Grade 1 Fine Arts Next Gen Standards

Recognize an emotion expressed or portrayed in a dance work or practice that relates to a familiar experience. Identify and analyze the movements that communicate this emotion.

Observe illustrations from a story book. Discuss observations and identify ideas that inspire movement. Perform a dance sequence that portrays the main ideas from the story.

View and perform a dance work or practice from a different culture or context. Discuss the types of movements performed.

Explore movement elements and skills inspired by a variety of stimuli (e.g. music/sound, text, objects/props, images, symbols, observed dance through video or live performance) and identify the source.

Explore a variety of locomotor and non-locomotor movements by experimenting with the elements of dance in response to the environment and a range of themes.

Improvise a dance phrase with a clear beginning, middle, and end. Describe the movement choices made, orally or in drawing.

Choose and arrange movements that follow a musical phrase, express an idea or emotion in response to other people, objects, or the environment.

Identify and explore production elements (e.g. music/sound, props) that support performances. Describe the job of a dancer, choreographer, and composer.

Apply self, peer, and teacher suggestions to revise and complete short sequences based on own movement ideas.

Document a short movement sequence (e.g. jump, turn, slide) by drawing a picture, using a symbol, or working with media technology.

Demonstrate locomotor and non-locomotor movements that change body shapes, levels, and facings. Move in straight, curved, and zig-zagged pathways. Find and return to place in space. Move with others to form straight lines and circles.

Recognize and relate movement to steady beat. Demonstrate ability to adjust movement to slow, moderate, and quick tempi.

Demonstrate qualities of movement motivated by descriptive vocabulary, such as adjectives and adverbs (e.g. quiet jump, narrow spin, wavy fall)in response to verbalizations, expressive qualities of music/sound, or other cues.

Demonstrate same side and cross-body locomotor (e.g. gallop, skip) and non-locomotor movements (e.g. swing, twist, stretch), and spatial relationships (e.g., over, under, around, through). Show orientation of direction (e.g. stage right and left, upstage, downstage).

Move safely in general space during movement explorations, while changing levels and maintaining personal space.

Repeat and recall movements and spatial formations upon request in preparation for formal and informal sharing.

Dance for and with others while maintaining awareness of performance expectations as a dancer (e.g. silence, focus) in both formal and informal settings. Demonstrate audience member expectations (e.g. attention, applause).

Explore moving with simple props to enhance performance.

Identify movements that repeat to make a pattern in a dance.

Demonstrate and describe observed or performed movements originating from diverse dance genres and cultural movement practices.

Select movements from a dance that suggest ideas and explain how the movements capture the ideas, using simple dance terminology.

Identify and demonstrate several movements in a dance work or practice. Explain what characteristics make the movements interesting.

Dancers use the body-mind principles and develop the body as an instrument for artistry and artistic expression.

Select, analyze, and interpret artistic work for presentation.

Societal, cultural, historical, and community contexts both influence and are influenced by dance.

Develop and refine artistic techniques and work for presentation.

Investigate ways that artistic work is influenced by societal, cultural, and historical context and, in turn, how artistic ideas shape cultures past, present, and future.

Criteria for evaluating dance vary across genres, styles, and cultures.

Dance is perceived and analyzed to comprehend its compositional structure.

Perceive and analyze artistic work.

Space, time, and energy are basic elements of dance.

Apply criteria to evaluate artistic work.

Choreographers are inspired by a variety of sources to convey concepts and ideas through movement for artistic expression.

Personal experiences, knowledge, and contexts are integrated and synthesized to interpret and create dance.

Performing

Interpret meaning in artistic work.

Choreographers analyze, evaluate, refine, and document their work to communicate meaning.

Generate and conceptualize artistic ideas and work.

Meaningful interpretations of dance consider artistic intent, style, genre, the elements of dance, technique, structure, and context.

The elements of dance, dance structures, and choreographic structures serve as both a foundation and a departure point for choreographers.

Dance performance is an interaction between performers, production elements, and audience that heightens and amplifies artistic expression.

Refine and complete artistic work.

