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Round Valley Arts Curriculum

*Emphasis for fifth grade

I. ARTISTIC PERCEPTION AND RESPONSE

Students refine their abilities to recognize dramatic elements in a variety of sources. They talk and write about what they see and experience:

1.       rhythm of  language in texts,

2.       *details in people around them (for later character building-dress, mannerisms, speech patterns, attitude),

3.       light and shadow, architecture, textures, and sound qualities in the real world around them,

4.       how color and environment reflect mood and how these can be used to set, light, and costume a production,

5.       dramatic qualities in literature selections and social studies.

Students will be exposed to these terms:

 II. CREATIVE EXPRESSION

Students communicate observations, feelings, ideas, and experiences about their own world.  They create drama based on real events, stories, poems and places.  They use imagination to develop these foundational skills.

1.*  Nonverbal (develop awareness of body, movement and space)

·         Do warm-up and isolation exercises.

·         Play theater games.

·         Group pantomime reactions to sensory stimuli, e.g. glare, hot, cold, sticky or slippery objects; explosion, barely audible sound; rough and smooth textures; various odors.

2.       Verbal

·         Practice vocal warm-ups.

3.      Improvisation

·        Improvise scenes with movement and speech

·        Freeze improvisations

4.       Readers Theater

·        Oral interpretation of dramatic literature, emphasizing vocal qualities.

5.       Performance

·        Perform for classmates and/or parents using these skills and ideas.

·        Memorize poems for choral ensemble work.

·        Adapt and perform short scenes from classic stories or history

·        Design sets and costumes for scenes.

·        Direct each other in short scenes.

III. HISTORICAL AND CULTURAL CONTEXT

Students increase their experiences of different kinds of artists and forms of drama from various cultures through activities.  Through these activities, they:

1.       *attend at least one performance of a play,

2.       watch an improvisation group in action,

3.       *learn that theater can be a profession.

IV. AESTHETIC VALUING

Students refine their ability to talk and write about their reflections on rehearsals and performances, including:

1.       the objectives and goals of the characters,

2.       the role of the director,

3.       the role of the stage manager,

4.       how lights, set, music and costume enhance the production,

5.       what worked well in the finished production.

V. CONNECTIONS, RELATIONS, APPLICATIONS

Students connect, relate, and apply various types of arts knowledge and skills within the art form, across the arts disciplines (dance, music, theater and visual arts), and with disciplines outside of the arts.