Indiana State Standards for Arts Education: Grade 3

IN.3.1. Dance: Learning Dance Skills and the Creative Process: Students demonstrate knowledge and skills of dance elements.

3.1.1. Explore the ways people in the past have used performance or ritual to communicate.

3.1.2. Examine the dynamic relationship between community, culture, and the theatre.

3.1.3. Examine the value of theatre as a means of integrating history and culture.

3.1.4. Demonstrate and identify the element of time through movement using tempo, rhythm, duration, and pattern.

IN.3.2. Dance: Learning Dance Skills and the Creative Process: Students understand and demonstrate choreographic principles, processes, and structures.

3.2.1. Recognize the differences between literary forms such as prose or scripted plays.

3.2.2. Identify the various ways that a story could be performed.

3.2.3. Utilize all dance elements (body, space, force, and time) to create and demonstrate floor pathways.

IN.3.3. Dance: Learning Dance Skills and the Creative Process: Students understand and demonstrate dance as a way to create and communicate.

3.3.1. Identify and describe character, plot, theme, and setting in stories.

3.3.2. Identify and describe the character, plot, and setting in classroom dramatizations and/or formal productions.

3.3.3. Identify and demonstrate similarities and differences between dance and human movement.

IN.3.4. Dance: Analysis, Culture and History: Students reflect upon, evaluate, and analyze dance experiences.

3.4.1. Use selected criteria to critique what they see, hear, and understand. Hear the dialogue.' or 'I liked it when the hero saved the little girl.'

3.4.2. Speculate on the meaning of a performance.

3.4.3. Describe observed dance movement activities using three dance elements.

3.4.4. Describe how an observed dance utilized choreographic principles, processes, or structures.

IN.3.5. Dance: Analysis, Culture and History: Students understand and demonstrate dance from diverse cultures and historical periods.

3.5.1. Recognize and respond to the unique qualities of the theatre experience.

3.5.2. Demonstrate an increased awareness of dances from various cultures.

3.5.3. Identify and demonstrate dances from two different historical periods.

IN.3.6. Dance: Healthy Practices: Students demonstrate connections between dance and healthy living.

3.6.1. Dramatize stories using improvisation and theatre games.

3.6.2. Collaboratively improvise scenes based on personal experiences.

IN.3.7. Dance: Integration: Students integrate dance with the other arts and disciplines outside the arts.

3.7.1. Conceive and draw or write a description of an imagined visual environment.

3.7.2. Arrange the classroom furniture to reflect the layout of a real place.

IN.3.8. Dance: Community and Careers: Students value the role of dance in the life of the community and identify its associated careers.

3.8.1. Based on an observation of a person or animal, create a character profile describing specific movements and characteristics.

3.8.2. Through physical actions, depict a human or animal character.

IN.3.1. Music: Singing alone and with others: Students sing independently, with a clear tone and on pitch. They sing with correct rhythm, diction, and posture, while maintaining a steady tempo. They also sing expressively with appropriate dynamics and phrasing. Students in third grade sing from memory songs of various styles and cultures, along with ostinatos and partner songs. They sing in groups, blending vocal sounds, dynamic levels, and responding to the conductor.

3.1.1. Sing warm-up exercises while listening for good diction, posture, and tone quality.

3.1.2. Sing a capella (unaccompanied) with appropriate dynamics and phrasing.

3.1.3. Sing a memorized song that emphasizes the cultural heritage of class members.

3.1.4. Sing an ostinato or partner song while maintaining a steady tempo.

3.1.5. Follow the conductor.

IN.3.2. Music: Playing an instrument alone and with others: Students perform on pitch and in rhythm independently and with a steady tempo. They echo rhythmic or melodic patterns accurately and perform a variety of pieces expressively. They also perform in groups, play accompaniments, and respond to a conductor's motions.

3.2.1. Play a given pitch pattern.

3.2.2. Echo rhythmic or melodic patterns.

3.2.3. Play an easy ostinato accompaniment independently.

3.2.4. Maintain a steady beat on a percussion instrument.

3.2.5. Play a short melody using appropriate dynamics.

3.2.6. Play an instrument with a group, following the cues of a conductor.

IN.3.3. Music: Reading, notating and interpreting music: Students read music notation in simple meters or groupings, using a system of syllables, numbers, or letters. They correctly name symbols and terms referring to dynamics, tempo, articulation, and perform them correctly when they appear in the music. They also use standard symbols to notate meter, rhythm, pitch, articulation, and dynamics.

