California State Standards for Arts Education: Grade 2

CA.1.0. Dance: Artistic Perception: Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Dance: Students perceive and respond, using the elements of dance. They demonstrate movement skills, process sensory information, and describe movement, using the vocabulary of dance.

1.1. Development of Motor Skills and Technical Expertise: Show a variety of combinations of basic locomotor skills (e.g., walk and run, gallop and jump, hop and skip, slide and roll).

1.2. Development of Motor Skills and Technical Expertise: Show a variety of combinations of axial movements (e.g., swing and balanced shapes, turn and stretch, bend and twist).

1.3. Comprehension and Analysis of Dance Elements: Perform short movement problems, emphasizing the element of time (e.g., varied tempos, rhythmic patterns, counting).

1.4. Comprehension and Analysis of Dance Elements: Expand the ability to incorporate spatial concepts with movement problems.

1.5. Development of Dance Vocabulary: Name a large number of locomotor and axial movements used in dance.

CA.2.0. Dance: Creative Expression: Creating, Performing, and Participating in Dance: Students apply choreographic principles, processes, and skills to create and communicate meaning through the improvisation, composition, and performance of dance.

2.1. Creation/Invention of Dance Movements: Create and improvise movement patterns and sequences.

2.2. Creation/Invention of Dance Movements: Demonstrate multiple solutions in response to a given movement problem (e.g., In how many ways can you travel from point A to point B?).

2.3. Application of Choreographic Principles and Processes to Creating Dance: Create a simple sequence of movement with a beginning, a middle, and an end, incorporating level and directional changes.

2.4. Application of Choreographic Principles and Processes to Creating Dance: Create shapes and movements, using fast and slow tempos.

2.5. Application of Choreographic Principles and Processes to Creating Dance: Develop a dance phrase that has a sense of unity.

2.6. Communication of Meaning in Dance: Create, memorize, and perform original expressive movements for peers.

2.7. Development of Partner and Group Skills: Work cooperatively in small and large groups.

2.8. Development of Partner and Group Skills: Demonstrate partner skills (e.g., imitating and leading/following).

CA.3.0. Dance: Historical and Cultural Context: Understanding the Historical Contributions and Cultural Dimensions of Dance: Students analyze the function and development of dance in past and present cultures throughout the world, noting human diversity as it relates to dance and dancers.

3.1. Development of Dance: Name and perform social and traditional dances from various cultures.

3.2. Development of Dance: Explain commonalities among basic locomotor and axial movements in dances from various countries.

3.3. Development of Dance: Name and perform rhythms from different cultures (e.g., through clapping, stamping, using whole body movement).

3.4. History and Function of Dance: Describe dances seen in celebrations and community events.

CA.4.0. Dance: Aesthetic Valuing: Responding to, Analyzing, and Making Judgments About Works of Dance: Students critically assess and derive meaning from works of dance, performance of dancers, and original works according to the elements of dance and aesthetic qualities.

4.1. Description, Analysis, and Criticism of Dance: Use basic dance vocabulary to name and describe a dance observed or performed (e.g., levels, rhythm patterns, type of energy).

4.2. Description, Analysis, and Criticism of Dance: Describe how the movement in dances of peers communicates ideas or moods to the viewer (e.g., ocean environment or a sad or joyous dance).

4.3. Meaning and Impact of Dance: Describe the similarities and differences in performing various dances (e.g., direction changes, steps, type of energy and tempo).

CA.5.0. Dance: Connections, Relationships, Applications: Connecting and Applying What Is Learned in Dance to Learning in Other Art Forms and Subject Areas and to Careers: Students apply what they learn in dance to learning across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to dance.

5.1. Connections and Applications Across Disciplines: Use literature to inspire dance ideas (e.g., poem, cartoon, nursery rhyme).

5.2. Connections and Applications Across Disciplines: Demonstrate language arts concepts through dance (e.g., show different punctuation marks through movement).

5.3. Development of Life Skills and Career Competencies: Describe how choreographers create dances.

5.4. Development of Life Skills and Career Competencies: Describe how dancing requires good health-related habits (e.g., adequate nutrition, water, and rest; proper preparation for physical activity).

CA.1.0. Music: Artistic Perception: Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Music: Students read, notate, listen to, analyze, and describe music and other aural information, using the terminology of music.

1.1. Read and Notate Music: Read, write, and perform simple rhythmic patterns, using eighth notes, quarter notes, half notes, and rests.

