Grade 4 Fine Arts Wisconsin Standards

Connect: Students will relate prior knowledge and personal experience with music to cultural and historical context.

Respond: Students will critically interpret intent and meaning in order to evaluate artistic work.

Perform: Students will analyze, develop, and convey meaning through the presentation of artistic work.

Create: Students will generate, develop, and refine artistic work.

Performance Music

Connect: Students will relate prior knowledge and personal experience with music to cultural and historical context.

Respond: Students will critically interpret intent and meaning in order to evaluate artistic work.

Perform: Students will analyze, develop, and convey meaning through the presentation of artistic work.

Create: Students will generate, develop, and refine artistic work.

General Music

Compose short pieces using standard and/or alternative notation to document personal musical ideas.

Identify musical ideas using standard and/or alternative notation through verbal, written, aural, or technological means.

Explore rhythmic, melodic, and harmonic phrases.

Improvise rhythms and melodies with voice, instruments, and a variety of sound sources to add interest to a song.

Investigate music from aural traditions and through standard and alternative notation through performance.

Explore and demonstrate an understanding of the elements of music by reading, singing and/or playing an instrument.

Demonstrate expressive qualities in performance.

Critique performances of self and peers.

Identify the importance of the performer and the audience.

Recognize and define grade-appropriate foundational musical elements.

Express musical ideas through verbal, movement, written, or artistic means.

Utilize appropriate music terminology in the evaluation/reflection of music performances.

Demonstrate proper concert/audience etiquette.

Compare the historical and cultural aspects of music with other disciplines.

Explain how music relates to self, others, and the world.

Examine and evaluate musical connections, similarities, and differences.

Describe roles of musicians in various music settings and world cultures.

Explore rhythmic, melodic, and harmonic phrases.

Improvise rhythms and melodies with voice, instruments, and a variety of sound sources to add interest to a song.

Compose short pieces using standard and/or alternative notation to document personal musical ideas.

Identify musical ideas using standard and/or alternative notation through verbal, written, aural, or technological means.

Demonstrate expressive qualities in performance.

Critique performances of self and peers.

Identify the importance of the performer and the audience.

Investigate music from aural traditions and through standard and non-standard notation through performance.

Perform as a part of an ensemble.

Perform in small ensembles.

Practice proper concert etiquette for a variety of musical settings.

Explore and demonstrate an understanding of the elements of music by reading, singing and/or playing an instrument.

Recognize and define grade-appropriate foundational musical elements.

Express musical ideas through verbal, movement, written, or artistic means.

Utilize appropriate music terminology in the evaluation/reflection of music performances.

Demonstrate proper concert/audience etiquette.

Compare the historical and cultural aspects of music with other disciplines.

Explain how music relates to self, others, and the world.

Examine and evaluate musical connections, similarities, and differences.

Describe roles of musicians in various music settings and world cultures.

CONNECT: Students will relate prior knowledge and personal experience with theatre to cultural and historical contexts.

CONNECT: Students will relate prior knowledge and personal experience with theatre to cultural and historical contexts.

CREATE: Students will generate, develop, and refine artistic work.

CREATE: Students will generate, develop, and refine artistic work.

PERFORM: Students will analyze, develop, and convey meaning through the presentation of artistic work.

PERFORM: Students will analyze, develop, and convey meaning through the presentation of artistic work.

RESPOND: Students will critically interpret intent and meaning in order to evaluate artistic work.

RESPOND: Students will critically interpret intent and meaning in order to evaluate artistic work.

Theatre Production

Cultural Social Context: Explain how theatre relates to self, others, and the world.

Research: Identify the “given circumstances,” environmental and situational conditions that influence a theatrical work.

Career Connections: Describe a production profession in theatre.

Cross Disciplinary: Identify how theatre connects to literature and social studies.

Design: Assemble, draw, or describe multiple ideas for costumes, props, and/or scenery used for a story.

Text/Script: Create a scenario for an existing or imagined story that includes production elements.

Management Plan: Read a script or watch a live or recorded production and list responsibilities of executing a show.

Collaboration: Execute a defined role within an ensemble.

Protocol: Exercise appropriate conduct for school or public performances.

Design Execution: Explore technical elements in a guided drama experience.

Tools & Technology: Use Use basic hand tools safely in the creation of props, costumes, and set elements under direction of a teacher.

Design & Management Documentation: Collect artifacts to highlight two or more production elements created or utilized.

Public Presentation: Exercise developmentally appropriate stage etiquette for school or public performances.

Analysis: Identify separate production elements in a theatrical work.

Reflection Assess personal participation in a production with examples from experiences.

View Performance: Demonstrate developmentally appropriate audience etiquette.

Theatre Performance

Cultural Social Context: Explain how theatre relates to self, others, and the world.

Research: Identify the “given circumstances,” environmental and situational conditions that influence a theatrical work.

Career Connections: Describe a profession in theatre

Cross Disciplinary: Identify how theatre connects to literature and social studies

Collaboration: Execute a defined role within an ensemble.

Characterization: Use written or improvised dialogue to portray feelings and movement of a character in a known or imagined story.

Improvisation: Play a character in a story through improvisation.

Text/Script: Create a scenario for two characters based on an existing or imagined story.

Direction: Plan staging within a small group setting while utilizing stage vocabulary.

Protocol: Exercise developmentally appropriate stage etiquette for school or public performances.

Oral Communication: Explore vocal choices to support an improvised or scripted work.

Nonverbal Communication: Use gestures, facial expressions, and movement to develop a character in an improvised or scripted work.

Spatial Awareness: Use a hand prop or set piece appropriate to the character while being mindful of the stage environment.

Public Presentation: Recite the text/script in classroom presentation.

Analysis: Identify separate elements in a theatrical work such as characters, plot, and performance elements.

Reflection: Assess personal participation in a performance with examples from experiences.

View Performance: Demonstrate developmentally appropriate audience etiquette.