South Carolina State Standards for Arts Education: Kindergarten

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. Safely 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 shapes): then identify their favorite solution and defend their choice.

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).

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 (e.g., drawing, painting, singing).

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. Experiment with high, middle, and low vocal pitches by imitating known sounds such as sirens, shrieks, and animals.

I.E. Experiment with and locate head tones through activities such as pretending to throw voice upward, baby talking in head voice, and reciting nursery rhymes in head voice.

I.F. Match pitch by echoing so-mi patterns given by voice and instruments, following hand signals, and reading pitch icons.

I.G. Demonstrate body movements to indicate pitch directions which move up, down, or repeat.

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

VI.K. 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 in early grades

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. Begin to respond appropriately to instructor's directions and side-coaching in improvisations theatre games and activities.

IV.C. Begin to individually and collaboratively, plan classroom presentations.

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

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.D. Use visual arts, dance, music, or electronic media to enhance a classroom performance.

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. Begin to 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 some elements and principles of design in artworks.

II.B. Use some elements and principles of design 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 artworks and in the evaluation of various artworks.

III.A. Create an artwork that expresses personal experiences.

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. Begin to identify specific artworks and styles as belonging to particular artists, cultures, times, and places.

IV.B. Begin to identify some 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 some purposes for creating artwork.

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. Begin to identify connections between the visual arts and other content areas across the curriculum.