Responding

Convey meaning through the presentation of artistic work.

Relate and synthesize knowledge and personal experiences to inspire and inform artistic work.

Organize and develop artistic ideas and work.

Connecting

Creating

Explore and imitate sounds found in the environment.

Imagine and describe places, times, and reasons for making and listening to music.

Illustrate musical ideas through movements (such as dramatizations of books or stories).

Manipulate music concepts (such as tempo, dynamics, and articulations) in order to express ideas.

Perform folk music from variety of cultures and discuss the music's culture of origin.

With limited guidance, state preferences for varied musical styles and repertoire.

With limited guidance, create musical ideas (such as answering a musical question) for a specific purpose.

With limited guidance, generate musical ideas in multiple tonalities (such as major and minor) and meters (such as duple and triple).

With limited guidance, demonstrate and discuss personal reasons for selecting musical ideas that represent expressive intent.

With limited guidance, use iconic or standard notation and/or recording technology to document and organize musical ideas.

With limited guidance, discuss and apply personal, peer, and teacher feedback to refine musical ideas.

With limited guidance, present a final version of musical ideas for a specific purpose to peers or an informal audience that conveys expressive intent for a specific purpose.

With limited guidance, demonstrate and discuss personal interest in, knowledge of, and purpose of varied musical selections provided by the teacher.

With limited guidance, demonstrate knowledge of music concepts (such as beat and melodic contour) in music selected for performance.

When analyzing selected music, read and perform rhythmic patterns, using iconic or standard notation, as appropriate to the musical tradition.

Demonstrate and describe music's expressive qualities (such as dynamics and tempo).

With limited guidance, apply personal, teacher, and peer feedback to refine performances.

With limited guidance, use suggested strategies in rehearsal to address interpretive challenges of music.

Respond appropriately to aural and visual cues.

With limited guidance, perform music for a specific purpose with expression.

Perform appropriately for the audience and purpose.

Respond appropriately to aural and visual cues.

With limited guidance, identify and demonstrate how personal interests and experiences influence selection of teacher-provided music for specific purposes.

With limited guidance demonstrate and identify how specific music concepts (such as beat or pitch) are used in various styles of music for a purpose.

With limited guidance, demonstrate and identify expressive qualities (such as dynamics and tempo) that reflect creators'/performers' expressive intent.

With limited guidance, apply personal and expressive preferences in the evaluation of music for specific purposes.

The multidimensional system of music allows us to uniquely express and reflect upon ideas, opinions, aesthetic values, and human sentience. Musicians draw upon universal themes, disciplinary and interdisciplinary understandings, and life experiences to inform their creative expressions.

Musicians' creative choices are influenced by their expertise, context, and expressive intent.

Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.

Connecting

Develop and refine artistic techniques and work for presentation.

Select, analyze, and interpret artistic work for presentation.

Performers make interpretive decisions based on their understanding of context and expressive intent.

Musicians' presentation of creative work is the culmination of a process of creation and communication

Generate and conceptualize artistic ideas and work.

Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance.

Creating, performing, and analyzing music deepens our knowledge of ideas, informs our understanding of cultures, and helps us envision the future.

Relate and synthesize knowledge and personal experiences to inspire and inform artistic work.

To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.

Refine and complete artistic work.

Musicians evaluate and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.

Convey meaning through the presentation of artistic work.

Organize and develop artistic ideas and work.

Investigate ways that artistic work is influenced by societal, cultural, and historical context and, in turn, how artistic ideas shape cultures past, present, and future.

Performers' interest in and knowledge of musical works, understanding of their own technical skill, and the context of a performance influence the selection of repertoire.

Performing

Creating

Apply criteria to evaluate artistic work.

Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.

Perceive and analyze artistic work.

Responding

The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria.

The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.

Musicians judge expression and technique in prepared performances by using criteria that vary across time, place, and culture. The context and how a work is presented influence the audience response.

Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.

Interpret meaning in artistic work.

Choose personally significant experiences or interests to be used in creating media artwork.

With guidance, discuss media arts connections to popular culture, everyday life, and community.

