Freistadt’s Main Page
Freistadt’s Art Form
Pomeranian Dance, Music and Song
This group's pages address the following 4th, 8th and 12th grade curriculum standards
in Dance, Music, English Language Arts, Social
Studies, and Information and
F. Communication and Expression: Students in Wisconsin will understand
the expressive power of dance as a means of communication and understand that it
is subject to multiple interpretations
- F.8.5 Demonstrate and/or explain how lighting and costuming can contribute
to the meaning of a dance.
G. Appreciation: Students in Wisconsin will reflect upon and
appreciate dance as an art form past and present.
- G.12.1 Examine the role of dance in particular social, historical, cultural,
and political contexts.
H. Making Connections: Students in Wisconsin will dance to build
bridges to other disciplines and cultures.
- H.4.3 Utilize community dance resources (such as people, books, or videos).
- H.4.4 Study dance from a particular culture and/or time period.
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H. The Arts: Students in Wisconsin will relate music to the other arts
and disciplines outside the arts.
- H.4.2 Identify ways in which the principles and subject matter of other
disciplines taught in the school are interrelated with those of music.
- H.8.3 Describe how the principles and subject matter of other school
disciplines interrelate with those of music.
- H.12.2 Explain how the principles and subject matter of various disciplines
outside the arts interrelate with those of music.
- H.12.3 Explain how the roles of creators, performers, and others involved in
the production and presentation of the arts are similar to and different from
I. History and Culture: Students in Wisconsin will relate music to
history and culture.
- I.4.2 Listen to and identify, by genre or style, examples of music from various historical periods and world cultures.
- I.12.3 Compare, in several cultures of the world including their own,
functions music serves, roles of musicians, and conditions under which music
is typically created and performed.
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A. Geography: Students in Wisconsin will learn about geography through
the study of the relationships among people, places, and environments.
- A.4.7 Identify connections between the local community and other places in Wisconsin, the United States, and the world.
- A.8.7 Describe the movement of people, ideas, diseases, and
products throughout the world.
B. History: Students in Wisconsin will learn about the history of
Wisconsin, the United States, and the world, examining change and continuity
over time in order to develop historical perspective, explain historical
relationships, and analyze issues that affect the present and the future.
- B.4.1 Identify and examine various sources of information that are used for constructing an understanding of the past, such as artifacts, documents, letters, diaries, maps, textbooks,
photos, paintings, architecture, oral presentations, graphs, and charts.
- B.4.3 Examine biographies, stories, narratives, and folk tales to understand the lives of ordinary and extraordinary people, place them in time and context, and explain their relationship
to important historical events.
- B.4.4 Compare and contrast changes in contemporary life with life in
the past by looking at social, economic, political, and cultural roles played
by individuals and groups.
- B.4.9 Describe examples of cooperation and interdependence among
individuals, groups, and nations.
- B.8.1 Interpret the past using a variety of sources, such as biographies, diaries, journals, artifacts, eyewitness interviews, and other primary source materials, and evaluate the
credibility of sources used.
- B.8.10 Analyze examples of conflict, cooperation, and
interdependence among groups, societies, or nations.
- B.8.12 Describe how history can be organized and analyzed using various criteria to group people and events chronologically, geographically, thematically, topically, and by issues.
- B.12.10 Select instances of scientific, intellectual, and religious
change in various regions of the world at different times in history and
discuss the impact those changes had on beliefs and values.
E. Behavioral Science: Students in Wisconsin will learn about the
behavioral sciences by exploring concepts from the discipline of sociology, the
study of the interactions among individuals, groups, and institutions; the
discipline of psychology, the study of factors that influence individual
identity and learning; and the discipline of anthropology, the study of cultures
in various times and settings.
- E.4.1 Explain the influence of prior knowledge, motivation, capabilities, personal interests, and other factors on individual learning.
- E.4.2 Explain the influence of factors such as family, neighborhood, personal interests, language, likes and dislikes, and accomplishments on individual identity and
- E.4.4 Describe the ways in which ethnic cultures influence the daily lives of people.
- E.4.5 Identify and describe institutions such as school, church, police, and family and describe their contributions to the well being of the community, state, nation, and
- E.4.9 Explain how people learn about others who are different from themselves.
