Grade 2 Fine Arts IAS Standards

RELATE

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

SYNTHESIZE

Synthesize and relate knowledge and personal experiences to make art.

Connecting

CRITIQUE

Apply criteria to evaluate artistic work.

INTERPRET

Interpret intent and meaning in artistic work.

ANALYZE

Perceive and analyze artistic work.

Responding

PRESENT

Convey meaning through the presentation of artistic work.

EMBODY

Develop and refine artistic techniques and work for presentation.

EXPRESS

Select, analyze, and interpret artistic work for presentation.

Performing

REVISE

Refine and complete artistic work.

PLAN

Organize and develop artistic ideas and work.

EXPLORE

Generate and conceptualize artistic ideas and work.

Creating

Describe, create, and/or perform a dance that expresses personal meaning and explain how certain movements express this personal meaning using limited dance terminology.

Respond to a dance work using an inquiry based set of questions (for example, See, Think, Wonder). Create movement using ideas from responses and explain how certain movements express a specific idea.

Observe a dance and relate the movement to the people, communities, or environment in which the dance was created and performed.

Explore movement inspired by a variety of stimuli (for example, music/sound, text, objects, images, symbols, observed dance, experiences) using various body parts. Suggest additional sources for movement ideas.

Formulate a variety of movement sequences in small groups while manipulating the elements of dance.

Demonstrate a dance phrase with a beginning, a middle that has a main idea, and a clear end. Describe movement choices.

Choose movements that express feelings within a main idea, emotion, musical phrase, or story alone and with others. Explain reasons for movement choices.

Explore a variety of solutions to a movement problem from guided improvisation and/or short remembered sequences.

Depict the levels of movements in a dance phrase by drawing a picture or using symbols (for example, high, middle, low).

Demonstrate and identify the element of space using clear directionality and intent when performing locomotor and nonlocomotor/axial movements that change body shapes, facings, and pathways in space. Identify symmetrical and asymmetrical body shapes and examine relationships between body parts and their range of motion. Differentiate between circling and turning as two separate ways of continuous directional change.

Demonstrate the length of time a movement or phrase takes (for example, whether it is long or short). Identify and move on the downbeat in duple and triple meter. Correlate metric phrasing with movement phrasing.

Select and apply appropriate characteristics to movements using force elements (for example, selecting specific adverbs and adjectives and applying them to movements). Demonstrate kinesthetic awareness while dancing using the movement characteristics.

Demonstrate a range of locomotor and nonlocomotor/axial movements, body patterning, and dance sequences that require moving through space using a variety of pathways.

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

Repeat movements, with an awareness of self and others in space. Selfadjust and modify movements or placement upon request.

Dance for and with others in a space where audience and performers occupy different areas using limited production terminology.

Use limited production elements (for example, hand props, simple scenery, or media projections) to enhance performance.

Find movements in a learned dance that develop a pattern.

Demonstrate and learn movements in dances from different genres or cultures.

Use context cues from movement to identify feelings, meaning, and intent in a dance using simple dance terminology.

Observe or demonstrate dances from a genre or culture. Discuss movements and other aspects of the dances that make the dances work well, and explain why they work. Use simple dance terminology.

Advanced

Proficient

Intermediate

Beginning

CREATE

Create a varied repertoire of music by composing and arranging music with both traditional and nontraditional notation.

Advanced

Proficient

Intermediate

Beginning

TRANSFORM

Create a varied repertoire of music by representing audiated music.

Advanced

Proficient

Intermediate

Beginning

IMAGINE

Create a varied repertoire of music by improvising melodies, variations, and accompaniments.

Create

Advanced

Proficient

Intermediate

Beginning

PERFORM

Perform a varied repertoire of music by playing instruments, alone and with others, from rote memory, and written notation.

Advanced

Proficient

Intermediate

Beginning

DEVELOP/PERFORM

Perform a varied repertoire of music by singing, alone and with others, from rote memory and written notation.

Perform

Advanced

Proficient

Intermediate

Beginning

INTERPRET/EXPRESS

Listen and respond to a varied repertoire of music by interpreting and expressing music through movement.

Advanced

Proficient

Intermediate

Beginning

UNDERSTAND/INFORM

Listen and respond to a varied repertoire of music by describing, interpreting, analyzing, and evaluating music and its elemental components.

Advanced

Proficient

Intermediate’

Beginning

RESPOND

Listen and respond to a varied repertoire of music by audiating music.

