Skills for Fine Arts
A. Elementary
§117.1. Skills
for Fine Arts, Elementary.
The provisions of this written curriculum shall
be implemented beginning September 1, 1998.
§117.2. Art,
Kindergarten.
(a) Introduction.
(1) Four basic strands--perception, creative
expression/performance, historical and cultural
heritage, and critical evaluation--provide broad,
unifying structures for organizing the knowledge
and skills students are expected to acquire.
Students rely on their perceptions of the
environment, developed through increasing visual
awareness and sensitivity to surroundings, memory,
imagination, and life experiences, as a source for
creating artworks. They express their thoughts and
ideas creatively, while challenging their
imagination, fostering reflective thinking, and
developing disciplined effort and problem-solving
skills.
(2) By analyzing artistic styles and historical
periods students develop respect for the
traditions and contributions of diverse cultures.
Students respond to and analyze artworks, thus
contributing to the development of lifelong skills
of making informed judgments and evaluations.
(b) Knowledge and skills.
(K.1)Perception. The student develops and organizes
ideas from the environment. The student is expected
to:
(A) glean information from the environment, using
the five senses; and
(B) identify colors, textures, forms, and subjects
in the environment.
(K.2)Creative expression/performance. The student
expresses ideas through original artworks, using a
variety of media with appropriate skill. The
student is expected to:
(A) create artworks, using a variety of colors,
forms, and lines;
(B) arrange forms intuitively to create artworks;
and
(C) develop manipulative skills when drawing,
painting, printmaking, and constructing
artworks, using a variety of materials.
(K.3)Historical/cultural heritage. The student
demonstrates an understanding of art history and
culture as records of human achievement. The
student is expected to:
(A) identify simple subjects expressed in
artworks;
(B) share ideas about personal artworks and the
work of others, demonstrating respect for
differing opinions; and
(C) relate art to everyday life.
(K.4)Response/evaluation. The student makes informed
judgments about personal artworks and the artworks
of others. The student is expected to:
(A) express ideas about personal artworks; and
(B) express ideas about original artworks,
portfolios, and exhibitions by peers and
artists.
§117.3. Music,
Kindergarten.
(a) Introduction.
(1) Four basic strands--perception, creative
expression/performance, historical and cultural
heritage, and critical evaluation--provide broad,
unifying structures for organizing the knowledge
and skills students are expected to acquire. In
music, students develop their intellect and refine
their emotions, understanding the cultural and
creative nature of musical artistry and making
connections among music, the other arts,
technology, and other aspects of social life.
Through creative performance, students apply the
expressive technical skills of music and critical-
thinking skills to evaluate multiple forms of
problem solving.
(2) By reflecting on musical periods and styles,
students understand music's role in history and
are able to participate successfully in a diverse
society. Students analyze and evaluate music,
developing criteria for making critical judgments
and informed choices.
(b) Knowledge and skills.
(K.1)Perception. The student describes and analyzes
musical sound and demonstrates musical artistry.
The student is expected to:
(A) identify the difference between the singing
and speaking voice; and
(B) identify the timbre of adult voices and
instruments.
(K.2)Creative expression/performance. The student
performs a varied repertoire of music. The student
is expected to:
(A) sing or play classroom instruments
independently or in a group; and
(B) sing songs from diverse cultures and styles or
play such songs on musical instruments.
(K.3)Historical/cultural heritage. The student relates
music to history, to society, and to culture. The
student is expected to:
(A) sing songs and play musical games from
different cultures; and
(B) identify simple relationships between music
and other subjects.
(K.4)Response/evaluation. The student responds to and
evaluates music and musical performance. The
student is expected to:
(A) identify steady beat in musical performances;
and
(B) identify higher/lower, louder/softer,
faster/slower, and same/different in musical
performances.
§117.4. Theatre,
Kindergarten.
(a) Introduction.
(1) Four basic strands--perception, creative
expression/performance, historical and cultural
heritage, and critical evaluation--provide broad,
unifying structures for organizing knowledge and
skills students are expected to acquire. Through
perceptual studies, students increase their
understanding of self and others and develop clear
ideas about the world. Through a variety of
theatrical experiences, students communicate in a
dramatic form, make artistic choices, solve
problems, build positive self-concepts, and relate
interpersonally.
(2) Students increase their understanding of heritage
and traditions through historical and cultural
studies in theatre. Student response and
evaluation promote thinking and further
discriminating judgment, developing students who
are appreciative and evaluative consumers of live
theatre, film, television, and other technologies.
(b) Knowledge and skills.
(K.1)Perception. The student develops concepts about
self, human relationships, and the environment,
using elements of drama and conventions of theatre.
The student is expected to:
(A) develop self-awareness through dramatic play;
(B) explore space, using expressive movement;
(C) imitate sounds; and
(D) imitate and recreate objects in dramatic play.
(K.2)Creative expression/performance. The student
interprets characters, using the voice and body
expressively, and creates dramatizations. The
student is expected to:
(A) demonstrate safe use of movement and voice;
(B) assume roles through imitation and recreation;
(C) identify the characteristics of dramatic play;
and
(D) participate in dramatic play.
