Parents' Guide To The Visual And Performing Arts In California Public .
California’s StatewideArts Education CoalitionPARENTS’ GUIDE TO THEVISUAL AND PERFORMING ARTSIN CALIFORNIA PUBLIC SCHOOLSKINDERGARTEN THROUGH HIGH SCHOOLDance Music Theatre Visual Arts
California State PTA is excited to provide this artscurriculum guide for parents and education advocatesacross California. In partnership with CREATE CA,California State PTA has put together a simple, easyto-read guide of the Visual and Performing Arts (VAPA)Standards by grade level. This guide, in conjunctionwith the California Arts Education Data Project, will giveparents and education advocates a snapshot of how afull arts curriculum advances student success socially,emotionally and academically.– Dianna MacDonald, President, California State PTA2PARENTS’ GUIDE TO THE VISUAL AND PERFORMING ARTS IN CALIFORNIA PUBLIC SCHOOLS
TABLE OF CONTENTSIntent of This Guide. 4The Information in This Guide. 4Why Standards are Important. 5The Focus of Arts Learning. 5Parents Guide to the Visual and Performing ArtsGrades K–1–2Dance, Music, Theatre, Visual Arts. 6Snapshot of Arts Learning in Kindergarten. 6Snapshot of Arts Learning in the First Grade. 6Snapshot of Arts Learning in the Second Grade. 7Dance Content. 8Music Content. 9Theatre Content. 10Visual Arts Content. 11Talking to Your Child’s TeacherAbout the Visual and Performing Arts. 12Helping Your Child Learn in the Visual andPerforming Arts at School, at Homeand in the Community. 12Expanding or Improving the Arts Program atYour Child’s School. 13Parents Guide to the Visual and Performing ArtsGrades 3–4–5Dance, Music, Theatre, Visual Arts. 14Snapshot of Arts Learning in the Third Grade. 14Snapshot of Arts Learning in the Fourth Grade. 14Snapshot of Arts Learning in the Fifth Grade. 15Dance Content. 16Music Content. 17Theatre Content. 18Visual Arts Content. 19Talking to Your Child’s TeacherAbout the Visual and Performing Arts. 20Helping Your Child Learn in the Visual andPerforming Arts at School, at Homeand in the Community. 20Expanding or Improving the Arts Program atYour Child’s School. 21Parents Guide to the Visual and Performing ArtsGrades 6–7–8Dance, Music, Theatre, Visual Arts. 22Snapshot of Arts Learning in Middle School. 22Dance Content. 23Music Content. 23Theatre Content. 24Visual Arts Content. 24Talking to Your Child’s Middle Grades TeacherAbout the Visual and Performing Arts. 25Helping Your Child Learn in the Visual andPerforming Arts at School, at Homeand in the Community. 26Expanding or Improving the Arts Program atYour Child’s School. 27Parents Guide to the Visual and Performing ArtsGrades 9–12Dance, Music, Theatre, Visual Arts. 28Snapshot of Arts Learning in High School. 28Dance Content. 29Music Content. 30Theatre Content. 31Visual Arts Content. 32Talking to Your Child’s High School Teacher(s)About the Visual and Performing Arts. 33Helping Your Child Learn in the Visual andPerforming Arts at School, at Homeand in the Community. 34Expanding or Improving the Arts Program atYour Child’s School. 35Appendix 1. 36Written and organized by Patty Taylor, mother, grandmother and pastVisual and Performing Arts Consultant at California Department of EducationCREATE CA WWW.CREATECA.NET3
INTENT OF THIS GUIDEThe California State PTA recognizes that parents play a vital role in helping their child learn in andthrough the arts. This guide is a resource for parents to use in supporting their child’s learning in thearts disciplines of dance, music, theatre and visual arts while they advance through each grade level inCalifornia public schools. By asking about the arts program at your child’s school, you are showing yourinterest in all students, not just the “talented,” having the opportunity to express their uniqueindividuality through creating and learning in and through the arts.Research shows that the arts play a role in humandevelopment and in community building. They artshelp teachers and students address issues of diverselanguages, race, culture and learning styles throughmultiple entry points. The value of the arts for allstudents in California classrooms is confirmed by theinclusion of arts instruction at all grade levels in themandates of the California Education Codes 51210 and51220 (see next page). The content of this guide willassist parents in talking to their child’s teacher about thearts instruction their child is receiving and in being ableto recognize a quality arts education program.The Information in This GuideThis guide provides an overview of what your child willlearn in the arts disciplines of dance, music, theatreand the visual arts by the end of each grade level. Theinformation is grouped into four sections: Grades K-2,Grades 3-5, Grades 6-8 and Grades 9-12, which includethe following: 4A snapshot of your