Grade 5 Fine Arts TEKS Standards

The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating artworks. The student is expected to:

develop and communicate ideas drawn from life experiences about self, peers, family, school, or community and from the imagination as sources for original works of art;

use appropriate vocabulary when discussing the elements of art, including line, shape, color, texture, form, space, and value, and the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity; and

discuss the elements of art as building blocks and the principles of design as organizers of works of art.

The student communicates ideas through original artworks using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills. The student is expected to:

integrate ideas drawn from life experiences to create original works of art;

create compositions using the elements of art and principles of design; and

produce drawings; paintings; prints; sculpture, including modeled forms; and other art forms such as ceramics, fiber art, constructions, digital art and media, and photographic imagery using a variety of materials.

The student demonstrates an understanding of art history and culture by analyzing artistic styles, historical periods, and a variety of cultures. The student develops global awareness and respect for the traditions and contributions of diverse cultures. The student is expected to:

compare the purpose and effectiveness of artworks from various times and places, evaluating the artist's use of media and techniques, expression of emotions, or use of symbols;

compare the purpose and effectiveness of artworks created by historic and contemporary men and women, making connections to various cultures;

connect art to career opportunities for positions such as architects, animators, cartoonists, engineers, fashion designers, film makers, graphic artists, illustrators, interior designers, photographers, and web designers; and

investigate connections of visual art concepts to other disciplines.

The student responds to and analyzes artworks of self and others, contributing to the development of lifelong skills of making informed judgments and reasoned evaluations. The student is expected to:

evaluate the elements of art, principles of design, general intent, media and techniques, or expressive qualities in artworks of self, peers, or historical and contemporary artists;

use methods such as written or oral response or artist statements to identify themes found in collections of artworks created by self, peers, and major historical or contemporary artists in real or virtual portfolios, galleries, or art museums; and

compile collections of personal artworks for purposes of self-assessment or exhibition such as physical artworks, electronic images, sketchbooks, or portfolios.

Elementary Art

distinguish among a variety of musical timbres, including those of woodwind, brass, string, percussion, keyboard, electronic instruments, and instruments of various cultures;

Theatre

demonstrate character, environment, action, and theme using props, costumes, and visual elements;

evaluate the elements of art, principles of design, general intent, media and techniques, or expressive qualities in artworks of self, peers, or historical and contemporary artists;

describe characters, their relationships, and their surroundings in detail;

dramatize literary selections in unison, pairs, or groups, demonstrating a logical connection of events and describing the characters, their relationships, and their surroundings; and

create melodic phrases through improvisation or composition; and

analyze and apply appropriate audience behavior at a variety of performances;

create movements and portray a character using dialogue appropriately;

identify and interpret new and previously learned music symbols and terms referring to tempo, including accelerando and ritardando; dynamics; articulation; and meter, including simple and compound.

read, write, and reproduce rhythmic patterns using standard notation, including syncopated patterns, and previously learned note values in 2/4, 3/4, or 4/4 meters as appropriate;

discuss the elements of art as building blocks and the principles of design as organizers of works of art.

create simple stories collaboratively through imaginative play, improvisations, and story dramatizations, demonstrating a logical connection of events describing the characters, their relationships, and their surroundings.

plan dramatizations collaboratively; and

move alone and with others to a varied repertoire of music using gross motor, fine motor, locomotor, and non-locomotor skills and integrated movement such as hands and feet moving together;

Subchapter D. Elementary

Creative expression. The student creates and explores new musical ideas. The student is expected to:

portray environment, character, and actions; and

Historical and cultural relevance. The student demonstrates an understanding of art history and culture by analyzing artistic styles, historical periods, and a variety of cultures. The student develops global awareness and respect for the traditions and contributions of diverse cultures. The student is expected to:

create compositions using the elements of art and principles of design; and

identify and discuss how movement, music, or visual elements enhance ideas and emotions depicted in theatre.

perform a varied repertoire of songs, movement, and musical games representative of diverse cultures such as historical folk songs of Texas and America and European and African cultures in America;

integrate ideas drawn from life experiences to create original works of art;

describe specific musical events such as changes in timbre, form, tempo, dynamics, or articulation in aural examples using appropriate vocabulary;

Creative expression: performance. The student interprets characters using the voice and body expressively and creates dramatizations. The student is expected to:

develop characterization using sensory and emotional recall;

demonstrate safe use of the voice and body;

develop and communicate ideas drawn from life experiences about self, peers, family, school, or community and from the imagination as sources for original works of art;

compile collections of personal artworks for purposes of self-assessment or exhibition such as physical artworks, electronic images, sketchbooks, or portfolios.

