Common Core Content and Fine Arts Artistic Behaviors

1. Common Core Contentand Fine Arts Artistic Behaviors

2. Mathematics Standards for Mathematical Practice* 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look and make use of structure. 8. Look for and express regularity in repeated reasoning. * To be understood as a non-linear, conceptual approach.

3. Fine Arts Artistic Behaviors* • Critical Thinking and Problem Solving • Creating Personal Meaning • Social, Cultural, Historical, and Contemporary Context • Communication and Collaboration • Creativity & Innovation • Information and Technology Literacy • Productivity, Accountability and Self-Direction • Leadership and Responsibility * To be understood as a non-linear, conceptual approach.

4. Make sense of problems and persevere in solving them MATH FINE ARTS

5. Example Students select an appropriately difficult piece for performance focusing on the specific aspects of the music they find challenging. The plan* includes a timeline for meeting specific goals and sections for students to self-critique**, reflect upon, and identify steps to improve their performance. *Expository ** Argumentative

6. ? Think about… • How do you encourage students to persevere in developing their artistic skills?

7. Reason abstractly and quantitatively MATH FINE ARTS

8. Example Students analyze self-portraits by FridaKhalo, Vincent Van Gogh, and William Johnson. Using stylistic elements from each portrait, combine the three different styles into an original self-portrait drawn from observation. Students will describe in writing which specific elements from each artist influenced decisions made in their final composition.* Student will defend choices citing specific examples within their composition. ** *Expository ** Argumentative

9. ? Think about… • What are some forms of reflection utilized in your classroom? • What kinds of divergent thinking/brainstorming are utilized in your classroom?

10. Construct viable arguments and critique the reasoning of others MATH FINE ARTS

11. Example Dance students investigate, identify, and discuss the key components of a successful dance composition and how that composition might be affected by the technical expertise of the performers. Students then view dance (live or recorded) of varying styles and time periods and, working first individually and then together as a class, determine criteria for excellence in performance and composition. Students apply these criteria to future exposure of dance. Students critique dance composition (live or recorded) commenting on the technical expertise, choreographic intent, aesthetic judgment, and historical relevance of viewed performance. ** **Argumentative

12. ? Think about… • What resources do you utilize to illustrate various styles and time periods? • Where can I find examples of rubrics/assessments for writing a critique?

13. Model With Mathematics MATH FINE ARTS

14. Example Students identify a craft medium such as fiber arts, ceramics, jewelry, or furniture and learn about the techniques, sequences, and characteristics of working with this medium through web-based research. Students develop a functional or decorative object based on design principles to demonstrate what they have learned and the skills they have mastered. Students will defend choices made regarding media and techniques based on web based research.** **Argumentative

15. ? Think about… • What options do students have with regard to use of materials, media selection, technique? • How do your students use their art form to solve problems in everyday life?

16. Use appropriate tools strategically MATH FINE ARTS

17. Example Students select costumes to reflect time period, location, mood, and character for a classical monologue performance. Describe the historical context that provided you with the inspiration.* Which costume piece most effectively captures your character? ** * Argument ** Expository

18. ? Think about… • What tools and techniques do you most frequently have your students use in class?

19. Attend to precision MATH FINE ARTS

20. Example Students presenting a final scene must attend to precision with regards to their blocking and memorization of text. Students write a scene analysis defending the claims of their artistic choices regarding ground plans, blocking, and character development.* Create a precise character biography that will be incorporated into scene acting choices. ** * Argument ** Expository

21. ? Think about… • How do you teach the process of attaining precision within your artistic discipline?

22. Look for and make use of structure MATH FINE ARTS

23. Example Students look at the work of contemporary dance artists to determine form and structure within choreography. Students are challenged to create dance inspired by the work of master artists demonstrating the use of specific compositional elements to create an original work. Students will notate and /or document the process of choreography. ** ** Expository .

24. ? Think about… • Which master artists do you use as examples? • Where can I find examples of how students notate or document the process of creating original work?

25. Look for and express regularity in repeated reasoning MATH FINE ARTS

26. Example Spell a major scale for your instrument that you already know. Describe the patterns of whole and half steps that make the scale major.* Now start on any other note and apply what you know about scale-building to build a major scale on that note. Play the new scale on your instrument. Describe how you used accidentals to make the pattern of whole and half steps accurate. *Expository

27. ? Think about… • How do you encourage students to create personal meaning in their artistic choices or interpretations? • How do you make students responsible for their time management?