child as they experience the artsin their classroom at each grade level.A few key examples of what is typically taught indance, music, theatre and the visual arts at eachgrade level to use as a starting point in talking toyour child’s teacher.Questions to ask the teacher about your child’sprogress in arts learning and about the school’s artsprogram.Ideas for what you can do to help your child learn inthe arts at school, at home and in the community.Research showsthat the arts playa role in humandevelopment andin communitybuilding. If you are interested in expanding or improvingthe visual and performing arts program at yourchild’s school, key resources for getting startedare provided.The arts learning examples in this guide are basedon the Visual and Performing Arts Framework forCalifornia Public Schools, the California Visual andPerforming Arts Content Standards and the NationalCore Arts Standards. While standards in every subjectarea are revised over the years, if your child is beingprovided with the type of arts content suggestedhere in each grade, he or she will be well preparedfor learning in the arts in each of the following gradelevels. The California Department of Education iscurrently in the process of revising the visual andperforming arts standards, which are scheduled to bepublished in 2019. Media Arts will be included in thenew standards and added to this guide when available.PARENTS’ GUIDE TO THE VISUAL AND PERFORMING ARTS IN CALIFORNIA PUBLIC SCHOOLS
Why Standards are ImportantThe Focus of Arts LearningLike the other subject area standards, includingCommon Core, the visual and performing artsstandards define what students need to learn and beable to accomplish in dance, music, theatre and visualarts, by the endof each gradelevel. Standardsguide teachers toinclude curriculumand instructionthat will helpall studentsmeet or exceedthese standards.Classroomteachers,credentialedarts teacherspecialists,teaching artists, visiting artists, parents andcommunity members may be involved in teaching thearts in the schools. Therefore, it is very important tohave agreed-upon written expectations for studentlearning in the arts at each grade level. The examplesof what students will be learning in each of the artsprovided here give only a small glimpse into thecontent of the curriculum. More information on artsstandards, curriculum and instruction can be foundon the California Department of Education website atwww.cde.ca.gov/be/st/ss/.As students learn about each of the arts disciplines,they explore artistic processes that are used increating works in the arts and understand that each artform has its own language and skills.Standardsguide teachersto includecurriculum andinstruction thatwill help allstudents meetor exceed thesestandards.In a comprehensive arts curriculum students will: Express their thoughts, feelings and the worldaround them as they think of artistic ideas andbring them to life in their artwork. Demonstrate increasing expressive and technicalskills as they produce, perform and present worksin the arts. Grow in their ability to understand and evaluatehow the arts convey meaning by processing andanalyzing information through the language andskills unique to each of the arts. Deepen their appreciation and understanding ofthe arts by responding to, analyzing and makingjudgments about works in each of the arts. Increase their ability to relate artistic ideas andworks of art to the societal and historical contextin which they were created, and to the culturaldimensions of each of the arts. Connect and apply what is learned and experiencedin each of the arts to learning in many othersubject areas, to career possibilities and to living inour complex society.California Education Code 51210The adopted course of study for grades 1 to 6, inclusive, shallinclude instruction, beginning in grade 1 and continuing throughgrade 6, in the following areas of study: Visual and performingarts, including instruction in the subjects of dance, music, theatreand visual arts, aimed at the development of aesthetic appreciationand the skills of creative expression.California Education Code 51220The adopted course of study for grades 7 to 12, inclusive,shall offer courses in the following areas of study: Visual andperforming arts, including dance, music, theater and visual arts,with emphasis upon development of aesthetic appreciation and theskills of creative expression.CREATE CA WWW.CREATECA.NET5
