South Carolina State Standards for Arts Education: Grade 1

SC.I. Dance: Technique: Identifying and demonstrating movement elements and skills in performing dance.

I.A. Demonstrate nonlocomotor movements (e.g., bend, twist, stretch, swing).

I.B. Demonstrate basic locomotor movements (e.g., walk, run, hop, jump).

I.D. Use their bodies to create shapes at low, middle, and high levels.

I.E. Create, demonstrate, and imitate straight and curved pathways using locomotor and nonlocomotor movements.

I.F. Stately maintain personal and general space while moving.

I.G. Start, change, and stop movement in response to a rhythm.

I.I. Demonstrate kinesthetic awareness by moving body parts in isolation.

SC.II. Dance: Choreography: Understanding choreographic principles, processes, and structures.

II.A. Use improvisation to discover and invent movement and to solve movement problems.

II.B. Improvise, compose, and perform dance phrases based on a variety of stimuli (e.g., sensory cues, ideas, moods).

II.C. Create and repeat a simple sequence with a beginning, middle, and end, both with and without rhythmic accompaniment; identify each of the parts of the sequence.

II.H. Demonstrate the following partner skills: copying, leading, following, and mirroring.

II.J. Translate simple motif writing into movement.

SC.III. Dance: Nonverbal Communication: Understanding dance as a way to create and communicate meaning.

III.A. Describe how dance is different from other forms of human movement (e.g., sports maneuvers, everyday gestures).

III.B. Participate in class discussions about interpretations of responses to dances.

III.E. Improvise, create, and perform dances that communicate feelings and ideas.

SC.IV. Dance: Critical and Creative Thinking: Applying and demonstrating critical and creative thinking skills in dance.

IV.A. Generate multiple solutions to a simple movement problem (e.g., creating rounded or twisted shapes): then identify their favorite solution and defend their choice.

IV.C. Describe the technical and artistic components of various forms of dance.

IV.E. Demonstrate appropriate audience behavior while watching and responding to dance performances.

SC.V. Dance: History and Culture: Demonstrating and understanding dance in various cultures and historical periods.

V.A. Perform simple folk dances from various cultures.

V.C. Explain some of the reasons why people dance (e.g., entertainment, recreation, religious expression).

V.E. Identify contemporary Western theatrical dance forms (e.g., ballet, modern, tap, jazz).

V.F. Identify some of the dance artist (e.g., performers, teachers, choreographers) associated with Western theatrical dance forms.

SC.VI. Dance: Healthful Living: Making connections between dance and healthful living.

VI.A. Give examples of how healthy practices enhance one's ability to dance.

SC.VII. Dance: Connections: Making connections between dance and other disciplines.

VII.A. Respond to a dance by using another art form; explain the connections between the dance and their response to it (e.g., how their painting reflects the dance on saw).

VII.B. Create a simple dance that demonstrates understanding of a concept or idea from another discipline (e.g., symmetry, asymmetry).

SC.I. General Music: Singing: Students will sing, alone and with others, a varied repertoire of music.

I.A. Sing songs in a developmentally appropriate range (using head tones), matching pitch, echoing short, melodic patterns and maintaining a steady tempo.

I.B. Speak, chant, and sing, using expressive voices, moving to demonstrate awareness of beat, tempo, dynamics, and melodic direction

I.C. Sing from memory age-appropriate songs representing varied styles of music

I.D. Match pitch

I.E. Show body movements to identify high, middle, and low pitches

I.F. Perform body movement to show melodic shape

I.G. Identify melodic shape as a tune

I.H. Sing a variety of songs including call-response, verse-refrain- AB

I.I. Sing expressively showing an awareness of loud-soft and varied tempos

I.J. Sing pitch syllable names for s, m, l

I.K. Sing s, m, l when reading from a music staff

I.L. Follow conductor cues.

SC.II. General Music: Instrumental: Students will perform on instruments, alone and with others, a varied repertoire of music.

