Standard(s):
[ARTS] MUS (2) 10 : 10) Demonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use them to convey expressive intent.
Example: Identify dynamic changes in Haydn's Symphony No.
94, "Surprise," through movement.
[ARTS] MUS (2) 18 : 18) Apply personal and expressive preferences in the evaluation of music for specific purposes.
[ARTS] MUS (3) 11 : 11) Demonstrate and describe how intent is conveyed through expressive qualities (such as dynamics and tempo).
Example: Experiment with dynamics and articulation and discuss how they change the impact of a piece.
[ARTS] MUS (3) 18 : 18) Demonstrate and describe how expressive qualities are used in performers' interpretations to reflect expressive intent.
Example: Sing music with expressive qualities and intent.
[ARTS] VISA (2) 2 : 2) Explore personal interests and curiosities with a range of art materials.
a. Create two-dimensional art.
Examples: Paper-weaving, drawing, and resist painting.
Use book about weaving, The Goat in the Rug by Charles L. Blood & Martin Link.
b. Create three-dimensional art.
Examples: Clay animals and pipe cleaner sculptures.
Use a book about clay, When Clay Sings by Byrd Baylor.
[ARTS] VISA (3) 2 : 2) Demonstrate skills using available resources, tools, and technologies to investigate personal ideas through the art-making process.
Examples: Choose from a variety of resources and materials to create a work of art.
Use books Imagine That by Joyce Raymond or Dinner at Magritte's by Michael Garland.