(K.3)Creative expression/performance. The student
applies design, directing, and theatre production
concepts and skills. The student is expected to:
(A) create playing space, using simple materials;
(B) create costumes, using simple materials;
(C) plan dramatic play; and
(D) cooperate with others in dramatic play.
(K.4)Historical/cultural heritage. The student relates
theatre to history, society, and culture. The
student is expected to:
(A) play and replay real and imaginative
situations of various cultures; and
(B) play and replay stories from American history.
(K.5)Response/evaluation. The student responds to and
evaluates theatre and theatrical performances. The
student is expected to:
(A) begin to identify appropriate audience
behavior;
(B) respond to dramatic activities;
(C) demonstrate awareness of the use of music,
creative movement, and visual components in
dramatic play; and
(D) observe the performance of artists and
identify theatrical vocations.
§117.5. Art,
Grade 1.
(a) Introduction.
(1) Four basic strands--perception, creative
expression/performance, historical and cultural
heritage, and critical evaluation--provide broad,
unifying structures for organizing the knowledge
and skills students are expected to acquire.
Students rely on their perceptions of the
environment, developed through increasing visual
awareness and sensitivity to surroundings, memory,
imagination, and life experiences, as a source for
creating artworks. They express their thoughts and
ideas creatively, while challenging their
imagination, fostering reflective thinking, and
developing disciplined effort and problem-solving
skills.
(2) By analyzing artistic styles and historical
periods students develop respect for the
traditions and contributions of diverse cultures.
Students respond to and analyze artworks, thus
contributing to the development of lifelong skills
of making informed judgments and evaluations.
(b) Knowledge and skills.
(1.1)Perception. The student develops and organizes
ideas from the environment. The student is expected
to:
(A) identify similarities, differences, and
variations among subjects, using the senses;
and
(B) identify color, texture, form, line, and
emphasis in nature and in the human-made
environment.
(1.2)Creative expression/performance. The student
expresses ideas through original artworks, using a
variety of media with appropriate skill. The
student is expected to:
(A) invent images that combine a variety of
colors, forms, and lines;
(B) place forms in orderly arrangement to create
designs; and
(C) increase manipulative skills, using a variety
of materials to produce drawings, paintings,
prints, and constructions.
(1.3)Historical/cultural heritage. The student
demonstrates an understanding of art history and
culture as records of human achievement. The
student is expected to:
(A) identify simple ideas expressed in artworks
through different media;
(B) select artworks that show families and groups;
and
(C) identify the use of art in everyday life.
(1.4)Response/evaluation. The student makes informed
judgments about personal artworks and the works of
others. The student is expected to:
(A) express ideas about personal artworks; and
(B) identify simple ideas about original artworks,
portfolios, and exhibitions by peers and
others.
§117.6.
Music, Grade 1.
(a) Introduction.
(1) Four basic strands--perception, creative
expression/performance, historical and cultural
heritage, and critical evaluation--provide broad,
unifying structures for organizing the knowledge
and skills students are expected to acquire. In
music, students develop their intellect and refine
their emotions, understanding the cultural and
creative nature of musical artistry and making
connections among music, the other arts,
technology, and other aspects of social life.
Through creative performance, students apply the
expressive technical skills of music and critical-
thinking skills to evaluate multiple forms of
problem solving.
(2) By reflecting on musical periods and styles,
students understand music's role in history and
are able to participate successfully in a diverse
society. Students analyze and evaluate music,
developing criteria for making critical judgments
and informed choices.
(b) Knowledge and skills.
(1.1)Perception. The student describes and analyzes
musical sound and demonstrates musical artistry.
The student is expected to:
(A) identify voices and selected instruments from
various musical families;
(B) use basic music terminology in describing
musical sounds; and
(C) identify repetition and contrast in music
examples.
(1.2)Creative expression/performance. The student
performs a varied repertoire of music. The student
is expected to:
(A) sing or play a classroom instrument
independently or in groups; and
(B) sing songs from diverse cultures and styles or
play such songs on a musical instrument.
(1.3)Creative expression/performance. The student reads
and writes music notation. The student is expected
to:
(A) read simple examples of music notation; and
(B) write simple examples of music notation.
(1.4)Creative expression/performance. The student
creates and arranges music within specified
guidelines. The student is expected to:
(A) create short rhythmic patterns; and
(B) create short melodic patterns.
(1.5)Historical/cultural heritage. The student relates
music to history, to society, and to culture. The
student is expected to:
(A) sing songs and play musical games from diverse
cultures; and
(B) identify simple relationships between music
and other subjects.
(1.6)Response/evaluation. The student responds to and
evaluates music and musical performance. The
student is expected to:
(A) distinguish between beat/rhythm, higher/lower,
louder/softer, faster/slower, and
same/different in musical performances; and
(B) begin to practice appropriate audience
behavior during live performances.
§117.7.
Theatre, Grade 1.
(a) Introduction.
(1) Four basic strands--perception, creative
expression/performance, historical and cultural
heritage, and critical evaluation--provide broad,
unifying structures for organizing knowledge and
skills students are expected to acquire. Through
perceptual studies, students increase their
understanding of self and others and develop clear
ideas about the world. Through a variety of
theatrical experiences, students communicate in
dramatic form, make artistic choices, solve
problems, build positive self-concepts, and relate
interpersonally.
