Arizona State Standards for Arts Education: Grade 1

AZ.1. Music (Foundations): Creating Art: Students know and apply the arts disciplines, techniques and processes to communicate in original or interpretive work.

1AM-F1. Students know and are able to sing/play a varied repertoire of songs from different genres and diverse cultures.

PO 1. Sing and/or play American folk songs.

PO 2. Identify folk songs from various cultures.

PO 3. Sing and/or play folk songs from diverse cultures.

PO 4. Sing and/or play songs of various genres.

1AM-F2. Students know and are able to sing/play, matching timbre and dynamics, in response to conductor cues (e.g., ostinatos [repeating patterns], partner songs [each student has his own part which fits together with others], in rounds, in groups).

PO 1. Explain a variety of conducting cues.

PO 2. Respond to specific conducting cues.

PO 3. Demonstrate simple conducting patterns and cues in 2/4, 3/4, and 4/4 time signatures.

PO 4. Properly respond to conductor's cues in performance.

1AM-F3. Students know and are able to read/perform whole, half, dotted half, quarter, eighth notes, and rests in 2/4, 3/4, and 4/4 time.

PO 1. Identify meter and note/rest values of stated time signatures.

PO 2. Compare and contrast meter and note/rest values.

PO 3. Sing and/or play a simple rhythm pattern.

1AM-F4. Students know and are able to sing/play expressively, on pitch and in rhythm with appropriate dynamics, phrasing, interpretation, timbre, diction, posture and tempo.

PO 1. Listen to and describe the elements of expressive music.

PO 2. Perform a piece with expression.

PO 3. Compare and contrast music performed with, and without, expression.

1AM-F5. Students know and are able to perform independent instrumental parts while other students sing or play contrasting parts.

PO 1. Perform instrumental part alone.

PO 2. Perform instrumental part with contrasting parts of group.

1AM-F6. Students know and are able to identify form, tension and release, and balance in music from listening to examples.

1AM-F7. Students know and are able to improvise in consistent style, meter and tonality (e.g., simple rhythmic variations, simple melodic embellishments) on familiar melodies, short melodies.

PO 1. Identify a variety of elements for a given style.

PO 2. Perform a song in the specific style chosen for PO 1.

PO 3. Improvise musical segments in various styles.

1AM-F8. Students know and are able to sing/perform with expression and technical accuracy a variety of musical literature representing diverse genres and cultures, with level of difficulty 2 on a scale of 1-6, including some songs performed from memory.

PO 1. Sing/play numerous pieces within specific styles.

PO 2. Perform music of various styles for an audience.

PO 3. Perform music from memory.

1AM-F9. Students know and are able to create/arrange short songs and instrumental pieces within specified guidelines, using a variety of sound sources (sound sources may include, but are not limited to body percussion, found objects, non-pitched instruments, pitched instruments, computer generated sound sources).

1AM-F10. Students know and are able to listen to musical examples with sustained attention and self-discipline.

1AM-F11. Students know and are able to use standard musical notation to record personal musical ideas and the ideas of others.

PO 1. Identify constructs of standard musical notation.

PO 2. Write standard musical notation.

PO 3. Notate simple rhythmic and melodic dictation accurately.

AZ.2. Music (Foundations): Art in Context: Students demonstrate how interrelated conditions (social, economic, political, time and place) influence and give meaning to the development and reception of thought, ideas and concepts in the arts.

2AM-F1. Students know and are able to identify various uses (e.g., songs of celebration, game songs, marches, dance music, work songs) of music in daily experiences and describe characteristics that make certain music suitable for each use.

PO 1. Describe how music is used in daily experiences.

PO 2. List and classify songs used in different settings.

PO 3. Describe characteristics that make music suitable for each setting.

2AM-F2. Students know and are able to identify by genre or style examples of music from historical periods and cultures.

PO 1. Identify historical periods and cultures.