- E.4.11 Give examples and explain how language, stories, folk tales, music, and other artistic creations are expressions of culture and how they convey knowledge of other peoples
- E.8.1 Give examples to explain and illustrate the influence of prior knowledge, motivation, capabilities, personal interests, and other factors on individual learning.
- E.8.2 Give examples to explain and illustrate how factors such as family, gender, and socioeconomic status contribute to individual identity and development.
- E.8.3 Describe the ways in which local, regional, and ethnic cultures may influence the everyday lives of people.
- E.8.4 Describe and explain the means by which individuals, groups, and institutions may contribute to social continuity and change within a community.
- E.8.5 Describe and explain the means by which groups and institutions meet the needs of individuals and societies.
- E.8.6 Describe and explain the influence of status, ethnic origin, race, gender, and age on the interactions of individuals.
- E.8.9 Give examples of the cultural contributions of racial and ethnic groups in Wisconsin, the United States, and the world.
- Behavioral Science E.8.10 Explain how language, art, music, beliefs, and other components of culture can further global understanding or cause misunderstanding.
- Behavioral Science E.8.13 Select examples of artistic expressions from several different cultures for the purpose of comparing and contrasting the beliefs expressed.
- Behavioral Science E.12.2 Explain how such factors as physical endowment and
capabilities, family, gender, ethnicity, religion, socioeconomic status,
attitudes, beliefs, work, and motivation contribute to individual identity and
- Behavioral Science E.12.4 Analyze the role of economic, political, educational, familial, and religious institutions as agents of both continuity and change, citing current and past examples.
- Behavioral Science E.12.5 Describe the ways cultural and social groups are
defined and how they have changed over time.
- Behavioral Science E.12.8 Analyze issues of cultural assimilation and cultural preservation among ethnic and racial groups in Wisconsin, the United States, and the world.
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English Language Arts
- A.4.1 & 8.1 Use effective reading strategies to achieve their purposes in reading.
- A.4.3 & 8.3 Read and discuss literary and nonliterary texts in order to understand human experience.
- A.4.4 & 8.4 & 12.4 Read to acquire information.
- B.4.1 & 8.1 Create or produce writing to communicate with different audiences for a variety of purposes.
- D.4.2 & 8.2 Recognize and interpret various uses and adaptations of language in social, cultural, regional, and professional situations, and learn to be flexible and responsive in their use of
- E.4.1 & 8.1 Use computers to acquire, organize, analyze, and communicate information.
- E.4.2 & 8.2 Make informed judgments about media and products.
- F.4.1 & 8.1 Conduct research and inquiry on self-selected or assigned topics, issues, or problems and use an appropriate form to communicate their findings.
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A. Media and Technology: Students in Wisconsin will select and use
media and technology to access, organize, create, and communicate information
for solving problems and constructing new knowledge, products, and systems.
- A.4.1 & 8.1 & 12.1 Use common media and technology terminology and equipment.
- A.4.2 & 8.2 & 12.2 Identify and use common media formats.
- A.4.4 & 8.4 & 12.4 Use a computer and communications software to access and transmit information.
B. Information and Inquiry: Students in Wisconsin will access,
evaluate, and apply information efficiently from a variety of sources in print,
nonprint, and electronic formats to meet personal and academic needs.
- B.4.3 & 8.3 & 12.3 Locate and access information sources.
- B.4.6 & 8.6 & 12.6 Interpret and use information to solve the problem or answer the question.
C. Independent Learning: Students in Wisconsin will apply
information and technology skills to issues of personal and academic interests
by actively and independently seeking information; demonstrating critical and
discriminating reading, listening, and viewing habits; and, striving for
personal excellence in learning and career pursuits.
- C.4.2 & 8.2 & 12.2 Appreciate and derive meaning from literature and other creative expressions of information.
- C.4.3 & 8.3 & 12.3 Develop competence and selectivity in reading, listening, and viewing.
D. The Learning Community: Students in Wisconsin will demonstrate the
ability to work collaboratively in teams or groups, use information and
technology in a responsible manner, respect intellectual property rights, and
recognize the importance of intellectual freedom and access to information in a
- D.4.2 & 8.2 & 12.2 Use information, media, and technology in a responsible manner.
- D.4.3 & 8.3 & 12.3 Respect intellectual property rights.
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