Grade 1 Fine Arts Arizona Standards

Find movements that develop a pattern.

Record the movements of a dance by drawing a picture or using a symbol (e.g., jump, turn, slide, bend, reach).

Identify movements that capture an idea and explain the meaning or intent using simple dance terminology.

Role-play personal experiences through movement. Discuss observations made and identify the movements that expressed the personal experience.

Utilize two criteria to evaluate the strength of an artistic work. Discuss movements and other components of the dance that make the dance work well, and explain why they were effective.

Move in a variety of spatial relationships and formations with other dancers, sharing and maintaining personal and general space.

Develop and refine artistic techniques and work for presentation

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

Organize and develop artistic ideas and work

Performing

Explore a variety of locomotor and nonlocomotor movements by experimenting with changes in body, effort, shape and space.

Refine and complete artistic work

Move safely in a variety of spatial relationships and formations with other dancers, sharing and maintaining personal space.

Explore dance elements of body, effort, shape and space and organize movement choices to create a simple choreographic structure as part of the creative process.

Convey meaning through the presentation of artistic work.

Identify fast, moderate and slow movements. Recognize steady beat and move to varying tempi of steady beat. Identify and move on the downbeat of duple and triple meter.

Dance for and with others in a space where audience and performers occupy different areas.

Explore new movement choices through guided improvisational experiences and reflect on the process with others.

Connecting

Repeat movements, with an awareness of self and others in space.

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

Creating

Apply criteria to evaluate artistic work

Demonstrate movement qualities along with movement vocabulary (for example, use adverbs and adjectives that apply to movement such as a floating leap, a floppy fall, a jolly jump, and joyful spin). Move with opposing movement qualities (e.g. sudden/sustained, light/heavy, jerky/smooth). Identify and apply different characteristics to movements (e.g. slow, smooth, or wavy).

Responding

Select a prop to use as part of a dance or explore the use of simple props to enhance performance. Demonstrate the use of limited production elements (for example, hand props, simple scenery, or media projections).

Investigate the dance literacy skills of dance observation, engaging in dialogue, and utilizing symbol systems in one's learning.

Select, Analyze and Interpret artistic work for performance

Demonstrate a range of locomotor and non-locomotor movements, body patterning, body shapes, directionality, and dance sequences that require moving through space.

Synthesize and relate knowledge and personal experiences to make art

Perceive and analyze artistic work

Interpret intent and meaning in artistic work

Identify, describe or respond through movement to observed or performed dance movements from different genres or cultures.

Recognize a personal or emotional response to a dance work. Identify a social or cultural experience that relates to your response. Discuss how specific movements contributed to your response and relate to your personal experience.

Identify and demonstrate directions for moving the body using locomotor and nonlocomotor movements in personal and general space (i.e. forward, backwards, sideways, up, down, turning). Make body shapes (i.e. straight, bent, curved) that change levels and vary in size. Move in straight, curved and zig-zagged pathways.

Generate and conceptualize artistic ideas and work

Connect movements that express an idea or emotion to create a short movement sequence.

With appropriate guidance, apply personal, teacher, and peer feedback to refine performance.

Refine and complete artistic work

With appropriate guidance, improvise musical ideas (e.g. beat, meter, and rhythm).

With appropriate guidance, demonstrate and discuss personal reasons for selecting musical ideas (e.g. expressive intent).

With appropriate guidance, list personal musical interests.

With appropriate guidance, demonstrate knowledge of musical concepts in music from a variety of cultures selected for performance (e.g. beat and melodic contour).

Responding

Performing

Develop and refine artistic techniques and work for presentation

With appropriate guidance, express personal preferences in music.

Explore and describe musical concepts (e.g. voice quality, movement, dynamics, tempo, and melodic contour).

Synthesize and relate knowledge and personal experiences to make art.

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

With appropriate guidance, explore how context (e.g. social, cultural, and historical) can inform a performance.

With appropriate guidance, perform music with expression (e.g. dynamics).