PARENTS’ GUIDE TO THEVISUAL AND PERFORMING ARTSGRADES K-1-2Dance Music Theatre Visual ArtsSnapshot of Arts Learning inKindergartenSnapshot of Arts Learning in theFirst GradeStudents in kindergarten are exploring their worldthrough their senses and improving their perceptualskills by learning about, creating, performing,presenting and responding to dance, music, theatreand the visual arts. They act out the stories theyhear and pictures they see as they perform incollaborative groups. They sing songs and tapout rhythms.Students turneverydaymovements suchas walking andjumping intoa dance. Theydraw a picture oftheir friends andfamily. Studentslearn to use glue and scissors while exploring theuse of line, color, shape, texture, value and spacein their artwork. They see, listen and respond todance, music, theatre and the visual arts fromvarious cultures and time periods. For kindergartenstudents, the arts are among their first excitingadventures in learning. They are beginning todevelop the vocabulary and the skills that are uniqueto the arts yet can be applied to learning in otherareas of the curriculum.In first grade, students begin to develop the focusneeded to succeed in creating, performing andpresenting works in the arts. They also learn towork with others both in creating artworks andin sharing the space and the materials needed.They listen when others speak and watch othersperform as they participate by being an audiencemember. By connecting the arts with othercontent areas, students build their vocabularyand pre-reading skills, such as defining the plot,predicting, summarizing and recognizing thesequence of events in a story. They performbrief dance sequences with a beginning, middleand end. Through folk and traditional dances,students learn more about why, when andwhere people dance and how dances are similaror different. Singing and playing classroominstruments improves students’ listening skills,technique and understanding of musical forms.Acting through facial expressions, gestures andmovements helps students develop characters asthey improvise scenes. In visual arts, studentswork both in flat, two-dimensional formats andcreate three-dimensional works of art as theylearn about the use of color, lines and shapes intheir artwork.Students turneverydaymovements suchas walking andjumping into adance.6PARENTS’ GUIDE TO THE VISUAL AND PERFORMING ARTS IN CALIFORNIA PUBLIC SCHOOLS GRADES K-1-2
Snapshot of Arts Learning in theSecond GradeGRADES K-1-2Second grade students are expanding their knowledge andskills in the arts and become excited when they discoverthey can connect their previous learning in the arts toproblem solving in something new. In a dance sequence,students move slowly then quickly and reach high thenlow while communicating an idea or mood. A new world ofmusic opens up to them as they listen to different musicalexpressions from various time periods and learn verbalsyllables for the musical scale such as sol and fa. This is thebeginning of learningto read, write andperform basic patternsof pitch, which opensthe door to, playing,singing and composingmusic. Cooperationand communicationskills are developedas students createand perform theatricalgroup improvisationsand tableaus. Intriguingnew visual art-makingprocesses are introduced to students as they learn to doprintmaking and collage. Now students are beginning toevaluate their own work as they analyze what they intendedto express in the arts and how well they succeeded.Cooperation andcommunicationskills aredeveloped asstudents createand performtheatrical groupimprovisationsand tableaus.CREATE CA WWW.CREATECA.NET7
Dance ContentExamples of Dance Learning in Kindergarten Performing basic locomotor movement skills in response to oral instructions such as walking,jumping, hopping and balancing.Creating movements alone or with a partner thatreflect a variety of personal experiences, such asbeing happy, excited sad or angry.Improvising adance that has abeginning, middleand end.Improvisinga dancethat has abeginning,middle andend.Explaining anddemonstratingbasic features thatdistinguishes onekind of dance fromanother such asspeed, the force/energy used, costume, setting,cultural expression and music.Examples of Dance Learning in First Grade Creating and performing a short sequence of movements by themselves and with others thatincludes forming shapes and lines, becomingbig then small and movements that have abeginning, middle and end.Naming and performing basic locomotormovements (movement progressing throughspace from one spot to another) like skipping,leaping and axial movements (when the bodystays in one spot while a body part moves aroundthis axis) such as stretching, bending and turningin placeResponding in movement sequences to a widerange of stimuli such as music, books, pictures,rhymes, fabrics and props.Naming and performing folk/traditional dancesfrom the United States and other countries.Examples of Dance Learning in Second Grade Creating and performing short movement 8sequences using varied tempos (slow to fast)and rhythmic patterns (timed movementsthrough space).Creating, memorizing and performing originalexpressive movements alone and with peersby using stories, poems, or nursery rhymes toinspire dance ideas.Naming and performing rhythms from differentcultures such as those made through clapping,stamping or using whole body movement.Using basic dance vocabulary to describe adance observed or performed by peers and todescribe how the dance communicated an idea ormood to the viewer.PARENTS’ GUIDE TO THE VISUAL AND PERFORMING ARTS IN CALIFORNIA PUBLIC SCHOOLS GRADES K-1-2