With guidance, discuss connections between media arts and other disciplines.

Discover and share ideas for media artwork.

With guidance, apply ideas for media art production.

With guidance, review safe and appropriate media arts interactions.

With support, capture and assemble media arts content.

Categorize different art forms and content in media artwork presentations.

Experiment and share tools needed to present media artwork.

With guidance, identify the context in which a media artwork was shared, then discuss the experience.

Identify components of media artwork.

With guidance, identify how media artwork communicates different messages.

With guidance, discuss the themes of media artworks.

With guidance, explain preferences for media artwork.

Convey meaning through the presentation of artistic work.

Media artists integrate various forms and contents to present or share complex, unified media artworks.

Producing

Refine and complete artistic work.

Identifying the qualities and characteristics of media artworks improves artistic appreciation and production.

Media artists plan, organize, and develop creative ideas, plans, and models into structures that can effectively realize artistic ideas.

Generating and solving artistic problems prepares people to navigate unforeseen challenges and to contribute to solutions within a society or culture.

Generate and conceptualize artistic ideas and work.

Connecting

Media artists intentionally integrate, analyze, and revise elements, principles and processes to improve the clarity, communication, and purpose of the media artwork.

Relate and synthesize knowledge and personal experiences to inspire and inform artistic work.

Investigate ways that artistic work is influenced by societal, cultural, and historical context and, in turn, how artistic ideas shape cultures past, present, and future.

Organize and develop artistic ideas and work.

Media artworks communicate and influence audience experiences.

Interpret meaning in artistic work.

The reciprocal nature of creation and presentation of media artworks demands a wide range of skills and abilities to creatively solve problems and refine media artworks. Media artists require a range of skills and abilities to effectively present media artworks.

Perceive and analyze artistic work.

Select, analyze and interpret artistic work for presentation.

Apply criteria to evaluate artistic work.

Media artwork is made to be shared. Media artists purposefully present and distribute media artworks for various contexts.

Develop and refine artistic techniques and work for presentation.

Media artists balance experimentation and freedom with safety and responsibility while developing, creating, and sharing media artworks.

Creating

Media artwork synthesize personal experiences to create meaning.

Responding

Media arts ideas and works are shaped by the imagination, creative processes, artistic traditions, and experiences.

Media artworks and ideas are better understood and produced by relating them to their purposes, values, cultures, and various contexts.

Interpretation and appreciation require consideration of the intent, form, and context of media artwork.

Skillful evaluation and critique are essential components of experiencing, appreciating, and producing media artwork.

Organize and develop artistic ideas and work.

Select, analyze, and interpret artistic work for presentation.

Creating

Generate and conceptualize artistic ideas and work.

Theater artists apply criteria to investigate, explore, and assess drama and theater work.

Convey meaning through the presentation of artistic work.

Theater artists allow awareness of relationships between self and others to influence and inform their work.

Responding

Performing

Refine and complete artistic work.

Develop and refine artistic techniques and work for presentation.

Perceive and analyze artistic work.

Connecting

Creativity is a foundation of theatrical practice.

Apply criteria to evaluate artistic work.

Theater artists develop personal processes and skills for a performance or design.

Relate and synthesize knowledge and personal experiences to inspire and inform artistic work.

Theater artists deliberately interrelate their creative process with the world around them.

Interpret meaning in artistic work.

Theater artists' interpretations of drama or theater work are influenced by personal experiences and aesthetics.

Theater artists share and present stories, ideas, and envisioned worlds to explore the human experience.

The essence of theater is storytelling.

Theater artists critically inquire into the ways others have thought about and created theatrical processes and productions to inform their own work.

Investigate ways that artistic work is influenced by societal, cultural, and historical context and, in turn, how artistic ideas shape cultures past, present, and future.

Theater artists refine their work and practice their craft through rehearsal and active participation.

Understanding of theatrical experiences is deepened through reflection.

Theater artists work to discover different ways of communicating meaning.

Identify character emotions in a guided drama experience and relate them to personal experience.

Apply skills and knowledge from different art forms and content areas in a guided drama experience.

