Grade 4 Fine Arts Massachusetts Standards

Generate and conceptualize artistic ideas and work.

Improvise movement ideas that explore space (e.g., levels, shapes, directions, pathways) and time (e.g., fast and slow) as elements of dance.

Organize and develop artistic ideas and work.

Create a dance phrase with a beginning, middle, and end; be able to repeat it.

Refine and complete artistic work.

Respond to a movement challenge and hypothesize possible solutions (e.g. how to complete entrances and exits in a given space).

Synthesize and relate knowledge and personal experiences to make art.

Distinguish one’s own preferences in dance from those of others (e.g., peers, friends or family).

Relate artistic ideas and works to societal, cultural and historical contexts to deepen understanding.

Describe ways dance performance is different from other forms of movement used in sports and everyday gestures. (i.e., identify the role of artistic intent).

Select, analyze and interpret artistic work for presentation.

Demonstrate accuracy in memorizing and reproducing movement phrases.

Develop and refine artistic techniques and work for presentation.

Identify strategies to improve strength, flexibility, endurance, balance, and coordination.

Convey meaning through the presentation of artistic work.

Move expressively to a musical beat and responding to changes in tempo.

Perceive and analyze artistic work.

Analyze how different movement elements (e.g. space, time, effort) contribute to the meaning of a dance.

Interpret intent and meaning in artistic work.

Explain the relationship between culture, venue, and audience behavior (e.g., street performance, formal presentation).

Apply criteria to evaluate artistic work.

Identify how the basic technical elements of dance (e.g., lighting, sound) can be used to support the artist's purpose.

Creating

Connecting

Performing

Responding

Synthesize and relate knowledge and personal experiences to make art. Distinguish personal preferences in media arts from those of others (e.g., friends, family, teachers).

Relate artistic ideas and works to societal, cultural and historical contexts to deepen understanding. Describe ways media arts can be used to express ideas in unique ways.

Generate and conceptualize artistic ideas and work. Generate media arts ideas that utilize moving imagery and interactivity.

Organize and develop artistic ideas and work. Organize and plan an idea using a teacher-selected strategy (e.g., sketching, brainstorming, simplified story boarding, flow charts, or modeling).

Refine and complete artistic work. Respond to artistic challenges and hypothesize possible outcomes (e.g., How can moving images be used to teach others about endangered species?).

Select, analyze and interpret artistic work for presentation. Explain the process used when making personal art, including documenting the early stages of the creative process using a variety of methods.

Develop and refine artistic techniques and work for presentation. Refine a specific technique to produce a media artwork (e.g., creating realistic interactive object like a basketball).

Convey meaning through the presentation of artistic work. Create a work that expresses, evokes, or communicates a directed idea (e.g., students create a work that delivers a message to a specified audience).

Perceive and analyze artistic work. Analyze how aesthetic principles impact the effect and purpose of media artworks.

Interpret intent and meaning in artistic work. Explain how a piece of artwork can identify multiple perspectives and diverse community ideas and can help connect oneself to a community or culture.

Apply criteria to evaluate artistic work. Identify how the basic technical elements of media artwork (e.g., moving image, sound, interactivity) can be used to support the artist's purpose.

Creating

Connecting

Presenting

Responding

Distinguish one’s own preferences in music from those of others (e.g., friends or family).

Describe ways music is different from other forms of everyday sounds. (i.e. what is the role of artistic intent).

Sing or play original musical ideas that explore more complex rhythmic and melodic concepts (including, syncopation, three-four time signature, and minor keys).

Organize original musical ideas with clear beginnings, middles, and endings; using simple binary or ternary forms.

Respond to a musical challenge and hypothesize possible solutions.

Individually read moderately complicated rhythms and melodies (e.g., melodies with alternating eighth notes, quarter notes, and half notes, pentatonic and diatonic tonalities) in standard notation in treble clef.

Sing and play musical canons, rounds, and music in at least two parts.

Sing and play in groups responding appropriately to cues of a conductor.

Analyze how expressive qualities (e.g. tempo, dynamics, timbre) are used to demonstrate a composer’s musical intent.

Explain the relationship between culture, venue, and audience behavior (e.g., street performance, symphony).

Identify how the elements of music (e.g., tempo, dynamics, rhythm, melody, harmony) can be used to support the artist's purpose.

ELA Connection: Distinguish their point of view from the author's. (ELA.RL.3.06)

HSS Connection: Students learn about the distinct sounds made by Wampanoag musical instruments, such as the water drum, gourd, rattle.

Math Connection: Students learn fractions in music through examining beats per measure, sounds per beat, number of measures per phrase, quarter, eighth, 16th, half, whole notes and rests, etc.

Connecting

Develop and refine artistic techniques and work for presentation.

Refine and complete artistic work.

Select, analyze, and interpret artistic work for presentation.

Synthesize and relate knowledge and personal experiences to make art.

Responding

Organize and develop artistic ideas and work.

Performing

Creating

Convey meaning through the presentation of artistic work.

Relate artistic ideas and works to societal, cultural and historical contexts to deepen understanding.

Apply criteria to evaluate artistic work.

Interpret intent and meaning in artistic work.

