Grade 1 Fine Arts ILS Standards

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

Synthesize and relate knowledge and personal experiences to make art.

Connecting

Apply criteria to evaluate artistic work.

Construct meaningful interpretations of artistic work.

Perceive and analyze artistic work.

Responding

Convey meaning through the presentation of artistic work.

Develop and refine artistic techniques and work for presentation.

Select, analyze, and interpret artistic work for presentation.

Performing

Revise, refine, and complete artistic work.

Organize and develop artistic ideas and work.

Generate and conceptualize artistic ideas and work.

Creating

Find an experience expressed or portrayed in a dance that relates to a familiar experience. Identify the movements that communicate this experience.

Observe a work of art. Discuss observations and identify ideas for dance movement and demonstrate the big ideas.

Analyze a dance to determine the ideas expressed by the choreographer. Explain how the perspectives expressed by the choreographer may impact one's own interpretation. Provide evidence to support one's analysis.

Conduct research using a variety of resources to find information about a social issue of great interest. Use the information to create a dance study that expresses a specific point of view on the topic. Discuss whether the experience of creating and sharing the dance reinforces personal views or offers new knowledge and perspectives.

Watch and/or perform a dance from a different culture and discuss or demonstrate the types of movement danced.

Explore movement inspired by a variety of stimuli (for example, music/sound, text, objects, images, symbols, observed dance, experiences) and identify the source.

Explore a variety of locomotor and nonlocomotor movements by experimenting with and changing the elements of dance.

Improvise a series of movements that have a beginning, middle, and end. Describe movement choices.

Choose movements that express an idea or emotion or follow a musical phrase.

Apply suggestions for changing movement through guided improvisational experiences.

Depict several different types of movements of a dance by drawing a picture or using a symbol (for example, jump, turn, slide, bend, reach).

Demonstrate locomotor and nonlocomotor movements that change body shapes, levels, and facings. Move in straight, curved, and zigzagged pathways. Find and return to place in space. Move with others to form straight lines and circles.

Relate quick, moderate, and slow movements to duration in time. Recognize steady beat and move to varying tempi of steady beat.

Demonstrate movement characteristics along with movement vocabulary.

Demonstrate a range of locomotor and nonlocomotor movements, body patterning, body shapes, and directionality.

Move safely in general space and start and stop on cue during activities, group formations, and creative explorations while maintaining personal space.

Modify movements and spatial arrangements upon request.

Perform a dance for others that conveys an idea, feeling, experience, image, or story.

Explore the use of simple props or scenery to enhance performance.

Identify a movement that repeats in a dance to make a pattern.

Demonstrate observed or performed dance movements from a specific genre or culture.

Select movements from a dance that suggest ideas and use simple dance terminology to explain how the movement captures the idea.

Identify and demonstrate several movements in a dance that attracted attention. Describe the characteristics that make the movements interesting and talk about why they were chosen.

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

Synthesize and relate knowledge and personal experiences to make art.

Connecting

Apply criteria to evaluate artistic work.

Construct meaningful interpretations of artistic work.

Perceive and analyze artistic work.

Responding

Convey meaning through the presentation of artistic work.

Develop and refine artistic techniques and work for presentation.

Select, analyze, and interpret artistic work for presentation.

Producing

Revise, refine, and complete artistic work.

Organize and develop artistic ideas and work.

Generate and conceptualize artistic ideas and work.

Creating

Use personal experiences and choices in making media artworks.

Share meaningful experiences of media artworks.

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

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

Express and share ideas for media artworks through brainstorming, sketching, and modeling.

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

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

Make guided changes and Identify the effects of making changes to the content, form, or presentation, in order to refine and finish media artworks.

Combine varied content (for example, arts, media, literary, science) in media artworks for presentation (for example, an illustrated story).

Describe various artistic skills and roles (for example, technical steps, planning, collaborating) in media arts productions and presentations.

Describe and demonstrate basic creative skills within media arts productions (for example, varying techniques).

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

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

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

Identify components and messages in media artworks.

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

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

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

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

Synthesize and relate knowledge and personal experiences to make art.

Connecting

Apply criteria to evaluate artistic work.

Construct meaningful interpretations of artistic work.

Perceive and analyze artistic work.

Responding

Convey meaning through the presentation of artistic work.

Develop and refine artistic techniques and work for presentation.

Select, analyze, and interpret artistic work for presentation.

Performing

Revise, refine, and complete artistic work.

Organize and develop artistic ideas and work.

Generate and conceptualize artistic ideas and work.

Creating

Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music as developmentally appropriate.

Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life as developmentally appropriate.

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

With limited guidance, demonstrate and discuss personal reasons for selecting musical ideas that represent expressive intent.

With limited guidance, use iconic or standard notation and/or recording technology to document and organize personal musical ideas.

