Discuss how sounds and music are used in daily lives.

Describe and demonstrate performance etiquette and appropriate audience behavior.

Improvise melodies, variations, and accompaniments. Improvise rhythmic phrases.

Improvise melodies and accompaniments.

Compose and arrange music within specified guidelines.

Create rhythmic and melodic motives to enhance literature.

Compose music (with or without text) within an octave scale in simple meter (e.g. quarter notes, quarter rests, barred eighth notes, half notes, half rests, dotted half notes, barred sixteenth notes, whole notes, whole rests, dotted quarter notes, single eighth notes, eighth rests, triplets).

Arrange rhythmic patterns to create simple forms, instrumentation, and various styles.

Sing a varied repertoire of music, alone and with others.

Sing accompanied and unaccompanied melodies within an appropriate range using head voice.

Sing with others (e.g. rounds, canons, game songs, partner songs, ostinatos).

Sing multiple songs representing various genres, tonalities, meters, and cultures, including at least one song in a foreign language.

Sing expressively, following the cues of a conductor.

Perform a varied repertoire of music on instruments, alone and with others.

Perform rhythmic patterns with body percussion and a variety of instruments using appropriate technique.

Perform simple major/minor melodic patterns with appropriate technique.

Perform body percussion and instrumental parts, including ostinatos, while other students play or sing contrasting parts.

Perform multiple songs representing various genres, tonalities, meters, and cultures.

Perform instrumental parts expressively, following the cues of a conductor.

Read and Notate music.

Read, notate, and identify, in various meters, iconic, and standard notation (e.g. quarter notes, quarter rests, barred eighth notes, half notes, half rests, dotted half notes, barred sixteenth notes, whole notes, whole rests, dotted quarter notes, single eighth notes, eighth rests, triplets).

Read and notate melodic patterns within a treble clef staff.

Read, notate, and identify standard symbols (e.g. repeat sign, bar line, double bar line, time signatures, crescendo/decrescendo, 1st and 2nd endings, coda, accent mark, accelerando/ritardando, sharp/flat).

Listen to, analyze, and describe music.

Distinguish between repeating and contrasting sections, phrases, and formal structures (e.g. AB, ABA, verse/refrain, rondo, introduction, coda, theme/variations).

Describe music using appropriate vocabulary (e.g. fortissimo/pianissimo, presto/largo/moderato/allegro/adagio, legato/staccato, major/minor), intervals (e.g. step, skip, repeat, leap), timbre adjectives (e.g. dark/bright), and texture (e.g. unison/harmony).

Identify and classify (e.g. families, ensembles) classroom, orchestral, American folk and world instruments by sight and sound.

Aurally distinguish between various ensembles.

Aurally distinguish between soprano, alto, tenor, and bass instruments and voices.

Aurally identify tonal center.

Evaluate music and music performances.

Use teacher-provided and collaboratively developed criteria for evaluation of music and music performances (e.g. learned, student composed, improvised).

Use formal and/or informal criteria to evaluate music and musical performances by themselves and others.

Refine music performances by applying personal, peer, and teacher feedback.

Explain personal preferences for specific musical works using appropriate vocabulary.

Move to a varied repertoire of music, alone and with others.

Respond to contrasts and events in music with locomotor and non-locomotor movement.

Perform choreographed and non-choreographed movements.

Perform line and circle dances, including traditional folk dances.

Understand relationships between music, the other arts, disciplines outside the arts, history, and culture.

Describe how music relates to fine arts and other disciplines.

Describe the characteristics of music from different cultures.

Identify distinguishing characteristics of repertoire representing various periods, composers, cultures, styles, and genres.

Improvise melodies, variations, and accompaniments.

Improvise rhythmic patterns by clapping, singing, or playing a repeated note or chord.

Improvise a melody using scales (e.g. pentatonic, major, minor, blues).

Demonstrate a rhythmic or melodic ostinato.

Compose and arrange music within specified guidelines.

Compose rhythmic exercises and short melodies using traditional and/or non-traditional notations, which incorporate dynamics.

Set a short poetic phrase and/or text to music.

Perform a varied repertoire of music on instruments, alone and with others.

Recognize characteristic playing position, posture, and fingering techniques.

Recognize skills through performance of musical literature (e.g. rehearsal procedures, steady tempo, rhythmic accuracy, dynamic expression, style).

Demonstrate all performance skills through performance of music literature at the appropriate level.

Notate music.

Utilize a counting system and pitch learning procedure to read music appropriate to ability.

Notate simple rhythms and melodies utilizing a dictation method.

Identify basic music vocabulary and symbols representing tempo, meter, dynamics, direction, and other expressive elements.

Notate a simple musical composition.

Analyze selection of repertoire.

Describe how pianists decide which pieces to learn and perform.

Student will point out characteristics of pieces being studied and performed (e.g. chords, melodies, context of composition).

Read about, listen to, and describe music.

Read about appropriate music based on skill level.

Listen to a musical recording or video in terms of form, voicing, and dynamic contrast.

Utilize writing skills to describe the elements of music, and the emotions and thoughts that music communicates.

Evaluate music and music performances.

Evaluate a piano performance using teacher-based criteria (e.g. attention to accuracy of correct notes, written or improvised, rhythm and dynamics).

Demonstrate practice strategies to refine a performance using teacher-based criteria.

Recognize and demonstrate context-appropriate performer and audience etiquette.

Explain how people from different backgrounds judge music and music performances.

Connecting

Responding

Performing

Creating

Explore how theatre connects to life experience, careers, and other content.

Analyze how theatre experiences reflect and connect with life and other content areas.