Music ContentExamples of Music Learning in Kindergarten Identifying, describing and performing basic elements in music such as high/low, fast/slow,loud/soft and beat.Singing age-appropriate songs from memory.Playing classroom instruments and moving orverbalizing to demonstrate awareness of beat,tempo, dynamics and melodic direction.Identifying, discussing and singing or playingmusic from various cultures written for aspecific purpose such as for play, a work song, acelebration or a lullaby.Examples of Music Learning in First Grade Singing songs with increased expression and patterns, using eighth notes, quarter notes, halfnotes and rests and patterns of pitch.Identifying and describing individual wind, string,brass and percussion instruments used in avariety of music.Singing songsby memory andplaying singinggames fromvarious cultureswith increasedaccuracy.Identifying howmusical elementssuch as pitch,tempo, formand dynamicscommunicateideas or moods.Singing songsby memoryand playingsinging gamesfrom variouscultures withincreasedaccuracy.CREATE CA WWW.CREATECA.NETGRADES K-1-2 playing singing games from various cultures.Identifying and performing simple musicalforms such as a phrase and ABA. A phrase iscomparable to a sentence or to poetry. AB is aform in music composition that has two parts, anA theme and a B theme.Reading, writing and performing simple patternsof rhythm and pitch, using beat, rest and dividedbeat (two sounds on one beat).Improvising simple rhythmic parts to accompanya melody using body percussion (e.g., snapping,clapping) or classroom instruments.Examples of Music Learning in Second Grade Reading, writing and performing simple rhythmic9
Theatre ContentExamples of Theatre Learning in Kindergarten Learning and using the vocabulary of theatre such as actor, setting, audience and cooperation whileperforming group pantomimes and improvisationsto retell familiar stories.Speaking clearly and expressively to convey thethoughts, feelings and ideas that a charactermight have or when retelling a familiar story.Performing imitative movements, rhythmicalactivities and theatre games such as freeze,statues andmirrors.Retelling ordramatizingstories, myths,fables andfairy talesfrom variouscultures andtime periods.Retelling ordramatizingstories, myths,fables andfairy talesfrom variouscultures andtime periods.Examples of Theatre Learning in First Grade Using the vocabulary of theatre, such as play, Demonstrating skills and the ability to workcooperatively in presenting a tableau, animprovisation and a pantomime, which may bebased on a story or a life experience.Examples of Theatre Learning in Second Grade Using the vocabulary of theatre, such as plot 10plot (beginning, middle and end), improvisation,pantomime, stage, character and audience asthey describe a theatrical experience.Identifying how and why items such as props,costumes, masks and sets are used in theater.Being a good audience member then expressingpersonal responses to what they liked about atheatrical experience and their own emotionalreaction to the experience.(beginning, middle and end), scene, sets, conflictand script to describe experiences in theatre.Performing in group improvisational theatricalgames that develop cooperative skills andconcentration.Discussing an actor’s performance as to theuse of voice, gesture, facial expression andmovement to create a character.Using problem-solving and cooperative skillsin sequencing story points and identifyingcharacters, setting and conflict to dramatize astory, a current event or a concept from anothersubject area.PARENTS’ GUIDE TO THE VISUAL AND PERFORMING ARTS IN CALIFORNIA PUBLIC SCHOOLS GRADES K-1-2
