kindergarten students dance,sing,act and paint exploring their world through their senses and improving their perceptual skills soimportant to learning and performing in the arts. They can act like cats; move to music rhythm and sounds; and turn everyday movements such as walking and jumping into dance. Listening to music, they repeat the tempo with rhythm sticks and pretend and act out the stories they hear and the pictures they see by performing group pantomimes and improvisations. They like to talk about what they see in pictures and use glue and scissors with enthusiasm while learning about line, color, shape, exture, value, and space in the world around them and in works of art. While learning vocabulary in each of the arts disciplines, they see, listen and respond to dance, music, theatre and the visual arts from various cultures and time periods. For kindergarten students the arts are among their first exciting adventures in learning. They are beginning to develop the vocabulary and skills unique to thearts.
Dance
Students learn many ways to move through space and respond to their teachers instructions to hop,turn, wiggle, or be still. They use this ability to control their movements,express ideas,and respond to different types of music. By learning folk and traditional dances,they can talk about how the dances are the same or different by using such terms as costume, vspeed,and force. They also learn to distinguish between everyday movements and dance movements.
Music
In music students sing and play instruments become aware of music in their daily experience and learn about music from various cultures. Creating movements in response to music helps them connect to dance and discern variations in rhythm,tempo,and dynamics.
Theatre
In theatre students learn the difference between an actor portraying an imaginary character and a real person. Like actors,they begin to use their senses to observe the world and people and re-create in their minds a feeling or situation to help with character development. They learn that sense memory, which involves sight, smell, touch, taste, or hearing, is an important skill for actors to develop. With their newly acquired skills, they can retell a familiar story, myth, or fable and enjoy adding costumes and props to their performance. By portraying firefighters,teachers, and clerks, they learn acting skills. And by developing important skills through working together in dramatizations, they begin to understand what it means to be a member of the audience.
Visual arts
In the visual arts students may walk ogether and observe the repeated patterns made by the leaves on a tree or the bricks on the side of a building. They also may identify lines, colors, shapes and forms, and textures and observe changes in the shadows and in sunlight. And they may begin to talk about perspective, noticing how objects appear to be larger when close and smaller when far away. Students use this visual information to create works of art on paper and in three-dimensional constructions using geometric shapes and lines that express feelings. Then they advance into analysis as they discover meaning and stories in works of art and see how other artists use the same lines, colors, shapes, and textures as the students did in their own work. Now they have a vocabulary to use as they tell why they like a work of art they made and learn about a variety of artwork in the world around them.
Component Strand: 1.0 Artistic Perception
Dance
Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Dance
Students perceive and respond, using the elements of dance. They demonstrate movement skills, process ensory information, and describe movement, using the vocabulary of dance.
Development of Motor Skills and Technical Expertise
1.1 Build the range and capacity to move in a variety of ways.
1.2 Perform basic locomotor skills (e.g., walk, run, gallop, jump, hop, and balance).
Comprehension and Analysis f Dance Elements
1.3 Understand and respond to a wide range of opposites (e.g., high/low, forward/backward, wiggle/freeze).
Development of Dance Vocabulary
1.4 Perform simple movements in response to oral instructions (e.g., walk, turn, reach).
Music
Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Music
Students read, notate, listen to, analyze, and describe music and other aural information, using the terminologyof music.
Read and Notate Music
1.1 Use icons or invented symbols to represent beat.
Listen to, Analyze, and Describe Music
1.2 Identify and describe basic elements in music (e.g., high/low, fast/slow, loud/soft, beat).
Theatre
Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Theatre
Students observe their environment and respond, using the elements of theatre. They also observe formal and informal works of theatre, film/video, and electronic media and respond, using the vocabulary of theatre.
Development of the Vocabulary of Theatre
1.1 Use the vocabulary of theatre, such as actor, character, coopera?tion, setting, the five senses, and audience, to describe theatrical experiences.
Comprehension and Analysis of the Elements of Theatre
1.2 Identify differences between real people and imaginary characters.
Visual Arts
Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to the Visual Arts
Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations.