PO 2. Classify musical examples into appropriate periods and cultures.

2AM-F3. Students know and are able to identify and describe the roles of musicians (e.g., orchestra conductor, folk singer, church organist) in various musical settings and cultures.

PO 1. Discuss the roles of different musical careers.

PO 2. List and classify a variety of musical careers that fit various settings and cultures.

PO 3. Describe the roles of musicians in various musical settings.

2AM-F4. Students know and are able to explain personal preference for a specific musical work, using appropriate terminology.

PO 1. Describe characteristics that make music suitable for each setting.

AZ.3. Music (Foundations): Art as Inquiry: Students demonstrate how the arts reveal universal concepts and themes. Students reflect upon and assess the characteristics and merits of their work and the work of others.

3AM-F1. Students know and are able to use appropriate terminology (e.g., tempo, meter, style, tonality, quarter notes/whole notes, types of musical instruments and voices) to describe and explain music.

PO 1. Identify various musical terms.

PO 2. Describe a piece of music using appropriate terminology.

3AM-F2. Students know and are able to explain personal preferences for specific musical works and styles.

3AM-F3. Students know and are able to identify and discuss the similarities and differences in music produced by themselves and others, using technology as one means of communicating personal ideas in a variety of forums (e-mail, Internet, MIDI technology, web pages).

3AM-F4. Students know and are able to describe criteria for evaluating performances and compositions.

PO 1. List constructs of performance (i.e., diction, articulation, style, genre).

PO 2. Outline which constructs occurred in a given performance.

PO 3. Evaluate a given performance based upon the criteria from PO 2.

3AM-F5. Students know and are able to identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with music.

PO 1. Identify various principles of music.

PO 2. Identify various principles of other disciplines.

PO 3. Describe the interrelationship of principles from PO 1 and PO 2.

AZ.1. Visual Arts (Foundations): Creating Art: Students know and apply the arts, disciplines, techniques and processes to communicate in original or interpretive work.

1AV-F1. Students know and are able to select and use subjects, themes and symbols in works of art.

PO 1. Use subjects in a work of art.

PO 2. Use themes in a work of art.

PO 3. Use symbols in a work of art.

1AV-F2. Students know and are able to use additional arts media (e.g., crayon, photography, pastels, video), techniques, and processes to communicate a variety of ideas, experiences and responses.

PO 1. Use unfamiliar art media in a work of art.

PO 2. Use unfamiliar techniques and processes in a work of art.

PO 3. Demonstrate how different media, techniques and processes can be used tocommunicate a variety of ideas, experiences and responses.

1AV-F3. Students know and are able to demonstrate knowledge and use of a variety of techniques, processes and media to create two- and three-dimensional artworks.

PO 1. Create a two-dimensional artwork using a variety of techniques, processes and/ormedia.

PO 2. Create a three-dimensional artwork using a variety of techniques, processes and/ormedia.

1AV-F4. Students know and are able to apply the elements of art and principles of design (e.g., showing perspective by varying the size of objects in a landscape) to create and control mass, form and space constructions.

PO 1. Create an artwork with overlapping objects to show depth on a two-dimensionalsurface.

PO 2. Use varying sizes of objects in a composition to show depth (e.g., foreground objectsappear larger than background objects).

1AV-F5. Students know and are able to organize and develop visual solutions to given problems such as using color and line to influence a response (e.g., joy, warmth, happiness, sadness) from the viewer.

PO 1. Determine a variety of possible solutions to a given artistic problem (e.g., brain- storming).

PO 2. Select best options to a given artistic problem.

PO 3. Create a work based on selected solution to the given artistic problem.

1AV-F6. Students know and are able to use visual structures (e.g., organizational principles, expressive features, sensory qualities) to organize the components of own work into a cohesive and meaningful whole.

PO 1. Create a finished work of art based on organizational principles (e.g., rhythm,emphasis, unity).