(2) Students increase their understanding of heritage
and traditions through historical and cultural
studies in theatre. Student response and
evaluation promote thinking and further
discriminating judgment, developing students who
are appreciative and evaluative consumers of live
theatre, film, television, and other technologies.
(b) Knowledge and skills.
(1.1)Perception. The student develops concepts about
self, human relationships, and the environment,
using elements of drama and conventions of theatre.
The student is expected to:
(A) develop confidence and self-awareness through
dramatic play;
(B) develop spatial awareness in dramatic play,
using expressive and rhythmic movement;
(C) imitate actions and sounds; and
(D) imitate and create animate and inanimate
objects in dramatic play.
(1.2)Creative expression/performance. The student
interprets characters, using the voice and body
expressively, and creates dramatizations. The
student is expected to:
(A) demonstrate safe use of movement and voice;
(B) assume roles through imitation;
(C) dramatize limited-action stories; and
(D) dramatize poems and songs.
(1.3)Creative expression/performance. The student
applies design, directing, and theatre production
concepts and skills. The student is expected to:
(A) select aspects of the environment for use in
dramatic play;
(B) adapt the environment for dramatic play, using
simple materials;
(C) plan dramatic play; and
(D) cooperate with others in dramatic play.
(1.4)Historical/cultural heritage. The student relates
theatre to history, society, and culture. The
student is expected to:
(A) imitate life experiences from various
historical periods in dramatic play; and
(B) identify diverse cultural dimensions in
dramatic play.
(1.5)Response/evaluation. The student responds to and
evaluates theatre and theatrical performances. The
student is expected to:
(A) identify appropriate audience behavior;
(B) respond to and begin to evaluate dramatic
activities;
(C) identify the use of music, creative movement,
and visual components in dramatic play; and
(D) observe the performance of artists and
identify theatrical vocations.
§117.8. Art,
Grade 2.
(a) Introduction.
(1) Four basic strands--perception, creative
expression/performance, historical and cultural
heritage, and critical evaluation--provide broad,
unifying structures for organizing the knowledge
and skills students are expected to acquire.
Students rely on their perceptions of the
environment, developed through increasing visual
awareness and sensitivity to surroundings, memory,
imagination, and life experiences, as a source for
creating artworks. They express their thoughts and
ideas creatively, while challenging their
imagination, fostering reflective thinking, and
developing disciplined effort and problem-solving
skills.
(2) By analyzing artistic styles and historical
periods students develop respect for the
traditions and contributions of diverse cultures.
Students respond to and analyze artworks, thus
contributing to the development of lifelong skills
of making informed judgments and evaluations.
(b) Knowledge and skills.
(2.1)Perception. The student develops and organizes
ideas from the environment. The student is expected
to:
(A) identify variations in objects and subjects
from the environment, using the senses; and
(B) identify art elements such as color, texture,
form, line, and space and art principles such
as emphasis, pattern, and rhythm.
(2.2)Creative expression/performance. The student
expresses ideas through original artworks, using a
variety of media with appropriate skill. The
student is expected to:
(A) express ideas and feelings in artworks, using
a variety of colors, forms, and lines;
(B) create effective compositions, using design
elements and principles; and
(C) identify and practice skills necessary for
producing drawings, paintings, prints,
constructions, and modeled forms, using a
variety of art materials.
(2.3)Historical/cultural heritage. The student
demonstrates an understanding of art history and
culture as records of human achievement. The
student is expected to:
(A) identify stories and constructions in a
variety of artworks;
(B) compare ways individuals and families are
depicted in different artworks; and
(C) identify different kinds of jobs in art.
(2.4)Response/evaluation. The student makes informed
judgments about personal artworks and the artworks
of others. The student is expected to:
(A) define reasons for preferences in personal
artworks; and
(B) identify ideas in original artworks,
portfolios, and exhibitions by peers and
artists.
§117.9. Music,
Grade 2.
(a) Introduction.
(1) Four basic strands--perception, creative
expression/performance, historical and cultural
heritage, and critical evaluation--provide broad,
unifying structures for organizing the knowledge
and skills students are expected to acquire. In
music, students develop their intellect and refine
their emotions, understanding the cultural and
creative nature of musical artistry and making
connections among music, the other arts,
technology, and other aspects of social life.
Through creative performance, students apply the
expressive technical skills of music and critical-
thinking skills to evaluate multiple forms of
problem solving.
(2) By reflecting on musical periods and styles,
students understand music's role in history and
are able to participate successfully in a diverse
society. Students analyze and evaluate music,
developing criteria for making critical judgments
and informed choices.
(b) Knowledge and skills.
(2.1)Perception. The student describes and analyzes
musical sound and demonstrates musical artistry.
The student is expected to:
(A) identify instruments visually and aurally;
(B) use music terminology to explain sounds and
performances; and
(C) identify music forms such as AB and ABA.
(2.2)Creative expression/performance. The student
performs a varied repertoire of music. The student
is expected to:
(A) sing or play a classroom instrument
independently or in groups; and
(B) sing songs from diverse cultures and styles or
play such songs on a musical instrument.