compare the purpose and effectiveness of artworks from various times and places, evaluating the artist's use of media and techniques, expression of emotions, or use of symbols;

examine the role of live theatre, film, television, or electronic media throughout American history; and

analyze and compare theatre artists and their contributions to theatre and society.

justify personal preferences for specific music works and styles using music vocabulary.

perform music representative of Texas and America, including "The Star Spangled Banner";

interpret through performance new and previously learned music symbols and terms referring to tempo, including accelarando and ritardando; dynamics; articulation; and meter, including simple and compound.

Historical and cultural relevance. The student relates theatre to history, society, and culture. The student is expected to:

distinguish among a variety of musical timbres, including those of children's voices and soprano, alto, tenor, and bass adult voices;

perform simple two-part music, including rhythmic and melodic ostinati, rounds, partner songs, and counter melodies; and

interact cooperatively with others in dramatizations.

use known music symbols and terminology referring to rhythm; melody; timbre; form; tempo; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato, to explain musical sounds presented aurally; and

demonstrate correct use of basic theatrical terminology.

Foundations: observation and perception. The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating artworks. The student is expected to:

Art

identify and describe music from diverse genres, styles, periods, and cultures; and

examine the relationships between music and interdisciplinary concepts.

Historical and cultural relevance. The student examines music in relation to history and cultures. The student is expected to:

alter space appropriately to create suitable performance environments for playmaking;

respond verbally and through movement to short musical examples;

create rhythmic phrases through improvisation or composition;

Music

sing or play a varied repertoire of music such as American folk songs, patriotic music, and folk songs representative of local and world cultures independently or in groups;

Creative expression. The student communicates ideas through original artworks using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills. The student is expected to:

integrate life experiences in dramatic play;

evaluate a variety of compositions and formal or informal musical performances using specific criteria; and

Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:

Foundations: inquiry and understanding. The student develops concepts about self, human relationships, and the environment using elements of drama and conventions of theatre. The student is expected to:

compare visual, aural, oral, and kinetic aspects of informal and formal theatre with the elements of art, dance, or music; and

Creative expression: production. The student applies design, directing, and theatre production concepts and skills. The student is expected to:

exhibit audience etiquette during live and recorded performances;

investigate connections of visual art concepts to other disciplines.

explain theatre as a reflection of life in particular times, places, cultures, and oral traditions specific to American history;

identify and label small and large musical forms such as, abac, AB, ABA, and rondo presented aurally in simple songs and larger works.

create simple accompaniments through improvisation or composition.

respond to sounds, music, images, language, and literature using movement;

sing and play classroom instruments independently or in groups with accurate intonation and rhythm;

compare the purpose and effectiveness of artworks created by historic and contemporary men and women, making connections to various cultures;

connect art to career opportunities for positions such as architects, animators, cartoonists, engineers, fashion designers, film makers, graphic artists, illustrators, interior designers, photographers, and web designers; and

Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performances. The student is expected to:

Critical evaluation and response. The student responds to and analyzes artworks of self and others, contributing to the development of lifelong skills of making informed judgments and reasoned evaluations. The student is expected to:

produce drawings; paintings; prints; sculpture, including modeled forms; and other art forms such as ceramics, fiber art, constructions, digital art and media, and photographic imagery using a variety of materials.

read, write, and reproduce extended pentatonic and diatonic melodic patterns using standard staff notation; and

identify known rhythmic and melodic elements in aural examples using appropriate vocabulary;

Critical evaluation and response. The student responds to and evaluates theatre and theatrical performances. The student is expected to:

express emotions and ideas using interpretive movements, sounds, and dialogue;

perform various folk dances and play parties;

Foundations: music literacy. The student reads, writes, and reproduces music notation. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:

develop body awareness and spatial perceptions using pantomime;

Creative expression. The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to:

use methods such as written or oral response or artist statements to identify themes found in collections of artworks created by self, peers, and major historical or contemporary artists in real or virtual portfolios, galleries, or art museums; and

use appropriate vocabulary when discussing the elements of art, including line, shape, color, texture, form, space, and value, and the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity; and

The student describes and analyzes musical sound. The student is expected to:

distinguish among a variety of musical timbres, including those of children's voices and soprano, alto, tenor, and bass adult voices;

distinguish among a variety of musical timbres, including those of woodwind, brass, string, percussion, keyboard, electronic instruments, and instruments of various cultures;

use known music symbols and terminology referring to rhythm; melody; timbre; form; tempo, including accelerando and ritardando; dynamics; articulation; and meter, including simple and compound, to explain musical sounds presented aurally; and

identify and label small and large musical forms such as abac, AB, and ABA; rondo; and theme and variations presented aurally in simple songs and larger works.