PO 2. Use expressive qualities to create meaning in a finished work of art.

1AV-F7. Students know and are able to expand knowledge and use of different arts media (e.g., metals, paper casting, computer graphics, fiber arts).

PO 1. Describe characteristics of art media.

1AV-F8. Students know and are able to demonstrate responsible use of tools and materials.

AZ.2. Visual Arts (Foundations): Art in Context: Students demonstrate how interrelated conditions (social, economic, political, time, and place) influence and give meaning to the development and reception of thought, ideas and concepts in the arts.

2AV-F1. Students know and are able to select and demonstrate an understanding of how subject matter communicates meaning, themes, and ideas in works made by themselves and others.

PO 1. Match similar subject matter in art images/objects.

PO 2. Match various subject matter with various meanings or themes (i.e., smiling face withhappiness or cityscape with growth of society).

2AV-F2. Students know and are able to demonstrate how elements of time period and location influence art.

PO 1. Identify characteristics of particular periods of time within the history of art.

PO 2. Recall past information to suggest various influences on art images/objects (e.g.,it looks like...).

2AV-F3. Students know and are able to identify and describe how history, culture and visual arts can and do influence one another.

PO 1. Identify art images/objects from a particular culture.

PO 2. Tell what changes occur over time in a particular culture.

PO 3. Find commonalities in art images/objects from various cultures and time periods.

PO 4. Restate the purpose an art image/object served based on the cultural history of themaker (e.g., Kachina dolls to the Hopi).

2AV-F4. Students know and are able to identify realistic, abstract, and non-objective artworks.

PO 1. Identify realistic artworks.

PO 2. Identify abstract artworks.

PO 3. Identify non-objective artworks.

2AV-F5. Students know and are able to describe careers (e.g., children's book illustrator, sculptor, graphic designer, painter, arts teacher, photojournalist, museum curator, architect, film animator) in the visual arts.

PO 1. Identify careers in the visual arts.

PO 2. Explore possible career options in visual art.

PO 3. Identify the skills needed and career options in the creation of a product (e.g., theprocess of bookmaking from idea to completion).

PO 4. Present visual arts career information (e.g., role-playing, posters).

AZ.3. Visual Arts (Foundations): Art as Inquiry: Students demonstrate how the arts reveal universal concepts and themes. Students reflect upon and assess the characteristics and merits of their work and the work of others.

3AV-F1. Students know and are able to identify and discuss the similarities and differences of art produced by themselves and others, using technology as one means of communicating personal ideas in a variety of forums.

PO 1. Compare works of art produced by themselves to communicate a personal idea.

PO 2. Compare works of art produced by others to communicate a personal idea.

PO 3. Use electronic media to describe similarities and differences between artworks.

3AV-F2. Students know and are able to understand there are various purposes for creating works of art.

PO 1. Explain various purposes for art (e.g., function, ceremonial).

PO 2. Identify various uses for art works in time and context.

PO 3. Determine the other purposes the artwork could have served.

3AV-F3. Students know and are able to provide a rationale for why they like or dislike specific artworks based on the art elements, principles of design, values and themes.

PO 1. Use the elements of art to provide a rationale for one's own like or dislike of aspecific artwork.

PO 2. Use the principles of design to provide a rationale for like or dislike of a specificartwork.

PO 3. Use values and themes to provide a rationale for one's own like or dislike of a specificartwork.

3AV-F4. Students know and are able to use appropriate visual art terminology to describe artworks.

PO 1. Describe artworks using the elements of art and principles of design.

PO 2. Describe artworks based on art form, tools, media, and processes used (e.g., sculpture, chisel, stone, and reduction).

3AV-F5. Students know and are able to describe how personal experiences and outside influences may affect the work of an artist, as well as the perceptions of the viewer.

PO 1. Identify the influences and experiences of the artist in relationship to a particularartwork.

PO 2. Identify the influences and experiences of the viewer in relationship to a particularartwork.