Generate and conceptualize artistic ideas and work.

Perceive and analyze artistic work.

Responding

Develop and refine artistic techniques and work for presentation.

Apply criteria to evaluate artistic work.

Organize and develop artistic ideas and work.

Perceive and analyze artistic work.

Creating

Synthesize and relate knowledge and personal experiences to make art.

Performing

Relate artistic ideas and works to societal, cultural and historical contexts to deepen understanding.

Connecting

Refine and complete artistic work.

Select, analyze and interpret artistic work for presentation.

Generate and conceptualize artistic ideas and work.

Convey meaning through the presentation of artistic work.

Interpret intent and meaning in artistic work.

Improvise short melodic and rhythmic ideas that reflect characteristics of different genres.

Record decisions about accuracy of written music (e.g., adding reminder of key signature, or indicating beat subdivisions for a difficult rhythm).

Refine musical interpretations exploring different elements (e.g. dynamics and articulations).

Identify basic strategies musicians use to practice and employ them in readying a musical work for performance.

Perform with accuracy and expression works from the vocal or instrumental literature with a level of difficulty of 2, on a scale of 1 to 6; or a comparable scale.

Match a musical performance with expressed intent (e.g., wanting the audience to identify with an emotion).

Analyze how cultures are reflected in a diverse range of musical works.

Explain how a musical work is connected to a particular cultural, historical context where it was created.

Develop criteria for a rubric for evaluating musical works (e.g., students create criteria for a performance that is juried by students).

Describe influences of one’s personal musical style and preferences.

Identify musical ideas from different cultures studied in history and social science (e.g., American native).

Dance Connection: Students employ physical theatre movements and modern dance gestures to tell a story.

Synthesize and relate knowledge and personal experiences to make art. Distinguish one’s own preferences in theatre from those of others (e.g., friends or family).

Relate artistic ideas and works to societal, cultural and historical contexts to deepen understanding. Describe ways theatre is different from everyday life. (i.e., what the role of artistic intent is in theatre)

Generate and conceptualize artistic ideas and work. Create and articulate sensory details of imagined worlds and improvised stories.

Organize and develop artistic ideas and work. Record theatrical ideas for future use (e.g., writing a script with a clear beginning, middle, and end; describing details of settings or characters’ costumes).

Refine and complete artistic work. Respond to a theatrical challenge and hypothesize possible solutions.

Select, analyze and interpret artistic work for presentation. Explain how choices about technical elements (e.g. lighting, sound) in theatrical work support the director's purpose.

Develop and refine artistic techniques and work for presentation. Demonstrate the use of technical elements to support a theme or idea in a theatrical work.

Convey meaning through the presentation of artistic work. Perform scenes aligned with a teacher directed mood. (e.g., students improvise scenes in the mood of different adverbs, e.g., excitedly, fearfully, happily).

Perceive and analyze artistic work. Analyze how essential events in a story make up the dramatic structure of a theatrical work.

Interpret intent and meaning in artistic work. Explain how a theatrical work can help identify multiple perspectives and diverse community ideas, and can help connect to a community or culture.

Apply criteria to evaluate artistic work.

Identify how the basic technical elements of theatre (e.g., lighting, sound) are used to support the artist's purpose.

Identify the basic elements of theatre (e.g., character, plot).

HSS Connection: Students reflect on storytelling as a way to understand the Native American cultures of New England.

Connecting

Responding

Performing

Creating

preferences in theatre from those of others (e.g., friends or family). (3-4.T.Co.10) Reading Literature Connection: Students are asked to distinguish their point of view from the author's.

Select, analyze and interpret artistic work for presentation. Document the early stages of the creative process using a variety of methods and sort into assorted categories (early curation).

Develop and refine artistic techniques and work for presentation. Refine a specific technique to produce a desired effect (e.g., creating realistic shading).

Convey meaning through the presentation of artistic work. Share a work that expresses, evokes, or communicates a selected idea (e.g., students are asked to create a sculpture that expresses two opposing emotions, such as happiness and sadness).

Synthesize and relate knowledge and personal experiences to make art. Distinguish one’s own preferences in art from those of others (e.g., friends or family).

Relate artistic ideas and works to societal, cultural and historical contexts to deepen understanding. Describe ways art is different from other objects in everyday life and why that matters. (e.g., what the role of artistic intent is in visual arts).

Generate and conceptualize artistic ideas and work. Develop ideas that explore different art elements (e.g., line, shape, color) using a wide variety of materials.

Organize and develop artistic ideas and work. Use a teacher selected strategy (e.g., sketches, prototypes, rough drafts) to organize artistic ideas.

Refine and complete artistic work. Respond to an artistic challenge and draft possible resolutions

Perceive and analyze artistic work. Analyze how aesthetic elements (e.g., color, form, line, shape, texture) are used to demonstrate intent.

Interpret intent and meaning in artistic work. Describe contrasting interpretations of an artwork to identify multiple perspectives and diverse community ideas.

Apply criteria to evaluate artistic work. Develop criteria for evaluating how skillfully or expressively an artist uses the basic elements of art (e.g., color, line, shape).

Presenting

Creating

Connecting

Responding