1.2. Read and Notate Music: Read, write, and perform simple patterns of pitch, using solfege.

1.3. Listen to, Analyze, and Describe Music: Identify ascending/descending melody and even/uneven rhythm patterns in selected pieces of music.

1.4. Listen to, Analyze, and Describe Music: Identify simple musical forms, emphasizing verse/refrain, AB, ABA.

1.5. Listen to, Analyze, and Describe Music: Identify visually and aurally individual wind, string, brass, and percussion instruments used in a variety of music.

CA.2.0. Music: Creative Expression: Creating, Performing, and Participating in Music: Students apply vocal and instrumental musical skills in performing a varied repertoire of music. They compose and arrange music and improvise melodies, variations, and accompaniments, using digital/electronic technology when appropriate.

2.1. Apply Vocal and Instrumental Skills: Sing with accuracy in a developmentally appropriate range.

2.2. Apply Vocal and Instrumental Skills: Sing age-appropriate songs from memory.

2.3. Apply Vocal and Instrumental Skills: Play rhythmic ostinatos on classroom instruments.

2.4. Compose, Arrange, and Improvise: Improvise simple rhythmic and melodic accompaniments, using voice and a variety of classroom instruments.

CA.3.0. Music: Historical and Cultural Context: Understanding the Historical Contributions and Cultural Dimensions of Music: Students analyze the role of music in past and present cultures throughout the world, noting cultural diversity as it relates to music, musicians, and composers.

3.1. Role of Music: Identify the uses of specific music in daily or special events.

3.2. Diversity of Music: Sing simple songs and play singing games from various cultures.

3.3. Diversity of Music: Describe music from various cultures.

CA.4.0. Music: Aesthetic Valuing: Responding to, Analyzing, and Making Judgments About Works of Music: Students critically assess and derive meaning from works of music and the performance of musicians according to the elements of music, aesthetic qualities, and human responses.

4.1. Analyze and Critically Assess: Use the terminology of music in discussing individual preferences for specific music.

4.2. Derive Meaning: Create developmentally appropriate movements to express pitch, tempo, form, and dynamics in music.

4.3. Derive Meaning: Identify how musical elements communicate ideas or moods.

4.4. Derive Meaning: Respond to a live performance with appropriate audience behavior.

CA.5.0. Music: Connections, Relationships, Applications: Connecting and Applying What Is Learned in Music to Learning in Other Art Forms and Subject Areas and to Careers: Students apply what they learn in music across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to music.

5.1. Connections and Applications: Identify similar themes in stories, songs, and art forms (e.g., patterns, texture).

5.2. Careers and Career-Related Skills: Identify and discuss who composes and performs music.

CA.1.0. Theatre: Artistic Perception: Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Theatre: Students observe their environment and respond, using the elements of theatre. They also observe formal and informal works of theatre, film/video, and electronic media and respond, using the vocabulary of theatre.

1.1. Development of the Vocabulary of Theatre: Use the vocabulary of theatre, such as plot (beginning, middle, and end), scene, sets, conflict, script, and audience, to describe theatrical experiences.

1.2. Comprehension and Analysis of the Elements of Theatre: Use body and voice to improvise alternative endings to a story.

CA.2.0. Theatre: Creative Expression: Creating, Performing, and Participating in Theatre: Students apply processes and skills in acting, directing, designing, and script writing to create formal and informal theatre, film/videos, and electronic media productions and to perform in them.

2.1. Development of Theatrical Skills: Perform in group improvisational theatrical games that develop cooperative skills and concentration.

2.2. Creation/Invention in Theatre: Retell familiar stories, sequencing story points and identifying character, setting, and conflict.

2.3. Creation/Invention in Theatre: Use improvisation to portray such concepts as friendship, hunger, or seasons.

2.4. Creation/Invention in Theatre: Create costume pieces, props, or sets for a theatrical experience.

CA.3.0. Theatre: Historical and Cultural Context: Understanding the Historical Contributions and Cultural Dimensions of Theatre: Students analyze the role and development of theatre, film/video, and electronic media in past and present cultures throughout the world, noting diversity as it relates to theatre.