(2.3)Creative expression/performance. The student reads
and writes music notation. The student is expected
to:
(A) read and write simple music notation, using a
system (letters, numbers, syllables); and
(B) read and write music that incorporates basic
rhythmic patterns in simple meters.
(2.4)Creative expression/performance. The student
creates and arranges music within specified
guidelines. The student is expected to:
(A) create rhythmic phrases; and
(B) create melodic phrases.
(2.5)Historical/cultural heritage. The student relates
music to history, to society, and to culture. The
student is expected to:
(A) identify music from various periods of history
and culture;
(B) sing songs and play musical games from diverse
cultures; and
(C) identify relationships between music and other
subjects.
(2.6)Response/evaluation. The student responds to and
evaluates music and musical performance. The
student is expected to:
(A) distinguish between beat/rhythm, higher/lower,
louder/softer, faster/slower, and
same/different in musical performances; and
(B) show appropriate audience behavior during live
performances.
§117.10. Theatre,
Grade 2.
(a) Introduction.
(1) Four basic strands--perception, creative
expression/performance, historical and cultural
heritage, and critical evaluation--provide broad,
unifying structures for organizing knowledge and
skills students are expected to acquire. Through
perceptual studies, students increase their
understanding of self and others and develop clear
ideas about the world. Through a variety of
theatrical experiences, students communicate in a
dramatic form, make artistic choices, solve
problems, build positive self-concepts, and relate
interpersonally.
(2) Students increase their understanding of heritage
and traditions through historical and cultural
studies in theatre. Student response and
evaluation promote thinking and further
discriminating judgment, developing students who
are appreciative and evaluative consumers of live
theatre, film, television, and other technologies.
(b) Knowledge and skills.
(2.1)Perception. The student develops concepts about
self, human relationships, and the environment,
using elements of drama and conventions of theatre.
The student is expected to:
(A) react to sensory experiences;
(B) expand spatial awareness in dramatic play,
using expressive and rhythmic movement;
(C) participate in dramatic play, using actions,
sounds, and dialogue; and
(D) role-play, imitate, and recreate dialogue.
(2.2)Creative expression/performance. The student
interprets characters, using the voice and body
expressively, and creates dramatizations. The
student is expected to:
(A) demonstrate safe use of movement and voice;
(B) role-play in real life and imaginative
situations through narrative pantomime,
dramatic play, and story dramatization;
(C) create dramatizations of limited-action
stories, using simple pantomime and puppetry;
and
(D) dramatize poems and songs, using simple
pantomime and puppetry.
(2.3)Creative expression/performance. The student
applies design, directing, and theatre production
concepts and skills. The student is expected to:
(A) select aspects of the environment for use in
dramatic play;
(B) adapt the environment for dramatic play, using
simple materials;
(C) plan dramatic play; and
(D) cooperate and interact with others in dramatic
play.
(2.4)Historical/cultural heritage. The student relates
theatre to history, society, and culture. The
student is expected to:
(A) imitate life experiences from various
historical periods in dramatic play; and
(B) identify diverse cultural dimensions in
dramatic play.
(2.5)Response/evaluation. The student responds to and
evaluates theatre and theatrical performances. The
student is expected to:
(A) identify and apply appropriate audience
behavior;
(B) react to and begin to evaluate dramatic
activities;
(C) employ music, creative movement, and visual
components in dramatic play; and
(D) observe the performance of artists and
identify theatrical vocations.
§117.11. Art,
Grade 3.
(a) Introduction.
(1) Four basic strands--perception, creative
expression/performance, historical and cultural
heritage, and critical evaluation--provide broad,
unifying structures for organizing the knowledge
and skills students are expected to acquire.
Students rely on their perceptions of the
environment, developed through increasing visual
awareness and sensitivity to surroundings, memory,
imagination, and life experiences, as a source for
creating artworks. They express their thoughts and
ideas creatively, while challenging their
imagination, fostering reflective thinking, and
developing disciplined effort and problem-solving
skills.
(2) By analyzing artistic styles and historical
periods students develop respect for the
traditions and contributions of diverse cultures.
Students respond to and analyze artworks, thus
contributing to the development of lifelong skills
of making informed judgments and evaluations.
(b) Knowledge and skills.
(3.1)Perception. The student develops and organizes
ideas from the environment. The student is expected
to:
(A) identify sensory knowledge and life
experiences as sources for ideas about visual
symbols, self, and life events; and
(B) identify art elements such as color, texture,
form, line, space, and value and art
principles such as emphasis, pattern, rhythm,
balance, proportion, and unity in artworks.
(3.2)Creative expression/performance. The student
expresses ideas through original artworks, using a
variety of media with appropriate skill. The
student is expected to:
(A) create artworks based on personal observations
and experiences;
(B) develop a variety of effective compositions,
using design skills; and
(C) produce drawings, paintings, prints,
constructions, ceramics, and fiberart, using a
variety of art materials appropriately.
(3.3)Historical/cultural heritage. The student
demonstrates an understanding of art history and
culture as records of human achievement. The
student is expected to:
(A) compare content in artworks from the past and
present for various purposes such as telling
stories and documenting history and
traditions;
(B) compare selected artworks from different
cultures; and
(C) relate art to different kinds of jobs in
everyday life.