Develop Perceptual Skills and Visual Arts Vocabulary
1.1 Recognize and describe simple patterns found in the environment and works of art.
1.2 Name art materials (e.g., clay, paint, and crayons) introduced in lessons. Analyze Art
Elements and Principles of Design
1.3 Identify the elements of art (line, color, shape/form, texture, value, space) in the environment and in works of art, empha?sizing line, color, and shape/form.
Component Strand: 2.0 Creative Expression
Dance
Creating, Performing, and Participating in Dance
Students apply choreographiprinciples, processes, and skills to create and communicate meaning through the improvisation, composition, and performance of dance.
Creation/Invention of Dance Movements
2.1 Create movements that reflect a varietyof personal experi?ences (e.g., recall feeling happy, sad, angry, excited).
2.2 Respond to a variety ofstimuli (e.g., sounds, words, songs, props, animages) with original movements.
2.3 Respond spontaneouslyto different types of music, rhythms, and sounds.
Music
Creating, Performing, and Participating in Music
Students apply vocal and instrumental musical skills inperforming a varied reper?toire of music. They composand arrange music and improvise melodies, variations, andaccompaniments, using digitaelectronic technology when appropriate.
Apply Vocal and Instrumental Skills
2.1 Use the singing voice toecho short, melodic patterns.
2.2 Sing age-appropriatesongs from memory
2.3 Play instruments anmove or verbalize to demonstrate awareness of beat, tempo, dynamics, and melodic direction.
Compose, Arrange, and Improvise
2.4 Create accompanimentusing the voice or a variety of classroom instruments.
Theatre
Creating, Performing, and Participating in Theatre
Students apply processes and skills in acting, directing, designing, and scriptwriting to create formal and informal theatre, film/videos, and electronic media productions and to perform in them.
Development of Theatrical Skills
2.1 Perform imitative movements, rhythmical activities, and theatre games (freeze, statues, and mirrors).
Creation/Invention in Theatre
2.2 Perform group pantomimes and improvisations to retell familiar stories.
2.3 Use costumes and propsin role playing.
Visual Arts
Creating, Performing, and Participating in the Visual Arts
Students apply artistic processes and skills, using a variety of media to communi?cate meaning and intent in original works of art.
Skills, Processes, Materials, and Tools
2.1 Use lines, shapes/forms, and colors to make patterns.
2.2 Demonstrate beginning skill in the use of tools and processes, such as the use of scissors, glue, and paper in creating a three-dimensional con?struction.
2.3 Make a collage with cut or torn paper shapes/ forms.
Communication and Expression Through Original Works of Art
2.4 Paint pictures expressing ideas about family and neighborhood.
2.5 Use lines in drawings and paintings to express feelings.
2.6 Use geometric shapes/ forms (circle, triangle, square) in a work of art.
2.7 Create a three-dimen-sional form, such as a real or imaginary animal.
Component Strand: 3.0 Historical and
Cultural Context
Dance
Understanding the Historical Contributions and Cultural Dimensions of Dance
Students analyze the function and development of dance in past and present cultures throughout the world, noting human diversity as it relates to dance and dancers.
Development of Dance
3.1 Name and perform folk/traditional dances from the United States and other countries.
Music
Understanding the Historical Contributions and Cultural Dimensions of Music
Students analyze the role of music in past and present cultures throughout the world, noting cultural diver-sity as it relates to music, musicians, and composers.
Role of Music
3.1 Identify the various uses of music in daily experiences.
Diversity of Music
3.2 Sing and play simple singing games from various cultures.
3.3 Use a personal vocabu?lary to describe voices and instruments from diverse cultures.
3.4 Use developmentally appropriate movements in responding to music from various genres and styles (rhythm, melody).
Theatre
Understanding the Historical Contributions and Cultural Dimensions of Theatre
Students analyze the role and development of theatre, film/video, and electronic media in past and present cultures throughout the world, noting diversity as it relates to theatre.
Role and Cultural Significance of Theatre
3.1 Retell or dramatize stories, myths, fables,and fairy tales from various cultures and times.
3.2 Portray different community members, such as firefighters, family, teach-ers, and clerks, through role-playing activities.
Visual Arts
Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts
Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.
Role and Development of the Visual Arts
3.1 Describe functional and nonutilitarian art seen in daily life; that is, works of art that are used versus those that are only viewed.