3.3.1. Read and write whole, half, quarter, and eighth notes and rests in 2/4 and 4/4 time signatures.

3.3.2. Read pitch notation by the letter names on the lines and spaces of the treble clef.

3.3.3. Identify melodic direction in written pitch notation as moving up or down by steps or skips.

3.3.4. Identify and explain dynamic markings for forte, mezzo forte, mezzo piano, piano, crescendo and diminuendo (decrescendo).

3.3.5. Identify and explain the symbols for a fermata, octave, and D.C. al fine.

IN.3.4. Music: Improvising melodies and accompaniments: Students improvise musical responses that sound similar to the rhythmic and melodic phrases given by the instructor. They improvise simple melodies and rhythmic and melodic ostinato accompaniments, using traditional sounds, sounds from the classroom, body sounds such as clapping, or electronic sounds.

3.4.1. Respond on a melodic or rhythmic instrument to teacher given phrases.

3.4.2. Create simple rhythmic or melodic ostinatos on a traditional or non-traditional instrument.

3.4.3. Invent short songs or pieces using several types of sounds.

IN.3.5. Music: Composing and arranging music within specified guidelines: Students create music to accompany readings or dramas. They create short songs and instrumental pieces with help from the instructor, using a variety of sound sources.

3.5.1. Create a song with the teacher's guidance, and record it either on tape or by notating it.

3.5.2. Notate a short melody.

3.5.3. Play a short melody using traditional or non-traditional sounds.

IN.3.6. Music: Listening to, analyzing, and describing music: Students identify simple musical forms when they are heard. They discuss and describe aural examples of music of many cultures, using proper terms as they are learned. They also identify the sounds of instruments. Students in third grade respond through movement to musical events while listening to music.

3.6.1. Diagram musical forms such as AB or ABA.

3.6.2. Use movement to indicate changes in the form of the music, and talk about those changes.

3.6.3. Explore the use of sounds and the voice to express character, feelings, and mood.

3.6.4. Create spontaneous dialogue to express feelings.

3.6.5. Use movements to demonstrate understanding of the musical events being heard.

IN.3.7. Music: Understanding relationships between music, the other arts, and disciplines outside the arts: Students identify similarities and differences in the meanings of common terms used in all of the arts. They describe ways that the arts involve ideas that can apply to many situations.

3.7.1. Compare and contrast two or more meanings of terms used in the arts.

3.7.2. Relate ideas learned or discussed in music to other situations in life.

IN.3.8. Music: Understanding music in relation to history and culture: Students identify familiar examples of music of another historical period or culture. They identify the uses of music and the roles of musicians in daily life.

3.8.1. Identify familiar pieces of music from other eras.

3.8.2. Identify a piece of music from a cultural background in addition to those represented in the class.

3.8.3. Read a play and discuss the relationships and behaviors of its characters.

IN.3.9. Music: Evaluating music and music performances: Students develop criteria for musical quality. They discuss personal preferences for specific musical works.

3.9.1. Discover what designers, directors, and playwrights do in the theatre.

3.9.2. Discuss likes and dislikes of musical examples using familiar musical terms.

IN.3.1. Visual Arts: Responding to Arts: History: Students understand the significance of visual art in relation to historical, social, political, spiritual, environmental, technological, and economic issues.

3.1.1. Identify visual clues in works of art and artifacts that reflect characteristics of a given culture and speculate on where, when, and by whom the work was made.

3.1.2. Speculate on the function or purpose of a work of art and make connections to the culture.

3.1.3. Identify themes and symbols in works of art from various cultures and time-periods.

IN.3.2. Visual Arts: Responding to Arts: History: Students recognize significant works of Western and non-Western art and understand the chronological development of art movements.

3.2.1. Recognize and be familiar with works of art from a variety of cultures and identify artist and clues to the culture.

3.2.2. Identify and distinguish between realistic, abstract, and non-objective works of art.

3.2.3. Describe clues found in a work of art or artifact that determine if the work is old or new.

IN.3.3. Visual Arts: Responding to Arts: Criticism: Students describe, analyze, and interpret works of art and artifacts.

