range of subject matter, ideas, and symbols that
successfully communicate their experiences,
values, insights, opinions, emotions, and stories
•
Create artworks that demonstrate an
understanding of art elements, principles,
structures, and functions and analyze their
effectiveness in communicating their ideas
•
Experiment with and create artworks using a
variety of media, such as drawing, painting,
sculpture, construction, designing, weaving, and
printmaking, and a variety of materials
•
Use a variety of tools in drawing, painting,
designing, sculpting, constructing, printmaking,
crafts, weaving, and sculpture including stencils,
clay, wire, and more
•
Demonstrate an appropriate level of technical
skill in a variety of visual arts techniques,
including computer graphics, film, photography,
or video
•
Create images that show real objects in new
ways
•
Select an object, or group of objects, and
convey it, or them, expressively or symbolically
in a three-dimensional form
•
Create a proportionate model illustrating the
basic principles of building construction
including post and lintel, arch, vaults, dome, and
buttress
Historical and Cultural Context
•
Discuss how history, culture, and visual arts
influence each other and are a reflection of
times, places, and cultures
•
Discuss the role of the arts in reflecting life
including needs, values, and beliefs
•
Identify, discuss, compare, and contrast
artworks from various periods, styles, and
cultures from ancient times to the present
•
Understand that art can reflect the relationship
between artists and their culture by examining
personal, political, socioeconomic, religious,
geographic, and other issues
•
Discuss materials used in different civilizations
past and present
•
Use a variety of sources to report on the art of
various civilizations or cultures from ancient
times to the present
Aesthetic Valuing
•
Develop criteria and apply the four steps of
art criticism to their own artwork and the work
of others:
•
Describe the work
•
Analyze the work in terms of art
elements and principles
•
Interpret the work in terms of ideas and
emotions
•
Judge the work as to its success both
technically and in either communicating
an idea or emotion or fulfilling a practical
purpose
•
Determine what constitutes a work of art
through analysis and discussion of the design
principles (balance, unity, proportion, emphasis,
pattern and movement, and rhythm) and
elements of art (shape, color, value, texture, line,
space, form)
Connections and Applications
•
Apply skills from other disciplines to produce
visual artwork and apply skills learned in the
visual arts to other disciplines
•
Identify well known careers in the visual arts
•
Recognize the varied roles of people who work
in museums
•
Recognize the need to assess the process as
well as the final solution in art as well as in other
disciplines
•
Recognize that artists develop ideas similar to
professionals in other disciplines by conducting
research, making preliminary sketches, and
constructing models as a writer would develop
ideas through research, prewriting, and drafts
MUSIC
Beat Pattern
•
Demonstrate proficiency in identifying
increasingly complex beat patterns through
verbal response and performance
•
Compose and arrange rhythm patterns in 4/4,
3/4, and 2/4 time signatures
103
Sixth Grade
•
Compose and arrange melodies of increasing
difficulty for voice or instruments
Ear Training
•
Identify, discuss, and explore major and
minor scales and chords, intervals (half steps,
whole steps, seconds, octaves), time signatures,
sharps and flats, and varied tempos in selected
pieces
•
Identify forms of music
•
Play a simple melody or rhythmic pattern by
ear using a nontraditional or traditional sound
source
•
Investigate forms, styles, sounds, and genre
through listening, discussing, writing, and
performing
Music Reading
•
Sight read simple melodies in both the treble
and bass clefs
•
Demonstrate the ability to identify, define,
write/draw previously introduced musical
symbols and characters (e.g., staffs, notes, rests,
etc.) with technical proficiency
•
Identify and draw symbols for pitch, tempo,
and expression
•
Read notes and rests with accuracy in 2/4, 3/4,
and 4/4 time signatures and explores 6/8 time
signatures
Song Singing
•
Demonstrate the ability to sing and perform,
with confidence, songs of increasing difficulty,
alone and with others, in rhythm, on pitch, with
good breath control, clear tone quality, and
appropriate expression
•
Sing simple harmonies (sings music written in
two and three parts) with confidence
•
Solo sing with expression and technical
accuracy a selected piece
•
Sing a varied repertoire including music from
different cultures and genre
Technology and Instruments
•
Play at least one instrument accurately and
independently (alone and in small ensembles)
with confidence
•
Identify and play various genres and styles of
music, including those from different cultures,
on a variety of different instruments with
appropriate expression
•
Improvise simple harmonic accompaniments
Movement to Music
•
Choreograph and perform a group piece
•
Identify and participate in various dances and
movements to music, including those from other
cultures and periods
Performance Etiquette
•
Perform a personally developed skit/musical
piece with all previously taught performance
techniques (e.g., dramatic interpretation, vocal
ability, character development, etc.) with
confidence
•
Demonstrate appropriate behavior as a
performer and as an audience member
Music Appreciation and Connections
•
Devise and apply a sophisticated set of
criteria for evaluating music performances,
their own and others, that explains personal
preferences as well as musical elements
•
Describe the basic events of a musical
composition including change of tempo,
dynamics, and instruments
•
Explore, compare, and describe connections
between music and other disciplines (e.g.,
rhythm in music and poetry, patterns in music
and math, historical events and movements
chronicled through music)
•
Investigate the function, role, and
characteristics of music in various time periods
and cultures (e.g., identify different career
opportunities in the field of music from the past
and present)
SPANISH
Oral Language
•
Ask and answer questions using appropriate
new and previously taught vocabulary about
relevant topics such as family, friends, shopping,
104
Nobel Learning Curriculum Reference Guide
