FINE
ARTSFINE
ARTS
The Illinois Learning Standards for Fine Arts were developed using
the National Standards for Arts Education, 1985 State Goals for
Fine Arts, various other national and state resources, and local
standards contributed by team members.
Throughout time, the arts have been essential to human existence.
When people create in sounds, images, gestures and words, they
discover ways to shape and share their thoughts and feelings with
others. The arts enrich the quality of life. All students deserve
access to the arts through creation, performance and study.
Young children "respond to gestures and movement before they
react to the spoken word. They understand and explore sound before
they learn to speak. They draw pictures before they form letters.
They dance and act out stories before they learn to read"
(Fowler, 1984). The fine arts-dance, drama, music, and visual
arts-are fundamental ways of knowing and thinking. In addition
to their intrinsic value, the arts contribute to children's development.
Recent research shows that study in music improves test scores
in spatial temporal reasoning in young children (Rauscher, 1997).
Works of art are some of the highest achievements of civilization.
In school, students learn the language of the arts and how to
interpret visual images, sounds, movement and story. Because the
arts are both universal and culturally specific, they are a powerful
means of increasing international and intercultural awareness.
Through the arts, students gain a greater understanding of their
own cultural heritage, as well as a sense of the larger world
community.
The Illinois Learning Standards in the Fine Arts address the language
of the fine arts, sensory elements, organizational principles
and expressive qualities and how the arts are similar, different
or related to each other. Students also learn about production
and performance in the arts and the role of the arts in civilization.
When students study the arts they become informed audience members
and informed consumers of the popular culture including electronic
media. The standards in fine arts define a comprehensive arts
education and reflect a commitment to a quality education for
every Illinois school child.
APPLICATIONS OF LEARNING
Through Applications of Learning, students demonstrate and deepen
their understanding of basic knowledge and skills. These applied
learning skills cross academic disciplines and reinforce the important
learning of the disciplines. The ability to use these skills will
greatly influence students' success in school, in the workplace
and in the community.
SOLVING PROBLEMS
Recognize and investigate problems; formulate and propose solutions
supported by reason and evidence. Problem solving is integral
to the arts-providing students the opportunity to innovate and
seek original solutions to open-ended problems. Multiple solutions
are constructed using various sensory modes, traditional and electronic
media and tools, and individual and group experiences. Students
learn the relationships between processes and end products; they
learn to communicate ideas, themes and meaning through solving
problems in their art work.
COMMUNICATING
Express and interpret information and ideas. The arts are forms
of communication extending beyond reading, writing, listening
and speaking. Communicating in the fine arts means learning to
translate ideas through dance, drama, music and visual arts. Students
also participate in the communication process as receivers- observing,
analyzing, evaluating, critiquing and interacting.
USING TECHNOLOGY
Use appropriate instruments, electronic equipment, computers and
networks to access information, process ideas and communicate
results. Computers, synthesizers, film and video provide opportunities
to create and record sound composition, animated images, montages
and other works. These experiences can lead to careers in areas
such as music, graphic arts, video and film production, scene
design and choreography. Technology (CD-ROM, slides, film, video,
laser disk, on-line services) also can link the classroom with
the work of renowned artists and performers.
WORKING ON TEAMS
Learn and contribute productively as individuals and as members
of groups. Individual creativity and inspiration are at the heart
of the arts, but so are collaboration and group dynamics. Teamwork
activities include planning dramatic scenes, developing choreography,
creating group murals and performing music in ensembles. These
activities give students experience in communicating ideas, considering
the ideas of others and reaching consensus.
MAKING CONNECTIONS
Recognize and apply connections of important information and ideas
within and among learning areas. Through the arts, students observe
how dance, drama, music and visual art reflect history, society
and everyday life. They see links between the individual and society
in the creation and understanding of works of art. The arts relate
to and reinforce other learning areas-for example, dance and the
language arts (action relating to words and poetry), drama and
social science (theatre conveying history and culture), music
and mathematics (note duration expressed in fractions), and visual
arts and science (color influencing the thermodynamics).
STATE GOAL 25: Know the language of the arts.
STATE GOAL 26: Through creating and performing, understand
how works of art are produced.
STATE GOAL 27: Understand the role of the arts in civilizations,
past and present.
INTRODUCTION TO THEATRE
FAR110
Length of course: 1 semester
Credit: 1/2 unit
Prerequisite: none
Introduction to Theatre is a course which examine and develop
oral interpretation,play production, acting, singing, and dancing.
Videos of stage plays and musicals will be presented for study
and evaluation. Students may perform skits and musical numbers
for various programs in the community.
THEATRE II
FAR210
Length of course: 1 semester
Credit:1/2 unit
Prerequisite: none
Students will continue to develop and increase their knowledge of theatre from topics covered in the introductory course, and will apply their new skills in the working of a school play.
ART
FAR100
Length of course: 2 semesters
Credit: 1 unit
Prerequisite: None
1st year students- Exploration of the visual arts including
drawing, painting and sculpture with an emphasis on the elements
and principles of art.
2nd year students- Continued exploration of the visual arts as
introduced in the 1st year, with additional units of study which
may include architecture, industrial design, commercial design,
art history and aesthetic judgment.
3rd and 4th year students- Advanced visual arts and research projects
with a focus on the students' individual interests.
MUSIC IN MOTION
FAR180
Length of course: 2 semesters
Credit: 1 unit
Prerequisite: Any H.S. student preferably Jr. or Sr.
The course is designed to show and develop an appreciation in Fine Arts through music. We show approximately 40 of the classical musical videos of all time. The students recognize the importance of using the sense of hearing. Many of the musicals are tied in with Historical Events. Hand outs are presented after most videos.
CHORUS At Waverly
FAR130
Length of course: 2 semesters
Credit: 1 unit
H.S. Chorus is open to all students. Chorus will sing many styles of music and will perform at various times of the year. In the fall, interested students may participate in the IMEA District Festival and participate in solo/ensemble contest,both optional. Students will learn to read music and write musical symbols. Students will learn about music through singing.
BAND
FAR120
Length of course: 2 semesters
Credit: 1 unit
The basic goal of the school band program is to help students understand the basic concepts of music and to demonstrate that understanding through the performance of music of various styles on traditional band instruments.
The emphasis of the band program at the Jr.-Sr. High School level is on perfecting the performance skills of the students as a musical unit. The seasons of the year dictate, to a certain extent, the type of musical literature studied.
In the fall, the band prepares music to perform as a pep band at basketball games and begins working on concert band literature.The focus at the beginning of the season is to work on tone, pitch, rhythms, and learning to work together as a unit.
The concert band performs in several concerts throughout the year. Selected members of the band may also have the opportunity to participate in music clinics and festivals with other musicians from area schools.
Individual students have the option of participating in music contests held each spring and hosted by various area schools. Students are encouraged to take advantage of this opportunity to increase their musical ability by performing as a soloist or a small ensemble.