The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:

read, write, and reproduce rhythmic patterns using standard notation, including syncopated patterns, and previously learned note values in 2/4, 3/4, or 4/4 meters as appropriate;

read, write, and reproduce extended pentatonic and diatonic melodic patterns using standard staff notation; and

identify and interpret new and previously learned music symbols and terms referring to tempo, including accelerando and ritardando; dynamics; articulation; and meter, including simple and compound.

The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to:

sing and play classroom instruments independently or in groups with accurate intonation and rhythm;

sing or play a varied repertoire of music such as American folk songs, patriotic music, and folk songs representative of local and world cultures independently or in groups;

move alone and with others to a varied repertoire of music using gross motor, fine motor, locomotor, and non-locomotor skills and integrated movement such as hands and feet moving together;

perform various folk dances and play parties;

perform simple two-part music, including rhythmic and melodic ostinati, rounds, partner songs, and counter melodies; and

interpret through performance new and previously learned music symbols and terms referring to tempo, including accelarando and ritardando; dynamics; articulation; and meter, including simple and compound.

The student creates and explores new musical ideas within specified guidelines. The student is expected to:

create rhythmic phrases through improvisation and composition;

create melodic phrases through improvisation and composition; and

create simple accompaniments through improvisation and composition.

The student examines music in relation to history and cultures. The student is expected to:

perform a varied repertoire of songs, movement, and musical games representative of diverse cultures such as historical folk songs of Texas and America and European and African cultures in America;

perform music representative of Texas and America, including "The Star Spangled Banner";

identify and describe music from diverse genres, styles, periods, and cultures; and

examine the relationships between music and interdisciplinary concepts.

The student listens to, responds to, and evaluates music and musical performances. The student is expected to:

exhibit audience etiquette during live and recorded performances;

identify known rhythmic and melodic elements in aural examples using appropriate vocabulary;

describe specific musical events such as changes in timbre, form, tempo, dynamics, or articulation in aural examples using appropriate vocabulary;

respond verbally and through movement to short musical examples;

evaluate a variety of compositions and formal or informal musical performances using specific criteria; and

justify personal preferences for specific music works and styles using music vocabulary.

Elementary Music

The student develops concepts about self, human relationships, and the environment using elements of drama and conventions of theatre. The student is expected to:

develop characterization using sensory and emotional recall;

develop body awareness and spatial perceptions using pantomime;

respond to sounds, music, images, language, and literature using movement;

express emotions and relate ideas using interpretive and planned movement and dialogue;

integrate life experiences in dramatic play;

portray environment, character, and actions; and

demonstrate correct use of basic theatrical terminology.

The student interprets characters using the voice and body expressively and creates dramatizations. The student is expected to:

demonstrate safe use of the voice and body;

describe characters, their relationships, and their surroundings in detail;

create movements and portray a character using dialogue appropriately;

dramatize literary selections in unison, pairs, or groups, demonstrating a logical connection of events and describing the characters, their relationships, and their surroundings; and

create simple stories collaboratively through imaginative play, improvisations, and story dramatizations, demonstrating a logical connection of events describing the characters, their relationships, and their surroundings.

The student applies design, directing, and theatre production concepts and skills. The student is expected to:

demonstrate character, environment, action, and theme using props, costumes, and visual elements;

alter space appropriately to create suitable performance environments for playmaking;

plan dramatizations collaboratively; and

interact cooperatively with others in dramatizations.

The student relates theatre to history, society, and culture. The student is expected to:

explain theatre as a reflection of life in particular times, places, cultures, and oral traditions specific to American history;

examine the role of live theatre, film, television, or electronic media throughout American history; and

analyze and compare theatre artists and their contributions to theatre and society.

The student responds to and evaluates theatre and theatrical performances. The student is expected to:

analyze and apply appropriate audience behavior at a variety of performances;

compare visual, aural, oral, and kinetic aspects of informal and formal theatre with the elements of art, dance, or music; and

identify and discuss how movement, music, or visual elements enhance ideas and emotions depicted in theatre.

Elementary Theatre