Grade 2 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

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

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 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) and suggest additional sources for movement ideas.

Combine a variety of movements while manipulating the elements of dance.

Improvise a dance phrase with a beginning, a middle that has a main idea, and a clear end.

Choose movements that express a main idea or emotion or follow a musical phrase. Explain reasons for movement choices.

Explore suggestions and make choices to change movement from guided improvisation and/or short remembered sequences.

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

Demonstrate clear directionality and intent when performing locomotor and nonlocomotor movements that change body shapes, facings, and pathways in space. Identify symmetrical and asymmetrical body shapes and examine relationships between body parts.

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

Select and apply appropriate energy and dynamics to movements. Demonstrate kinesthetic awareness while dancing.

Demonstrate a range of locomotor and nonlocomotor 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 and exploring levels, directions, and pathway designs.

Repeat movements with an awareness of self and others in space. Self-adjust and modify movements or placement upon request.

Through performing a dance that conveys an idea, feeling, experience, image, or story, understand the role of an audience in a performance.

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

Identify a dance style within the pattern of a dance.

Demonstrate movements in dances from different genres or cultures.

Use context cues from movement to identify 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.

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, interests, information, and models in creating media artworks.

Discuss experiences of media artworks, describing their meaning and purpose.

Discuss how media artworks and ideas relate to everyday and cultural life (for example, media messages, media environments).

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

Discover multiple ideas for media artworks through brainstorming and improvising.

Choose ideas to create plans and models for media arts productions.

Construct and assemble content for unified media arts productions, identifying and applying basic principles (for example, positioning, attention).

Practice and describe expressive effects in altering, refining, and completing media artworks.

Practice combining varied content (for example, arts, media, literary, science) in media artworks for a unified presentation (for example, an illustrated story).

Enact roles to demonstrate basic ability in various identified artistic, design, technical, and soft skills (for example, tool use, decision making, collaboration) in media arts productions and presentations.

Demonstrate use of experimentation skills (for example, trial and error, playful practice) within and through media arts productions.

Demonstrate and explore identified methods to use tools to capture and form media artworks.

Identify and describe presentation conditions and perform task(s) in presenting media artworks.

Identify and describe the experience and share the results of presenting media artworks.

Identify and describe the components and messages in media artworks.

Identify and describe how a variety of media artworks create different experiences.

Determine the purposes and meanings of media artworks, considering their context.

Discuss the effectiveness of, and improvements for, media artworks, considering their context.

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 ideas and describe connection to specific purpose and context (for example, personal, social).

Demonstrate and explain personal reasons for selecting patterns and ideas for music that represent expressive intent.

Use iconic or standard notation and/or recording technology to combine, sequence, and document personal musical ideas.

Interpret and apply personal, peer, and teacher feedback to revise personal music.

Present a final version of personal musical ideas to peers or informal audience.

Demonstrate and explain personal interest in, knowledge about, and purpose of varied musical selections.

Demonstrate knowledge of musical concepts (for example, tonality, meter) in a variety of music for performance.

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

Demonstrate understanding of expressive qualities (for example, dynamics, tempo) and how performers use them to convey expressive intent.

Apply established criteria to judge the accuracy, expressiveness, and effectiveness of performances.

Perform music for a specific purpose with expression and technical accuracy.

Perform appropriately for the audience and purpose.

Explain and demonstrate how personal interests and experiences influence musical selection for specific purposes.

Describe how specific music concepts are used to support a specific purpose in music.

Demonstrate knowledge of music concepts and how they support performers' expressive intent.

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.

Integrate skills and knowledge from different art forms and content areas to make connections with community and social issues in a guided drama experience.

Identify similarities and differences in stories from multiple cultures in a guided drama experience (for example, process drama, story drama, creative drama).

Collaborate on the creation of a short scene based on a nonfiction literary source in a guided drama experience based on research.

Propose potential new details to plot and story in a guided drama experience (for example, process drama, story drama, creative drama).

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

Demonstrate ways in which voice/sound and gesture/movement may be used to create a character in a drama/theatre work.

Collaborate with peers to contribute to a sequential plot in a guided drama experience (for example, process drama, story drama, creative drama).

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

Use and adapt sounds and movements in a guided drama experience (for example, process drama, story drama, creative drama).

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

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

Make physical and vocal choices to develop a character in a guided drama experience (for example, process drama, story drama, creative drama).

Explore technical elements (costumes, lights, props, set, sound) in a guided drama experience.

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

Recognize when artistic choices are made in a guided drama experience (for example, process drama, story drama, creative drama).

Explain personal feelings and emotions in a guided drama experience.

Compare a folk tale or story from a culture other than the student's to a story from the student's culture through a guided drama experience (for example, process drama, story drama, or creative drama).

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 (for example, process drama, story drama, creative drama).

Understand how and why groups evaluate drama/theatre work.

Use a prop or costume in a guided drama experience (for example, process drama, story drama, creative drama) to describe characters, settings, or events.

Investigate how audience behavior impacts a 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

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 collaboratively multiple approaches to an art or design problem.

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 (for example, 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.

Communicate feelings when engaging works of art, and describe subject matter and characteristics.

Use learned art vocabulary to express preferences about artwork.