Topic: Cultures and Historical Style Periods /
Big Idea: Humanity In The Arts
Content
/ Activities/ResourcesWhat effective instructional activities and suggested materials could be used to teach this content?
Program of Studies
What skills, concepts, and understandings do students need to learn and be able to do? / Core Content for Assessment
What do students need to understand and be able to apply to new situations?
Subtopic: Music Cultures and Periods
High School Enduring Knowledge – UnderstandingsStudents will understand that
· the arts are powerful tools for understanding human experiences both past and present.
the arts help us understand others’ (often very different) ways of thinking, working and expressing ourselves.
· the arts play a major role in the creation and defining of cultures and building civilizations.
High School Skills and Concepts – Music
Students will
· describe, analyze and evaluate distinguishing characteristics of music representing a variety of world cultures and historical/style periods (European: Renaissance, Baroque, Neo-Classicism/”Classical,” Romanticism, Impressionism/Post-Impressionism, Modern and Contemporary; American: Modern and Contemporary)
· listen to, perform and classify music representing a variety of world cultures and historical/style periods
· examine music from various world cultures and explain how music reflects the culture, cultural beliefs or blending of cultures; use examples to illustrate how music has directly influenced society or culture
· examine music from various time periods and explain how the influence of time and place are reflected in the music / AH-HS-2.1.1
Students will analyze or evaluate how factors such as time, place and ideas are reflected in music. DOK 3
Historical Periods in European Music: (in chronological order)
(Basic understanding of society in the time period, influence of geographic location and philosophical beliefs of each historical period is necessary to meet this standard)
Renaissance (Palestrina, polyphony and counterpoint [multiple melodic lines played simultaneously] are prominent in music, the rise of instrumental and secular music)
Baroque (Bach and the fugue, Handel and oratorio)
Classical (Mozart & Haydn - true classical style, Beethoven - transition from Classical to Romantic)
Romantic (Tchaikovsky - influence on ballet, Wagner - influence on opera)
20th Century (Impressionism/Post-Impressionism, Debussy, Ravel - symbolism in music)
Modern (Stravinsky - influence on Russian ballet)
Contemporary (this refers to music being composed today)
Recent Styles in American Music:
Modern American music consists of diverse musical styles (e.g., Latin and Caribbean influences in American music); many emerged from a blending of distinct musical styles.
Contributions of some prominent American composers:
Gershwin - jazz in classical musical forms, Copland - integrated national American idioms into his music, Ellington - led and shaped jazz styles in American music
Other styles are rooted in American culture (e.g., folk, popular, country, blues) / Resources
Classical Music for Dummies by David Pogue
and Scott Speck
A-Z of Classical Music - www.naxos.com
Arts & Humanities: The Student Handbook
www.evamedia.com
KET Music Toolkit
KET Dance Toolkit
Reality Through the Arts by Dennis J. Sporre
Introduction to Music - Eileen O’Brien
HAVPA Textbook – JCPS (2005)
Encyclomedia
Examples, Topics and Student Activities
Listen to and discuss the following musical works:
Renaissance
· Missa Papae Marcelli – Gloria- Palestrina
Baroque
· Well Tempered Clavier -J.S. Bach
· Hallelujah Chorus - Handel
Neo Classicism/Classical
· Piano Concerto no.22 in E-Flat, Third Movement-Mozart
· Beethoven’s 5th Symphony
Romanticism
· Ride of the Valkryies - Wagner
· Swan Lake - Tchaikovsky
Impressionism/Post Impressionism
· Bolero - Ravel
· La Mer -Debussy
Modern and Contemporary
· Rite of Spring - Stravinsky
· Lincoln Portrait - Aaron Copland
Analyze and compare music from 2 time periods
Itunes U- Select a university and go to the music site for recordings and lectures.
Vocabulary:
What terms could students use to clarify communication about this content?
See www.ket.org/artstoolkit / European Culture and Style Periods:
Renaissance: Antiphonal, Polyphony, Plainchant,
Baroque: Fugue, Oratorio,
Neo-Classicism/”Classical”: Four Movements of the Symphony,
Romanticism: Art song, program music
Impressionism/Post-Impressionism
Modern and Contemporary
American Culture and Style Periods:
Modern and Contemporary
Assessment:
How will students be assessed to find out what they already know and what they’ve learned? / Students will
· describe, analyze and evaluate distinguishing characteristics of music representing a variety of world cultures and historical/style periods (European: Renaissance, Baroque, Neo-Classicism/”Classical,” Romanticism, Impressionism/Post-Impressionism, Modern and Contemporary; American: Modern and Contemporary)
· listen to, perform and classify music representing a variety of world cultures and historical/style periods
· examine music from various world cultures and explain how music reflects the culture, cultural beliefs or blending of cultures; use examples to illustrate how music has directly influenced society or culture
· examine music from various time periods and explain how the influence of time and place are reflected in the music
Subtopic: Dance Cultures and Periods
High School Enduring Knowledge – UnderstandingsStudents will understand that
· the arts are powerful tools for understanding human experiences both past and present.
