Grade 2 Fine Arts Oklahoma Standards

Connecting (CN)

Responding (RE)

Creating (CR)

Performing (PR)

Describe, create, and/or perform a dance expressing personal meaning and explain how certain movements express this personal meaning.

Respond to a dance work using an inquiry-based set of questions (e.g., see-think-wonder). Create movement using ideas from responses and explain how certain movements express a specific idea.

Observe a dance and relate the movement to the people or environment in which the dance was created and performed, including dances of Oklahoma American Indian Tribes and communities.

Explore movement inspired by a variety of stimuli (e.g., music/sound, text, objects, images, symbols, observed dance, experiences) and suggest additional sources for movement ideas.

Combine a variety of movements to create a sequence while manipulating the elements of dance.

Organize a dance phrase with a beginning, a middle with a main idea, and a clear end.

Choose movements to express a main idea or emotion or follow a musical phrase. Explain reasons for movement choices.

Explore suggestions and make choices to change movement from guided improvisation and/or short remembered sequences.

Depict the levels in a variety of dance movements by drawing a picture or using symbols (e.g., high, middle, low).

Repeat movements with an awareness of self and others in space. Self-adjust and modify movements or placement upon request.

Demonstrate a range of locomotor and non-locomotor movements, body patterning, and dance sequences using a variety of levels and body pathways.

Utilize spatial awareness to coordinate with a partner or other dancers to safely change levels, directions, and pathway designs.

Recognize the good health balance of nutrition and physical activity.

Present clear directionality, focus, and intent when performing locomotor and non-locomotor movements to change body shapes, facings, and pathways in space. Recognize symmetrical and asymmetrical body shapes and examine relationships between body parts. Differentiate between circling and turning as two separate ways of continuous directional change.

Identify the length of time a move or phrase takes (e.g., whether it is long or short). Identify and move on the downbeat and in varying meters. Match movement phrasing with musical phrasing.

Demonstrate movement qualities along with movement vocabulary (e.g., use adverbs and adjectives applied to movement such as a bouncy leap, a floppy fall, a jolly jump, and joyful spin).

Understand the role of an audience member in a performance.

Use limited technical elements (e.g., props, simple scenery, or media projections) to enhance performance.

Identify a dance style within the pattern of a dance.

Demonstrate and describe movements in dances from a specific dance style or cultural movement practice.

Select context cues from movement to identify meaning and intent in a dance, using fundamental terminology.

Observe or demonstrate dances from a specific style or cultural movement practice. Discuss characteristics of the style or cultural dance.

Synthesize and relate knowledge and personal experiences to make dance.

Relate dance ideas and works with societal, cultural and historical contexts to deepen understanding.

Generate and conceptualize dance ideas and work.

Organize and develop dance work.

Refine and complete dance work.

Develop and refine dance techniques and work for presentation.

Select, analyze, and interpret dance for presentation.

Convey meaning through the presentation of dance.

Perceive and analyze dance.

Construct meaningful interpretations of dance.

Apply criteria to evaluate dance.

Connecting (CN)

Responding (RE)

Performing (PR)

Creating (CR)

Relate character experiences and emotions to personal experiences and emotions through dramatic play or guided drama experiences, and/or in developmentally appropriate theatrical performances viewed.

Explore drama/theatre works, connecting artistic ideas to personal, societal, cultural, or historical context.

Recognize that the stories and storytelling contributions of Oklahoma American Indian Tribes can influence the creation and understanding of drama/theatre works.

Research and identify gradeappropriate stories and texts as sources for guided drama, devised drama, and theatrical works.

Conceptualize and sequence a unified piece of drama/theatre by imagining variations of classroom literature or creating new, independent stories.

Imagine and collaborate with peers to conceptualize technical elements for a unified drama/theatre concept by using non-representational materials to create props, puppets, etc., and describing, illustrating, and/or physically arranging playing spaces.

Develop characters authentic to the drama/theatre work by demonstrating voice, body language, gestures, movements, and using clear speaking, rate, expression, and appropriate vocabulary to impact the development of characters and story.

Create and communicate ideas, sequence events/plot, propose details, contribute dialogue, and use words and actions to refine characters contributing to a completed story in a guided drama experience.

