Teachers > Standards > Grade 1

First Grade Integrated Arts Standards
for the Classroom - Draft

Creating arts

• Recognize basic arts elements in their own art work (concepts)
• Demonstrate personal, social, and physical skills required to participate in arts activities
• Perform, through singing and playing, appropriate musical examples (e.g. songs)
• Improvise, in the classroom, simple dance movements, musical examples, and dramatic moments
• Create, using media and techniques, appropriate to the art form, to express themselves.

Art as inquire

• Identify the four art forms, the artists that produce them, and the basic elements in each (concepts, see also concepts in Creating Arts)
• Name and describe what is seen and heard in a live or recorded performance or work of art and recognize the basic elements (description and analysis)
• Express personal reactions to art works (interpretation)
• Demonstrate audience behavior appropriate for the context (theater, museum, concert hall, home, classroom, school auditorium, etc.) and intent (serious or humorous) of the work (audience behavior)
  

Art in context

• Identify and describe the use of dance, music, theater (television and film), and visual arts in their communities (function)
• Describe memorable (for them) performances and works of art (exemplary literature/art works)

First Grade Integrated Arts Standards for the Classroom and Suggestions for Performance Objectives/Activities

Creating arts

Students know and apply the arts disciplines, techniques, and processes in original or interpretive work. They:

Concepts

They recognize basic arts elements in their own work

• Learn basic arts elements
  
  • time and musical elements: rhythm (beat/pulse--steady or irregular, duration--long, short) and tempo (fast, slow), pitch elements: melody (high, low; contour--smooth, jagged) (D,M,T)1
  • space and design elements: personal space, general space size, shape, line, color, texture, levels, direction, focus, (D,M,T,VA)
  • movement elements: moving through general space (locomotor), or moving in one's personal space (non-locomotor/axial) (D,T)
    
• Recognize simple art structures
  
  • story elements: characters, problem, place (T,R)
    

Demonstrate personal, social, and physical skills required to participate in arts activities

Personal/social skills

• Use and manipulate mental images gained through the five senses; share these images through movement, words, sound, or art media (e.g. ocean imagery suggested by the motion and sound of waves; the texture, shape, and color of sea creatures; words such as waving, swimming, fishing)
• Safely use tools, art materials, the human body, and musical instruments
• Respect their own work and the work of others
• Move and perform as an individual and as part of a group

Physical skills

• Recognize and perform basic warm-up sequences (e.g. stretching, bending, echo clapping) (D,M,T)
• Move from place to place (locomotor, e.g. walk, run, leap) and around the body's axis (axial) while moving to a beat (D,M,T)
• Move body parts in isolation (D,M,T)
• Imitate and mirror basic body movements and shapes; echo short rhythms and melodic patterns using voices, bodies and classroom instruments (D,M,T)
• Maintain a steady beat (D,M,T)
• Differentiate and use appropriately the singing and speaking voice (M,T)
• Develop coordination in the use of classroom instruments (e.g. pitched and unpitched percussion), body percussion (clapping, patting knees) (D,M,T)
• Concentrate to pantomime the use of an object (e.g. the porridge bowl and spoon or a horse to ride) and a character's basic movements (e.g. moving like a bear, or a cat, or a little old man) (D,T)

Perform

They perform, through singing and playing, appropriate musical examples (e.g. songs (M))

• Sing/move expressively to a variety of folk and children's songs, singing games, chants and rhymes (D,M,T)
• Sing/play rhythmic and melodic ostinatos (i.e. repeated patterns) using voices, body percussion, and classroom instruments to accompany songs, chants, or stories D,M,T)

Improvise

They improvise, in the classroom, simple dance movement, musical examples, and dramatic moments (M,T,D)

• Given specific guidelines and a simple structure, improvise a dance with a beginning, middle and end (D)
• Improvise simple rhythmic and melodic ostinatos (repeated patterns) on classroom instruments to accompany songs, chants and stories (M,T,D)
• Use natural language patterns with familiar phrases as they play out--improvise--dramatic moments (e.g. an exchange between characters from literature or school and home experiences) (T,R)