· the arts help us understand others’ (often very different) ways of thinking, working and expressing ourselves.
· the arts play a major role in the creation and defining of cultures and building civilizations.
High School Skills and Concepts – Dance
Students will
· describe, analyze and evaluate distinguishing characteristics of dance representing a variety of world cultures and historical/style periods (European: Renaissance, Baroque, Modern and Contemporary Romantic; American: Realism, Modern and Contemporary)
· observe, classify and perform dance representing a variety of world cultures and historical/style periods
· examine dance from various world cultures and explain how dance reflects the culture, cultural beliefs or blending of cultures; use examples to illustrate how dance has directly influenced society or culture
· examine dance from various time periods and explain how the influence of time and place are reflected in the dance / AH-HS-2.2.1
Students will analyze or evaluate how factors such as time, place and ideas are reflected in dance. DOK 3
European Culture and Periods: (in chronological order)
(Basic understanding of society in the time period, influence of geographic location and philosophical beliefs of each historical period is necessary to meet this standard)
Renaissance (court dances)
Baroque (development of ballet, Louis XIV)
Romantic (Golden Age of ballet)
Modern (Fokine – the revitalization and 20th century prominence of Russian ballet, Balanchine, Baryshnikov)
Recent Styles in American Culture:
Popular dance (includes Early American dance, folk and social dance, [e.g., square dance, swing, waltz])
Martha Graham - abandoning traditional steps of ballet, portrayed characters in woman’s viewpoint)Modern dance (important figures include: Alvin Ailey - acclaimed African American choreographer, incorporation of traditional African roots, African-American themes,
/ ResourcesArts & Humanities: The Student Handbook
www.evamedia.com
KET Dance Toolkit
· DanceSense (DVD)
Reality Through the Arts by Dennis J. Sporre
HAVPA Textbook – JCPS (2005)
Encyclomedia
Dancing video series (Louis XIV) - Baroque
Examples, Topics and Student Activities
View and discuss the following videos:
Renaissance
· Elizabeth
· Shakespeare in Love
· Zefferelli’s Romeo and Juliet
Baroque
Romantic
· Gone with the Wind (waltz)
· Various ballet videos (Nutcracker, etc.)
Modern & Contemporary
· West Side Story
· Centerstage
· A Chorus Line
American
· Dancing: Swing Dance clip
· Martha Graham: In Performance
· Alvin Ailey: Revelations DVD
· Glencoe Performing Arts: Rainbow ‘round my shoulders
Vocabulary:
What terms could students use to clarify communication about this content?
See www.ket.org/artstoolkit / European Culture and Style Periods:
Renaissance, Baroque, Romantic Modern and Contemporary
American Culture and Style Periods:
Realism, Modern and Contemporary
Assessment:
How will students be assessed to find out what they already know and what they’ve learned? / Students will
· describe, analyze and evaluate distinguishing characteristics of dance representing a variety of world cultures and historical/style periods (European: Renaissance, Baroque, Modern and Contemporary Romantic; American: Realism, Modern and Contemporary)
· observe, classify and perform dance representing a variety of world cultures and historical/style periods
· examine dance from various world cultures and explain how dance reflects the culture, cultural beliefs or blending of cultures; use examples to illustrate how dance has directly influenced society or culture
· examine dance from various time periods and explain how the influence of time and place are reflected in the dance
Subtopic: Drama/Theatre Cultures and Periods
High School Enduring Knowledge – Understandings
Students will understand that
· the arts are powerful tools for understanding human experiences both past and present.
· the arts help us understand others’ (often very different) ways of thinking, working and expressing ourselves.
· the arts play a major role in the creation and defining of cultures and building civilizations.