(3.4)Response/evaluation. The student makes informed
judgments about personal artworks and the artworks
of others. The student is expected to:
(A) identify general intent and expressive
qualities in personal artworks; and
(B) apply simple criteria to identify main ideas
in original artworks, portfolios, and
exhibitions by peers and major artists.
§117.12. Music,
Grade 3.
(a) Introduction.
(1) Four basic strands--perception, creative
expression/performance, historical and cultural
heritage, and critical evaluation--provide broad,
unifying structures for organizing the knowledge
and skills students are expected to acquire. In
music, students develop their intellect and refine
their emotions, understanding the cultural and
creative nature of musical artistry and making
connections among music, the other arts,
technology, and other aspects of social life.
Through creative performance, students apply the
expressive technical skills of music and critical-
thinking skills to evaluate multiple forms of
problem solving.
(2) By reflecting on musical periods and styles,
students understand music's role in history and
are able to participate successfully in a diverse
society. Students analyze and evaluate music,
developing criteria for making critical judgments
and informed choices.
(b) Knowledge and skills.
(3.1)Perception. The student describes and analyzes
musical sound and demonstrates musical artistry.
The student is expected to:
(A) categorize a variety of musical sounds,
including children's and adults' voices;
woodwind, brass, string, percussion, keyboard,
and electronic instruments; and instruments
from various cultures;
(B) use music terminology in explaining sound,
music, music notation, musical instruments and
voices, and musical performances; and
(C) identify music forms presented aurally such as
AB, ABA, and rondo.
(3.2)Creative expression/performance. The student
performs a varied repertoire of music. The student
is expected to:
(A) sing or play a classroom instrument
independently or in groups; and
(B) sing songs from diverse cultures and styles or
play such songs on a musical instrument.
(3.3)Creative expression/performance. The student reads
and writes music notation. The student is expected
to:
(A) read music notation, using a system (letters,
numbers, syllables);
(B) write music notation, using a system (letters,
numbers, syllables);
(C) read and write music that incorporates basic
rhythmic patterns in simple meters; and
(D) identify music symbols and terms referring to
dynamics and tempo.
(3.4)Creative expression/performance. The student
creates and arranges music within specified
guidelines. The student is expected to:
(A) create rhythmic phrases; and
(B) create melodic phrases.
(3.5)Historical/cultural heritage. The student relates
music to history, to society, and to culture. The
student is expected to:
(A) identify aurally-presented excerpts of music
representing diverse genres, styles, periods,
and cultures;
(B) perform songs and musical games from diverse
cultures; and
(C) describe relationships between music and other
subjects.
(3.6)Response/evaluation. The student responds to and
evaluates music and musical performance. The
student is expected to:
(A) define basic criteria for evaluating musical
performances; and
(B) exhibit audience etiquette during live
performances.
§117.13. Theatre,
Grade 3.
(a) Introduction.
(1) Four basic strands--perception, creative
expression/ performance, historical and cultural
heritage, and critical evaluation--provide broad,
unifying structures for organizing knowledge and
skills students are expected to acquire. Through
perceptual studies, students increase their
understanding of self and others and develop clear
ideas about the world. Through a variety of
theatrical experiences, students communicate in a
dramatic form, make artistic choices, solve
problems, build positive self-concepts, and relate
interpersonally.
(2) Students increase their understanding of heritage
and traditions through historical and cultural
studies in theatre. Student response and
evaluation promote thinking and further
discriminating judgment, developing students who
are appreciative and evaluative consumers of live
theatre, film, television, and other technologies.
(b) Knowledge and skills.
(3.1)Perception. The student develops concepts about
self, human relationships, and the environment,
using elements of drama and conventions of theatre.
The student is expected to:
(A) react to sensory and emotional experiences;
(B) create playing space, using expressive and
rhythmic movement;
(C) respond to sound, music, images, and the
written word with voice and movement and
participate in dramatic play, using actions,
sounds, and dialogue; and
(D) reflect the environment, portray character,
and demonstrate actions in classroom
dramatizations.
(3.2)Creative expression/performance. The student
interprets characters, using the voice and body
expressively, and creates dramatizations. The
student is expected to:
(A) demonstrate safe use of movement and voice;
(B) participate in a variety of roles in real life
and imaginative situations through narrative
pantomime, dramatic play, and story
dramatization;
(C) dramatize literary selections, using shadow
play and puppetry; and
(D) dramatize literary selections, using pantomime
and imitative dialogue.
(3.3)Creative expression/performance. The student
applies design, directing, and theatre production
concepts and skills. The student is expected to:
(A) identify technical theatre elements;
(B) begin to use simple technical theatre
elements;
(C) plan dramatic play; and
(D) cooperate and interact with others in dramatic
play.
(3.4)Historical/cultural heritage. The student relates
theatre to history, society, and culture. The
student is expected to:
(A) illustrate similarities and differences in
life and theatre through dramatic play; and
(B) reflect historical and diverse cultural
influences in dramatic activities.
(3.5)Response/evaluation. The student responds to and
evaluates theatre and theatrical performances. The
student is expected to:
(A) evaluate and apply appropriate audience
behavior consistently;
(B) evaluate simple dramatic activities and
performances;
(C) incorporate music, movement, and visual
components in dramatic play; and
(D) observe the performance of amateur and
professional artists and begin to compare
vocations in theatre.
