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| Kindergarten Visual & Performing Arts Standards |
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Visual Arts Content Standards
1.0 ARTISTIC PERCEPTION |
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Develop Perceptual Skills and Visual Arts Vocabulary
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1.1 Recognize and describe simple patterns found in the environment and works of art.
1.2 Name art materials (e.g., clay, paint, and crayons) introduced in lessons. |
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Analyze Art Elements and Principles of Design
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1.3 Identify the elements of art (line, color, shape/form, texture, value, space) in the environment and in works of art, emphasizing line, color, and shape/form.
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2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in the Visual Arts Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art. |
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Skills, Processes, Materials, and Tools
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2.1 Use lines, shapes/forms, and colors to make patterns.
2.2 Demonstrate beginning skill in the use of tools and processes, such as the use of scissors, glue, and paper in creating a three-dimensional construction. 2.3 Make a collage with cut or torn paper shapes/forms. |
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Communication and Expression Through Original Works of Art
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2.4 Paint pictures expressing ideas about family and neighborhood.
2.5 Use lines in drawings and paintings to express feelings. 2.6 Use geometric shapes/forms (circle, triangle, square) in a work of art. 2.7 Create a three-dimensional form, such as a real or imaginary animal. |
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3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists. |
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Role and Development of the Visual Arts
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3.1 Describe functional and nonutilitarian art seen in daily life; that is, works of art that are used versus those that are only viewed.
3.2 Identify and describe works of art that show people doing things together. |
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Diversity of the Visual Arts
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3.3 Look at and discuss works of art from a variety of times and places.
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4.0 AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments About Works in the Visual Arts Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities. |
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Derive Meaning
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4.1 Discuss their own works of art, using appropriate art vocabulary (e.g., color, shape/form, texture).
4.2 Describe what is seen (including both literal and expressive content) in selected works of art. |
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Make Informed Judgments
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4.3 Discuss how and why they made a specific work of art.
4.4 Give reasons why they like a particular work of art they made, using appropriate art vocabulary. |
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5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What Is Learned in the Visual Arts to Other Art Forms and Subject Areas and to Careers Students apply what they learned in the visual arts across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to the visual arts. |
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Connections and Applications
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5.1 Draw geometric shapes/forms (e.g., circles, squares, and triangles) and repeat them in dance/movement sequences.
5.2 Look at and draw something used every day (e.g., scissors, toothbrush, fork) and describe how the object is used. |
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Visual Literacy
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5.3 Point out images (e.g., photographs, paintings, murals, ceramics, sculptures) and symbols found at home, in school, and in the community, including national and state symbols and icons.
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Career and Career-Related Skills
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5.4 Discuss the various works of art (e.g., ceramics, paintings, sculpture) that artists create and the media used.
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Dance Content Standards
1.0 ARTISTIC PERCEPTION |
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Development of Motor Skills and Technical Expertise
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1.1 Build the range and capacity to move in a variety of ways.
1.2 Perform basic locomotor skills (e.g., walk, run, gallop, jump, hop, and balance). |
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Comprehension and Analysis of Dance Elements
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1.3 Understand and respond to a wide range of opposites (e.g., high/low, forward/backward, wiggle/freeze).
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Development of Dance Vocabulary
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1.4 Perform simple movements in response to oral instructions (e.g., walk, turn, reach).
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2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in Dance Students apply choreographic principles, processes, and skills to create and communicate meaning through the improvisation, composition, and performance of dance. |
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Creation/Invention of Dance Movements
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2.1 Create movements that reflect a variety of personal experiences (e.g., recall feeling happy, sad, angry, excited).
2.2 Respond to a variety of stimuli (e.g., sounds, words, songs, props, and images) with original movements. 2.3 Respond spontaneously to different types of music, rhythms, and sounds. |
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3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of Dance Students analyze the function and development of dance in past and present cultures throughout the world, noting human diversity as it relates to dance and dancers. |
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Development of Dance
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3.1 Name and perform folk/traditional dances from the United States and other countries.
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4.0 AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments About Works of Dance Students critically assess and derive meaning from works of dance, performance of dancers, and original works according to the elements of dance and aesthetic qualities. |
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Description, Analysis, and Criticism of Dance
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4.1 Explain basic features that distinguish one kind of dance from another (e.g., speed, force/energy use, costume, setting, music).