With appropriate guidance, demonstrate and state personal interest in varied musical selections (e.g. knowledge, purpose).

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

Connecting

Apply criteria to evaluate artistic work

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

With appropriate guidance, demonstrate musical concepts in various styles of music (e.g. beat and pitch).

With appropriate guidance, apply teacher-provided criteria to evaluate musical works and performances.

With appropriate guidance, read and perform rhythmic and melodic patterns using notation (e.g. traditional notation).

Generate and conceptualize artistic ideas and work

Perceive and analyze artistic work

Perform appropriately for the audience and occasion.

With appropriate guidance, identify expressive attributes that reflect creators'/performers' expressive intent (e.g. dynamics).

Interpret intent and meaning in artistic work

With appropriate guidance, explore various uses of music in daily experiences (e.g. songs of celebration, game songs, marches, T.V., movie, and video game sound tracks, dance music, and work songs).

Convey meaning through the presentation of artistic work

With appropriate guidance use notation to document and organize personal or collective musical ideas.

Creating

With appropriate guidance, generate musical ideas in multiple tonalities (e.g. major, minor, modal, and pentatonic) and meters (e.g. duple, triple, simple, and compound).

Select, Analyze and Interpret artistic work for performance

With appropriate guidance, present a final version of personal or collective musical ideas to peers or informal audience.

Organize and develop artistic ideas and work

With appropriate guidance, explore relationships between musics and other content areas (e.g. dance, visual art, dramatic arts, literature, science, math, social studies, and language arts).

Use personal experiences, interests, and models in creating media artworks.

With guidance, discuss the experience of the presentation of media artworks.

Producing

Refine and complete artistic work

With guidance, identify how a variety of media artworks create different experiences.

Convey meaning through the presentation of artistic work

Organize and develop artistic ideas and work

Identify components and messages in media artworks.

Create, capture, and assemble media arts content for media arts productions, identifying basic principles (such as pattern and repetition).

Interact appropriately with media arts tools and environments, considering safety, rules, and fairness.

With guidance, use teacher-identified ideas to form plans and models for media arts productions.

Perceive and analyze artistic work

Discuss memorable experiences of media artworks.

Connecting

With guidance, identify the meanings of a variety of media artworks.

Describe and demonstrate basic creative skills within media arts productions.

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

Describe and demonstrate various artistic skills and roles (such as technical steps, planning, and collaborating in media arts productions).

Select, Analyze and Interpret artistic work for performance

Responding

Identify the effective parts of and possible changes to media artworks, considering viewers.

Creating

Discover and share ideas for media artworks using play, experimentation and imagining.

Practice and identify the effects of making changes to the content, form, or presentation, in order to refine and finish media artworks.

Discuss and describe media artworks in everyday life (such as popular media, and connections with family and friends).

With guidance, discuss presentation conditions and perform a task in presenting media artworks.

Apply criteria to evaluate artistic work

Experiment with and share different ways to use tools and techniques to construct media artworks.

Combine varied academic, arts, and media content in media artworks (such as an illustrated story).

Synthesize and relate knowledge and personal experiences to make art

Interpret intent and meaning in artistic work

Develop and refine artistic techniques and work for presentation

Generate and conceptualize artistic ideas and work

Describe emotions in a guided theatrical experience (e.g., process drama, story drama, creative drama).

Use text and draw pictures to describe personal emotions in a guided theatrical experience (e.g., process drama, story drama, creative drama).

Responding

Discuss multiple representations of a single object in a guided theatrical experience (e.g., process drama, story drama, creative drama).

Propose potential character choices in a guided theatrical experience (e.g., process drama, story drama, creative drama).

Generate and conceptualize artistic ideas and work

Use movement, facial expressions, gestures, and voice to communicate character traits and emotions in a guided theatrical experience (e.g., process drama, story drama, creative drama).

Describe and contribute to the development of a sequential plot in a guided theatrical experience (e.g., process drama, story drama, creative drama).