Visual Arts ContentExamples of Visual Arts Learning inKindergarten Identifying and describing the elements of art Identifying anddescribing theelements ofart (line color,shape/form,texture, value,space) in theworld aroundthem and inworks of art. in the environment and in works of art, such as thelines in a leaf, the texture of different fabrics andthe different shapes used in a painting.Participating in color mixing with paints bycombining two primary colors to create asecondary color (red and yellow makes orange,blue and yellow makes green and red and bluemakes violet).Creating drawings, paintings and/or sculptures(e.g.: clay or papier-mâché) based on observationsof actual objects such as flowers, people, animals,or buildings.Identifying and describing various subject matter inart such as in landscapes, seascapes and portraits,and describing various art forms from differentcultures such as African masks, Mexican ceramics,Japanese Sumi-e painting and Native Americanbaskets.GRADES K-1-2 (line color, shape/form, texture, value, space)in the worldaround themand in works ofart.Developing safeuse of tools suchas scissors andskills in usingglue to constructa threedimensionalform from paperor to make acollage.Using questionwords (i.e.,who, what, where, when, why and how) todescribe works of art showing people, places andthings from a variety of times and places andincluding what they think is being expressed orcommunicated in the artwork.Discussing their own works of art using the artvocabulary they are learning to tell how theymade a specific artwork and giving reasons whythey like the artwork they made.Examples of Visual Arts Learning in First Grade Identifying the elements of art in objects in nature,Examples of Visual Arts Learning in SecondGrade Identifying the elements of art they used in their own artwork and in objects in nature, theenvironment and in works of art such as lines,colors, shapes, textures and space.Demonstrating beginning skills in the use of basictools, art-making processes and media such asstencils, printmaking, oil pastels and watercolors.Depicting the illusion of depth (space) in a work ofart and using overlapping shapes, relative size andplacement within the picture.Identifying and discussing how art is used in eventsand celebrations in various cultures, both past andpresent, including the use of art in their own lives.CREATE CA WWW.CREATECA.NET11
Talking to Your Child's TeacherAbout the Visual andPerforming ArtsVisual and performing arts programs vary widelythroughout the state as to what is offered, howmuch time is spent on arts learning and whoteaches the arts. When you talk to your child’steacher about the arts program, it will be helpfulto get a clear picture of your child’s opportunityto engage in arts learning as well as the contentand/or focus of the instruction at this grade span.Following are four questions that may guide aconversation with your child’s teacher.1. How much instructional time does my childreceive per week or month or during the schoolyear in each of the arts: dance, music, theatreand visual arts? Is this time dedicated to thearts or are the arts integrated into learningin other areas of the curriculum? (Note: TheCalifornia Education Code requires instructionin dance, music, theatre and visual arts forgrades one through grade twelve.)2. Is arts instruction based on the state standardsand is it sequential through the grade levels?3. Who teaches each of the arts to my child atthis grade level? Here are some examples: theclassroom teacher, a credentialed dance, music,theatre and/or visual art teacher, a teachingartist from a community arts organization or avolunteer such as an artist or parent.4. What does my child particularly enjoy and/orneed to work on in each of the arts disciplines?5. Reflecting on the list of sample arts learningprovided in this document at my child’s gradelevel, what are two or three of your curriculargoals for the students in each of the arts?Helping Your Child Learn inthe Visual and Performing Artsat School, at Home and in theCommunityAt school: Volunteer your time by assisting in the classroom At home: Talk about good health-related habits that a dancer, like an athlete, would need.Ask your child to teach you a simple song or musicalpattern such as ABA.After reading a story with your child, ask him/herto talk about the main character, the setting and theconflict in the story.Set up an “art space” for your child where she/hecan keep a pad of white paper, a box of crayons and abeginner’s set of watercolors along with a brush and aplastic cup for water. Don’t forget the paper towels.In the community: Support your child’s learning in the arts with lessons 12when the arts are being taught.Share your personal expertise in the arts through schoolor classroom performances, demonstrations and lessons.Share your expertise in a folk or traditional art formwith your child’s class.Assist with costumes and props for theatre and dance.Offer support for the arts program by donatingsupplies and/or equipment for the arts program.and experiences outside of school at art museums orart centers, and with community dance, theatre andmusic groups or teachers.See if art museums have free days and activities forfamilies or if performing artists are appearing in apark or library.Take your child to art gallery exhibits andperformances of dance, music and theatre that areappropriate for this grade level.Participate in the art form along side of your childsharing the experience together.PARENTS’ GUIDE TO THE VISUAL AND PERFORMING ARTS IN CALIFORNIA PUBLIC SCHOOLS GRADES K-1-2