PO 3. Compare the influences and experiences of the artist and viewer in relation to aparticular artwork.

AZ.1. Theatre (Foundations): Creating Art: Students know and apply the arts disciplines, techniques and processes to communicate in original or interpretive work.

1AT-F1. Students know and are able to working within a group use selected characters, environments, and actions to improvise a dramatic problem; formalize by recording and/or writing the dialogue and stage directions.

PO 1. Describe characters within a dramatic activity.

PO 2. Sequence the events in the dramatic activity.

PO 3. Describe the environment.

PO 4. Choose appropriate props to enhance the scene.

PO 5. Improvise a dramatic scene.

PO 6. Write or record improvised dialogue and stage movement.

1AT-F2. Students know and are able to imagine and clearly describe (e.g., through variations of movement and gesture, vocal pitch, volume and tempo) characters, their relationships, what they want and why.

PO 1. Describe the imagined characters and their wants and needs (motivation), and basic relationships with the other characters in the scene.

PO 2. Demonstrate the character motivations and relationships through dialogue and movement.

1AT-F3. Students know and are able to, as a character, play out her/his wants by interacting with others, maintaining concentration, and contributing to the action of classroom improvisations (e.g., scenes based on personal experience and heritage, imagination, literature and history).

PO 1. Develop small group improvisations based on characters' wants and needs.

PO 2. Interact in role with other characters in the improvisation.

PO 3. Use an imaginative range of movement and dialogue that is appropriate to the characters within the improvisation.

1AT-F4. Students know and are able to draw or verbally describe mental images for the time, place and mood of classroom dramatizations.

PO 1. As a group, decide on a time, place and mood for the improvisation.

PO 2. Use line, shape, texture, color, space, balance and pattern to depict the mental image that was developed through the group process.

1AT-F5. Students know and are able to collaborate to choose elements of scenery, objects, sound, lighting, clothing and makeup to suggest the place, mood and characters for classroom dramatizations.

PO 1. Choose available scenery pieces and/or props to suggest the chosen environment.

PO 2. Choose to lighten or partially darken the room to enhance the mood of the improvisation.

PO 3. Choose or create sound exploring a variety of sound media (e.g., body percussion, pitched and unpitched percussion, voices, found sounds, electronic sources) to enhance the meaning and mood of the improvisation.

PO 4. Choose available clothing, accessories and props to suggest character.

AZ.2. Theatre (Foundations): Art in Context: Students demonstrate how interrelated conditions (social, economic, political, time and place) influence and give meaning to the development and reception of thought, ideas and concepts in the arts.

2AT-F1. Students know and are able to research information (e.g., social, economic, political, time, place) to enrich classroom dramatizations.

PO 1. Given a story to improvise, use a variety of sources (e.g., library books, family information, pictures) to develop an image of the look, sound, touch, taste of the time and place of the story.

2AT-F2. Students know and are able to identify, by genre, examples of theatre about historical periods and cultures.

PO 1. Given an opportunity to see a production (television, film, theatre) about a different time or culture, identify the culture by country of setting and time.

PO 2. Given an opportunity to see a production (television, film, theatre) about a different time or culture, explain the differences between comic and serious drama.

2AT-F3. Students know and are able to demonstrate how interrelated conditions (e.g., social, economic, political, time, place) influence the characters and stories in theatre.

PO 1. Describe how place (e.g., cold or hot climate, desert or rain forest) and time(e.g., past, present or future) affects the characters in a play, film or television show.

2AT-F4. Students know and are able to discuss the role of theatre, film, television and electronic media in their lives and in the lives of others.

PO 1. Graph how much television, film and theatre is viewed by one's self and others.

AZ.3. Theatre (Foundations): Art as Inquiry: Students demonstrate how the arts reveal universal concepts and themes. Students reflect upon and assess the characteristics and merits of their work and the work of others.