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5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What Is Learned in Dance to Learning in Other Art Forms and Subject Areas and to Careers Students apply what they learn in dance to learning across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to dance. |
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Connections and Applications Across Disciplines
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5.1 Give examples of the relationship between everyday movement in school and dance movement.
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Read and Notate Music
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1.1 Use icons or invented symbols to represent beat.
Listen to, Analyze, and Describe Music 1.2 Identify and describe basic elements in music (e.g., high/low, fast/slow, loud/soft, beat). |
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Apply Vocal and Instrumental Skills
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2.1 Use the singing voice to echo short melodic patterns.
2.2 Sing age-appropriate songs from memory. 2.3 Play instruments and move or verbalize to demonstrate awareness of beat, tempo, dynamics, and melodic direction. |
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Compose, Arrange, and Improvise
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2.4 Create accompaniments, using the voice or a variety of classroom instruments.
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3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of Music Students analyze the role of music in past and present cultures throughout the world, noting cultural diversity as it relates to music, musicians, and composers. |
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Role of Music
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3.1 Identify the various uses of music in daily experiences.
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Diversity of Music
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3.2 Sing and play simple singing games from various cultures.
3.3 Use a personal vocabulary to describe voices and instruments from diverse cultures. 3.4 Use developmentally appropriate movements in responding to music from various genres and styles (rhythm, melody). |
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4.0 AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments About Works of Music Students critically assess and derive meaning from works of music and the performance of musicians according to the elements of music, aesthetic qualities, and human responses. |
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Derive Meaning
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4.1 Create movements that correspond to specific music.
4.2 Identify, talk about, sing, or play music written for specific purposes (e.g., work song, lullaby). |
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5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What Is Learned in Music to Learning in Other Art Forms and Subject Areas and to Careers Students apply what they learn in music across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to music. |
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Connections and Applications
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5.1 Use music, together with dance, theatre, and the visual arts, for storytelling.
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Careers and Career-Related Skills
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5.2 Identify and talk about the reasons artists have for creating dances, music, theatre pieces, and works of visual art.
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Theater Content Standards
1.0 ARTISTIC PERCEPTION |
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Development of the Vocabulary of Theatre
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1.1 Use the vocabulary of theatre, such as actor, character, cooperation, setting, the five senses, and audience, to describe theatrical experiences.
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Comprehension and Analysis of the Elements of Theatre
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1.2 Identify differences between real people and imaginary characters.
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2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in Theatre Students apply processes and skills in acting, directing, designing, and script writing to create formal and informal theatre, film/videos, and electronic media productions and to perform in them. |
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Development of Theatrical Skills
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2.1 Perform imitative movements, rhythmical activities, and theatre games (freeze, statues, and mirrors).
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Creation/Invention in Theatre
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2.2 Perform group pantomimes and improvisations to retell familiar stories.
2.3 Use costumes and props in role playing. |
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3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of Theatre Students analyze the role and development of theatre, film/video, and electronic media in past and present cultures throughout the world, noting diversity as it relates to theatre. |
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Role and Cultural Significance of Theatre
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3.1 Retell or dramatize stories, myths, fables, and fairy tales from various cultures and times.
3.2 Portray different community members, such as firefighters, family, teachers, and clerks, through role-playing activities. |
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4.0 AESTHETIC VALUING
Responding to, Analyzing, and Critiquing Theatrical Experiences Students critique and derive meaning from works of theatre, film/video, electronic media, and theatrical artists on the basis of aesthetic qualities. |
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Critical Assessment of Theatre
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4.1 Respond appropriately to a theatrical experience as an audience member.
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Derivation of Meaning from Works of Theatre
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4.2 Compare a real story with a fantasy story.
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5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What Is Learned in Theatre, Film/Video, and Electronic Media to Other Art Forms and Subject Areas and to Careers Students apply what they learn in theatre, film/video, and electronic media across subject areas. They develop competencies and creative skills in problem solving, communication, and time management that contribute to lifelong learning and career skills. They also learn about careers in and related to theatre. |
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Connections and Applications
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5.1 Dramatize information from other content areas. Use movement and voice, for example, to reinforce vocabulary, such as fast, slow, in, on, through, over, under.
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Careers and Career-Related Skills
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5.2 Demonstrate the ability to participate cooperatively in performing a pantomime or dramatizing a story.
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