Listen/Respond

Advanced

Proficient

Intermediate

Beginning

EXPLORE

Connect with a varied repertoire of music by exploring the relationships between music and history and culture.

Advanced

Proficient

Intermediate

Beginning

APPLY/TRANSFER

Connect with a varied repertoire of music by exploring the relations between music, the other arts and disciplines outside the arts.

Advanced

Proficient

Intermediate

Beginning

EXPERIENCE/CONNECT

Connect with a varied repertoire of music by exploring the relationships between music and personal experience.

Connect

Imagine and predict how interests, knowledge, and skills relate to personal musical choices.

Utilize research and personally developed criteria to justify choices made when selecting music, citing knowledge of the music, and individual and ensemble purpose and context.

Consistently demonstrate and apply life skills developed in music studies and activities such as cooperation, effort, perseverance, and respect that transfer to other disciplines and contexts.

Demonstrate and explore how personal interests and skills relate to choices when performing music.

Identify and practice life skills developed in music studies and activities such as cooperation, effort, perseverance, and respect that transfer to other disciplines and contexts.

Identify and demonstrate individual preference for music that is performed and/or listened to in daily life.

Identify various uses of music in daily life and describe the characteristics that make music suitable for a specific use.

Explore and evaluate personal benefits of performing and/or listening to music and how each can enrich one's life.

Explore and describe the role of music and the arts in developing an empathic society through music that is performed and/or listened to in daily life.

Discuss and debate the nature of music appreciation and justify music's value to society.

Demonstrate ways in which the principles and subject matter of various disciplines outside the arts are interrelated within the performed music.

Recognize the characteristic elements of other art forms and analyze how they are combined with performed music.

Explore ways in which performed music connects with math, English/language arts, social studies, and science.

Discover, identify, and explore how performed music connects to other arts and humanities.

Explore and demonstrate ways in which performed music connects with math, English/language arts, social studies, and/or science.

Demonstrate and connect how the principles of performed music relate to other arts.

Explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated within the performed music.

Compare and describe how the characteristic elements of music and the other arts are used to depict and/or transform events, scenes, emotions, and/or ideas in performed music.

Consistently recognize and apply appropriate genre and style and understand composer and historical background information in performed music being studied.

Participate in an ensemble that demonstrates an understanding and appreciation of music throughout history, from various cultures and within the local community.

Prepare for careers in music.

Discuss and explore genre, style, composer, and historical background information in performed music.

Discuss the roles of various ensembles throughout history and discuss opportunities for participation in their own community.

Discuss opportunities of music careers.

Begin to demonstrate appropriate genre and style, while understanding composer, and historical background information in performed music.

Explore the roles of various ensembles throughout history, culture and opportunities for participation in the community.

Explore opportunities and preparation for careers in music.

Demonstrate and apply appropriate genre and style and understand historical background information in performed music being studied.

Research the roles of various ensembles throughout history, from various cultures and within the local community.

Research opportunities for careers in music.

Using traditional music notation, including common diacritical and expressive markings, students will accurately notate the rhythm, melody, harmonic structure, and form of three and four chord songs that are aurally perceived and/or audiation in Western and Non-Western music style.

Use gesture, movement, and other visual representations to represent pitch and rhythm patterns, motifs, and short melodies that are aurally perceived and/or audiation.

Use gesture, movement, other visual representations, and both traditional and nontraditional music notation to represent pitch and rhythm patterns, motifs, and short melodies that are aurally perceived and/or audiation.

Using traditional music notation, including common diacritical and expressive markings, students will accurately notate rhythmic and melodic motifs and melodies that are aurally perceived and/or audiation.

Use standard and/or nontraditional notation to create songs in a variety of meters that include accurate chord progressions and melodic/rhythmic phrases.

Accurately arrange an advanced melody of their choice, including an accompaniment, and notate parts for their ensemble using traditional or electronic sources.

Create and share varied, personally-developed musical works (individually or as an ensemble) that address identified purposes and contexts.

Create and notate rhythms and melodies (four to eight measures) in simple and/or compound meters using either traditional or nontraditional notation.

Plan and arrange an accompaniment to a provided four measure melody which outlines a simple chord progression.

Create and share personally developed melodic and rhythmic ideas or motives (individually or as an ensemble) that demonstrate understanding of characteristics of music or texts studied in rehearsal.

Use standard and nontraditional notation to create simple rhythmic phrases, melodic phrases, and two-chord harmonic musical ideas.