Identify and use theatre resources in the community (e.g. community theatres, local middle and high school theatre programs, teaching artists).

Differentiate artistic and production careers in theatre (e.g. director, stage manager, designer, technician, playwright, actor).

Examine the role of theatre in a societal, cultural, and historical context.

Relate dramatic work to information about its historical period.

Describe when, where, and how theatrical activities occurred during a specific time period.

Use diverse materials to make artistic choices (e.g. character studies, directing, playwriting) based on historical and cultural information.

Organize, design, and refine theatrical work.

Use imagination to create a character with specific physical, vocal, and emotional traits.

Conceptualize and design technical elements that support a theatre experience.

Identify and implement solutions to technical problems in a theatre experience.

Appropriately apply theatre vocabulary.

Make artistic choices in portraying character thoughts and emotions.

Develop scripts through theatrical techniques.

Use the dramatic writing process to develop scripts based on various materials and sources.

Apply dramatic elements (e.g. plot, point of view, conflict, significant events) in creating scripts.

Utilize evidence from given circumstances to create characters and scenes.

Create an organizing structure appropriate for purpose, audience, and context.

Act by communicating and sustaining roles in formal and informal environments.

Use vocal elements (e.g. inflection, pitch, volume, articulation) to communicate thoughts, ideas, and emotions of a character.

Use body and movement to communicate thoughts, ideas, and emotions of a character.

Collaborate and perform with an ensemble to present theatre to an audience.

Perform a range of appropriate dramatic strategies (e.g. flashback, foreshadowing, dialogue, suspense).

Communicate and explore character choices and relationships in a variety of dramatic forms (e.g. narrated story, pantomime, puppetry, dramatic play).

Execute artistic and technical elements of theatre.

Analyze and apply technical theatre design elements (e.g. costumes, props, sets, sound, lighting).

Incorporate artistic and technical elements into theatre experiences.

Engage actively and appropriately as an audience member.

Participate as audience.

Demonstrate appropriate theatre etiquette.

Critique various aspects of theatre and other media.

Generate a response to theatre experiences that is interpretive, evaluative, or reflective.

Use appropriate supporting evidence to justify a critique of a theatre experience.

Respond to, critique, and evaluate theatre and performance through a variety of media.

Assess and critique the use of technical theatre elements.

Connecting

Responding

Presenting

Creating

Integrate information from other disciplines to enhance the understanding and production of works of art.

Describe and discusses various art-related careers and how design impacts daily life (e.g. art historian, art critic, curator, web designer, game designer, fine artist).

Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

Utilize multiple approaches to plan works of art, incorporating imaginative ideas, universal themes, and symbolic images.

Apply available resources, tools, and technologies to investigate personal ideas through the process of making works of art.

Produce multiple prototypes in the planning stages for a work of art (e.g. sketches, 3D models).

Create works of art based on selected themes.

Create original works of art that communicate values, opinions, and feelings.

Create works of art emphasizing multiple elements of art and/or principles of design.

Create representational works of art from direct observation (e.g. landscape, still life, portrait).

Create works of art inspired by historical, contemporary, and/or social events.

Understand and apply media, techniques, processes, and concepts of twodimensional art.

Refine drawings and paintings with a variety of media (e.g. pencil, crayon, pastel, charcoal, tempera, watercolor, acrylic).

Apply printmaking processes to create works of art (e.g. monoprints, collagraphs, Styrofoam prints, editions, reduction prints).

Utilize a variety of materials in creative ways to make works of art (e.g. mixed-media, collage, or use of available technology).

Refine knowledge of multiple color schemes to create works of art (e.g. monochromatic, analogous, neutral, complementary).

Apply multiple spatial concepts to create works of art (e.g. one point perspective, atmospheric perspective, positive and negative space).

Understand and apply media, techniques, processes, and concepts of threedimensional works of art.

Create clay objects, demonstrating refinement of combined hand-building techniques (e.g. pinch method, coil method, slab, surface design).

Create sculpture that demonstrates a design concept using a variety of methods (e.g. papier-mâché, paper sculpture, assemblage, found object sculpture).

Create works of art using traditional and/or contemporary craft methods (e.g. weaving, stitchery, puppetry, batik, jewelry, book arts).

Demonstrate an understanding of the safe and appropriate use of materials, tools, and equipment for a variety of artistic processes.

Plan and participate in appropriate exhibition(s) of works of art to develop identity of self as artist.

Prepare works of art for exhibition with signature, title, and artist statement.

Choose works of art to be displayed based on reflection and designated criteria.

Develop and maintain an individual portfolio of works of art.

Use a variety of approaches for art criticism and to critique personal works of art and the artwork of others to enhance visual literacy.

Interpret and evaluate works of art through thoughtful discussion and speculation about the mood, theme, and intentions of those who create works of art.

Explain how selected elements and principles of design are used in works of art to convey meaning.

Use a variety of approaches to engage in verbal and/or written art criticism.

Use a variety of strategies to critique, discuss, and reflect on personal works of art and the work of peers.

Investigate and discover the personal relationships of artists to community, culture, and the world through making and studying art.

Recognize the unique contributions of contemporary and/or historical art forms, including Georgia artists.

Explore and interpret ideas, themes, and events from diverse cultures of the past and present to inform one's own work.

Discuss how social, political, and/or cultural events inspire art.

Recognize how art can be used to inform or change beliefs, values, or behaviors in an individual or society.

Investigate ways in which professional artists contribute to the development of their communities (e.g., architects, painters, photographers, interior and fashion designers, educators, museum educators).