STANDARD 1: Visual and Performing Arts

Standard 1: Visual and Performing Arts

Mission: The arts contribute to the achievement of social, economic and human growth by fostering creativity and providing opportunities for expression beyond the limits of language.

Standard 1.1 Aesthetics All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers and will read a variety of materials and texts with fluency and comprehension.
Big Idea: All students will use aesthetic knowledge in the creation of and in response to dance, music, theater and visual arts.
1.1 A. Knowledge
Essential Questions	Enduring Understandings
- Why should I care about the arts? - What’s the difference between a thoughtful and a thoughtless artistic judgment?	- Aesthetics fosters artistic appreciation, interpretation, imagination, significance and value. - The point of studying the arts is to foster meaning making, deeper emotional response and more inventive decision making. - Experts can and do disagree about the value, power and source of art.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 2:
1. Observe the four art forms of dance, music, theater and visual art.
2. Explain that dance, music, theater and visual art can generate personal feelings
3. Interpret basic elements of style in dance, music, theater and visual art as the foundation for a creative project.
1.1 B. Skills
Essential Questions	Enduring Understandings
- Why should I care about the arts? - What’s the difference between a thoughtful and a thoughtless artistic judgment?	- Aesthetics fosters artistic appreciation, interpretation, imagination, significance and value. - The point of studying the arts is to foster meaning making, deeper emotional response and more inventive decision making. - Experts can and do disagree about the value, power and source of art.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 2:
1. Communicate observational and emotional responses to works of art from a variety of social and historical contexts.
2. Provide an initial response when exposed to an unknown artwork.
3. Use imagination to create a story based on an arts experience in each of the art forms.
Standard 1.2 Creation and Performance All students will utilize those skills, media, methods and technologies appropriate to each art form in the creation, performance and presentation of dance, music, theater and visual art.
Big Idea: Active participation in the arts leads to a comprehensive understanding of the imaginative and creative process.
1.2 A. Dance
Essential Questions	Enduring Understandings
- How does creating and performing in the arts differ from viewing the arts? - To what extent does the viewer properly affect and influence the art and the artist and to what extent is the art for the artist?	- The arts serve multiple functions: enlightenment, education, and entertainment. - Though the artist’s imagination and intuition drive the work, great art requires skills and discipline to turn notions into a quality product. - The artistic process can lead to unforeseen or unpredictable outcomes.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 2:
1. Perform planned and improvised dance sequences using the elements of time, space/shape, and energy.
2. Communicate through the creation and performance of planned and improvised sequences in response to meter, rhythm, and variations in tempo.
3. Create and perform using objects and other art forms as creative stimuli for dance.
4. Perform such movements as bending, twisting, stretching, and swinging, using various levels in space.
1.2 B. Music
Essential Questions	Enduring Understandings
- How does creating and performing in the arts differ from viewing the arts? - To what extent does the viewer properly affect and influence the art and the artist and to what extent is the art for the artist?	- The arts serve multiple functions: enlightenment, education, and entertainment. - Though the artist’s imagination and intuition drive the work, great art requires skills and discipline to turn notions into a quality product. - The artistic process can lead to unforeseen or unpredictable outcomes.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 2:
1. Clap, sing or play from simple notation that includes pitch, rhythm, dynamics and tempo.
2. Vocalize the “home tone” of familiar and unfamiliar songs, and demonstrate appropriate posture and breathing technique while performing songs, rounds, or canons in unison and with a partner
3. Improvise short tonal and rhythmic patterns.
1.2 C. Theater
Essential Questions	Enduring Understandings
- How does creating and performing in the arts differ from viewing the arts? - To what extent does the viewer properly affect and influence the art and the artist and to what extent is the art for the artist?	- The arts serve multiple functions: enlightenment, education, and entertainment. - Though the artist’s imagination and intuition drive the work, great art requires skills and discipline to turn notions into a quality product. - The artistic process can lead to unforeseen or unpredictable outcomes.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 2:
1. Portray characters and describe basic plots and themes in creative drama.
2. Experiment with the use of voice and movement in creative drama and storytelling.
3. Employ theatrical elements to create and express stories in various cultural settings.
4. Show how different uses of and approaches to theater can communicate experiences.
1.2 D. Visual Arts
Essential Questions	Enduring Understandings
