10.53.607    ARTS CONTENT STANDARDS FOR FIFTH GRADE

(1) The media arts content standards for fifth grade are that each student will:

(a) demonstrate original ideas and innovations for media artworks using personal and community experiences;

(b) develop, present, and test ideas, plans, models, and proposals for media arts productions;

(c) determine how elements and components can be altered for clear communication and intentional effects in media artwork;

(d) create media artworks through the integration of multiple contents and forms;

(e) perform a variety of roles while solving problems to create media art presentations;

(f) compare results of and improvements for presenting media artworks;

(g) differentiate how message and meaning are created by components in media artworks;

(h) compare personal and group interpretations of a variety of media artworks considering their intention and context;

(i) apply criteria to evaluate media artworks and production processes, considering context and practicing constructive feedback;

(j) demonstrate how media artworks affect meanings, situations, and cultural experiences; and

(k) research how media artworks and ideas relate to personal, social, and community life and culture.

(2) The visual arts content standards for fifth grade are that each student will:

(a) combine diverse concepts and artistic methods to choose an approach and create an artwork;

(b) create artworks that document places or objects of personal significance;

(c) create artist statements using art vocabulary to describe personal choices in art-making;

(d) explain the role of a curator;

(e) discuss responsible and effective use of materials and techniques for preparing, presenting, and preserving artwork;

(f) cite evidence to explain how an exhibition presents ideas and provides information about a specific concept or topic;

(g) compare personal interpretations of artwork to others' interpretations;

(h) analyze use of structure, context, and visual elements to convey ideas and mood in artworks;

(i) evaluate artworks based on styles, genres, and media;

(j) apply formal and conceptual knowledge of art and design to make artwork; and

(k) identify how artworks are used to inform or change beliefs, values, or behaviors of an individual or society.

(3) The theatre arts content standards for fifth grade are that each student will:

(a) implement design ideas that support the story in a drama or theatre work;

(b) participate in specific responsibilities required to present a drama or theatre work informally to an audience;

(c) evaluate choices to improve an improvised or scripted drama or theatre work;

(d) experiment with physical and vocal choices to create meaning in drama and theatre works;

(e) demonstrate the use of technical elements in drama and theatre works;

(f) present drama and theatre works informally for an audience;

(g) explain personal reactions to artistic choices made in drama and theatre works;

(h) explain how cultural perspectives influence personal responses to characters in drama and theatre works;

(i) implement criteria to evaluate drama and theatre works;

(j) explain how drama and theatre work connects one to a community or culture; and

(k) investigate historical, global, and cultural issues in drama and theatre works.

(4) The music content standards for fifth grade are that each student will:

(a) improvise rhythmic, melodic, and harmonic ideas for a specific purpose;

(b) develop musical ideas for an express purpose;

(c) describe revisions to personal musical ideas;

(d) compare the structure and elements of music in works selected for performance;

(e) evaluate the accuracy, effectiveness, and expressiveness of musical performances;

(f) perform music with expression, technical accuracy, and interpretation that conveys the composer's intent;

(g) cite evidence that connects musical selections to specific experiences;

(h) describe how performers interpret expressive intent in music;

(i) use established criteria to evaluate the quality of musical works and performances;

(j) demonstrate how a musical experience forms an emotional, physical, and cultural connection; and

(k) compare connections between music and historical and cultural context.

(5) The dance content standards for fifth grade are that each student will:

(a) use elements of dance to create a movement series;

(b) create a dance sequence that communicates an idea;

(c) revise and explain choices made to refine movement changes in dance sequences;

(d) perform dance sequences using a variety of rhythms;

(e) execute a series of dance sequences using technical dance skills;

(f) collaborate to adapt dance to performance venues;

(g) analyze characteristics of diverse dance genres and styles;

(h) explain how movement can communicate meaning and intent in a dance using dance vocabulary;

(i) use criteria to compare characteristic movements in dances from a variety of genres and styles;

(j) analyze dances with contrasting themes; and

(k) describe how specific movements or qualities of a dance communicate the ideas and perspectives of culture.

History: Mont. Const. Art. X, sec. 9, 20-2-114, MCA; IMP, Mont. Const. Art. X, sec. 9, 20-1-501, 20-2-121, 20-3-106, 20-7-101, 20-9-309, MCA; NEW, 2016 MAR p. 1387, Eff. 7/1/17.