Fine Arts - Grade 6
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Core Standards of the Course
Strand: CREATE (6.D.CR.)
Students will conceptualize, generate, develop and organize artistic ideas and work. They will complete and refine dance works (Standards 6.D.CR.15).
Demonstrate openness, willingness and persistence in trying new ideas, methods and approaches when creating dance.
Use a variety of stimuli and solve multiple movement problems to develop unique choreographic content.
Develop a dance study that communicates personal or cultural meaning.
Manipulate and expand movement possibilities to create a variety of movement patterns and structures, and explain the reasons for and effectiveness of movement choices.
Revise dance compositions using determined artistic criteria, and explain reasons for revisions and how choices made relate to artistic intent.
Strand: PERFORM (6.D.P.)
Students will analyze, interpret, and select artistic work for performance. They will develop techniques and concepts to refine artistic work and express meaning through the presentation of dance works (Standards 6.D.P.110).
Build partner and ensemble skills by demonstrating effective spatial relationships with diverse pathways, levels, and patterns in space.
Integrate original still and moving shapes and floor and air pathways into dance sequences.
Promote safe and healthful strategies by applying basic anatomical knowledge, self-awareness, proprioceptive feedback and spatial awareness while dancing.
Embody technical skills to accurately execute locomotor and nonlocomotor changes of direction, levels, facings, pathways, elevations and landings, extensions of limbs, and movement transitions.
Move accurately in a variety of meters, with and without accented beats, and use combinations of sudden and sustained timing as it relates to the dynamics of a phrase or dance work.
Refine demonstration of varied dynamics within performance.
Collaborate as an ensemble to refine dances by identifying what works and does not work in executing complex patterns, sequences, and formations.
Apply personal and ensemble improvements in performance by responding to feedback from the others.
Use performance etiquette and practices during class, rehearsal, and performance.
Compare and contrast a variety of possible production elements that would intensify and heighten the artistic intent of a dance work in a variety of traditional and alternative performance venues.
Strand: RESPOND (6.D.R.)
Students will perceive and analyze artistic work and process. They will interpret intent and meaning and apply criteria to evaluate artistic work and process (Standards 6.D.R.12).
Use basic dance terminology to explain how the artistic expression of a dance is achieved through the elements of dance, use of body, dance technique, dance structure and context.
Interpret artistic intent and use criteria to critique a dance and explain what the movement communicates.
Strand: CONNECT (6.D.CO.)
Students will synthesize and relate knowledge from personal and collaborative experience to make and receive art. They will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding (Standards 6.D.CO.13).
Discuss how the experience of creating and sharing a dance reinforces personal views or offers new knowledge and perspective.
Conduct research using a variety of resources to find information about a self-selected topic, and use the information to create a dance study that expresses a specific point of view on the topic.
Interpret and show how the movement and qualities of a dance communicate its cultural, historical, and/or community ideas and perspectives of the culture, historical period, or community purpose or meaning.
Strand: CREATE (6.T.CR.)
Students will conceptualize, generate, develop and organize artistic ideas and work. They will complete and refine drama works (Standards 6.T.CR.17).
Develop imagination to create artistic ideas and work.
Arrange the physical playing space to communicate mood, time, and locale.
Write or record simple dramas that include the five Ws of who, what, where when and why.
Define roles, identify responsibilities, and participate in group decision making.
Create characters through imagination, physical movement, gesture, sound and/or speech and facial expression.
Develop dialogue and actions that focus on the development and resolution of dramatic conflicts.
Recognize that participating in the rehearsal process is necessary to refine and revise drama works.
Strand: PERFORM (6.T.P.)
Students will analyze, interpret, and select artistic work for performance. They will develop techniques and concepts to refine artistic work, and express meaning through the presentation of drama works (Standards 6.T.P.19).
Analyze the character, setting, and essential events (plot) in a story that make up the dramatic structure, and use choices to enhance the story in a drama/theatre work.
Perform as a productive and responsible member of an acting ensemble in both rehearsal and performance situations.
Observe, listen, and respond in character to other actors throughout a scripted or improvised scene.
Communicate meaning using the body through space, shape, energy, and gesture.
Communicate meaning using the voice through volume, pitch, tone, rate, and clarity.
Use imagination to inform artistic choices.
Select materials to be used for scenery, properties, costumes, lighting, and sound effects for informal classroom presentations.
Identify and use appropriate vocabulary to describe kinds of stage spaces, stage directions, areas of the stage, and basic blocking techniques.
Perform a variety of dramatic works for peers or invited audiences.
Strand: RESPOND (6.T.R.)
Students will perceive and analyze artistic work and process. They will interpret intent and meaning, and apply criteria to evaluate artistic work and process (Standards 6.T.R.17).
Demonstrate audience skills of observing attentively and responding appropriately in classroom presentations, rehearsals, and live performance settings.
Justify responses based on personal experiences when participating in or observing a drama/theatre work.
Identify how the intended purpose of a drama/theatre work appeals to a specific audience.
Give and accept constructive and supportive feedback; analyze and describe strengths and weaknesses of own work.
Articulate and justify criteria to evaluate what is seen, heard, and understood in classroom dramatizations and dramatic performances.
Recognize and share artistic choices when participating in or observing a drama/theatre work.
Identify and explain why artistic choices are made in a drama/theatre work.
Strand: CONNECT (6.T.CO.)
Students will synthesize and relate knowledge from personal and collaborative experience to make and receive art. They will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding (Standards 6.T.CO.13).
Explain how drama connects oneself to ones community or culture.
Read plays and stories from a variety of cultures and historical periods, and identify the characters, setting, plot, theme, and conflict to better understand performance and design choices.