Identify similarities and differences in stories from one's own community in a guided drama experience.

Collaborate on the creation of a short scene based on a fictional literary source in a guided drama experience.

Propose potential choices that characters could make in a guided drama experience.

Collaborate with peers to conceptualize costumes and props in a guided drama experience.

Identify ways in which gestures and movement may be used to create or retell a story in a guided drama experience.

Contribute to the development of a sequential plot in a guided drama experience.

With prompting and support, participate in group decision making in a guided drama experience.

Contribute to the adaptation of the plot in a guided drama experience.

Identify similarities and differences in sounds and movements in a guided drama experience.

Collaborate to imagine multiple representations of a single object in a guided drama experience.

Describe a story's character actions and dialogue in a guided drama experience.

Use body, face, gestures, and voice to communicate character traits and emotions in a guided drama experience.

With prompting and support, identify and use voice and gesture in a guided drama experience.

With prompting and support, identify technical elements that can be used in a guided drama experience.

With prompting and support, communicate emotions in a guided drama experience.

Recognize when artistic choices are made in a guided drama experience.

Explain preferences and emotions in a guided drama experience.

Explain how personal emotions and choices relate to characters.

Build on others' ideas in a guided drama experience.

Identify props and costumes that belong in a guided drama experience.

Compare and contrast the experiences of characters in a guided drama experience.

Presenting

Generating and solving artistic problems prepares people to contribute to innovative solutions within a society or culture.

Artists and designers balance experimentation and freedom with safety and responsibility while developing and creating artwork.

People evaluate art, based on various criteria.

Artists, collectors, curators, and other arts professionals consider a variety of criteria when analyzing and selecting objects, artifacts, and artwork for presentation and preservation.

Organize and develop artistic ideas and work.

Apply criteria to evaluate artistic work.

Artists, curators, and other arts professionals engage appropriate methods and resources when preparing artwork for presentation and preservation.

Generate and conceptualize artistic ideas and work.

People gain insight into meanings of artwork by engaging in a process of art criticism.

Artists and designers experiment with forms, structures, materials, concepts, media, and artmaking approaches.

Responding

Visual imagery influences understanding of and responses to the world.

Connecting

Refine and complete artistic work.

Artists and designers develop excellence through practice and constructive critique; and reflecting on, revising, and refining work over time.

Investigate ways that artistic work is influenced by societal, cultural, and historical context and, in turn, how artistic ideas shape cultures past, present, and future.

Perceive and analyze artistic work.

Works of art and design embody and influence the needs, desires, beliefs, traditions, and values of people within a culture.

Through artmaking, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.

People create, respond to, and interact with objects and places in ways that define, shape, enhance, and empower their lives.

Select, analyze and interpret artistic work for presentation.

Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.

Creativity and innovative thinking are essential life skills that can be developed.

Interpret meaning in artistic work.

Develop and refine artistic techniques and work for presentation.

Objects, artifacts, and artworks collected, preserved, or presented communicate meaning and function as a record of social, cultural, and political experiences; resulting in the cultivating of appreciation and understanding.

Convey meaning through the presentation of artistic work.

Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, and the world.

Creating

Relate and synthesize knowledge and personal experiences to inspire and inform artistic work.

Create works of art about events in home, school, or community life.

Sort and categorize art objects according to form and function.

Identify inventions that have helped people, and brainstorm and share ideas for new inventions.

Engage collaboratively in exploration and imaginative play with materials.

Use observation and exploration in preparation for making a work of art.

Explore uses of materials and tools to create works of art or design.

Demonstrate safe and proper procedures for using materials, tools, and equipment.

Create art that represents natural and constructed environments.

Use art vocabulary to describe choices.

Categorize artwork, based on a theme or concept, for an exhibit.

Explore questions such as where, when, why, and how artwork should be prepared for presentation or preservation.

Identify the roles and responsibilities of people who work in and visit museums and other art venues.

Select and describe works of art that illustrate daily life experiences of and one's self and others.

Compare images that represent the same subject.

With guidance, compare and contrast subject matter in works of art.

Categorize artwork, based on different reasons for preferences.