Grades K, 1, 2, 3, 4

Dance

Music

Theater

Visual Arts

Identifying and demonstrating movement elements and skills in performing dance

Understanding choreographic principles, processes, and structures

Understanding dance as a way to create and communicate meaning

Applying and demonstrating critical and creative thinking skills in dance

Demonstrating and understanding dance in various cultures and historical periods

Making connections between dance and healthful living

Making connections between dance and other disciplines

Singing, alone and with others, a varied repertoire of music

Performing on instruments, alone and with others, a varied repertoire of music

Improvising melodies, variations, and accompaniments

Composing and arranging music within specified guidelines

Reading and notating music

Listening to, analyzing, and describing music

Evaluating music and music performances

Understanding relationships between music, the other arts, and disciplines outside the arts

Understanding music in relation to history and culture

Script writing by planning and recording improvisations based on personal experience and heritage, imagination, literature, and history

Acting by assuming roles and interacting in improvisations

Designing by visualizing and arranging environments for classroom dramatizations

Directing by planning classroom dramatizations

Researching by finding information to support classroom dramatizations

Comparing and connecting art forms by describing theatre, dramatic media (such as film, television, and electronic media), and other art forms

Analyzing and explaining personal preferences and constructing meanings from classroom dramatizations and from theatre, film, television, and electronic media productions

Understanding context by recognizing the role of theatre, film, television, and electronic media in daily life

Understanding and applying media, techniques, and processes

Using knowledge of structures and functions

Choosing and evaluating a range of subject matter, symbols, and ideas

Understanding the visual arts in relation to history and cultures

Reflecting upon and assessing the characteristics and merits of their work and the work of others

Making connections between visual arts and other disciplines

Achievement Standard:

Achievement Standard:

Achievement Standard:

Achievement Standard:

Achievement Standard:

Achievement Standard:

Achievement Standard:

Achievement Standard:

Achievement Standard:

Achievement Standard:

Achievement Standard:

Achievement Standard:

Achievement Standard:

Achievement Standard:

Achievement Standard:

Achievement Standard:

Achievement Standard:

Achievement Standard:

Achievement Standard:

Achievement Standard:

Achievement Standard:

Achievement Standard:

Achievement Standard:

Achievement Standard:

Achievement Standard:

Achievement Standard:

Achievement Standard:

Achievement Standard:

Achievement Standard:

Achievement Standard:

Students accurately demonstrate nonlocomotor/axial movements (such as bend, twist, stretch, swing)

Students accurately demonstrate eight basic locomotor movements (such as walk, run, hop, jump, leap, gallop, slide, and skip), traveling forward, backward, sideward, diagonally, and turning

Students create shapes at low, middle, and high levels

Students demonstrate the ability to define and maintain personal space

Students demonstrate movements in straight and curved pathways

Students demonstrate accuracy in moving to a musical beat and responding to changes in tempo

Students demonstrate kinesthetic awareness, concentration, and focus in performing movement skills

Students attentively observe and accurately describe the action (such as skip, gallop) and movement elements (such as levels, directions) in a brief movement study

Students create a sequence with a beginning, middle, and end, both with and without a rhythmic accompaniment; identify each of these parts of the sequence

Students improvise, create, and perform dances based on their own ideas and concepts from other sources

Students use improvisation to discover and invent movement and to solve movement problems

Students create a dance phrase, accurately repeat it, and then vary it (making changes in the time, space, and/or force/energy)

Students demonstrate the ability to work effectively alone and with a partner

Students demonstrate the following partner skills: copying, leading and following, mirroring

Students observe and discuss how dance is different from other forms of human movement (such as sports, everyday gestures)

Students take an active role in a class discussion about interpretations of and reactions to a dance

Students present their own dances to peers and discuss their meanings with competence and confidence

Students explore, discover, and realize multiple solutions to a given movement problem; choose their favorite solution and discuss the reasons for that choice

Students observe two dances and discuss how they are similar and different in terms of one of the elements of dance by observing body shapes, levels, pathways

Students perform folk dances from various cultures with competence and confidence

Students learn and effectively share a dance from a resource in their own community; describe the cultural and/or historical context

Students accurately answer questions about dance in a particular culture and time period (for example: In colonial America, why and in what settings did people dance? What did the dances look like?)

Students identify at least three personal goals to improve themselves as dancers

Students explain how healthy practices (such as nutrition, safety) enhance their ability to dance, citing multiple examples

Students create a dance project that reveals understanding of a concept or idea from another discipline (such as pattern in dance and science)

Students respond to a dance using another art form; explain the connections between the dance and their response to it (such as stating how their paintings reflect the dance they saw)

Students sing independently, on pitch and in rhythm, with appropriate timbre, diction, and posture, and maintain a steady tempo

Students sing expressively, with appropriate dynamics, phrasing, and interpretation

Students sing from memory a varied repertoire of songs representing genres and styles from diverse cultures

Students sing ostinatos, partner songs, and rounds

Students sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor

Students perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo

Students perform easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic, melodic, and harmonic classroom instruments

Students perform expressively a varied repertoire of music representing diverse genres and styles

Students echo short rhythms and melodic patterns

Students perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor

Students perform independent instrumental parts (e.g., simple rhythmic or melodic ostinatos, constrasting rhythmic lines, harmonic progressions, and chords) while other students sing or play contrasting parts