II.A. Play pitched and unpitched instruments, using a variety of instruments and other sound sources, including body percussion.

II.B. Play simple melodies and accompaniments on pitched and unpitched instruments, demonstrating awareness of beat, tempo, dynamics, and melodic direction.

II.C. Play appropriate pitched or unpitched instruments to accompany songs and games from varied cultures

II.D. Echo short rhythmic and melodic patterns.

SC.III. General Music: Improvisation: Students will improvise melodies, variations, and accompaniments.

III.A. Improvise songs and speech pieces to accompany play activities

III.B. Improvise instrumental accompaniments to songs, recorded selections, stories, and poems

III.C. Improvise simple rhythmic accompaniments, using body percussion and classroom instruments

SC.IV. General Music: Composition: Students will compose and arrange music within specified guidelines.

IV.A. Compose, representing music beats through the use of icons or invented symbols

IV.B. Compose, representing musical sounds and ideas through the use of icons, invented symbols, original graphics, and standard notation

SC.V. General Music: Reading and Notating: Students will read and notate music.

V.A. Read, write, and perform rhythmic notation using traditional, non-traditional, and invented symbols to represent beat, divided beat, and rest

V.B. Read and write melodic notation in pentatonic mode, using traditional, non-traditional, and invented symbols to represent pitch

V.C. Identify basic music symbols including staff, lines and spaces, measures, bar lines, double bar line, repeat signs, and meter.

SC.VI. General Music: Analysis: Students will listen to, analyze, and describe music.

VI.A. Identify examples of music forms, including echo, motive phrase, same/different, call/response, verse/refrain

VI.B. Describe music from diverse cultures using personal vocabulary

VI.C. Identify and describe basic elements in music, including high/low, fast/slow, and loud/soft

VI.D. Identify and describe the sources of a variety of sounds, including male and female voices and those of common instruments

VI.E. Show body movement in response to dynamics, tempo, and style of music

SC.VII. General Music: Evaluation: Students will evaluate music and music performances.

VII.A. Describe specific elements of musical works that evoke emotion and responses

VII.B. Describe personal preferences for specific musical works and performances

VII.C. Describe personal performances and performances of others and offer constructive suggestions for improvement

SC.VIII. General Music: Music Connections: Students will relate music to the other arts and disciplines outside the arts.

VIII.A. Identify music as a part of life and relate its uses to daily experiences, celebrations, and special events

VIII.B. Integrate music into creative writing, storytelling, poetry, dance, theater, visual arts, and other disciplines

SC.IX. General Music: History and Culture: Students will relate music to history and culture.

IX.A. Sing and play simple songs and music games from varied cultures

IX.B. Describe voices, instruments, music notation, varied genres and styles from diverse cultures, using personal vocabulary

SC.I. Theatre: Story making: Students will improvise, write and refine scripts based on imagination, personal experience, heritage, literature, and history for informal and formal theatre

I.A. Identify individual elements (who, what, and where) in classroom dramatizations.

I.B. Create scenes and scenarios (with a beginning, middle, and end) by improvising and participating in theatre games.

SC.II. Theatre: Acting: Students will assume roles and interact in improvisation.

II.A/B. Demonstrate physical character traits of humans, animals, and objects.

II.C. Describe and compare how people react to other people and to internal and external environments.

II.D. Assume roles in a variety of dramatizations

II.E. Perform in group (dramatizations)

SC.III. Theatre: Designing: Students will visualize and describe environments that communicate locale and mood in early grades, and later, develop designs and plans that clearly support the environment described in the script for informal and formal productions.

III.A. Identify sets and costumes appropriate for stories and/or classroom dramatizations.

III.C. Use scenery, properties, lighting, sound, costumes, and make-up in classroom dramatizations

SC.IV. Theatre: Directing: Students will respond to direction and side-coaching and demonstrate an understanding of the role of director in early grades and later, interpret dramatic texts and organize and conduct rehearsals for informal and formal theatre.