Arrange a given part song by reassigning voice or instrumentation for each part using traditional or electronic sources.

Create and share personally developed melodies and rhythmic passages (individually or as an ensemble) that demonstrate understanding of characteristics of music or texts studied in rehearsal.

Use standard and nontraditional notation to create rhythmic phrases, melodic phrases, and harmonic sequences that involve chord progressions.

Arrange an intermediate melody and provide an accompaniment that demonstrates an effective beginning, middle, and ending using traditional or electronic sources.

Create and share personally developed arrangements, sections, and short compositions (individually or as an ensemble) that address identified purposes.

Share varied, personally developed musical works (individually or as an ensemble) that address identified purposes and contexts.

Improvise musical ideas for a variety of purposes and contexts.

Share personally developed melodic and rhythmic ideas or motives (individually or as an ensemble) that demonstrate understanding of characteristics of music or texts studied in rehearsal.

Improvise melodic and rhythmic ideas or motives that reflect the characteristic(s) of music or text(s) studied in rehearsal.

Share personally developed melodies, rhythmic passages, and arrangements (individually or as an ensemble) that address identified purposes.

Improvise ideas for melodies, rhythmic passages, and arrangements for specific purposes that reflect the characteristic(s) of music from a variety of historical periods studied in rehearsal.

Share personally developed arrangements, sections, and short compositions (individually or as an ensemble) that address identified purposes.

Improvise ideas for arrangements, sections, and short compositions for specific purposes that reflect the characteristic(s) of music from a variety of cultures studied in rehearsal.

Audiate and speak or sing music with a variety of voicings in multiple clefs, major and minor keys, and various meters using gesture and/or traditional music notation.

Audiate and perform major/three forms of minor scales, all intervals, advanced rhythmic and melodic patterns using gesture, traditional, and non-standard music notation.

Audiate and speak or sing music written in the clef appropriate for their own voice/instrument and in major keys, and simple or compound meter using gesture, and/or traditional music notation.

Audiate and perform basic scales, intervals, rhythmic and melodic patterns using gesture and/or traditional music notation.

Audiate and speak or sing music written in appropriate clefs, major and minor keys, and simple or compound meter using gesture and/or traditional music notation.

Audiate and perform intermediate level scales, intervals, rhythmic and melodic patterns using gesture and/or traditional music notation.

Audiate and speak or sing music written in appropriate clefs, major and minor keys, and simple or compound meter using gesture and/or traditional music notation.

Audiate and perform advanced scales, intervals, rhythmic and melodic patterns using gesture and/or traditional music notation.

Listen to ensembles performing appropriate repertoire. Describe and analyze instrumentation, texture, compositional devices, form, style, and genre.

Justify interpretations of the expressive intent and meaning of musical works by comparing and synthesizing varied researched sources, including reference to other art forms

Develop and justify evaluations of music, programs of music, and performances based on criteria, personal decision-making, research, and understanding of contexts.

Listen to ensembles performing appropriate repertoire. Describe style and genre, and compositional devices.

Explore interpretations of the expressive intent and meaning of musical works, referring to the elements of music, contexts, and (when appropriate) the setting of the text.

Using established criteria, recognize the structure and context of music.

Listen to ensembles performing appropriate repertoire. Explore instrumentation, compositional devices, form, style, and/or genre.

Explain interpretations of the expressive intent and meaning of musical works, citing as evidence the treatment of the elements of music, contexts, (when appropriate) the setting of the text, and personal research.

Recognize and describe works and performances based on personally or collaboratively developed criteria, including analysis of the structure and context.

Listen to ensembles performing appropriate repertoire. Identify and describe instrumentation, texture, compositional devices, form, style, and genre.

Explain and support interpretations of the expressive intent and meaning of musical works citing as evidence the treatment of the elements of music, contexts, (when appropriate) the setting of the text, and varied researched sources.

Evaluate works and performances based on research as well as personally and collaboratively developed criteria, including analysis and interpretation of the structure and context.

Express rhythmic patterns, melodic contour, harmonic progression, and expressive elements in a variety of meters and tonalities and demonstrate them through movement, body percussion, and/or conducting.

Express differences in musical sounds that are higher or lower, faster or slower, louder or softer, and demonstrate them through movement, body percussion, and/or conducting.

Express rhythmic patterns in a variety of meters and demonstrate them through movement, body percussion, and/or conducting.

Express rhythmic patterns, melodic contour, and harmonic progression in a variety of meters and tonalities and demonstrate them through movement, body percussion, and/or conducting.