3AT-F1. Students know and are able to describe how the performers communicate their characters and how the costumes, set, lights and sound contribute to classroom dramatizations and dramatic performances.

PO 1. Describe the movement and vocal choices of the actors that helped to depict ordistinguish their character.

PO 2. Discuss how costumes, set, lights, and sound helped to communicate the time, place,and mood of the play.

3AT-F2. Students know and are able to infer a character's motivations and emotions and predict future action or the resolution to a conflict in the drama.

PO 1. Identify the characters' feelings at several specified moments in the play and speculatewhy they felt that way.

PO 2. Determine the motivations of two different characters in the play and determine theoptional ending that each character would like to see.

PO 3. Discuss what might or could happen after the play ends.

3AT-F3. Students know and are able to identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with theatre.

PO 1. Identify how a 'good' speaking voice is similar to a singing voice.

PO 2. Discuss the effect of the music's genre, style, tempo, etc., in a theatre production.

PO 3. List elements of the short story that are similar to those of a drama.

PO 4. Relate subject matter of a play (time, place, story) to an historical event orpersonal/social problem.

PO 5. Identify and explore how actor movement is similar to dance in its use of space, range,tempo and energy of movement.

PO 6. Discuss the visual art elements used in a theatrical presentation.

PO 7. Discuss how physical fitness is important to actors.

3AT-F4. Students know and are able to analyze classroom dramatizations and, using appropriate terminology, constructively suggest alternative ideas for dramatizing roles, arranging environments, and developing situations, along with means of improving the collaborative process of planning, playing, responding and evaluating.

PO 1. Discuss appropriate ways to give, take and use constructive criticism.

PO 2. Describe what was effective about character dialogue and actions in telling a story.

PO 3. Suggest alternative dialogue and/or actions to tell a story or communicate character ormovement.

PO 4. Suggest vocal techniques (e.g., volume, tempo, range, energy, clarity) that improvecommunication of character.

PO 5. Evaluate how well participants in classroom dramatizations worked together (e.g., listening, accepting ideas of others).

3AT-F5. Students know and are able to explain personal preferences for specific dramatizations.

PO 1. Identify a character that one enjoyed and explain one's own reaction.

PO 2. Identify and explain why a story, incident or problem found in a play is interesting.

3AT-F6. Students know and are able to compare and contrast art forms by describing theatre, film, television or electronic media productions, using technology as one means of communicating personal ideas in a variety of forums.

PO 1. View several dramatic pieces (e.g., an historical/biographical play, fantasy, cartoon)and summarize each story.

PO 2. Compare and contrast characters, action, and environment within those productions.

AZ.1. Dance (Foundations): Creating Art: Students know and apply the arts disciplines, techniques and processes to communicate in original or interpretive work.

1AD-F1. Students know and are able to demonstrate appropriate kinesthetic response and ability to concentrate while performing movement skills.

PO 1. Demonstrate sustained focus while working on a movement task.

PO 2. Demonstrate accuracy in performing locomotor and nonlocomotor movement.

PO 3. Move in response to words, emotions, sounds, imagery or music.

1AD-F2. Students know and are able to create a movement phrase with a beginning, middle and end with, and without, a rhythmic accompaniment with shapes at low, middle and high levels.

PO 1. Suggest possible beginnings, middles and endings for a movement phrase.

PO 2. Demonstrate shapes at low, middle and high levels.

PO 3. Create and demonstrate a complete movement phrase with, or without, accompaniment.

PO 4. Create individual and group design.

1AD-F3. Students know and are able to discuss own impressions (e.g., based on life experiences, concepts from other sources) of a dance.

PO 1. Observe and discuss a dance.

PO 2. Describe selected parts of a dance.

PO 3. Discuss how dance relates to personal experience.

1AD-F4. Students know and are able to demonstrate movement qualities (e.g., energy, force, power).