Create

Create, using media and techniques, appropriate to the art form, to express themselves

• Music
  • compose measures or phrases of music for a specified purpose (e.g. to enhance a story or accompany movement) (M,D,T)
  • compose ostinatos for accompanying songs or chants (M)
• Visual Arts
  • use several arts materials (e.g. tempera paint, pencil, paper mache, collage) and techniques (e.g. rubber or sponge stamping, cut or torn paper, glue resist) to express themselves
  • use several arts materials and techniques to illustrate where a story, dramatized or written, happens (the setting) (T,VA)

Art as Inquiry

Students reflect upon concepts and themes and assess the merits of their own work and the work of others. They:

Concepts

Identify the four art forms, the artists that produce them and the basic elements in each (see concepts in Creating Art)

• Identify
  • dance as human movement that includes: time elements (pulse, tempo) and spacial, movement, and design elements (moving through general and personal space, size, levels, direction, shape, line)
  • music as sound in time that includes the elements of rhythm and tempo and melody
  • theater as an "acted" story about characters, including: story elements (character, problem and place), time elements (tempo), and spacial/movement and design elements (moving through general and personal space, size, levels, direction, focus, shape, line, color, texture)
  • visual arts as a way to tell a story, decorate an object, or make a thing to use (e.g. a pot or rug) that includes spacial and design elements (size, levels, direction, focus, shape, line, color, texture)
  • roles of artists in each art (e.g. dancer, choreographer, playwright, actor, designer, musician, composer, visual artist) (D,M,T,VA)

Description and analysis

They name and describe what is seen and heard in a live or recorded performance or work of art and recognize the basic elements (referring to the elements listed above)

• Describe points of interest seen or heard in a work of art (D,M,T,VA)
• Identify the use of space and the body (D,T)
• Tell the story of the drama or dance and describe the setting/environment, identify the characters and problem (D,T)
• Identify the performers/ensemble and the performance setting in a musical presentation (M)
• Differentiate musical elements such as melody and rhythm (tempo and beat) when performing or listening to music (M)
• Identify the materials (e.g. pencil, paint, carved stone, paper, photograph, glass, clay, etc.), use of techniques (e.g. stapled, carved, applied design, etc.), and elements (e.g. line and shape) in visual works of art (D,T,VA)

Interpretation

Express personal reactions to art works

• Share personal responses to a work of art (e.g. what they liked, didn't like, what seemed "real" and what helped them understand the event, what interested or surprised them) through appropriate drawings/paintings, movement, or words (D,M,T,VA)

Audience behavior

They demonstrate audience behavior appropriate for the context (theater, museum, concert hall, home, classroom, school auditorium, etc.) and intent (serious or humorous) of the work (D,M,T,VA)

Art in Context

Students analyze works of art from their own and other cultures and demonstrate how interrelated conditions (social, economic, political, historical) influence the development and reception of thought, ideas, and concepts in the arts. They analyze:

Function of the Arts

They identify and describe the use of dance, music, theater (including television and film), and visual arts in their communities

• Identify and describe when and where they and the members of their community (family, church members, school mates, etc.) dance, sing or play instruments, pretend or act in a play, make drawings, paintings, pots, etc. (D,M,T,VA)
• Describe when and where they and the members of their community listen to and/or look at dance, music, theater (including film and television), works of art or crafts (architecture, design or clothing, cars, etc.) (D,M,T,VA)

Exemplary literature/art works

They describe memorable (for them) performances and works of art

• Describe the shapes of movement in a dance that they found interesting, surprising, etc. (D)
• Identify a song or piece of music that they like and describe what they like about it (M)
• Identify a show or movie they liked, describe what they remember most, if something was surprising, frightening, funny, etc. (T)
• Describe an art work (picture, statue, building, etc.) that they like and tell what they like about it (VA)

(D=dance, M=music, T=theater, VA=visual arts, R=reading, W=writing)