- How does creating and performing in the arts differ from viewing the arts? - To what extent does the viewer properly affect and influence the art and the artist and to what extent is the art for the artist?	- The arts serve multiple functions: enlightenment, education, and entertainment. - Though the artist’s imagination and intuition drive the work, great art requires skills and discipline to turn notions into a quality product. - The artistic process can lead to unforeseen or unpredictable outcomes.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 2:
1. Create works of art using the basic elements of color, line, shape, form, texture, and space for a variety of subjects and basic media.
2. Cite basic visual art vocabulary used to describe works of art.
3. Present completed works of art in exhibition areas inside and outside the classroom.
4. Recognize how art is part of everyday life.
Standard 1.3 Elements and Principles of the Arts All students will demonstrate an understanding of the elements and principles of dance, music, theater and visual art.
Big Idea: An understanding of the elements and principles of art is essential to the creative process and artistic production.
1.3 A. Dance
Essential Questions	Enduring Understandings
- How do underlying structures unconsciously guide the creation of art works? - Does art have boundaries?	- Underlying structures in art can be found via analysis and inference. - Breaking accepted norms often gives rise to new forms of artistic expression.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 2:
1. Identify the basic dance elements of time, space/shape, and energy in planned and improvised dance sequences.
2. Identify movement qualities such as jagged, sharp, smooth, bouncy, or jerky using the vocabulary of dance.
3. Explore arts media and themes as catalysts in the composition of dance.
4. Explore personal space.
1.3 B. Music
Essential Questions	Enduring Understandings
- How do underlying structures unconsciously guide the creation of art works? - Does art have boundaries?	- Underlying structures in art can be found via analysis and inference. - Breaking accepted norms often gives rise to new forms of artistic expression.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 2:
1. Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and melody.
2 . Recognize ways to organize musical elements such as scales and rhythmic patterns
1.3 C. Theater
Essential Questions	Enduring Understandings
- How do underlying structures unconsciously guide the creation of art works? - Does art have boundaries?	- Underlying structures in art can be found via analysis and inference. - Breaking accepted norms often gives rise to new forms of artistic expression.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 2:
1. Identify basic elements of theater such as setting, costumes, plots, scenes, and themes.
2. Explore the use of voice, movement, and facial expression in conveying emotions in creative drama and storytelling.
1.3 D. Visual Arts
Essential Questions	Enduring Understandings
- How do underlying structures unconsciously guide the creation of art works? - Does art have boundaries?	- Underlying structures in art can be found via analysis and inference. - Breaking accepted norms often gives rise to new forms of artistic expression.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 2:
1. Identify the basic art elements of color, line, shape, form, texture and space.
2. Discuss how art elements are used in specific works of art.
Standard 1.4 Critique All students will develop, apply and reflect upon knowledge of the process of critique.
Big Idea: Through the critical process, students formulate judgments regarding artistic and aesthetic merits of artwork.
1.4 A. Knowledge
Essential Questions	Enduring Understandings
- When is art criticism vital and when is it beside the point?	.- The critical process of observing, describing, analyzing, interpreting and evaluating leads to informed judgments regarding the relative merits of artworks.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 2:
1. Explain that critique is a positive tool.
2. Define the basic concepts of color, line, shape, form, texture, space and rhythm.
1.4 B. Skills
Essential Questions	Enduring Understandings
- When is art criticism vital and when is it beside the point?	.- The critical process of observing, describing, analyzing, interpreting and evaluating leads to informed judgments regarding the relative merits of artworks.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 2:
1. Orally communicate opinion regarding dance, music, theater, and visual art based on observation.
2. Express how individuals can have different opinions toward works of art.
Standard 1.5 World Cultures, History, and Society All students will understand and analyze the role, development and continuing influence of the arts in relation to world cultures, history, and society.
Big Idea: The relationship of the arts and culture is mutually dependent; culture affects the arts and the arts reflect and preserve culture.
1.5 A. Knowledge
Essential Questions	Enduring Understandings
- Does art define culture or does culture define art? - What is old and what is new in any work of art? - How important is “new” in art?	- Culture affects self-expression, whether we realize it or not. - Every artist has a style; every artistic period has a style.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 2:
1. Recognize works of art from diverse cultures.
1.5 B. Skills
Essential Questions	Enduring Understandings
- Does art define culture or does culture define art? - What is old and what is new in any work of art? - How important is “new” in art?	- Culture affects self-expression, whether we realize it or not. - Every artist has a style; every artistic period has a style.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 2:
1. Identify family and community as themes in art.

Link to Standard 1 Grade 3-4

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