Florida State Standards for Arts Education: Grade 4

FL.DA.A.1.2. Dance: Skills and Techniques: The student identifies and demonstrates movement elements in performing dance.

DA.A.1.2.1. The student uses underlying principles of body movement (e.g., alignment, balance, imitation of movement, articulation of isolated body parts, weight shift, elevation and landing, contraction and release, and fall and recovery).

DA.A.1.2.2. The student knows dance steps, positions, and patterns from various dance forms or traditions (e.g., ethnic, modern, and ballet).

DA.A.1.2.3. The student uses transitional movements to connect motions made at low, middle, and high levels, both in place and through space.

FL.DA.A.2.2. Dance: Skills and Techniques: The student understands choreographic principles, processes, and structures.

DA.A.2.2.1. The student explores the use of basic choreographic principles (e.g., transition and dynamic change).

DA.A.2.2.2. The student creates structured improvisations of dance movements in a variety of groupings.

DA.A.2.2.3. The student creates a dance phrase (i.e., a brief sequence of related movements that has a sense of rhythmic completion), repeats it, and varies it (e.g., makes changes in time, space, and force/energy).

DA.A.2.2.4. The student works with others using partnering skills such as imitating, leading, following, and mirroring.

FL.DA.B.1.2. Dance: Creation and Communication: The student understands dance is a way to create meaning.

DA.B.1.2.1. The student knows the difference between pantomiming and abstracting a gesture and the student performs a gesture using each technique.

DA.B.1.2.2. The student performs movement sequences to various accompaniments (e.g., sound, music, and spoken text), demonstrating their effect.

DA.B.1.2.3. The student creates a dance that the student communicates experiences and ideas of personal significance.

FL.DA.C.1.2. Dance: Cultural and Historical Connections: The student demonstrates and the student understands dance in various cultures and historical periods.

DA.C.1.2.1. The student knows the traditions and techniques (e.g., steps and movement styles) of various dances (e.g., folk, social, and classical) in various cultures and time periods.

DA.C.1.2.2. The student performs folk, social, and classical dances from various cultures.

DA.C.1.2.3. The student understands the role of dance in different cultures.

FL.DA.D.1.2. Dance: Aesthetic and Critical Analysis: The student applies and demonstrates critical and creative thinking skills in dance.

DA.D.1.2.1. The student understands how individual solutions to movement problems are based on personal choices.

DA.D.1.2.2. The student understands similarities and differences among various dance compositions in terms of space, time, and force.

DA.D.1.2.3. The student knows possible aesthetic criteria for evaluating dance (e.g., skill of performers, originality, visual and emotional impact, variety, and contrast).

FL.DA.E.1.2. Dance: Applications to Life: The student makes connections between dance and healthful living.

DA.E.1.2.1. The student creates personal improvement goals in dance and the student uses problem-solving techniques to achieve goals.

DA.E.1.2.2. The student knows movement strategies that involve injury prevention (e.g., strength training, flexibility, and coordination).

DA.E.1.2.3. The student understands how a healthy lifestyle program, which involves proper nutrition, adequate sleep, and daily exercise, leads to enhanced dance performance.

FL.DA.E.2.2. Dance: Applications to Life: The student makes connections between dance and other disciplines.

DA.E.2.2.1. The student creates a movement study that illustrates a concept.

FL.MU.A.1.2. Music: Skills and Techniques: The student sings, alone and with others, a varied repertoire of music.

MU.A.1.2.1. The student sings songs (e.g., descants, rounds, partner songs, and two- and three-part songs) maintaining own part and using proper breathing techniques and a pleasing tone, with and without accompaniments.

MU.A.1.2.1.4.1. The student sings melodic patterns and songs, matching pitch, with an extended range (D-F1).

MU.A.1.2.1.4.2. The student echoes simple melodic patterns using sol, do, re, mi, fa, sol, la, ti, and do.

MU.A.1.2.1.4.3. The student demonstrates healthy singing techniques, including posture, breath support, voice placement, unified vowels, and articulated consonants.