IV.A. Respond appropriately to instructor's directions and side-coaching in improvisations theatre games and activities.

IV.B. Identify the director's role in theatre

IV.C. Individually and collaboratively, plan classroom presentations.

SC.V. Theatre: Researching: Students will locate, explore, examine, and integrate information related to the theatre.

V.A. Communicate with peers about their classroom improvisations

SC.VI. Theatre: Connecting: Students will connect, compare, and incorporate ideas and concepts of theatre within the art form and to other disciplines.

VI.A. Identify a vocabulary of theatrical terminology

VI.B. Use performances skills to act out familiar stories

VI.C. Act out different careers and social roles through improvisations and theatre games

VI.E. Demonstrate an understanding of the collaborative nature of theatre.

VI.F. Identify and implement conventions unique to theatre (i.e. costumes, props, puppets, and masks)

SC.VII. Theatre: Valuing and Responding: Students will critique, assess, and derive meaning from theatrical experiences.

VII.A. Use appropriate audience etiquette during theatrical performances.

VII.B. Describe a theatrical experience in terms of aural, visual, and kinetic elements.

VII.C. Describe emotions evoked by theatre.

SC.VIII. Theatre: Historical/Cultural: Students will understand and integrate information form past and present cultures and times to enhance theatrical knowledge and experiences.

VIII.A. Perform dramatizations of stories from different time periods and cultures.

VIII.B. Identify the origins and historical significance of stories and theatrical conventions (masks, sets, costumes)

VIII.C. View and compare dramatic texts from different time periods and cultures.

SC.I. Visual Arts: Understanding and applying media, techniques, and processes. Creative Expression - Students will develop and expand visual arts knowledge of media, techniques, and processes in order to communicate and express ideas creatively.

I.A. Identify the differences between materials, techniques, and processes.

I.B. Use different media, techniques, and processes to communicate ideas, experiences, and stories.

I.C. Use art materials and tools in a safe and responsible manner.

SC.II. Visual Arts: Using knowledge of structures and functions such as elements and principles of design. Aesthetic Perception/Creative Expression - Students will demonstrate knowledge of the elements and principles of design and aesthetic awareness of visual and tactile qualities of art objects and the environment.

II.A. Identify the elements and principles of design in items that are of natural or of human origin.

II.B. Use elements and principles of design to communicate ideas in artworks.

SC.III. Visual Arts: Choosing and evaluating a range of subject matter, symbols, and ideas. Creative Expression/Aesthetic Valuing - Students will communicate ideas through selection of subject matter, symbols, and ideas in creating original artwork and evaluation of various artworks.

III.A. Create artwork that expresses personal experiences.

III.B. Describe personal responses to various subject matter, symbols, and ideas in artwork.

SC.IV. Visual Arts: Understanding the visual arts in relation to history and cultures. Visual Arts Heritage - Students will demonstrate knowledge of artists, art history, and world cultures and understand how the visual arts reflect, record, and shape cultures.

IV.A. Identify specific artworks and styles as belonging to particular artists, cultures, times and places.

IV.B. Identify a variety of art objects, artists, and resources specific to their community.

SC.V. Visual Arts: Reflecting upon and assessing the merits of their work and the work of others. Aesthetic Valuing/Visual Arts Heritage - Students will make informed responses regarding their work and the works of others through analysis, interpretation, and judgment.

V.A. Identify various purposes for creating artwork.

V.B. Compare and contrast the expressive qualities in nature and those found in artworks.

SC.VI. Visual Arts: Making connections between visual arts and other disciplines. Visual Arts Heritage/Integration - Students will demonstrate knowledge of connections among the content of visual arts, other disciplines, and everyday life.

VI.A. Distinguish between utilitarian and non-utilitarian art.

VI.B. Identify connections between the visual arts and other content areas across the curriculum.