Recognize a variety of real and non-real characters through guided dramatization.

Recognize characters, environments, and situations that support the creation of a classroom dramatization.

Differentiate between dramatic play and creative drama.

Covered in benchmark 4.

Learn and perform a simple dance from one culture.

Identify three personal goals with teacher assistance.

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

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

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

Demonstrate uses of the voice, proper instrumental technique, and steady beat.

Sing and play music from a variety of styles and cultures.

Sing and play expressively utilizing extreme opposites of dynamics and interpretation.

Sing melodies with confidence in a large group.

Follow cues of the conductor to begin and for a cut-off.

Play a steady beat.

Replicate short rhythmic and melodic patterns.

Play a steady beat in a group while other students sing a song.

Use a system to read quarter notes and quarter rests.

Use a system to read two or more pitches. (sol, mi)

Recognize contrasting expressions of music.

Create through exploration, improvisation, and composition, an accompaniment for a selection with non-pitched percussion classroom instruments.

Create through exploration, improvisation, and composition, an answer to a melodic question.

Create vocal embellishments for a song or rhyme.

Create a song about self and family.

Understand artistic knowledge as an important tool for successful living in the 21st century. (21st Century Skills: II.1, II.5, III.7)

Analyze the impact of visual culture on society. (21st Century Skills: I.3, III.2, III.7)

Identify the role visual arts play in enhancing civic responsibility and community. (21st Century Skills: I.3, I.6, III.2, III.4, III.7, [...]

Explore basic locomotor movements; e.g., walk, run, gallop, slide, and jump moving in a straight pathway.

Introduce and explore non-locomotor/axial movements in personal space by bending, stretching, reaching and twisting.

Explore low, middle, and high levels.

Explore personal space while standing, sitting.

Move at moderate tempo while in personal space, with the teacher and without the teacher.

Identify body parts by touching: head, neck, arms, legs, feet, shoulders, and knees.

Demonstrate the ability to walk with a partner.

Follow the movement of the teacher.

Participate in singing games.

Follow teacher-direct movement responses involving props; e.g., scarves, bean bags, parachute.

Explore contrasting concepts such as high and low, big and small.

Follow teacher-direct simple movement patterns using the element of force.

Become familiar with video tape equipment and process.

Identify basic locomotor movements by name.

Explore tossing and catching an object on different levels.

Experience an age-appropriate dance or dance concert, and discuss the experience.

Learn some singing dances.

Apply organizational principles and methods to create innovative works of art and design products. (21st Century Skills: I.1, I.2, III.3)

Apply knowledge and skill to symbolize the essence of an idea. (21st Century Skills: I.1, I.6)

Reflect, articulate, and edit the development of artwork throughout the creative process. (21st Century Skills: I.4, II.7, III.3, III.4)

Use emergent technologies and materials to create artistic products that demonstrate knowledge of context, values, and aesthetics. (21st Century Skills: [...]

Create collaboratively to resolve visual problems. (21st Century Skills: I.1, I.4, I.5, III.1)

Explore social and global issues through the application of the creative process. (21st Century Skills: III.7, III.8, III.9, III.10)