3.2 Identify and describe works of art that show people doing things together.
Diversity of the Visual Arts
3.3 Look at and discuss works of art from a variety of times and places.
Component Strand: 4.0 Aesthetic Valuing
Dance
Responding to, Analyzing, and Making Judgments About Works of Dance
Students critically assess and derive meaning from works of dance, performance of dancers, and original works based on the elements of dance and aesthetic qualities.
Description, Analysis, and Criticism of Dance
4.1 Explain basic fea?tures that distinguish one kind of dance from another (e.g., speed, force/energy use, costume, set?ting, music).
Music
Responding to, Analyzing, and Making Judgments About Works of Music
Students critically assess and derive meaning from works of music and the performance of musicians according to the elements of music, aes?thetic qualities, and human responses.
Derive Meaning
4.1 Create movements that correspond to specific music.
4.2 Identify, talk about, sing, or play music written for specific purposes (e.g., work song, lullaby).
Theatre
Responding to, Analyzing, and Critiquing Theatrical Experiences
Students critique and derive meaning from works of theatre, film/video, elec?tronic media, and theatrical artists on the basis of aes?thetic qualities.
Critical Assessment of Theatre
4.1 Respond appropriately to a theatrical experi?ence as an audience member.
Derivation of Meaning from Works of Theatre
4.2 Compare a real story with a fantasy story.
Visual Arts
Responding to, Analyzing, and Making Judgments About Works in the Visual Arts
Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities.
Derive Meaning
4.1 Discuss their own works of art, using appropriate art vocabu?lary (e.g., color, shape/ form, texture).
4.2 Describe what is seen (including both literal and expressivecontent) in selected works of art.
Make Informed Judgments
4.3 Discuss how and why they made a specific work of art.
4.4 Give reasons why they like a particular work of art they made, using appropriate art vocabulary.
Component Strand: 5.0 Connections,
Relationships, Applications
Dance
Connecting and Applying What Is Learned in Dance to Learning in Other Art Forms and Subject Areas and to Careers
Students apply what they learn in dance to learning across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to dance.
Connections and Applications Across Disciplines
5.1 Give examples of the relationship between everyday movement in school and dance movement.
Music
Connecting and Applying What Is Learned in Music to Learning in Other Art Forms and Subject Areas and to Careers
Students apply what they learn in music across subject areas. They develop compe?tencies and creative skills in problem solving, communica?tion, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to music.
Connections and Applications
5.1 Use music, togetherwith dance, theatre, and the visual arts, for storytelling.
Careers and Career-Related Skills
5.2 Identify and talk about the reasons artists have for creating dances, music, theatre pieces, and works of visual art.
Theatre
Connecting and Applying What Is Learned in Theatre, Film/Video, and Electronic Media to Other Art Forms andSubject Areas and to Careers
Students apply what they learn in theatre, film/video, and electronic media across subject areas. They develop competencies and creative skills in problem solving, communication, and time management that contribute to lifelong learning and career skills. They also learn about careers in and related to theatre.
Connections and Applications
5.1 Dramatize information from other content areas. Use movement and voice, for example, to reinforce vocabulary, such as fast, slow, in, on,through, over, under.
Careers andCareer-Related Skills
5.2 Demonstrate the ability to participate coopera?tively in performing a pantomime or dramatiz-ing a story.
Visual Arts
Connecting and Applying What Is Learned in the Visual Arts to Other Art Forms and Subject Areas and to Careers
Students apply what they learn in the visual arts across subject areas. They develop competencies and creative skills in problem solving, communication, and manage-ment of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to the visual arts.
Connections and Applications
5.1 Draw geometric shapes/forms (e.g., circles, squares, triangles) and repeat them in dance/movement sequences.
5.2 Look at and draw something used every day (e.g., scissors, tooth-brush, fork) and describehow the object is used.
Visual Literacy
5.3 Point out images (e.g., photographs, paint?ings, murals, ceramics, sculptures) and symbols found at home, in school, and in the community, including national and state symbols and icons.
Careers and Career-Related Skills
5.4 Discuss the various works of art (e.g., ceram?ics, paintings, sculpture) that artists create and the type of media used.
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