Demonstrate collaborative and interdisciplinary skills by working with peers and accepting the ideas of others to plan setting and/or technical elements for dramatic play or a guided drama experience.

Prepare a unified drama/ theatre work for presentation and convey meaning by using basic theatre vocabulary and demonstrating imagination, focus, and concentration.

Use the body to create a vivid character using energy, gestures, shape, body language, and movement and use voice to create a vivid character by manipulating volume, pitch, tone, rate, and clarity, and justify character choices.

Integrate technical elements to create an emotional impact or convey meaning by creating puppets, masks, props, scenery, and sound effects to support the story.

Demonstrate multiple choices for an aspect of drama/theatre work (e.g., character, character traits, locomotor/non-locom otor movement, speaking voice, facial expressions, set, props, costumes) and select the most supportable choice for the moment.

Assume roles in a variety of dramatic forms, modifying body (energy, body language, etc.) and voice (volume, pitch, etc.) to convey meaning and create an emotional impact.

Explore the basic technical elements that can be used in a drama/ theatre work to create the most effective emotional impact and to convey meaning.

Present a non-exhibitional drama work with a defined purpose or intent with characters representing various people/cultures; use personal and partner space to convey meaning about characters, relationships, mood, and story.

Demonstrate audience skills of observing attentively, responding appropriately, and sharing personal responses about artistic choices made in classroom dramatizations and developmentally appropriate theatrical performances viewed.

Interact with others to compare and contrast personal feelings about the content of dramatic play, guided drama, and/or developmentally appropriate theatrical performances viewed.

Develop and implement a plan for making informed evaluations of a drama/theatre work.

Analyze the appropriateness and effectiveness of the technical elements (e.g., costumes, props, sets, sound effects, etc.) in a drama/ theatre work.

Identify, discuss, and demonstrate appropriate audience or performer etiquette and analyze problems and situations for a variety of drama/ theatre experiences.

Synthesize and relate knowledge and personal experiences to drama/theatre.

Relate dramatic ideas and works with societal, cultural, and historical context to deepen understanding.

Research and relate dramatic ideas/works and societal, cultural, and historical context to deepen understanding.

Generate and conceptualize dramatic ideas and work.

Organize, develop, and rehearse dramatic ideas and work.

Revise, refine, and complete dramatic work.

Select, analyze, and interpret dramatic work for presentation.

Develop and refine dramatic techniques and work for presentation.

Convey meaning through the presentation of a dramatic work.

Perceive and analyze dramatic work.

Interpret intent and meaning in dramatic work.

Apply criteria to evaluate dramatic work.

Connecting

Responding

Producing

Creating

Use personal and external resources, such as interests, information, and models, to create media art.

Identify and show how media art form meanings, impact and shape culture, and provide opportunities for self-expression.

Identify how media art and ideas relate to everyday life and can influence values and behavior.

Examine and interact appropriately with media arts tools and environments, considering safety, rules (such as copyright), and fairness, including the personal and social responsibility of media creation and sharing.

Use appropriate vocabulary, develop, and share multiple ideas for media art using a variety of tools, methods, and/or materials.

Create, share, and test ideas, plans, and models to prepare for media arts productions.

Create, organize, and edit content into unified, meaningful media art utilizing discipline-specific elements and principles (e.g., movement, force, time, space, etc.).

Combine varied academic media content into unified media art.

Exhibit developing ability in a variety of artistic roles, such as making compositional decisions, using competency tools and techniques, and collaborating with others to produce media art.

Use creative and innovative strategies to develop media art.

Use tools and techniques to communicate in the production of media art.

Take on roles and processes in preparing, presenting, and distributing media art.

Analyze the presentation experience and share improvements for presenting media art.

Identify and describe how messages are created through the components of media art.

Recognize and share how meaning and style in media art affect audience experience.

Identify and discuss the purpose and meaning of various media art considering the context in which they were made.

Identify basic criteria for evaluating media art, considering possible improvements and context.

Synthesize and relate knowledge and personal experiences to make media art.

Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Generate and conceptualize media art ideas and work.

Organize and develop media art ideas and work.

Refine and complete media arts productions.

Select, analyze, and interpret media art for presentation.

Develop and refine media arts techniques and work for presentation.

Convey meaning through the presentation of media art.

Perceive and analyze media art.

Interpret intent and meaning in media art.