Choral and Instrumental: Be able to explain proper vocal technique including good breath control, pitch, diction (choral only), tone quality, and posture.

Choral and Instrumental: Appropriate to the ensemble, students will sing advanced musical selections, scales, and intervals using note names, solfège, syllables, or numbers and demonstrate sight reading at an appropriate level.

Choral and Instrumental: Sing expressively with attention to blend, balance, dynamics, phrasing, and articulation.

Choral: Demonstrate consistently the concepts of vocal health within warm-ups, breathing exercises, and appropriate repertoire.

Choral: Consistently and accurately sing alone or in ensembles, accompanied by an a cappella, historical and contemporary repertoire from Western and non-Western traditions in a variety of languages, and using traditional and nontraditional notation.

Choral and Instrumental: Begin to demonstrate proper vocal technique including good breath control, pitch, diction (choral only), tone quality, and posture.

Choral and Instrumental: Appropriate to the ensemble, students will sing beginning musical selections, scales, and intervals using note names, solfège, syllables, or numbers and demonstrate sight reading at an appropriate level.

Choral and Instrumental: Begin to sing expressively with attention to blend, balance, dynamics, phrasing, and articulation.

Choral: Explore, using proper vocal technique and expand vocal range through warm-ups, breathing exercises, and appropriate repertoire.

Choral: Sing literature representing a variety of vocal styles expressively, utilizing appropriate dynamic contrast, phrasing, and articulation alone or in ensembles, from a score and from memory.

Choral and Instrumental: Demonstrate and begin to identify proper vocal technique including good breath control, pitch, diction (choral only), tone quality, and posture.

Choral and Instrumental: Sing intermediate musical selections, scales, and intervals using note names, solfège, syllables, or numbers and demonstrate sight reading at an appropriate level.

Choral and Instrumental: Sing expressively with attention to blend, balance, dynamics, phrasing, and articulation.

Choral: Demonstrate, using proper vocal technique and expand vocal range through warm-ups, breathing exercises, and appropriate repertoire.

Choral: Sing alone or in ensembles, historical and contemporary repertoire accompanied from Western and non-Western traditions and a cappella and with movement or body percussion when appropriate, to enhance authentic performance.

Choral and Instrumental: Demonstrate, identify, and apply proper vocal technique including good breath control, pitch, diction (choral only), tone quality, and posture.

Choral and Instrumental: Appropriate to the ensemble, students will sing medium advanced musical selections, scales, and intervals using note names, solfège, syllables, or numbers and demonstrate sight reading at an appropriate level.

Choral and Instrumental: Sing expressively with attention to blend, balance, dynamics, phrasing, and articulation.

Choral: Explore the concepts of vocal health and how they affect singing through warm-ups, breathing exercises, and appropriate repertoire.

Choral: Accurately sing alone or in ensembles, accompanied by an a cappella historical and contemporary repertoire from Western and non-Western traditions in a variety of languages, and using traditional and nontraditional notation.

Consistently play and monitor correct posture, characteristic tone quality, accurate tuning and intonation, good breath support, proper bowing, and/or correct hand position.

Examine, evaluate, and critique, using music reading skills where appropriate, how the structure and context impact and inform prepared and improvised performances.

Play musical selections with accurate pitch, articulation, rhythm, and appropriate tempo, dynamics, and balance in advanced level music and demonstrate sight reading at an appropriate level.

Instrumental: Consistently and accurately play alone or in ensembles historical and contemporary repertoire from Western and non-Western traditions using traditional and nontraditional notation.

Play and become aware of correct posture, characteristic tone quality, accurate tuning and intonation, good breath support, proper bowing, and/or correct hand position.

Demonstrate, using music reading skills where appropriate, how knowledge of formal aspects in musical works inform prepared or improvised performances.

Play musical selections with accurate pitch, articulation, rhythm, and appropriate tempo, dynamics, and balance with beginning level music and demonstrate sight reading at an appropriate level.

Instrumental: Play literature representing a variety of styles expressively, utilizing appropriate dynamic contrast, phrasing, and articulation alone or in ensembles, from a score and from memory.

Play and identify correct posture, characteristic tone quality, accurate tuning and intonation, good breath support, proper bowing, and/or correct hand position.

Demonstrate, using music reading skills where appropriate, how compositional devices employed and theory-based and structural aspects of musical works impact and inform prepared or improvised performances.