3.3.1. Identify and describe sensory, formal, technical, and expressive properties in the work.

3.3.2. Construct meaning in works of art based on personal response, properties found in the work and background information about the work.

3.3.3. Use appropriate art vocabulary.

IN.3.4. Visual Arts: Responding to Arts: Criticism: Students identify and apply criteria to make informed judgments about art.

3.4.1. Listen to multiple responses to a work of art by people from the art world (historians, critics, philosophers, curators) then identify criteria used by these people in making informed judgments.

IN.3.5. Visual Arts: Responding to Art: Aesthetics: Students reflect on and discuss art theories and aesthetic issues concerning the meaning and significance of art.

3.5.1. Respond to a work of art and examine alternate responses of peers to discriminate between statements of facts and those of opinion.

3.5.2. Discuss questions about art and know that all cultures have different beliefs about beauty and art.

IN.3.6. Visual Arts: Responding to Art: Aesthetics: Students theorize about art and make informed judgments.

3.6.1. Identify artwork made from the artist's philosophy that art is at its best when it evokes strong emotions from viewers (emotionalism).

3.6.2. Reflect on personal response to a work of art and identify personal preference.

IN.3.7. Visual Arts: Creating Art: Production: Students observe, select, and utilize a range of subject matter, symbols, and ideas in their work.

3.7.1. Demonstrate observational skills in the production of artwork.

3.7.2. Create artwork that communicates personal ideas and experiences.

3.7.3. Demonstrate ability to successfully generate a variety of symbols, and select and refine a symbol that communicates the idea.

IN.3.8. Visual Arts: Creating Art: Production: Students understand and apply elements and principles of design effectively in their work.

3.8.1. Apply elements (line, shape, form, texture, color, and space) and principles (repetition, variety, rhythm, proportion, movement, balance, emphasis) in their work that effectively communicates their ideas.

3.8.2. Identify and discriminate between types of shape (geometric and organic), colors (primary, secondary, complementary), lines (characteristics and qualities), textures (tactile and visual), and space (placement/overlapping/negative/positive/size), in their work and the works of others.

IN.3.9. Visual Arts: Creating Art: Production: Students develop and apply skills using a variety of two dimensional and three dimensional media, tools, and processes to create works that communicate personal meaning.

3.9.1. Identify differences between media and the visual characteristics of each medium.

3.9.2. Identify and control different media, techniques, and processes to effectively communicate ideas, experiences, and stories including: Drawing, Painting, Printmaking, Ceramics, Sculpture/Architecture/Jewelry, Fibers, Mixed Media, and New Media.

3.9.3. Demonstrate safe and proper use, care, and storage of media, materials, and equipment.

IN.3.10. Visual Arts: Creating Art: Production: Students reflect on, revise, and refine work using problem solving and critical thinking skills.

3.10.1. Experience live theatre.

3.10.2. Discuss how theatre adds to community life.

3.10.3. Demonstrate respect for their work and the work of others.

IN.3.11. Visual Arts: Careers and Community: Students recognize a variety of art-related professions and careers in our society.

3.11.1. Create a theatre piece that integrates principles and ideals of American society.

IN.3.12. Visual Arts: Careers and Community: Students understand how art experiences affect daily life and identify opportunities for involvement in the arts.

3.12.1. Incorporate two other art forms into the creation of a theatre piece.

3.12.2. Visit local museums, exhibits, art performances, and experience visiting artists in the school.

IN.3.13. Visual Arts: Integrated Studies: Students identify and make connections between knowledge and skill in art and all other subject areas such as humanities, sciences, and technology.

3.13.1. Identify and compare similar concepts or principles found in art and across disciplines (such as symmetry, pattern, or celebration).

3.13.2. Demonstrates the ability to create a work of art integrating concepts, subject matter, or the sign systems (such as words or numbers) of another discipline.

IN.3.14. Visual Arts: Integrated Studies: Students understand the integrative nature of art forms including dance, theater, music, visual art, and media art.

3.14.1. Identify and compare similar concepts or principles found in visual art and other art forms.

3.14.2. Demonstrate ability to create an integrated work integrating concepts, processes, and sign systems (such as images, movement, sound, or words) of several art forms.

IN.3.1. Theatre: History and Culture: Students understand the significance of theatre and its relationship to history and cultures.