Investigate universal or common social issues and express them through a drama/theatre work.
Strand: CREATE (6.M.CR.)
Students will conceptualize, generate and organize artistic ideas and work. They will complete and refine musical works (Standards 6.M.CR.14).
Improvise rhythmic and melodic patterns and musical ideas, explain connections to specific purpose and context, and generate musical ideas using specific tonalities, meters, and simple chord changes.
Select and demonstrate developed musical ideas for arrangements and compositions within recognizable form, and explain intent and connection to purpose and context.
Use standard or iconic notation or recordings to document original rhythmic, melodic and harmonic ideas.
Evaluate and refine work, applying teacher-provided criteria and collaboratively developed guidelines; explain rationale for making revisions; and present the final version of created music and explain expressive intent.
Strand: PERFORM (6.M.P.)
Students will analyze, interpret, and select artistic work for performance. They will develop techniques and concepts to refine artistic work and express meaning through the presentation of musical works (Standards 6.M.P.111).
Apply teacher-provided criteria for selecting music to perform for a specific purpose and/or context, and explain why each was chosen.
Make interpretive decisions, with guidance, regarding the use of musical elements to express ideas and emotions.
Discuss and explore, with guidance, expressive elements in music to be performed.
Sing folk, traditional, and rounds in tune, with good vocal tone and clear diction.
Respond to visual representations of melodic patterns using pentatonic, major, and minor scales.
Perform two- and three-part rounds, partner songs, descants, layered ostinatos and parallel harmony.
Perform and identify rhythm patterns in two-, three-, four-, and sixbeat meters using body percussion, voice, and simple instruments.
Respond with body percussion, voice, or simple instruments to visual representation of rhythm patterns.
Respond to musical terms and markings for tempo and dynamics.
Demonstrate persistence and cooperation in refining performance pieces.
Perform music with expression, technical accuracy, and appropriate interpretation; watch and respond to the conductor to perform dynamics, style, and phrasing, and start, stop, and stay together; and demonstrate performance decorum.
Strand: RESPOND (6.M.R.)
Students will perceive and analyze artistic work and process. They will interpret intent and meaning, and apply criteria to evaluate artistic work and process (Standards 6.M.R.110).
Listen to and interact with a variety of contrasting music.
Listen for and identify form, meter, rhythm, timbre, dynamics, tempo, melody, texture, and harmony/tonality.
Demonstrate audience etiquette appropriate for the context and venue.
Describe feelings or imagery conveyed by a music selection.
Identify possible intent of a music selection, and how the music elements are used to convey it.
Explore/express feelings conveyed by a music selection through movement, drawing, or writing.
Identify music elements that are characteristic of different genres of music.
Identify and describe the music and structural elements that contribute to a quality work or performance.
Identify and describe the technical and musical skills evident in a quality performance.
Apply teacher-provided or collaboratively developed criteria to evaluate musical works or performances.
Strand: CONNECT (6.M.CO.)
Students will synthesize and relate knowledge from personal and collaborative experience to make and receive art. They will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding (Standards 6.M.CO.13).
Describe how music relates to personal, social, emotional, and intellectual development.
Draw upon interests, knowledge, and skills developed to inspire and inform the creation, performance, and appreciation of music, and deepen understanding of another content area through music.
Experience and explore music which connects us to history, culture, heritage, and community; identify connections between a music genre and cultural or historical contexts; and explore and explain how musical works are influenced by a composers heritage and experiences.
Strand: CREATE (6.V.CR.)
Students will generate artistic work by conceptualizing, organizing, and completing their artistic ideas. They will refine original work through persistence, reflection, and evaluation (Standards 6.V.CR.16).
Combine concepts collaboratively to generate an innovative idea for art-making.
Standard 6.V.CR.2: Formulate an artistic investigation of personally relevant content for creating art.
Demonstrate openness in trying new ideas, materials, methods, and approaches in making works of art and design.
Explain environmental implications of conservation, care, and cleanup of art materials, tools and equipment.
Design or redesign objects, places, or systems that meet the identified needs of diverse users.
Reflect on whether personal artwork conveys the intended meaning, and revise accordingly.
Strand: PRESENT (6.V.P.)
Students will analyze, interpret, refine and select artistic work for presentation. They will convey meaning in the manner in which the art is presented (Standards 6.V.P.13).
Analyze the similarities and differences associated with preserving and presenting two-dimensional, three-dimensional, and digital artwork.
Individually or collaboratively develop a visual plan for displaying works of art, analyzing exhibit space, the needs of the viewer, and the layout of the exhibit.
Assess, explain, and provide evidence of how museums or other venues reflect history and values of a community.
Strand: RESPOND (6.V.R.)
Students will understand, evaluate, and articulate how works of art convey meaning for the observer as well as the creator (Standards 6.V.R.15).
Identify and interpret works of art or design that reveal how people live around the world and what they value.
Compare ones own interpretation of a work of art with the interpretation of others.
Analyze ways that visual components and cultural associations within images influence ideas, emotions, and actions.
Interpret art by distinguishing relevant contextual information, and by analyzing subject matter, characteristics of form and structure, and use of media to identify ideas and mood conveyed.
Develop and apply relevant criteria to evaluate a work of art.
Strand: CONNECT (6.V.CO.)
Students will relate artistic skills, ideas, and work with personal meaning and external context (Standards 6.V.CO.12).
Generate a collection of ideas reflecting current interest and concerns that could be investigated in art-making.
Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding by analyzing how art reflects changing times, traditions, resources, and cultural uses.
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(USHE). Send questions or comments to USBE
and see the Fine Arts - Elementary website. For
general questions about Utah's Core Standards contact the Director
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