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

With limited guidance, present a final version of personal musical ideas to peers.

With limited guidance, demonstrate and discuss personal interest in, knowledge about, and purpose of varied musical selections.

With limited guidance, demonstrate knowledge of musical concepts (for example, beat, melodic contour) in a variety of music selected for performance.

When analyzing selected music, read and perform simple rhythmic and melodic patterns using iconic or standard notation.

Demonstrate and describe music's expressive qualities (for example, dynamics, tempo).

With limited guidance, apply personal, teacher, and peer feedback to refine performances.

With limited guidance, perform music for a specific purpose with expression.

Perform appropriately for the audience and purpose.

With limited guidance, identify and demonstrate how personal interests and experiences influence musical selection for specific purposes.

With limited guidance, demonstrate and identify how specific music concepts (for example, beat, pitch) are used in various styles of music for a purpose.

With limited guidance, demonstrate and identify expressive qualities (for example, dynamics, tempo) that reflect performers' expressive intent.

With limited guidance, apply personal and expressive preferences in the evaluation of music for specific purposes.

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

Synthesize and relate knowledge and personal experiences to make art.

Connecting

Apply criteria to evaluate artistic work.

Construct meaningful interpretations of artistic work.

Perceive and analyze artistic work.

Responding

Convey meaning through the presentation of artistic work.

Develop and refine artistic techniques and work for presentation.

Select, analyze, and interpret artistic work for presentation.

Performing

Revise, refine, and complete artistic work.

Organize and develop artistic ideas and work.

Generate and conceptualize artistic ideas and work.

Creating

Identify character emotions in a guided drama experience (for example, process drama, story drama, creative drama) and relate it to personal experience.

Apply skills and knowledge from different art forms and content areas in a guided drama experience (for example, process drama, story drama, creative drama).

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

Collaborate on the creation of visual and aural elements in a literary-based guided drama experience based on research.

Propose potential choices characters could make in a guided drama experience (for example, process drama, story drama, creative drama).

Collaborate with peers to conceptualize costumes and props in a guided drama experience (for example, process drama, story drama, creative drama).

Imagine ways in which voice/sound and gesture/movement may be used to create or retell a story in guided drama experiences (for example, process drama, story drama, creative drama).

With prompting and support, contribute to a sequential plot in a guided drama experience (for example, process drama, story drama, creative drama).

Develop concentration while participating in a guided drama experience (for example, process drama, story drama, creative drama).

Identify similarities and differences in sounds and movements in a guided drama experience (for example, process drama, story drama, creative drama).

Collaboratively transform the performance space into an imagined world for a guided drama experience (for example, process drama, story drama, creative drama).

Suggest original story elements in a guided drama experience (for example, process drama, story drama, creative drama).

Investigate how movement and voice are incorporated into a guided drama experience (for example, process drama, story drama, creative drama).

With prompting and support, identify technical elements (costumes, lights, props, set, sound) that can be used in a guided drama experience (for example, process drama, story drama, creative drama).

With prompting and support, use movement and gestures to communicate in an informal drama.

Recall choices made in a guided drama experience (for example, process drama, story drama, creative drama).

Explore personal feelings and emotions in a guided drama experience.

With prompting and support, explore the student's own culture through dramatic play or a guided drama experience (for example, process drama, story drama, creative drama).

Explain or use text and pictures to describe how personal emotions and choices compare to the emotions and choices of characters in a guided drama experience (for example, process drama, story drama, creative drama).

With prompting and support, identify favorite or least favorite parts of a drama/theatre experience.

Identify props and costumes that are used in a guided drama experience (for example, process drama, story drama, creative drama).

Demonstrate appropriate audience behavior during a drama/theatre performance.

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

Synthesize and relate knowledge and personal experiences to make art.

Connecting

Apply criteria to evaluate artistic work.

Construct meaningful interpretations of artistic work.

Perceive and analyze artistic work.

Responding

Convey meaning through the presentation of artistic work.

Develop and refine artistic techniques and work for presentation.

Select, analyze, and interpret artistic work for presentation.

Presenting

Revise, refine, and complete artistic work.

Organize and develop artistic ideas and work.

Generate and conceptualize artistic ideas and work.

Creating

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

Understand that people from different places and times have made art for a variety of reasons.

Engage collaboratively in exploration and imaginative play with materials.

Use observation and investigation in preparation for making a work of art.

Explore uses of materials and tools to create works of art or design.

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

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

Use art vocabulary to describe choices while creating art.

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

Ask and answer questions such as where, when, why, and how artwork should be prepared for presentation or preservation.

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

Select and describe works of art that illustrate daily life experiences of self and others.

Compare images that represent the same subject.

Identify subject matter and describe characteristics of works of art.

Classify artwork based on different reasons for preferences.