MU.A.1.2.1.4.4. The student sings unison songs, partner songs, rounds, ostinati, and other songs with two independently moving lines, with and without accompaniment, using accurate pitch and rhythm.

MU.A.1.2.2. The student sings music (some from memory) representing various cultures, genres (e.g., march, work song, and lullaby), and styles (e.g., of various cultures and composers).

MU.A.1.2.2.4.1. The student sings, with stylistic accuracy, a diverse repertoire representing various cultures, historical periods, and genres.

MU.A.1.2.3. The student uses appropriate expressive and stylistic devices (e.g., dynamics, tone quality, phrasing, articulation, and interpretation).

MU.A.1.2.3.4.1. The student sings with expression and style appropriate to the music performed.

MU.A.1.2.4. The student blends vocal timbres, matches dynamic levels, and responds to the cues of a conductor when singing as part of a group.

MU.A.1.2.4.4.1. The student sings with others, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor.

FL.MU.A.2.2. Music: Skills and Techniques: The student performs on instruments, alone and with others, a varied repertoire of music.

MU.A.2.2.1. The student independently performs melodies and patterns with various rhythmic, melodic, and harmonic classroom instruments (e.g., recorders, keyboards, barred instruments, and autoharps), with appropriate instrumental techniques.

MU.A.2.2.1.4.1. The student performs a song independently on a melodic instrument within the pentatonic scale with tonal and rhythmic accuracy.

MU.A.2.2.1.4.2. The student performs rhythmic, melodic, and harmonic instrumental accompaniments.

MU.A.2.2.1.4.3. The student produces a characteristic instrumental tone using appropriate performance techniques (for example, breath support, posture, hand position).

MU.A.2.2.2. The student performs a variety of music genres and styles expressively on classroom and ethnic instruments (e.g., pop, folk, Caribbean, Polynesian, and classical).

MU.A.2.2.2.4.1. The student performs on pitched and non-pitched instruments, with stylistic accuracy, a diverse repertoire representing various cultures, historical periods, and genres.

MU.A.2.2.2.4.2. The student performs on classroom and ethnic instruments with expression and style appropriate to the music.

MU.A.2.2.3. The student performs on classroom instruments (independently and in groups) and responds to tempo, balance, and blend cues of a conductor.

MU.A.2.2.3.4.1. The student performs on instruments in an ensemble, maintaining a common tempo, blending instrumental timbres, and matching dynamic levels.

MU.A.2.2.3.4.2. The student responds to the tempo and dynamics cues of a conductor.

MU.A.2.2.4. The student performs simple music phrases by ear.

MU.A.2.2.4.4.1. The student echoes rhythmic and melodic phrases on pitched and non-pitched instruments.

FL.MU.A.3.2. Music: Skills and Techniques: The student reads and notates music.

MU.A.3.2.1. The student sight reads simple melodies from standard notation on the treble clef; 2/4, 3/4, and 4/4 meters; and various major keys.

MU.A.3.2.1.4.1. The student sight reads rhythm patterns, including quarter notes, quarter rests, half notes, half rests, eighth notes, whole notes, whole rests, dotted half notes, dotted quarter notes, and simple syncopated patterns, in duple and triple meter.

MU.A.3.2.1.4.2. The student sight reads short patterns and melodies within the pentatonic scale.

MU.A.3.2.2. The student accurately interprets music symbols and terms for dynamics, tempos, articulation, and expression when performing.

MU.A.3.2.2.4.1. The student interprets music symbols and terms in repertoire that refer to dynamics, tempo, articulation, and expression (for example, crescendo, fermata, andante, legato) when performing.

MU.A.3.2.3. The student writes notation for simple melodic patterns that have been performed by someone else.

MU.A.3.2.3.4.1. The student writes notation for rhythmic patterns, including quarter notes, quarter rests, half notes, half rests, eighth notes, whole notes, and dotted half notes that have been performed by someone else.

MU.A.3.2.3.4.2. The student writes notation for melodic patterns presented aurally, using steps, repeated tones, and skips based triads using do, re, mi, fa, sol, la, ti, and do within the diatonic scale.