Play musical selections with accurate pitch, articulation, rhythm, and appropriate tempo, dynamics, and balance in moderate level music and demonstrate sight reading at an appropriate level.

Instrumental: Play alone or in ensembles, historical and contemporary repertoire from Western and non-Western traditions.

Play and demonstrate correct posture, characteristic tone quality, accurate tuning and intonation, good breath support, proper bowing, and/or correct hand position.

Document and demonstrate, using music reading skills where appropriate, how compositional devices employed and theory based and structural aspects of musical works may impact and inform prepared and improvised performances.

Play musical selections with accurate pitch, articulation, rhythm, and appropriate tempo, dynamics, and balance in medium-advanced level music and demonstrate sight reading at an appropriate level.

Instrumental: Accurately play alone or in ensembles historical and contemporary repertoire from Western and non-Western traditions using traditional and nontraditional notation.

CREATE

Create a varied repertoire of music by composing and arranging music with both traditional and nontraditional notation.

TRANSFORM

Create a varied repertoire of music by representing audiated and aurally perceived music.

IMAGINE

Create a varied repertoire of music by improvising melodies, variations, and accompaniments.

Create

PERFORM

Perform a varied repertoire of music by playing instruments, alone and with others, from rote memory and written notation.

DEVELOP/PERFORM

Perform a varied repertoire of music by singing, alone and with others, from rote memory and written notation.

Perform

INTERPRET/EXPRESS

Listen and respond to a varied repertoire of music by interpreting and expressing music through movement.

UNDERSTAND/INFORM

Listen and respond to a varied repertoire of music by describing, interpreting, analyzing, and evaluating music and its elemental components.

RESPOND

Listen and respond to a varied repertoire of music by audiating music.

Listen/Respond

EXPLORE

Connect with a varied repertoire of music by exploring the relationships between music and history and culture.

APPLY/TRANSFER

Connect with a varied repertoire of music by exploring the relationships between music, the other arts, and disciplines outside the arts.

EXPERIENCE/CONNECT

Connect with a varied repertoire of music by exploring the relationships between music and personal experience.

Connect

Explore how music is used for a variety of purposes and occasions, and discuss personal preference for different musical works.

Identify music concepts and explore ways they are used in other disciplines.

Apply a varied repertoire of music representing genres and styles from diverse world cultures by singing, moving, playing, and demonstrating audience behavior appropriate for the context and style of the music performed.

Create movement patterns and describe their relationships to audiation and/or aurally perceived songs.

Utilize traditional and/or nontraditional notation to represent simple rhythms and rhythmic patterns of rhymes and songs.

Utilize traditional and/or nontraditional notation to demonstrate simple melodies and melodic patterns of rhymes and songs.

Improvise by singing a simple melody using self-created text.

Improvise rhythmic and melodic patterns and musical ideas for a specific purpose.

Audiate and accurately speak or sing familiar and unfamiliar rhymes and songs with varied forms, tempi, meters, and/or tonalities.

Demonstrate music's expressive qualities (such as louder/softer, higher/lower, faster/slower, same/different) using music vocabulary.

Apply learned criteria to perceive accuracy, expressiveness, and effectiveness of performances.

Use locomotor and non-locomotor movements to demonstrate and maintain a consistent steady beat in both simple and compound meters.

Apply gross and fine motor movement to show upward and downward melodies.

Identify and respond to expressive elements of music and demonstrate through movement in listening examples, singing games, and/or simple folk dances.

Sing independently and in groups using head voice and appropriate posture, with accurate pitch and rhythm.

Sing simple songs with expressive qualities, varied tonalities, and meters.

Perform appropriately for a variety of audiences and purposes.

Accurately play a variety of classroom instruments alone and with others using appropriate technique.

Echo and read a variety of rhythmic and/or melodic patterns, and maintain a consistent steady beat while playing an instrument.

Responding

Perceive and analyze artistic work.

Reflect

Recognize when artistic choices are made in a guided drama experience.

Interpret intent and meaning in artistic work.

Interpret

Explain how personal preferences and emotions affect an observer’s response in a guided drama experience or age-appropriate theatre performance.

Identify causes and consequences of character actions in a guided drama experience.

Explain or use text and pictures to describe how others’ emotions and choices may compare to the emotions and choices of characters in a guided drama experience.

Apply criteria to evaluate artistic work.

Evaluate

Collaborate on a scene in a guided drama experience.

Use a prop or costume to describe characters, settings, or events in a guided drama experience.

Describe how characters respond to challenges in a guided drama experience.