Students improvise "answers" in the same style to given rhythmic and melodic phrases

Students improvise simple rhythmic and melodic ostinato accompaniments

Students improvise simple rhythmic variations and simple melodic embellishments on familiar melodies

Students improvise short songs and instrumental pieces, using a variety of sound sources, including traditional sounds (e.g., voices, instruments), nontraditional sounds available in the classroom (e.g., paper tearing, pencil tapping), body sounds (e.g., hands clapping, fingers snapping), and sounds produced by electronic means (e.g., personal computers and basic MIDI devices, including keyboards, sequencers, synthesizers, and drum machines)

Students create and arrange music to accompany readings or dramatizations

Students create and arrange short songs and instrumental pieces within specified guidelines (e.g., a particular style, form, instrumentation, compositional technique)

Students use a variety of sound sources when composing

Students read whole, half, dotted half, quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures

Students use a system (that is, syllables, numbers, or letters) to read simple pitch notation in the treble clef in major keys

Students identify symbols and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing

Students use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher

Students identify simple music forms when presented aurally

Students demonstrate perceptual skills by moving, by answering questions about, and by describing aural examples of music of various styles representing diverse cultures

Students use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances

Students identify the sounds of a variety of instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children's voices and male and female adult voices

Students respond through purposeful movement (e.g., swaying, skipping, dramatic play) to selected prominent music characteristics or to specific music events (e.g., meter changes, dynamic changes, same/different sections) while listening to music

Students devise criteria for evaluating performances and compositions

Students explain, using appropriate music terminology, their personal preferences for specific musical works and styles

Students identify similarities and differences in the meanings of common terms (e.g., form, line, contrast) used in the various arts

Students identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music (e.g., foreign languages: singing songs in various languages; language arts: using the expressive elements of music in interpretive readings; mathematics: mathematical basis of values of notes, rests, and time signatures; science: vibration of strings, drum heads, or air columns generating sounds used in music; geography: songs associated with various countries or regions)

Students identify by genre or style aural examples of music from various historical periods and cultures

Students describe in simple terms how elements of music are used in music examples from various cultures of the world

Students identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use

Students identify and describe roles of musicians (e.g., orchestra conductor, folksinger, church organist) in various music settings and cultures

Students demonstrate audience behavior appropriate for the context and style of music performed

Students collaborate to select interrelated characters, environments, and situations for classroom dramatizations

Students improvise dialogue to tell stories, and formalize improvisations by writing or recording the dialogue

Students imagine and clearly describe characters, their relationships, and their environments

Students use variations of locomotor and nonlocomotor movement and vocal pitch, tempo, and tone for different characters

Students assume roles that exhibit concentration and contribute to the action of classroom dramatizations based on personal experience and heritage, imagination, literature, and history

Students visualize environments and construct designs to communicate locale and mood using visual elements (such as space, color, line, shape, texture) and aural aspects using a variety of sound sources

Students collaborate to establish playing spaces for classroom dramatizations and to select and safely organize available materials that suggest scenery, properties, lighting, sound, costumes, and makeup

Students collaboratively plan and prepare improvisations and demonstrate various ways of staging classroom dramatizations

Students communicate information to peers about people, events, time, and place related to classroom dramatizations

Students describe visual, aural, oral, and kinetic elements in theatre, dramatic media, dance, music, and visual arts

Students compare how ideas and emotions are expressed in theatre, dramatic media, dance, music, and visual arts

Students select movement, music, or visual elements to enhance the mood of a classroom dramatization

Students identify and describe the visual, aural, oral, and kinetic elements of classroom dramatizations and dramatic performances

Students explain how the wants and needs of characters are similar to and different from their own

Students articulate emotional responses to and explain personal preferences about the whole as well as the parts of dramatic performances

Students analyze classroom dramatizations and, using appropriate terminology, constructively suggest alternative ideas for dramatizing roles, arranging environments, and developing situations along with means of improving the collaborative processes of planning, playing, responding, and evaluating

Students identify and compare similar characters and situations in stories and dramas from and about various cultures, illustrate with classroom dramatizations, and discuss how theatre reflects life

Students identify and compare the various settings and reasons for creating dramas and attending theatre, film, television, and electronic media productions

Students know the differences between materials, techniques, and processes

Students describe how different materials, techniques, and processes cause different responses

Students use different media, techniques, and processes to communicate ideas, experiences, and stories

Students use art materials and tools in a safe and responsible manner

Students know the differences among visual characteristics and purposes of art in order to convey ideas

Students describe how different expressive features and organizational principles cause different responses

Students use visual structures and functions of art to communicate ideas

Students explore and understand prospective content for works of art

Students select and use subject matter, symbols, and ideas to communicate meaning

Students know that the visual arts have both a history and specific relationships to various cultures

Students identify specific works of art as belonging to particular cultures, times, and places

Students demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art

Students understand there are various purposes for creating works of visual art

Students describe how people's experiences influence the development of specific artworks

Students understand there are different responses to specific artworks

Students understand and use similarities and differences between characteristics of the visual arts and other arts disciplines

Students identify connections between the visual arts and other disciplines in the curriculum