Curriculum Night for P.E., Music and Art

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.

Line K‐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.

Shape K‐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.

Color K‐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.

Texture K‐1 Identify and use texture. 2‐3 Identify and use actual and implied texture. 4‐5 Continue use of texture as needed.

Value K‐1 Not applicable 2‐3 Not applicable 4‐5 Use value to create contrast. Use value to create shadows and highlights.

Form K‐1 3D object, difference between 2D and 3D. 2‐3 3D object, difference between 2D and 3D. 4‐5 Create 3D object.

Space K‐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 Balance K‐1 Object placement/ratio/relationship in a composition 2‐3 Use symmetry in 2D 4‐5 Identify and use symmetry and radial in 2D Identify and use asymmetry Proportion 4‐5 Realistic scale Emphasis K‐1 Subject matter 2‐3 Focal point 4‐5 Focal point/dominance Pattern K‐1 Identify and use simple patterns 2‐3 Identify and use various complex patterns 4‐5 Relationship of pattern to texture, rhythm and movement Contrast K‐1 Light/ dark. Big/small 2‐3 Identify and use contrast within selected elements 4‐5 Identify and use contrast within selected elements Rhythm Unity Movement 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

Behavior Notes Dear 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 me! Sincerely, Ms. May

Progress Reports

What’s happening in art class Check my blog for detailed updates about what your child is creating in the art room.

Kristin Davidson Blog: id= id=35610

MusicMusic

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; 4 th 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/Quarter1 st 2 nd 3 rd 4th 5thVocal Effort Etiquette Rhythm Exp. Qualities Form Effort Etiquette Instrumental Timbre Melody Effort Etiquette Comprehensive: Rhythm Exp. Qualities Timbre Melody Form Effort Etiquette 4thVocal Effort Etiquette Rhythm Exp. Qualities Form Effort Etiquette Timbre Melody Effort Etiquette Instrumental Effort Etiquette 3rdRhythm Exp. Qualities Form Effort Etiquette Vocal Effort Etiquette Melody Effort Etiquette Timbre Instrumental Effort Etiquette 2ndInstrumental Effort Etiquette Timbre Exp. Qualities Melody Effort Etiquette Vocal Effort Etiquette Rhythm Form Effort Etiquette 1stRhythm Exp. Qualities Effort Etiquette Timbre Form Melody Effort Etiquette Vocal Effort Etiquette Instrumental Effort Etiquette KRhythm Exp. Qualities Effort Etiquette Timbre Effort Etiquette Melody Effort Etiquette Vocal Instrumental Effort Etiquette Assessment Schedule

Kindergarten Learning Goals Rhythm: 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

1 st Grade Learning Goals Rhythm: 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)

1 st Grade BAV Quarter Note Solo Pitch Posture Quarter Rest Eighth Note Fast Slow

2 nd Grade Learning Goals Rhythm: 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

2 nd Grade BAV Dynamics Whole Note Piano Tempo Rhythm Conductor Composer Half Note Forte

3 rd Grade Learning Goals Rhythm: 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

3 rd Grade BAV Dotted Half Note String Staff Mezzo Piano Woodwind Brass Repeat Sign Step Skip Leap Repeated Note Percussion Mezzo Forte

4 th Grade Learning Goals Rhythm: 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 4 th grade students will participate in our 4 th Quarter Recorder Unit, beginning in March. More information to come.

4 th Grade BAV Fortissimo Pianissimo Treble Clef Bar Line Double Barline Measure Melody

5 th Grade Learning Goals Rhythm: 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 1 st and 2 nd 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: 5 th Grade students get to participate in the Annual Music Olympics unit during the entire 4 th Quarter!

5 th Grade BAV Crescendo Decrescendo First Ending Second Ending Harmony Time Signature

Example of 5 th Grade Assessment

All-Grades Vocal: 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 Reports

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.

5 th Grade Choir All 5 th Grade students have the opportunity to participate in 5 th 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 Password: harmony

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-2 nd Grade Locomotor Skills Personal Space Flexibility Sportsmanship Respect Health Nutrition Fitness Exercise Heart Rate

Physical Education BAV (Building Academic Vocabulary) 3 rd -5 th Grade  Competition vs. Recreation  Aerobic Exercise  Muscle Strength  Muscle Endurance  Pace  Lifetime  Sport  Team Sport  Hygiene

Learning Goals: Kindergarten-2 nd 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 3-5 Unit 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.

Fitnessgram The 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 *Phone Number: Monthly Newsletters – Password: englishlanding Monthly Video (one-minute peek into the gym)

Learning Goal Access To access grade level learning goals as discussed this evening: – Teaching and Learning tab – District Curriculum » Use the keyword search to find what you’re looking for

Questions?