3.1.1. Explore the ways people in the past have used performance or ritual to communicate.

3.1.2. Examine the dynamic relationship between community, culture, and the theatre.

3.1.3. Examine the value of theatre as a means of integrating history and culture.

IN.3.2. Theatre: History and Culture: Students recognize significant works of the theatre and comprehend various performance styles.

3.2.1. Recognize the differences between literary forms such as prose or scripted plays.

3.2.2. Identify the various ways that a story could be performed.

IN.3.3. Theatre: Analysis and Response: Students understand and analyze the dramatic structure of plays and performances.

3.3.1. Identify and describe character, plot, theme, and setting in stories.

3.3.2. Identify and describe the character, plot, and setting in classroom dramatizations and/or formal productions.

IN.3.4. Theatre: Analysis and Response: Students identify, develop, and apply criteria to make informed judgments about theatre.

3.4.1. Use selected criteria to critique what they see, hear, and understand. Hear the dialogue.' or 'I liked it when the hero saved the little girl.'

3.4.2. Speculate on the meaning of a performance.

IN.3.5. Theatre: Analysis and Response: Students reflect on and interpret the nature of the theatre experience and its personal and artistic significance.

3.5.1. Recognize and respond to the unique qualities of the theatre experience.

IN.3.6. Theatre: Creative Process: Students create scripts and theatre pieces through collaboration, inquiry, and improvisation.

3.6.1. Dramatize stories using improvisation and theatre games.

3.6.2. Collaboratively improvise scenes based on personal experiences.

3.6.3. Explore the use of sounds and the voice to express character, feelings, and mood.

3.6.4. Create spontaneous dialogue to express feelings.

IN.3.7. Theatre: Creative Process: Students utilize imagination and research to design and implement the elements of a visual environment.

3.7.1. Conceive and draw or write a description of an imagined visual environment.

3.7.2. Arrange the classroom furniture to reflect the layout of a real place.

IN.3.8. Theatre: Creative Process: Students develop acting skills through observation, improvisation, and script analysis.

3.8.1. Based on an observation of a person or animal, create a character profile describing specific movements and characteristics.

3.8.2. Through physical actions, depict a human or animal character.

3.8.3. Read a play and discuss the relationships and behaviors of its characters.

IN.3.9. Theatre: Careers and Community: Students recognize a variety of theatrical careers.

3.9.1. Discover what designers, directors, and playwrights do in the theatre.

IN.3.10. Theatre: Careers and Community: Students develop a lifelong commitment to theatre arts and value their importance in the life of the community.

3.10.1. Experience live theatre.

3.10.2. Discuss how theatre adds to community life.

IN.3.11. Theatre: Integrated Studies: Students identify and make connections between theatre and other disciplines such as language arts, social studies, humanities, science, and technology.

3.11.1. Create a theatre piece that integrates principles and ideals of American society.

IN.3.12. Theatre: Integrated Studies: Students understand the integrative nature of theatre that includes dance, music, visual art, and media arts.

3.12.1. Incorporate two other art forms into the creation of a theatre piece.

3.1. Learning Dance Skills and the Creative Process: Students demonstrate knowledge and skills of dance elements.

3.2. Learning Dance Skills and the Creative Process: Students understand and demonstrate choreographic principles, processes, and structures.

3.3. Learning Dance Skills and the Creative Process: Students understand and demonstrate dance as a way to create and communicate.

3.4. Analysis, Culture and History: Students reflect upon, evaluate, and analyze dance experiences.

3.5. Analysis, Culture and History: Students understand and demonstrate dance from diverse cultures and historical periods.

3.6. Healthy Practices: Students demonstrate connections between dance and healthy living.

3.7. Integration: Students integrate dance with the other arts and disciplines outside the arts.

3.8. Community and Careers: Students value the role of dance in the life of the community and identify its associated careers.

3.9. Careers and Community: Students recognize a variety of theatrical careers.

3.10. Careers and Community: Students develop a lifelong commitment to theatre arts and value their importance in the life of the community.

3.11. Integrated Studies: Students identify and make connections between theatre and other disciplines such as language arts, social studies, humanities, science, and technology.

3.12. Integrated Studies: Students understand the integrative nature of theatre that includes dance, music, visual art, and media arts.