3.1. Role and Cultural Significance of Theatre: Identify theatre and storytelling forms from different cultures.

3.2. History of Theatre: Identify universal characters in stories and plays from different periods and places.

CA.4.0. Theatre: Aesthetic Valuing: Responding to, Analyzing, and Critiquing Theatrical Experiences: Students critique and derive meaning from works of theatre, film/video, electronic media, and theatrical artists on the basis of aesthetic qualities.

4.1. Critical Assessment of Theatre: Critique an actor's performance as to the use of voice, gesture, facial expression, and movement to create character.

4.2. Critical Assessment of Theatre: Respond to a live performance with appropriate audience behavior.

4.3. Derivation of Meaning from Works of Theatre: Identify the message or moral of a work of theatre.

CA.5.0. Theatre: Connections, Relationships, Applications: Connecting and Applying What Is Learned in Theatre, Film/Video, and Electronic Media to Other Art Forms and Subject Areas and to Careers: Students apply what they learn in theatre, film/video, and electronic media across subject areas. They develop competencies and creative skills in problem solving, communication, and time management that contribute to lifelong learning and career skills. They also learn about careers in and related to theatre.

5.1. Connections and Applications: Use problem-solving and cooperative skills in dramatizing a story, a current event, or a concept from another subject area.

5.2. Careers and Career-Related Skills: Demonstrate the ability to participate cooperatively in the different jobs required to create a theatrical production.

CA.1.0. Visual Arts: Artistic Perception: Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to the Visual Arts: Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations.

1.1. Develop Perceptual Skills and Visual Arts Vocabulary: Perceive and describe repetition and balance in nature, in the environment, and in works of art.

1.2. Develop Perceptual Skills and Visual Arts Vocabulary: Perceive and discuss differences in mood created by warm and cool colors.

1.3. Analyze Art Elements and Principles of Design: Identify the elements of art in objects in nature, the environment, and works of art, emphasizing line, color, shape/form, texture, and space.

CA.2.0. Visual Arts: Creative Expression: Creating, Performing, and Participating in the Visual Arts: Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.

2.1. Skills, Processes, Materials, and Tools: Demonstrate beginning skill in the use of basic tools and art-making processes, such as printing, crayon rubbings, collage, and stencils.

2.2. Skills, Processes, Materials, and Tools: Demonstrate beginning skill in the use of art media, such as oil pastels, watercolors, and tempera.

2.3. Communication and Expression Through Original Works of Art: Depict the illusion of depth (space) in a work of art, using overlapping shapes, relative size, and placement within the picture.

2.4. Communication and Expression Through Original Works of Art: Create a painting or drawing, using warm or cool colors expressively.

2.5. Communication and Expression Through Original Works of Art: Use bilateral or radial symmetry to create visual balance.

CA.3.0. Visual Arts: Historical and Cultural Context: Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts: Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.

3.1. Role and Development of the Visual Arts: Explain how artists use their work to share experiences or communicate ideas.

3.2. Role and Development of the Visual Arts: Recognize and use the vocabulary of art to describe art objects from various cultures and time periods.

3.3. Diversity of the Visual Arts: Identify and discuss how art is used in events and celebrations in various cultures, past and present, including the use in their own lives.

CA.4.0. Visual Arts: Aesthetic Valuing: Responding to, Analyzing, and Making Judgments About Works in the Visual Arts: Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities.

4.1. Derive Meaning: Compare ideas expressed through their own works of art with ideas expressed in the work of others.

4.2. Derive Meaning: Compare different responses to the same work of art.

4.3. Make Informed Judgments: Use the vocabulary of art to talk about what they wanted to do in their own works of art and how they succeeded.

4.4. Make Informed Judgments: Use appropriate vocabulary of art to describe the successful use of an element of art in a work of art.

CA.5.0. Visual Arts: Connections, Relationships, Applications: Connecting and Applying What Is Learned in the Visual Arts to Other Art Forms and Subject Areas and to Careers: Students apply what they learn in the visual arts across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to the visual arts.

5.1. Connections and Applications: Use placement, overlapping, and size differences to show opposites (e.g., up/down, in/out, over/under, together/apart, fast/slow, stop/go).

5.2. Connections and Applications: Select and use expressive colors to create mood and show personality within a portrait of a hero from long ago or the recent past.

5.3. Visual Literacy: Identify pictures and sort them into categories according to expressive qualities (e.g., theme and mood).

5.4. Careers and Career-Related Skills: Discuss artists in the community who create different kinds of art (e.g., prints, ceramics, paintings, sculpture).