§117.14. Art,
Grade 4.
(a) Introduction.
(1) Four basic strands--perception, creative
expression/performance, historical and cultural
heritage, and critical evaluation--provide broad,
unifying structures for organizing the knowledge
and skills students are expected to acquire.
Students rely on their perceptions of the
environment, developed through increasing visual
awareness and sensitivity to surroundings, memory,
imagination, and life experiences, as a source for
creating artworks. They express their thoughts and
ideas creatively, while challenging their
imagination, fostering reflective thinking, and
developing disciplined effort and problem-solving
skills.
(2) By analyzing artistic styles and historical
periods students develop respect for the
traditions and contributions of diverse cultures.
Students respond to and analyze artworks, thus
contributing to the development of lifelong skills
of making informed judgments and evaluations.
(b) Knowledge and skills.
(4.1)Perception. The student develops and organizes
ideas from the environment. The student is expected
to:
(A) communicate ideas about self, family, school,
and community, using sensory knowledge and
life experiences; and
(B) choose appropriate vocabulary to discuss the
use of art elements such as color, texture,
form, line, space, and value and art
principles such as emphasis, pattern, rhythm,
balance, proportion, and unity.
(4.2)Creative expression/performance. The student
expresses ideas through original artworks, using a
variety of media with appropriate skill. The
student is expected to:
(A) integrate a variety of ideas about self, life
events, family, and community in original
artworks;
(B) design original artworks; and
(C) invent ways to produce artworks and to explore
photographic imagery, using a variety of art
media and materials.
(4.3)Historical/cultural heritage. The student
demonstrates an understanding of art history and
culture as records of human achievement. The
student is expected to:
(A) identify simple main ideas expressed in art;
(B) compare and contrast selected artworks from a
variety of cultural settings; and
(C) identify the roles of art in American society.
(4.4)Response/evaluation. The student makes informed
judgments about personal artworks and the artworks
of others. The student is expected to:
(A) describe intent and form conclusions about
personal artworks; and
(B) interpret ideas and moods in original
artworks, portfolios, and exhibitions by peers
and others.
§117.15. Music, Grade 4.
(a) Introduction.
(1) Four basic strands--perception, creative
expression/performance, historical and cultural
heritage, and critical evaluation--provide broad,
unifying structures for organizing the knowledge
and skills students are expected to acquire. In
music, students develop their intellect and refine
their emotions, understanding the cultural and
creative nature of musical artistry and making
connections among music, the other arts,
technology, and other aspects of social life.
Through creative performance, students apply the
expressive technical skills of music and critical-
thinking skills to evaluate multiple forms of
problem solving.
(2) By reflecting on musical periods and styles,
students understand music's role in history and
are able to participate successfully in a diverse
society. Students analyze and evaluate music,
developing criteria for making critical judgments
and informed choices.
(b) Knowledge and skills.
(4.1)Perception. The student describes and analyzes
musical sound and demonstrates musical artistry.
The student is expected to:
(A) categorize a variety of musical sounds,
including children's and adults' voices;
woodwind, brass, string, percussion, keyboard,
and electronic instruments; and instruments of
various cultures;
(B) use standard terminology in explaining music,
music notation, musical instruments and
voices, and musical performances; and
(C) identify music forms presented aurally such as
AB, ABA, and rondo.
(4.2)Creative expression/performance. The student
performs a varied repertoire of music. The student
is expected to:
(A) sing or play a classroom instrument
independently or in groups; and
(B) sing songs from diverse cultures and styles or
play such songs on a musical instrument.
(4.3)Creative expression/performance. The student reads
and writes music notation. The student is expected
to:
(A) read and write music notation, using a system
(letters, numbers, syllables);
(B) incorporate basic rhythmic patterns in simple
meters in musical compositions; and
(C) identify music symbols and terms referring to
dynamics and tempo, interpreting them
appropriately when performing.
(4.4)Creative expression/performance. The student
creates and arranges music within specified
guidelines. The student is expected to:
(A) create rhythmic and melodic phrases; and
(B) create simple accompaniments.
(4.5)Historical/cultural heritage. The student relates
music to history, to society, and to culture. The
student is expected to:
(A) identify aurally-presented excerpts of music
representing diverse genres, styles, periods,
and cultures;
(B) perform music and movement from diverse
cultures;
(C) perform music representative of American and
Texas heritage; and
(D) identify connections between music and the
other fine arts.
(4.6)Response/evaluation. The student responds to and
evaluates music and musical performance. The
student is expected to:
(A) apply basic criteria in evaluating musical
performances and compositions;
(B) justify, using music terminology, personal
preferences for specific music works and
styles; and
(C) practice concert etiquette as an actively
involved listener during live performances.
§117.16. Theatre, Grade 4.
(a) Introduction.
(1) Four basic strands--perception, creative
expression/performance, historical and cultural
heritage, and critical evaluation--provide broad,
unifying structures for organizing knowledge and
skills students are expected to acquire. Through
perceptual studies, students increase their
understanding of self and others and develop clear
ideas about the world. Through a variety of
theatrical experiences, students communicate in a
dramatic form, make artistic choices, solve
problems, build positive self-concepts, and relate
interpersonally.