Connecting

Synthesize and relate knowledge and personal experiences to make art.

Empathize

Relate character experiences to personal experiences in a guided drama experience.

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

Interrelate

Determine appropriate skills and knowledge from different art forms and content areas to apply in a guided drama experience.

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

Research

Identify similarities and differences in stories from multiple cultures in a guided drama experience.

Collaborate on the creation of a short scene based on a non-fiction literary source in a guided drama experience.

Creating

Generate and conceptualize artistic ideas and work.

Envision/Conceptualize

Propose potential new details to plot and story in a guided drama experience.

Collaborate with peers to create the story-derived concept of scenery in a guided drama experience.

Identify ways in which voice and sounds may be used to create or retell a story in guided drama experiences.

Organize and develop artistic ideas and work.

Collaborate with peers to devise meaningful dialogue in a guided drama experience.

Contribute ideas and make decisions as a group to advance a story in a guided drama experience.

Refine and complete artistic work.

Rehearse

Contribute to the adaptation of dialogue in a guided drama experience.

Use and adapt sounds and movements in a guided drama experience.

Generate independently multiple representations of a single object in a guided drama experience.

Performing

Select, analyze, and interpret artistic work for presentation.

Select

Interpret story elements in a guided drama experience.

Alter voice and body to expand and articulate nuances of a character in a guided drama experience.

Develop and refine artistic techniques and work for presentation.

Prepare

Demonstrate the relationship between and among the body, voice, and mind in a guided drama experience.

Explore technical elements in a guided drama experience.

Convey meaning through the presentation of artistic work.

Share/Present

Contribute to group guided drama experiences and informally share with peers.

People develop ideas and understandings of society, culture, and history through interactions with and analysis of art.

INTERRELATE

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

Through art-making, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.

SYNTHESIZE

Synthesize and relate knowledge and personal experiences to make art.

Connecting

People evaluate art based on various criteria.

INTERPRET

Apply criteria to evaluate artistic work.

People gain insights into the meanings of artworks by engaging in the process of art criticism.

ANALYZE

Interpret intent and meaning in artistic work.

Visual imagery influences and understanding of and responses to the world.

Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments.

PERCEIVE

Perceive and analyze artistic work.

Responding

Objects, artifacts, and artworks collected, preserved, or presented either by artists, museums, or other venues communicate meaning and a record of social, cultural, and political experiences resulting in the cultivating of appreciation and understanding.

SHARE/PRESENT

Convey meaning through the presentation of artistic work.

Artists, curators, and others consider a variety of factors and methods including evolving technologies when preparing and refining artwork for display and or when deciding if and how to preserve and protect it.

PREPARE

Develop and refine artistic techniques and work for presentation.

Artists and other presenters consider various techniques, methods, venues, and criteria when analyzing, selecting, and curating objects, artifacts, and artworks for preservation and presentation.

SELECT

Select, analyze, and interpret artistic work for presentation.

Presenting

Artists and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time.

REFLECT/REFINE/CONTINUE

Refine and complete artistic work.

People create and interact with objects, places, and designs that define, shape, enhance, and empower their lives.

Artists and designers balance experimentation, safety, freedom, and responsibility while developing and creating artworks.

Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches.

INVESTIGATE

Organize and develop artistic ideas and work.

INVESTIGATE/PLAN/MAKE

Generate and conceptualize artistic ideas and work.

Creating

Create works of art about events in home, school, or community life.

Compare and contrast cultural uses of artwork from different times and places.

Brainstorm multiple approaches to an art or design problem collaboratively.

Make art or design with various materials and tools to explore personal interests, questions, and curiosity.

Experiment with various materials and tools to explore personal interests in a work of art or design.

Demonstrate safe procedures for using and cleaning art tools, equipment, and studio spaces.

Repurpose objects to make something new.

Discuss and reflect with peers about choices made in creating artwork.

Categorize artwork based on a theme or concept for an exhibit.

Distinguish between different materials or artistic techniques for preparing artwork for presentation.

Analyze how art exhibited inside and outside of schools (such as in museums, galleries, virtual spaces, and other venues) contributes to communities.

Perceive and describe aesthetic characteristics of one’s natural world and constructed environments.

Categorize images based on expressive properties.

Interpret art by identifying the mood suggested by a work of art and describing relevant subject matter and characteristics of form.

Use learned art vocabulary to express preferences about artwork.

Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative goals.

Creativity and innovative thinking are essential life skills that can be developed.