5. Fields of Knowledge - Arts, Language, and Literature
Critical Response
| CRITICAL RESPONSE 5.1
ERAS AND STYLES: |
Grades K-2, (5-8 year-olds) |
Grades 3-5, (8-11 year-olds) |
Grades 6-8, (11-14 year-olds) |
| Students demonstrate understanding of the historical
eras through reading historical fiction and other literature. This is evident
when students:
5.1 Eras and Styles Cross Referenced to Vital Result Standards |
· Listen to and read a variety of stories from historical eras and a variety of cultures. | · Read a variety of literature from historical eras (i.e. ancient cultures, American History). | · Compare and contrast historical eras. |
| 5.2 TIMES AND CULTURES: |
Grades K-2, (5-8 year-olds) |
Grades 3-5, (8-11 year-olds) |
Grades 6-8, (11-14 year-olds) |
| Students demonstrate how literature, philosophy, and
works in the arts influence and reflect their time and their local and
regional culture. This is evident when students:
5.2 Times and Cultures Cross Referenced to Vital Result Standards |
· Listen to and read books from various
times and cultures.
· Communicate (through pictures and/or words) an understanding of different times, periods and cultures. |
· Identify different time periods in
history.
· Identify different types of art and literature. |
· Find examples of ideas that have effected changes
in a culture.
· Understand that the social values of a culture and time period are integral to the thinking of that time. |
| 5.3 UNIVERSAL THEMES: |
Grades K-2, (5-8 year-olds) |
Grades 3-5, (8-11 year-olds) |
Grades 6-8, (11-14 year-olds) |
| Through critical response students learn about universal
themes (i.e., prejudice, adolescence, conflict, and resolution). This is
evident when students:
5.3 Universal Themes Cross Referenced to Vital Result Standards |
· Listen to and read books from various times and cultures. | · Participate in discussions regarding prejudice, conflict, etc. | · Develop personal point of view.
· Understand other points of view. · Compare/contrast aspects of universal themes as found in literature, the arts and society. |
| 5.4 AESTHETIC JUDGMENT: |
Grades K-2, (5-8 year-olds) |
Grades 3-5, (8-11 year-olds) |
Grades 6-8, (11-14 year-olds) |
| Students develop aesthetic judgment, using appropriate
vocabulary and background knowledge to critique their own work and the
work of others, and to support their perception of work in the arts, language,
and literature. This is evident when students:
5.4 Aesthetic Judgment Cross Referenced to Vital Result Standards |
· Participate in discussion of ideas. | · Assess the writing of self and others
using Vt. Writing Criteria.
· Participate in group discussions about reading, writing, and the arts. · Formulate opinions. · Explore a variety of criteria for evaluating arts and literature. |
· Respond critically about arts, language, and
literature.
· Create and use criteria to judge/evaluate arts and literature. · Debate aesthetic merits. |
| 5.5 POINT OF VIEW: |
Grades K-2, (5-8 year-olds) |
Grades 3-5, (8-11 year-olds) |
Grades 6-8, (11-14 year-olds) |
| Students develop a point of view that is their own. This
is evident when students:
5.5 POINT OF VIEW: Students develop a point of view that is their own. This is evident when students: Cross Referenced to Vital Result Standards |
· Discuss ideas from text.
· Differentiate fact from opinion. |
· Form opinions supported by text.
· Evaluate written materials. · Draw conclusions. · Ask questions to further understanding. · Evaluate ethical and social issues related to self, school, and community with teacher assistance. · Identify persuasive techniques in materials read. |
· Defend opinions supported by text.
· Evaluate written materials, t.v. shows, movies, etc. · Ask questions and debate for further understanding. · Evaluate ethical and social issues related to self, school, and community. · Make informed judgments. · Use persuasive techniques to support a point of view. |
| 5.6 CRITIQUE AND REVISION: |
Grades K-2, (5-8 year-olds) |
Grades 3-5, (8-11 year-olds) |
Grades 6-8, (11-14 year-olds) |
| Students review others’ critique in revising their own
work, separating personal opinion from critical analysis. This is evident
when students:
5.6 Critique and Revision Cross Referenced to Vital Result Standards |
· Use teacher and peer comments to revise their work. | · Use peer evaluations and teacher feedback to revise and critique work. | · Use peer, teacher feedback, parent and self
evaluations to revise their work.
· Ask for critiques of their work. · Evaluate critiques. · Use critical evaluation. · Participate actively. · Summarize presentation. |
| 5.7 AUDIENCE RESPONSE: | Grades K-2, (5-8 year-olds) | Grades 3-5, (8-11 year-olds) | Grades 6-8, (11-14 year-olds) |
| Students respond constructively as members of an audience.
This is evident when students:
5.7 Audience Response Cross Referenced to Vital Result Standards |
· Ask questions to clarify and gather information.
· Respect the rights of others to be heard. · Identify speaker’s intent. · Use appropriate body language: eye contact, posture, gestures, and facial expressions. · Provide positive feedback. |
· Ask questions to clarify, gather information
and further discussions.
· Evaluate what is presented. · Formulate opinions. · Use constructive criticism to improve performance. · Exhibit supportive listening behaviors (e.g. applause, laughter, singing) at appropriate times. |
· Use critical evaluation.
· Participate actively. · Summarize presentation. |
| Examples of Classroom Activities for Standard
5.6 and 5.7. These will vary from team to team. |
Sharing Artwork
Music event Gymnastic, dance presentations Sharing writing |
Art History games
VT writing portfolios (criteria) Cultural themes Sharing writing Research projects Vt. math portfolios |
Team culture
Crating games Compare a day in France to a day in America Art history Sharing writing Band performances Vt. math portfolios Vt. writing portfolios |
| Examples of Assessment Strategies for Standard 4.5 |
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Last updated: Aug. 12, 1997