Kindergarten Fine Arts Oklahoma Standards

Connecting (CN)

Responding (RE)

Creating (CR)

Performing (PR)

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.

Recognize and name an emotion experienced when watching, improvising, or performing dance.

Observe illustrations from a story and discuss ideas for movement.

Describe or demonstrate the movements in a watched or performed dance.

Respond in movement to a variety of stimuli (e.g., music/sound, text, objects, images, symbols, observed dance).

Explore different ways to do several basic locomotor and non-locomotor movements.

Improvise dance with a beginning, middle, and end.

Express an idea, feeling, or image, through improvised movement moving alone or with a partner.

Apply suggestions for changing movement through guided improvisational experiences.

Depict a dance movement by drawing a picture or using a symbol.

Isolate body parts in relation to other body parts and imitate and recall movements upon request.

Imitate same-side and cross-body patterning and demonstrate locomotor and non-locomotor movements.

Move safely in general space and start and stop on cue during activities, group formations, and creative explorations while maintaining personal space.

Differentiate between healthy and unhealthy foods and drinks.

Make still and moving body shapes to show lines (e.g., straight, bent, curved), change levels, and vary in size (large/small). Join with others to make a circle formation and work with others to change its dimensions.

Demonstrate tempo contrasts with movements to match the tempo of music or rhythmic accompaniment.

Move with contrasting efforts (e.g., light/strong, quick/sustained, direct/indirect).

Dance for and with others in a designated space.

Select a prop to use as part of a dance.

Identify a learned movement repeated in a dance.

Demonstrate or describe observed or performed dance movements.

Observe several shapes or movements and describe thoughts or feelings.

Select a movement observed in a dance. Demonstrate the movement and explain why it was selected.

Connecting (CN)

Responding (RE)

Performing (PR)

Creating (CR)

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.

Identify similarities between characters, oneself, and classmates in dramatic play, guided drama, and/or in developmentally appropriate theatrical performances viewed.

Identify connections between drama/ theatre and personal and societal contexts, such as family, workers, and community helpers.

Explore the stories of Oklahoma American Indian Tribes.

Identify and dramatize recognizable universal experiences from grade-appropriate stories and texts.

Engage in planning a series of events for dramatic play or a guided drama experience (e.g., play plans, creative drama, story drama, process drama) based on existing stories or creating new stories.

Imagine technical elements for a unified drama/theatre concept by using non-representational materials to create props, puppets, masks, and/or costume pieces for dramatic play or guided drama experiences (e.g., creative drama, story drama, process drama).

Develop characters authentic to the drama/theatre work by demonstrating ideas concerning voice, gestures, and movements appropriate to the characters and story developed.

Create and communicate ideas to advance the beginning, middle, end (plot) and use words and actions to refine characters contributing to a completed story in a guided drama experience (e.g., process drama, story drama, creative drama).

Demonstrate collaborative and interdisciplinary skills by engaging in unstructured free play and playing appropriately with others.

Prepare a unified drama/theatre work for presentation by demonstrating imagination, focus, concentration.

Use the body to create a vivid character with energy, movement, and gestures and use voice to create a vivid character by changing volume, pitch, tone, rate, and clarity.

Integrate technical elements to create an emotional impact or convey meaning by choosing a single object for multiple, imaginative representations and creating puppets, masks, and costume pieces to support the story.

Understand and demonstrate multiple choices for an aspect of drama/ theatre work (e.g., movement, speaking voice) and select the most supportable choice for the moment through identification of essential events.

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 and experiment with various technical elements for multiple aspects of drama/ theatre work.

Perform a non-exhibitional drama/theatre work (dramatic play and guided drama) with characters that are part of recognizable and shared human experiences (e.g., family, workers, community helpers, etc.).

Understand personal reactions as a participant in a drama/theatre work by recalling an emotional response in dramatic play or guided drama experiences; and/or, in developmentally appropriate theatrical performances during which there was active and appropriate engagement as an audience member.

Ask questions, answer questions, and reflect upon dramatic play, guided drama, and/or developmentally appropriate theatrical performances viewed.

Identify favorite or least favorite parts of a drama/theatre experience and explain why these parts elicited those responses.

Describe and recognize technical elements (e.g., costumes, props, sets, sound effects, etc.) and discuss likes/dislikes.

Recognize and practice appropriate audience or performer behavior for a variety of drama/theatre experiences.

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.

Explore the elements of music, including:

Beat/Meter (steady beat, strong/weak beats, long/short sounds)

Pitch (high/low)

Tempo (fast/slow)

Dynamics (loud/quiet)

Melody (up/down)

Harmony (sing in unison, accompanied using pitched and unpitched instruments)

Form (same/different)

Tone Color (four voices: whisper, talk, shout/calling, sing, as well as the sounds around us: sounds from nature, machines, and environment)

Explore melodic and rhythmic answers using voice and classroom instruments.

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

Explore rhythmic and melodic notation through icons and pictures.

Participate in music through singing (individually and in groups, as well as accompanied and unaccompanied) and playing instruments.

Experience matching pitches, approach singing in tune, and use appropriate tone and expression.

Experience steady beat using instruments or body percussion to accompany songs and rhythm activities.

Recognize simple patterns on pitched or unpitched traditional or non-traditional instruments.

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

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.

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.

Identify choices made in personal works of art.

With guidance, explore potential art-related careers.

Recognize that people make art.

Interpret art by identifying and describing subject matter (e.g., color, shape, size, etc.).

Talk about personal artwork using introductory art vocabulary (e.g., shape, color, draw, paint, collage, primary, secondary, texture, etc.), including describing creative choices (e.g., color or shape choices).

Describe others’ artwork using art vocabulary (e.g., shape, color, texture, etc.).

Engage in directed exploration and imaginative play with art materials.

Practice the use of common tools and materials in art making (e.g., cutting lines, curves, etc.).

Describe steps involved in creating personal artwork.

Explain emotions depicted in personal work.

Select specific ideas for creative exploration through original artworks.

Create art that represents natural and constructed environments.

Begin to create original works of art using a variety of art materials, supplies, and tools.

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

Engage in creative art-making using a variety of art materials.

Follow teacher established criteria to decide when a piece of original artwork is complete.

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.