(2) Students increase their understanding of heritage
and traditions through historical and cultural
studies in theatre. Student response and
evaluation promote thinking and further
discriminating judgment, developing students that
are appreciative and evaluative consumers of live
theatre, film, television, and other technologies.
(b) Knowledge and skills.
(4.1)Perception. The student develops concepts about
self, human relationships, and the environment,
using elements of drama and conventions of theatre.
The student is expected to:
(A) relate sensory and emotional responses to
theatre;
(B) develop body awareness and spatial
perceptions, using rhythmic and expressive
movement;
(C) respond to sounds, music, images, and the
written word, using movement;
(D) express emotions and ideas, using interpretive
movements, sounds, and dialogue;
(E) imitate and synthesize life experiences in
dramatic play; and
(F) represent environment, characterization, and
actions.
(4.2)Creative expression/performance. The student
interprets characters, using the voice and body
expressively, and creates dramatizations. The
student is expected to:
(A) demonstrate safe use of the voice and body;
(B) describe clearly characters, their
relationships, and their surroundings;
(C) develop characters and assume roles in short
improvised scenes, using imagination, personal
experiences, heritage, literature, and
history; and
(D) dramatize literary selections in unison,
pairs, and groups and create simple stories
collaboratively through imaginative play in
improvisations and story dramatizations,
describing the characters, their
relationships, and their environments and
demonstrating a logical connection of events.
(4.3)Creative expression/performance. The student
applies design, directing, and theatre production
concepts and skills. The student is expected to:
(A) demonstrate the safe use of props, costumes,
and visual elements, defining character,
environment, action, and theme;
(B) alter space to create suitable environments
for play-making;
(C) plan brief dramatizations collaboratively; and
(D) interact cooperatively with others in brief
dramatizations.
(4.4)Historical/cultural heritage. The student relates
theatre to history, society, and culture. The
student is expected to:
(A) explain theatre as a reflection of life in
particular times, places, and cultures; and
(B) identify the role of live theatre, film,
television, and electronic media in American
society.
(4.5)Response/evaluation. The student responds to and
evaluates theatre and theatrical performances. The
student is expected to:
(A) identify and apply appropriate audience
behavior at performances;
(B) define visual, aural, oral, and kinetic
aspects of informal play-making and formal
theatre and discuss these aspects as found in
art, dance, and music;
(C) compare and contrast the ways ideas and
emotions are depicted in art, dance, music,
and theatre and select movement, music, or
visual elements to enhance classroom
dramatizations; and
(D) compare theatre artists and their
contributions.
§117.17. Art, Grade 5.
(a) Introduction.
(1) Four basic strands--perception, creative
expression/performance, historical and cultural
heritage, and critical evaluation--provide broad,
unifying structures for organizing the knowledge
and skills students are expected to acquire.
Students rely on their perceptions of the
environment, developed through increasing visual
awareness and sensitivity to surroundings, memory,
imagination, and life experiences, as a source for
creating artworks. They express their thoughts and
ideas creatively, while challenging their
imagination, fostering reflective thinking, and
developing disciplined effort and problem-solving
skills.
(2) By analyzing artistic styles and historical
periods students develop respect for the
traditions and contributions of diverse cultures.
Students respond to and analyze artworks, thus
contributing to the development of lifelong skills
of making informed judgments and evaluations.
(b) Knowledge and skills.
(5.1)Perception. The student develops and organizes
ideas from the environment. The student is expected
to:
(A) communicate ideas about feelings, self,
family, school, and community, using sensory
knowledge and life experiences; and
(B) identify in artworks that color, texture,
form, line, space, and value are basic art
elements and that the principles such as
emphasis, pattern, rhythm, balance,
proportion, and unity serve as organizers.
(5.2)Creative expression/performance. The student
expresses ideas through original artworks, using a
variety of media with appropriate skill. The
student is expected to:
(A) combine information from direct observation,
experience, and imagination to express ideas
about self, family, and community;
(B) compare relationships between design and
everyday life; and
(C) create original artworks and explore
photographic imagery, using a variety of art
materials and media appropriately.
(5.3)Historical/cultural heritage. The student
demonstrates an understanding of art history and
culture as records of human achievement. The
student is expected to:
(A) compare artworks from several national
periods, identifying similarities and
differences;
(B) compare cultural themes honoring history and
traditions in American and other artworks; and
(C) identify the use of art skills in a variety of
jobs.
(5.4)Response/evaluation. The student makes informed
judgments about personal artworks and the artworks
of others. The student is expected to:
(A) analyze personal artworks to interpret
meaning; and
(B) analyze original artworks, portfolios, and
exhibitions by peers and others to form
conclusions about properties.
§117.18. Music, Grade 5.
(a) Introduction.
(1) Four basic strands--perception, creative
expression/performance, historical and cultural
heritage, and critical evaluation--provide broad,
unifying structures for organizing the knowledge
and skills students are expected to acquire. In
music, students develop their intellect and refine
their emotions, understanding the cultural and
creative nature of musical artistry and making
connections among music, the other arts,
technology, and other aspects of social life.
Through creative performance, students apply the
expressive technical skills of music and critical-
thinking skills to evaluate multiple forms of
problem solving.
