Use invented or standard notation to transcribe increasingly difficult rhythms and melodies.

Describe the music performed and presented in 2nd grade by moving, drawing, or through other appropriate responses.

Introduce music vocabulary to describe the qualities of music of various styles.

Identify the timbre of instrument families.

Working in pairs, follow a leader. Change so that the leader becomes the follower.

Use locomotor movements and pathways to create a sequence with a beginning, middle, and an end.

Explore movement by responding to occurrences in nature, such as a storm or a flower blooming.

Explore timing, such as fast/slow, strong/light within personal and general space to discover and invent movement.

Demonstrate the ability to make a simple movement sequence using the elements, force, and level.

Examine a video camera.

Demonstrate the ability to perform basic locomotor movements and locomotor combinations, and to vary locomotor movements by changing space, and [...]

Change a gesture such as a greeting or farewell into a dance-like movement.

Students experience a dance or dance concert appropriate for children and discuss the experience.

Demonstrate the ability to perform a learned sequence.

Teacher assists students in discovering several solutions to a problem using elements of dance.

Students learn two singing dances and discuss the similarities and differences in terms of the elements of dance.

Students explore a variety of movement experiences using props.

Learn and perform simple dances from two cultures.

Identify three personal dance goals with the assistance of the teacher.

With teacher assistance, create a chart of good health habits for their room.

Demonstrate the ability to draw numbers in the air using parts of the body.

View a dance film with teacher assistance, relate it to literature.

Use developmentally appropriate singing voice and physically show melodic contour.

Sing and play from memory songs representing various cultures and genres.

Explore the computer as another tool for creating art.

Explore and discuss reasons behind personal artwork.

Identify the purpose of community art.

Demonstrate respect for the value of other opinions in discussion.

Describe the artwork of classmates using art terminology.

Discuss why people use art as a creative outlet.

Identify symbols, trademarks, icons, emblems, and other visual motifs in student's culture.

Describe how the subject matter of artwork may be connected to the environment in which it was created.

Give examples that illustrate how artwork of different groups is influenced by the environment in which it was created.

Recognize art forms created for functional and recreational purposes.

Identify artists in the community.

Identify similarities between the visual arts and other arts disciplines.

Discover connections between the visual arts and other curriculum through student artwork.

Demonstrate the following skills: run, hop (one foot to the same foot), skip, leap (one foot to the other), jump [...]

Demonstrate accurately non-locomotor movement within personal space using large muscle groups of the torso and legs.

Explore shapes at low, middle, and high levels using non-locomotor/axial movements.

Explore personal space by standing, sitting, kneeling, lying prone, and supine.

Demonstrate the ability to execute movement at a moderate tempo and a fast tempo in general space.

Discover range of movement of identified body parts.

Demonstrate the ability to use locomotor movements with a partner while holding one hand.

Recognize the characters and setting in stories.

Recognize sequence of events.

Recognize likes and dislikes regarding music, sound, movement, dance, and design in classroom dramatizations.

List character choices, story settings, and plot lines.

Listen and respond to teacher and peer comments.

Reinforce the recognition of the character's wants and needs.