Apply criteria to evaluate media art.

Connecting (CN)

Responding (RE)

Performing (PR)

Creating (CR)

Sing and perform songs, chants, rhymes, singing games, and dances from a variety of cultures.

Recognize American music, including work songs, holiday songs, and patriotic music.

Identify music and instruments from different cultures.

Recognize the elements of music, including:

Beat/Meter (2/4 and 4/4 meter and rhythm patterns in songs and ostinati)

Pitch (high/middle/low)

Tempo (allegro, moderato, largo)

Dynamics (fortissimo/pianissimo and crescendo/decrescendo)

Melody (steps/skips/leaps )

Harmony (sing accompanied, using ostinati, chordal accompaniment, and body percussion)

Form (coda and ABA)

Tone Color (classroom percussion instruments, identify instrument families of the orchestra, as well as some individual instruments, and the timbre of a solo verses an ensemble)

Improvise melodic and rhythmic answers with or without a system of syllables, numbers or basic notation using voice, classroom instruments, or technology to demonstrate basic notation.

Improvise movement (non-locomotor and locomotor) appropriate for the musical elements heard in various listening examples.

Use an identified system of syllables, numbers, or letters to demonstrate basic notation on a staff:

Rhythmic (half note, half rest, and beamed sixteenth)

Melodic (sol mi la do re)

Participate in music through singing (individually and in groups, as well as accompanied and unaccompanied) and playing traditional and/or non-traditional instruments (i.e., found sounds).

Match pitches, sing in tune (C, D, F, or G-pentatone), and use appropriate tone and expression.

Perform simple ostinati using instruments or body percussion to accompany songs and rhythm activities.

Perform simple patterns with voice or on pitched or unpitched traditional or non-traditional instruments.

Respond to the beat or rhythm in music by using non-locomotor or locomotor movement, body percussion, and playing classroom instruments.

Recognize and practice appropriate audience and performer behavior appropriate for the context and style of music performed.

Respond, using directional movements or manipulatives, to the melodic contour of familiar and unfamiliar songs.

Discuss likes and dislikes of music in different styles.

Recognize the development of music from a social, cultural, and historical context.

Generate musical ideas through reading, notating, and/or interpreting music.

Present or demonstrate an existing musical work, formally or informally, with appropriate expressive and technical skills.

Respond to music while demonstrating respect for others’ music preferences and music performances.

Aesthetic Response & Critique Methodologies (ARCM)

Cultural and Historical Perspectives (CHP)

Production (P)

Creative Process (CP)

Demonstrate respect for personal artwork and the artwork of others.

Describe choices made in personal works of art.

Explore potential art-related careers.

Select and collect personal works of art in a portfolio.

Compare and contrast cultural uses of an artwork from different times and places.

Explore the variety of motivations and materials used to create art.

With support, discuss and explain multiple approaches to an imaginative idea referencing various elements of art and basic principles of design.

Describe the visual qualities and content of works of art while referencing various elements of art and principles of design.

Experiment with various materials and tools to explore personal interests in a work of art or design.

Practice the use of common tools and materials in art making (e.g., cutting lines and curves, measuring with a ruler, using stencils, etc.).

Discuss and reflect with peers about choices made in creating artwork.

Use appropriate vocabulary to express how art can portray emotions.

Gather references from diverse sources and create works using various subject matter utilizing a concept or theme.

Repurpose objects to make something new.

Demonstrate using a variety of art materials, supplies, and tools in various media (materials).

Use supplies and tools in a safe and responsible manner to create original art.

Engage in art-making, applying knowledge of art vocabulary, materials, techniques, and skills.

Use observation and teacher established criteria to refine a piece of original artwork until its completion.

Perceive, analyze, interpret, and evaluate artistic work.

Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

Learn and use vocabulary and concepts related to visual arts.

Practice and refine techniques and skills related to visual arts.Â

Apply concepts, vocabulary, techniques, and skills to make creative choices and practice individual expression.

Utilize a variety of ideas and subject matter in creation of original works of visual art.

Use different media, supplies, and tools in an appropriate and safe manner in the creation of original visual artworks.

Demonstrate appropriate skill level in the application of knowledge, techniques, skills, and concepts, through the creation of original visual artworks.

Revise and refine artworks to create finished works of art.