Kindergarten Fine Arts ILS Standards

Recognize and name an emotion that is experienced when watching, improvising, or performing dance and relate it to a personal experience.

Observe a work of art. Describe and then express through movement something of interest about the artwork and ask questions for discussion concerning the artwork.

Describe or demonstrate the movements in a dance that was watched or performed.

Respond in movement to a variety of stimuli (for example, music/sound, text, objects, images, symbols, observed dance).

Explore different ways to do basic locomotor and non-locomotor movements by changing at least one of the elements of dance.

Improvise dance that has a beginning, middle, and end.

Express an idea, feeling, or image, through improvised movement moving alone or with a partner.

Apply suggestions for changing movement through guided improvisational experiences.

Depict a dance movement by drawing a picture or using a symbol.

Make still and moving body shapes that show lines (for example, straight, bent, curved), changes levels, and vary in size (large/small). Join with others to make a circle formation and work with others to change its dimensions.

Demonstrate tempo contrasts with movements that match the tempo of sound stimuli.

Identify and apply different characteristics to movements (for example, slow, smooth, wavy).

Demonstrate same side and cross-body locomotor and non-locomotor movements, body patterning movements, and body shapes.

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

Move body parts in relation to other body parts and repeat and recall movements upon request.

Dance for others in a designated space.

Select a prop to use as part of a dance.

Identify a movement that repeats in a dance.

Demonstrate and repeat observed or performed dance movements.

Observe movement and use simple dance terminology to describe it.

Select a movement observed in a dance. Demonstrate the movement and explain why it was selected.

Apply criteria to evaluate artistic work.

Connecting

Organize and develop artistic ideas and work.

Creating

Revise, refine, and complete artistic work.

Construct meaningful interpretations of artistic work.

Perceive and analyze artistic work.

Performing

Responding

Generate and conceptualize artistic ideas and work.

Convey meaning through the presentation of artistic work.

Synthesize and relate knowledge and personal experiences to make art.

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

Select, analyze, and interpret artistic work for presentation.

Develop and refine artistic techniques and work for presentation.

Use personal experiences and choices in making media artworks.

Share memorable experiences of media artworks.

With guidance, share ideas in relating media artworks and everyday life (for example, daily activities).

With guidance, interact safely and appropriately with media arts tools and environments.

Discover and share ideas for media artworks through brainstorming, creative play, and experimentation.

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

Form and capture media arts content for expression and meaning in media arts productions.

Make guided changes to the content, form, or presentation of media artworks and share results.

With guidance, combine art forms and media content (for example, dance, video) to form media artworks for presentation.

Identify and demonstrate basic skills (for example, handling tools, making choices, cooperating) in creating and presenting media artworks.

Identify and demonstrate creative skills (for example, performing) within media arts productions.

Practice, discover, and share how media arts creation tools work.

With guidance, identify and share roles in presenting media artworks.

With guidance, identify and share reactions to the presentation of media artworks.

Recognize and, with guidance, share components and messages in media artworks.

Recognize and share how a variety of media artworks create different experiences.

With guidance, share observations regarding a variety of media artworks.

Share qualities and possible changes in media artworks by using guided questioning.

Synthesize and relate knowledge and personal experiences to make art.

Responding

Organize and develop artistic ideas and work.

Creating

Apply criteria to evaluate artistic work.

Generate and conceptualize artistic ideas and work.

Develop and refine artistic techniques and work for presentation.

Select, analyze, and interpret artistic work for presentation.

Connecting

Perceive and analyze artistic work.

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

Revise, refine, and complete artistic work.

Producing

Convey meaning through the presentation of artistic work.

Construct meaningful interpretations of artistic work.

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.

With limited guidance, create musical ideas (for example, answering a musical question) for a specific purpose.

With guidance, demonstrate and choose favorite musical ideas.

With guidance, apply personal, peer, or teacher feedback in refining personal musical ideas.

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

With guidance, demonstrate and state personal interest in varied musical selections.

With guidance, explore and demonstrate awareness of musical contrasts (for example, high/low, loud/soft, same/different) in a variety of music selected for performance.