FL.MU.B.1.2. Music: Creation and Communication: The student improvises melodies, variations, and accompaniments.

MU.B.1.2.1. The student improvises 'musical answers' (e.g., rhythmic variations and melodic embellishments) in the same style to given rhythmic and melodic phrases.

MU.B.1.2.1.4.1. The student improvises short rhythmic and melodic 'answer phrases' in the same style as given 'question phrases.'

MU.B.1.2.2. The student improvises through singing and playing simple rhythmic and melodic ostinato (e.g., repetitive, short music patterns) and variations on familiar melodies.

MU.B.1.2.2.4.1. The student improvises rhythmic and melodic patterns and creates simple variations on familiar melodies.

FL.MU.B.2.2. Music: Creation and Communication: The student composes and arranges music within specific guidelines.

MU.B.2.2.1. The student knows how to compose short songs and instrumental pieces within specified guidelines and with a variety of traditional and nontraditional sound sources (e.g., voices, instruments, drum machine, paper tearing, foot tapping, and finger snapping) to express an idea or feeling.

MU.B.2.2.1.4.1. The student arranges short songs for classroom performance (for example, changing dynamics, timbre, and form).

MU.B.2.2.1.4.2. The student creates short vocal and instrumental works containing contrasting musical ideas (for example, unity, repetition) using traditional and nontraditional sound sources.

MU.B.2.2.2. The student understands how composed music communicates text, ideas, meanings, and emotion.

MU.B.2.2.2.4.1. The student identifies musical characteristics of a selection (for example, dynamics, timbre, tempo) that enhance lyrics and communicate an idea or emotion.

FL.MU.C.1.2. Music: Cultural and Historical Connections: The student understands music in relation to culture and history.

MU.C.1.2.1. The student knows music and composers that represent various historical periods and cultures (e.g., orchestral and band, Baroque and Handel, Villa-Lobos and mariachi).

MU.C.1.2.1.4.1. The student classifies selected exemplary works from various historical periods by genre, style, and composer.

MU.C.1.2.2. The student describes how basic elements of music (e.g., rhythm, melody, timbre, texture, and dynamics) are used in different types of music around the world.

MU.C.1.2.2.4.1. The student explains how use of specific musical elements (for example, rhythm, melody, timbre, expressive devices) is characteristic of music from various world cultures.

MU.C.1.2.3. The student understands the roles that regions, events, and historical contexts have in generating various types of music (e.g., Appalachian, zydeco, and salsa).

MU.C.1.2.3.4.1. The student identifies music that represents the history and diverse cultures of Florida.

MU.C.1.2.4. The student knows representative composers and well-known musicians (e.g., Sousa, Foster, Copland, and Louis Armstrong) who influenced various types of American music.

MU.C.1.2.4.4.1. The student identifies important composers and performers who influenced various genres of American music (for example, Foster, Copland, Estefan).

FL.MU.D.1.2. Music: Aesthetic and Critical Analysis: The student listens to, analyzes, and describes music.

MU.D.1.2.1. The student knows how to analyze simple songs in regard to rhythm, melodic movement, and basic forms (e.g., ABA, verse, and refrain).

MU.D.1.2.1.4.1. The student listens to and analyzes a composition to identify meter (duple, triple, or compound), rhythmic and melodic elements (for example, syncopation, melodic contour), and form (for example, ABA, rondo, theme and variation).

MU.D.1.2.2. The student identifies instruments and their 'families' (e.g., violin as a string instrument; flute as a woodwind) and performance groups (e.g., band, chorus, or string quartet).

MU.D.1.2.2.4.1. The student identifies solo voices (for example, soprano, alto, tenor, bass).

MU.D.1.2.2.4.2. The student identifies and classifies instruments, instrumental families, and ensembles (for example, orchestra, band).

MU.D.1.2.3. The student uses perceptual skills and appropriate terminology to describe aural examples of diverse music.