PO 1. Demonstrate the difference between tension and relaxation in stillness and motion.

PO 2. Demonstrate the differences between strong, light and heavy movement.

PO 3. Demonstrate the ability to vary the intensity of dynamics by changing the amount of energy used in a given movement.

1AD-F5. Students know and are able to invent multiple solutions to movement problems.

PO 1. Create several endings to a movement phrase.

PO 2. Change the order of a movement sequence.

PO 3. Combine dynamics in a movement phrase.

1AD-F6. Students know and are able to create a dance phrase, then vary it, making changes in time, space and energy/force.

PO 1. Create a dance phrase, then vary the tempo.

PO 2. Create a dance phrase, then vary the directions and level.

PO 3. Create a dance phrase, then vary the energy used.

1AD-F7. Students know and are able to demonstrate the ability to copy, lead, follow and mirror.

PO 1. Follow and/or copy movements and shapes of a designated leader.

PO 2. Improvise with a partner or group as if looking into a mirror while sitting, standing and/or moving through space.

PO 3. Lead movements to be imitated by a group or partner.

AZ.2. Dance (Foundations): Art in Context: Students demonstrate how interrelated conditions (social, economic, political, time and place) influence and give meaning to the development and reception of thought, ideas and concepts in the arts.

2AD-F1. Students know and are able to observe and describe the action and movement elements (e.g., time, space, energy/force) in a brief movement study.

PO 1. Identify the movements in a brief movement study.

PO 2. Identify the dance elements of time (e.g., meter, tempo), space (e.g., directions, levels), and energy (e.g., intensity, dynamics) in a brief movement study.

PO 3. Analyze the dance elements of time, space and energy in a brief movement study.

2AD-F2. Students know and are able to describe how dances are similar and different in terms of one of the dance elements (e.g., space, shape, level, pathways).

PO 1. Observe various forms and styles of dance (e.g., ballet, modern, jazz).

PO 2. Identify the similarities and differences between various dance styles.

2AD-F3. Students know and are able to select and demonstrate folk dances from various cultures and describe the cultural and historical context of each.

PO 1. Observe and perform simple folk and ethnic dances.

PO 2. Identify similarities and differences between dances of different cultures and historical periods.

PO 3. Explain how dance is part of today's cultures.

2AD-F4. Students know and are able to identify and describe roles of dancers (e.g., Hopi butterfly dancers, ballet dancers, square dancers, Ballet Folklorico performers, modern dancers, East Indian Classical dancers) in various dance settings and cultures.

PO 1. Define the role of dancers in various dance settings and cultures.

PO 2. Identify ways that the dancers' roles define, express, and communicate culture.

2AD-F5. Students know and are able to explain how healthful practices enhance one's own ability to dance.

PO 1. Identify appropriate warm-up activities.

PO 2. Identify the eating and sleeping habits that enhance the ability to dance.

AZ.3. Dance (Foundations): Art as Inquiry: Students demonstrate how the arts reveal universal concepts and themes. Students reflect upon and assess the characteristics and merits of their work and the work of others.

3AD-F1. Students know and are able to present their own dances to peers and discuss their meaning with competence and confidence.

PO 1. Perform dance compositions for others.

PO 2. Describe what their dance is about.

PO 3. Explain the choices made to create the dance.

3AD-F2. Students know and are able to discuss differing interpretations of and reactions to a dance produced by themselves and others, using technology as one means of communicating personal ideas in a variety of forums.

PO 1. Use another medium (e.g., tape recorder, computer, camcorder) to communicate personal impressions of dance.

3AD-F3. Students know and are able to recognize and explore multiple solutions to a given movement problem.

PO 1. Identify multiple solutions to a given movement problem.

PO 2. Create multiple solutions to a given movement problem.

PO 3. Share multiple solutions to a given movement problem.

3AD-F4. Students know and are able to identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with dance.

PO 1. Explore the correlation between dance and other subject areas.