Grades
Standard
Introduce music vocabulary emphasizing opposites; i.e. fast and slow, loud and soft.
Categorize the timbre of non-pitched percussion instruments. Identify male, female, and children's voices.
Devise student created criteria for objective evaluation of performances and compositions.
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.
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.
Demonstrate uses of the voice, proper instrumental technique, and steady beat.
Sing and play expressively utilizing extreme opposites of dynamics and interpretation.
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, [...]
Experience an age-appropriate dance or dance concert, and discuss the experience.
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.
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.
Follow teacher-direct movement responses involving props; e.g., scarves, bean bags, parachute.
Understand artistic knowledge as an important tool for successful living in the 21st century. (21st Century Skills: II.1, II.5, III.7)
Explore social and global issues through the application of the creative process. (21st Century Skills: III.7, III.8, III.9, III.10)
Analyze and describe the formal characteristics of a work of art or design. (21st Century Skills: I.3, II.1, III.1)
Describe how organizational principles are used to elicit emotional responses. (21st Century Skills: I.3, II.1, III.1)
Critically observe a work of art to evaluate and respond to the artist’s intent using art vocabulary and terminology. (21st [...]
Evaluate the quality and effectiveness of one’s artwork. (21st Century Skills: I.3, II.1, III.4)
Recognize and understand the relationships between personal experiences and the development of artwork. (21st Century Skills: I.3)
Grades
Standard
Introduce music vocabulary emphasizing opposites; i.e. fast and slow, loud and soft.
Categorize the timbre of non-pitched percussion instruments. Identify male, female, and children's voices.
Devise student created criteria for objective evaluation of performances and compositions.
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.
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.
Demonstrate uses of the voice, proper instrumental technique, and steady beat.
Sing and play expressively utilizing extreme opposites of dynamics and interpretation.
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, [...]
Experience an age-appropriate dance or dance concert, and discuss the experience.
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.
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.
Follow teacher-direct movement responses involving props; e.g., scarves, bean bags, parachute.
Understand artistic knowledge as an important tool for successful living in the 21st century. (21st Century Skills: II.1, II.5, III.7)
Explore social and global issues through the application of the creative process. (21st Century Skills: III.7, III.8, III.9, III.10)
Analyze and describe the formal characteristics of a work of art or design. (21st Century Skills: I.3, II.1, III.1)
Describe how organizational principles are used to elicit emotional responses. (21st Century Skills: I.3, II.1, III.1)
Critically observe a work of art to evaluate and respond to the artist’s intent using art vocabulary and terminology. (21st [...]
Evaluate the quality and effectiveness of one’s artwork. (21st Century Skills: I.3, II.1, III.4)
Recognize and understand the relationships between personal experiences and the development of artwork. (21st Century Skills: I.3)