With guidance, demonstrate awareness of expressive qualities (for example, voice quality, dynamics, tempo) that support the performers' expressive intent.

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

With guidance, perform music with expression.

Perform appropriately for the audience.

With guidance, list personal interests and experiences and demonstrate why they prefer some music selections over others.

With guidance, demonstrate how a specific music concept (for example, beat, melodic direction) is used in music.

With guidance, demonstrate awareness of expressive qualities (for example, dynamics, tempo) that reflect performers' expressive intent.

With guidance, apply personal and expressive preferences in the evaluation of music.

Select, analyze, and interpret artistic work for presentation.

Creating

Revise, refine, and complete artistic work.

Responding

Synthesize and relate knowledge and personal experiences to make art.

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

Construct meaningful interpretations of artistic work.

Connecting

Organize and develop artistic ideas and work.

Perceive and analyze artistic work.

Convey meaning through the presentation of artistic work.

Apply criteria to evaluate artistic work.

Performing

Develop and refine artistic techniques and work for presentation.

Generate and conceptualize artistic ideas and work.

Generate and conceptualize artistic ideas and work.

Performing

Connecting

Apply criteria to evaluate artistic work.

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

Select, analyze, and interpret artistic work for presentation.

Creating

Organize and develop artistic ideas and work.

Revise, refine, and complete artistic work.

Develop and refine artistic techniques and work for presentation.

Construct meaningful interpretations of artistic work.

Responding

Synthesize and relate knowledge and personal experiences to make art.

With prompting and support, identify similarities between characters and oneself in dramatic play or a guided drama experience (for example, process drama, story drama, creative drama).

With prompting and support, identify skills and knowledge from other areas in dramatic play or a guided drama experience (for example, process drama, story drama, creative drama).

With prompting and support, identify stories that are similar and different from one another in dramatic play or a guided drama experience (for example, process drama, story drama, creative drama.

With prompting and support, tell a short story in dramatic play or a guided drama experience (for example, process drama, story drama, creative drama).

With prompting and support, invent and inhabit an imaginary elsewhere in dramatic play or a guided drama experience (for example, process drama, story drama, creative drama).

With prompting and support, use nonrepresentational materials to create props, puppets, and costume pieces for dramatic play or a guided drama experience (for example, process drama, story drama, and creative drama).

With prompting and support, students transition between imagination and reality in dramatic play or a guided drama experience (for example, process drama, story drama, creative drama).

With prompting and support, interact with peers and contribute to dramatic play or a guided drama experience (for example, process drama, story drama, creative drama).

With prompting and support, ask and answer questions in dramatic play or a guided drama experience (for example, process drama, story drama, creative drama).

With prompting and support, identify characters and setting in dramatic play or a guided drama experience (for example, process drama, story drama, creative drama).

Explore and experiment with various technical elements (costumes, props, set) through dramatic/creative play.

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).

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

Convey meaning through the presentation of artistic work.

Revise, refine, and complete artistic work.

Select, analyze, and interpret artistic work for presentation.

Perceive and analyze artistic work.

Synthesize and relate knowledge and personal experiences to make art.

Construct meaningful interpretations of artistic work.

Creating

Organize and develop artistic ideas and work.

Develop and refine artistic techniques and work for presentation.

Responding

Apply criteria to evaluate artistic work.

Presenting

Connecting

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

Generate and conceptualize artistic ideas and work.

Create art that tells a story about a life experience.

Identify a purpose of an artwork.

Engage in exploration and imaginative play with materials.

Engage collaboratively in creative art making in response to an artistic problem.

Through experimentation, build skills in various media and approaches to artmaking.

Identify safe and nontoxic art materials, tools, and equipment.

Create art that represents natural and constructed environments.

Explain the process of making art while creating.

Select art objects for a personal portfolio and display, explaining why they were chosen.

Explain the purpose of a portfolio or collection.

Explain what an art museum is and distinguish how an art museum is different from other buildings.

Identify uses of art within one's environment.

Describe what an image represents.

List details and identify subject matter of works of art.

Explain reasons for selecting a preferred artwork.