Chapter 3
Visual and
Performing Arts
Content
Standards
Grade Five
F
ifth-grade students bring to the classroom a strong sense of what they like
and dislike and can tell why they hold their opinions. At this age they are
growing in ability to talk about, describe, and evaluate the arts, using specific
criteria, and understand and work with complex concepts in the arts. Inventing
new possibilities for dance sequences, composing music, developing plots in
theatre, and using perspective in the visual arts are all within their grasp.
With this new level of sophistication, students can explore the rich history
of the arts in this country, working to gain a deep understanding of the vast
array of artists and works of art this nation has to offer. Having dance, music,
theatre, and the visual arts in the classroom can provide students with a broad
background in the arts and with experiences to support learning throughout
the curriculum. Using their increased knowledge and skills, students can now
improvise, create, and perform in all the arts.Dance
Students use variety, contrast, and unity as they create, learn,
and perform dances, applying their knowledge of dance and
performance skills to analyze possible solutions and strategies for
specific problems with movement. In their study of United States
history, they learn to
perform traditional,
social, and theatrical
dances from the eigh-
teenth and nineteenth
centuries. They also
develop and apply
specific criteria for
critiquing dance
performances that
show more in-depth
analysis and assess-
ment of technical
skill, musicality,
dynamics, and
mood.