Expanding or Improving the Arts Program at Your Child's SchoolIf you want to support the visual and performing arts program in your child’s school or see what you can do tostrengthen arts instruction across the grade levels in your school, here are a few ideas for getting started. Go to the California Department of Education’s Visual and Performing Arts pages starting with the Look to the Statewide Arts Education Database to find out how your school district is doing in providing artseducation to students in grades 6-12. Visit createca.net to read about the Arts Ed Data Project and search datafor your school or district.Visit the California State PTA website to learn why a full curriculum that includes the arts is essential forall students. You’ll be able to view and download free resources in multiple languages. www.capta.orgJoin PTA’s SMARTS Parents for the Arts Network to receive newsletters and information directly to your inbox.Be a champion for the arts in your school. To get started, download an informational flier.www.capta.org/smartsStart or join an "Arts Now" coalition in your community, www.artsed411.orgThe California CountySuperintendents EducationServices Association ArtsInitiativeA statewide network of CountyOffices that believes that thevisual and performing arts are anintegral part of a comprehensivecurriculum and are essential forlearning in the 21st century.www.ccsesaarts.orgThe California Alliance forArts EducationThe Alliance advocates for highquality arts education for allstudents by providing policyexpertise and by mobilizing astatewide network of advocatesand allied partners.www.artsed411.org/about usGRADES K-1-2Find more resources by contacting other statewide organizations that support artseducation such as:CREATE CACREATE CA is a coalition of dedicated andinnovative leaders who understand thattogether we have the power to createlasting change for every Californiastudent. Our mission is to ensure ALLstudents are able to reach their fullpotential by advancing an educationmodel that promotes creativity and thearts for the workforce of tomorrow.www.createca.netCREATE CA WWW.CREATECA.NET13
PARENTS’ GUIDE TO THEVISUAL AND PERFORMING ARTSGRADES 3-4-5Dance Music Theatre Visual Arts14Snapshot of Arts Learning in theThird GradeSnapshot of Arts Learning in theFourth GradeThird graders get excited about describing theirthoughts orally and in writing, which leads themto more creative expression in the arts. They usetheir skills in the arts to portray what they imagine:a person, place or thing. They create and performoriginal dance sequences more expressively andalso perform dances from various countries with apartner or a group, which adds to their collectionof dance movements. Their musical knowledgeincreases as they focus on rhythmic patterns,musical forms, melody, harmony and timbre whenreading, writing and performing music. Increasedlistening skills are applied as they identify thosequalities in music selections. Singing from memoryhelps them improve their accuracy. In third grade,students do cooperative scriptwriting by applyingthe five W’s (who, what, were, when and why).They have many opportunities to demonstrate theirproblem-solving and cooperative skills when theyparticipate in theatrical experiences. Their visualarts skills lead them to creating the illusion ofdepth in a painting and they gain skills in a growingnumber of media such as watercolor and computergenerated prints. Students also become familiarwith local artists and their works as well as artistsfrom throughout California and from various parts ofthe world.Fourth grade students have become activeparticipants in their own learning. Building onwhat they learned and experienced in the artssince Kindergarten, they recognize the artist withinthemselves, and they see how they can apply whatthey have learned in the arts to learning in otherareas of the curriculum. Project-based learningallows them to, for example, s
the visual and performing arts program at your child's school, key resources for getting started are provided. The arts learning examples in this guide are based on the Visual and Performing Arts Framework for California Public Schools, the California Visual and Performing Arts Content Standards and the National Core Arts Standards. While .
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Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. Crawford M., Marsh D. The driving force : food in human evolution and the future.
Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. 3 Crawford M., Marsh D. The driving force : food in human evolution and the future.