Compare and contrast the experiences of characters in a guided theatrical experience (e.g., process drama, story drama, creative drama).

Participate in group decision making to create a theatrical work (e.g., process drama, story drama, creative drama).

Organize and develop artistic ideas and work

Select from different art forms and content areas to apply in a guided theatrical experience (e.g., process drama, story drama, creative drama).

Recall choices made in a guided theatrical experience (e.g., process drama, story drama, creative drama).

Describe a character's actions and dialogue in a guided theatrical experience (e.g., process drama, story drama, creative drama).

With prompting and support, name and describe details in settings in a dramatic play or a guided theatrical experience (e.g., process drama, story drama, or creative drama).

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

Identify props and costumes that might be used in a guided theatrical experience (e.g., process drama, story drama, creative drama).

Collaborate with peers about which costumes and props to use in a guided theatrical experience (e.g., process drama, story drama, creative drama).

Convey meaning through the presentation of artistic work

Creating

With prompting and support, identify technical elements that can be used in a guided theatrical experience (e.g., process drama, story drama, creative drama).

With prompting and support identify between characters and oneself in dramatic play or a guided theatrical experience (e.g. process drama, creative drama, story drama)

Refine and complete artistic work

With prompting and support, demonstrate physical movement in a guided theatrical experiences (e.g., process drama, story drama, creative drama).

Perceive and analyze artistic work

Collaborate on the creation of a short scene based on a fictional literary source in a guided theatrical experience (e.g., process drama, story drama, creative drama).

Performing

Connecting

Apply criteria to evaluate artistic work

Synthesize and relate knowledge and personal experiences to make art

Build on others' ideas in a guided theatrical experience (e.g., process drama, story drama, creative drama).

Collaborate in the adaptation of the plot in a guided theatrical experience (e.g., process drama, story drama, creative drama).

With prompting and support, perform in dramatic play or a guided theatrical experience (e.g., process drama, story drama, creative drama).

Identify similarities and differences in stories from one's own community in a guided theatrical experience (e.g., process drama, story drama, creative drama).

Interpret intent and meaning in artistic work

Identify similarities and differences in sounds and movements in a guided theatrical experience (e.g., process drama, story drama, creative drama).

Identify ways in which gestures and movement create or retell a story in guided theatrical experiences (e.g., process drama, story drama, creative drama).

Develop and refine artistic techniques and work for presentation

Select, Analyze and Interpret artistic work for performance

Select and describe the subject matter of art (such as artworks that illustrate daily life experiences of one's self and others).

Refine and complete artistic work

Explain why some objects, artifacts, and artwork are valued over others.

Generate and conceptualize artistic ideas and work

Apply criteria to evaluate artistic work

Identify times, places, and reasons by which students make art outside of school.

Give reasonable answers to questions about preserving artworks (such as where, when, why, and how artwork should be preserved.)

Convey meaning through the presentation of artistic work

Perceive and analyze artistic work

Organize and develop artistic ideas and work

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

Connecting

Explore uses of materials, tools, approaches (such as using elements of modern art, applying artistic ideas from diverse cultures) to create works of art or design.

Identify and classify uses of everyday objects through drawings, diagrams, sculptures, or other visual means.

Interpret intent and meaning in artistic work

Responding

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

Compare images that represent the same subject matter.

Interpret art by categorizing subject matter and identifying the elements and principles.

Use art vocabulary to describe choices in personal artwork.

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

Select, Analyze and Interpret artistic work for performance

Use careful observation in preparation for making a work of art.

Creating

Classify artwork based on different reasons for preferences (favorite color, favorite subject matter).

Engage collaboratively (such as with pairs, small groups, or whole group) in exploration and imaginative play with materials (such as puppets, model towns, paper murals).

Synthesize and relate knowledge and personal experiences to make art

Presenting

Develop and refine artistic techniques and work for presentation

Identify a variety of reasons why people from different places and times make art (such as to express themselves, to tell a story, to make things look beautiful, to remember special people and events) .