(2) By reflecting on musical periods and styles,
students understand music's role in history and
are able to participate successfully in a diverse
society. Students analyze and evaluate music,
developing criteria for making critical judgments
and informed choices.
(b) Knowledge and skills.
(5.1)Perception. The student describes and analyzes
musical sound and demonstrates musical artistry.
The student is expected to:
(A) distinguish among a variety of musical
timbres;
(B) use standard terminology in explaining music,
music notation, musical instruments and
voices, and musical performances; and
(C) identify a variety of music forms such as AB,
ABA, rondo, and theme and variations.
(5.2)Creative expression/performance. The student sings
or plays an instrument, individually and in groups,
performing a varied repertoire of music. The
student is expected to:
(A) perform independently, with accurate
intonation and rhythm, demonstrating
fundamental skills and basic performance
techniques;
(B) perform expressively, from memory and
notation, a varied repertoire of music
representing styles from diverse cultures; and
(C) demonstrate appropriate small- and large-
ensemble performance techniques during formal
and informal concerts.
(5.3)Creative expression/performance. The student reads
and writes music notation. The student is expected
to:
(A) read standard notation;
(B) use standard symbols to notate meter, rhythm,
and pitch in simple patterns (manuscript or
computer-generated);
(C) read and write music that incorporates
rhythmic patterns in various meters; and
(D) identify music symbols and terms referring to
dynamics, tempo, and articulation.
(5.4)Creative expression/performance. The student
creates and arranges music within specified
uidelines. The student is expected to:
(A) create rhythmic and melodic phrases; and
(B) create/arrange simple accompaniments.
(5.5)Historical/cultural heritage. The student relates
music to history, to society, and to culture. The
student is expected to:
(A) identify aurally-presented excerpts of music
representing diverse genres, styles, periods,
and cultures;
(B) describe various music vocations and
avocations;
(C) perform music and movement from diverse
cultures;
(D) perform music representative of American and
Texas heritage; and
(E) identify concepts taught in the other fine
arts and their relationships to music
concepts.
(5.6)Response/evaluation. The student responds to and
evaluates music and musical performance. The student is expected to:
(A) apply criteria in evaluating musical
performances and compositions;
(B) evaluate, using music terminology, personal
preferences for specific music works and
styles; and
(C) exhibit concert etiquette as an actively
involved listener during varied live
performances.
§117.19. Theatre, Grade 5.
(a) Introduction.
(1) Four basic strands--perception, creative
expression/performance, historical and cultural
heritage, and critical evaluation--provide broad,
unifying structures for organizing knowledge and
skills students are expected to acquire. Through
perceptual studies, students increase their
understanding of self and others and develop clear
ideas about the world. Through a variety of
theatrical experiences, students communicate in a
dramatic form, make artistic choices, solve
problems, build positive self-concepts, and relate
interpersonally.
(2) Students increase their understanding of heritage
and traditions through historical and cultural
studies in theatre. Student response and
evaluation promote thinking and further
discriminating judgment, developing students who
are appreciative and evaluative consumers of live
theatre, film, television, and other technologies.
(b) Knowledge and skills.
(5.1)Perception. The student develops concepts about
self, human relationships, and the environment,
using elements of drama and conventions of theatre.
The student is expected to:
(A) develop characterization, using sensory and
emotional recall;
(B) develop body awareness and spatial
perceptions, using pantomime;
(C) respond to sounds, music, images, and the
written word, using movement;
(D) express emotions and relate ideas, using
interpretive movement and dialogue;
(E) integrate life experiences in dramatic play;
and
(F) portray environment, characterization, and
actions.
(5.2)Creative expression/performance. The student
interprets characters, using the voice and body
expressively, and creates dramatizations. The
student is expected to:
(A) demonstrate safe use of the voice and body;
(B) describe characters, their relationships, and
their surroundings in detail;
(C) select movements and portray a character,
using dialogue appropriately; and
(D) dramatize literary selections in pairs and
various groupings and create simple stories
collaboratively in improvisations and story
dramatizations, describing the characters,
their relationships, and their environments
and demonstrating a logical connection of
events.
(5.3)Creative expression/performance. The student
applies design, directing, and theatre production
concepts and skills. The student is expected to:
(A) define character, environment, action, and
theme, using props, costumes, and visual
elements;
(B) alter space appropriately to create a suitable
environment for play-making;
(C) plan brief dramatizations collaboratively; and
(D) interact cooperatively with others in brief
dramatizations.
(5.4)Historical/cultural heritage. The student relates
theatre to history, society, and culture. The
student is expected to:
(A) relate theatre to life in particular times,
places, and cultures; and
(B) analyze the role of live theatre, film,
television, and electronic media in American
society.
(5.5)Response/evaluation. The student responds to and
evaluates theatre and theatrical performances. The
student is expected to:
(A) analyze and apply appropriate audience
behavior at a variety of performances;
(B) define visual, aural, oral, and kinetic
aspects of informal play-making and formal
theatre and describe these components in art,
dance, and music;
(C) compare and contrast ideas and emotions
depicted in theatre, dance, music, and art and
select and explain the use of movement, music,
or visual elements to enhance classroom
dramatizations; and
(D) analyze and compare theatre artists and their
contributions.