High School Skills and Concepts – Drama/Theatre
Students will
· describe, analyze and evaluate distinguishing characteristics of dramatic work representing a variety of world cultures (Japanese, American Modern and Contemporary) and historical/style periods (European: Renaissance, Neo-Classicism/“Classical, Romanticism, Realism)
· observe, classify, and perform dramatic works representing a variety of world cultures and historical/style periods
· examine dramatic works from various world cultures and explain how dramatic works reflect the culture, cultural beliefs or blending of cultures; use examples to illustrate how dramatic works have directly influenced society or culture
· examine dramatic works from various time periods and explain how the influence of time and place are reflected in them
· use print and non-print sources to explore, describe and interpret universal themes, characterization, situations in dramas and characteristics of theater from different cultures or time periods /
AH-HS-2.3.1
Students will analyze or evaluate how factors such as time, place and ideas are reflected in drama. DOK 3Japanese Culture (history and characteristics of Kabuki theatre)
Historical Periods: (in chronological order)
(Basic understanding of society in the time period, influence of geographic location and philosophical beliefs of each historical period is necessary to meet this standard)
Renaissance (commedia dell’arte, Shakespeare and Elizabethan theatre)
Neo-Classicism/“Classical” (satire)
Romantic (melodrama)
Realism (Henrik Ibsen, George Bernard Shaw)
American Culture:
American playwrights’ role with realism in theatre (Tennessee Williams, Arthur Miller)
Modern & Contemporary (impact of technology on drama/theatre, the development of American musical theatre) / Resources
Arts & Humanities: The Student Handbook
www.evamedia.com
KET Music Toolkit
KET Drama Toolkit
Reality Through the Arts by Dennis J. Sporre
KET Humanities through the Arts clip
HAVPA Textbook – JCPS (2005)
Encylomedia
Standard Deviants School - Shakespeare,
Program 1 - Introduction to Shakespeare (DVD)
Examples, Topics and Student Activities
View and discuss the following videos:
Renaissance
· Commedia Dell’arte: Whose Line is it Anyway?
· Shakespeare and Elizabethan Theatre: Shakespeare in Love
· Variety of Shakespeare video productions
· Compare and Contrast typical plot structure and characters of commedia dell’arte and Romeo and Juliet (Romeo + Juliet – DVD w/Leonardo di
Neo-Classicism/“Classical” (satire)
· Moliere: Tartuffe
Romanticism (melodrama)
· Phantom of the Opera (silent movie)
Realism
· Ibsen: A Doll’s House
· George Bernard Shaw: Pygmalion
American Realism:
· Tennessee Williams: The Glass Menagerie
· Arthur Miller: Death of a Salesman
American Modern & Contemporary:
· Variety of Broadway musicals
Vocabulary:
What terms could students use to clarify communication about this content?
See www.ket.org/artstoolkit / Japanese Culture (history and characteristics of Kabuki theatre)
Historical Style Periods:
Renaissance, Neo-Classicism/“Classical” , Romanticism, Realism
American Culture:
Realism, A, Modern & Contemporary
Assessment:
How will students be assessed to find out what they already know and what they’ve learned? / Students will
· describe, analyze and evaluate distinguishing characteristics of dramatic work representing a variety of world cultures (Japanese, American Modern and Contemporary) and historical/style periods (European: Renaissance, Neo-Classicism/“Classical, Romanticism, Realism)
· observe, classify, and perform dramatic works representing a variety of world cultures and historical/style periods
· examine dramatic works from various world cultures and explain how dramatic works reflect the culture, cultural beliefs or blending of cultures; use examples to illustrate how dramatic works have directly influenced society or culture
· examine dramatic works from various time periods and explain how the influence of time and place are reflected in them
· use print and non-print sources to explore, describe and interpret universal themes,
Subtopic: Visual Art Cultures and Periods
High School Enduring Knowledge – Understandings
Students will understand that
· the arts are powerful tools for understanding human experiences both past and present.
· the arts help us understand others’ (often very different) ways of thinking, working and expressing ourselves.
· the arts play a major role in the creation and defining of cultures and building civilizations.
High School Skills and Concepts – Visual Arts
Students will
· describe, analyze and evaluate distinguishing characteristics of visual art representing a variety of world cultures (Middle Eastern, Asian, Modern and Contemporary European and American) and historical/style periods (Renaissance, Baroque, Neo-Classicism, Romanticism, Realism, Impressionism/Post-Impressionism)
· observe, classify and create visual art according to styles and processes used in a variety of world cultures and historical/style periods
· examine visual artworks from various world cultures and explain how artworks reflect the culture, cultural beliefs or blending of cultures; use examples to illustrate how artworks have directly influenced society or culture
· examine visual artworks from various time periods and explain the influence of time and place are reflected in them
· use print and non-print sources to explore, describe and interpret universal themes, characterization and situations in artworks from different cultures or time periods / AH-HS-2.4.1
Students will analyze or evaluate how factors such as time, place and ideas are reflected in visual art. DOK 3
Middle Eastern and Asian temple architecture, characteristics of temples (Islamic – e.g., Dome of the Rock - geometric patterns for decoration such as arabesques, minaret tower to call Muslims to prayer, Hindu – e.g., Pampapati Temple– temple city complex with towers, Buddhist – e.g., Liurong Temple/pagoda or called a stupa in India, part of a temple city complex)