MU.D.1.2.3.4.1. The student describes diverse styles of music found in Florida using appropriate vocabulary (for example, vocal quality, instrumentation, rhythmic and melodic patterns, form).

FL.MU.D.2.2. Music: Aesthetic and Critical Analysis: The student evaluates music and music performance.

MU.D.2.2.1. The student knows how to devise simple criteria to evaluate performances and compositions.

MU.D.2.2.1.4.1. The student creates and applies criteria for evaluating one's own and others' performances and compositions.

MU.D.2.2.2. The student uses specific criteria to identify strengths and weaknesses and to make suggestions for changes in his or her own and in others' performances.

MU.D.2.2.2.4.1. The student evaluates one's own and others' performances, describes what was successful and what should be changed, and adjusts performance accordingly.

FL.MU.E.2.2. Music: Applications to Life: The student understands the relationship between music and the world beyond the school setting.

MU.E.2.2.1. The student knows multiple uses of music in the media (e.g., to create a dramatic atmosphere or for advertising or entertainment).

MU.E.2.2.1.4.1. The student describes the use of music in the media (for example, television commercials).

FL.MU.E.1.2. Music: Applications to Life: The student understands the relationship between music, the other arts, and disciplines outside the arts.

MU.E.1.2.1. The student knows similarities and differences in artistic vocabulary.

MU.E.1.2.1.4.1. The student identifies and describes elements within and among dance, theatre, music, and the visual arts (for example, movement, form, repetition).

MU.E.1.2.2. The student understands the relationship between music and other subjects (e.g., between folk songs and historical events).

MU.E.1.2.2.4.1. The student describes ways in which the subject matter of other disciplines is related to music (for example, folk songs and connections to history).

MU.E.2.2.2. The student knows and applies appropriate audience behavior in various musical settings (e.g., symphony concerts, school concerts, and parades).

MU.E.2.2.2.4.1. The student demonstrates audience behavior appropriate to the context, setting, and style of the music performed (for example, appropriate times to enter or leave a concert setting, applause after jazz solos).

MU.E.2.2.3. The student understands that music preferences reflect one's own personal experiences and respects differing values and tastes in music.

MU.E.2.2.3.4.1. The student explains how musical preferences reflect one's personal experiences.

MU.E.2.2.3.4.2. The student identifies and respects differing values and tastes in music.

MU.E.2.2.4. The student understands the roles of musicians and their importance in various musical settings and cultures (e.g., a singing story teller and a concert master).

MU.E.2.2.4.4.1. The student describes the roles and importance of musicians in various settings and cultures.

FL.TH.A.1.2. Theatre: Skills and Techniques: The student acts by developing, communicating, and sustaining characters in improvisation and formal or informal productions.

TH.A.1.2.1. The student creates imagined characters, relationships, and environments, using basic acting skills (e.g., breath control, diction, concentration, and control of isolated body parts).

FL.TH.A.2.2. Theatre: Skills and Techniques: The student directs by interpreting dramatic texts and organizing and conducting rehearsals for formal and informal productions.

TH.A.2.2.1. The student communicates directing choices to actors in improvised and scripted scenes.

TH.A.2.2.2. The student collaborates with actors to modify scripts for character motivation.

FL.TH.A.3.2. Theatre: Skills and Techniques: The student designs, conceptualizes, and interprets formal and informal productions.

TH.A.3.2.1. The student understands the relationships among scenery, properties, lighting, sound, costumes, and makeup in dramatic scenes and in formal play productions.

TH.A.3.2.2. The student creates an environment (e.g., with scenery, props, sound effects, and costumes) to communicate locale and mood.

FL.TH.B.1.2. Theatre: Creation and Communication: The student improvises, writes, and refines scripts based on heritage, imagination, literature, history, and personal experiences.

TH.B.1.2.1. The student knows how improvised dialogue and scenes are used to tell stories and create characters based on historical, literary, and everyday situations.

FL.TH.C.1.2. Theatre: Cultural and Historical Connections: The student understands context by analyzing the role of theater, film, television, and electronic media in the past and present.

TH.C.1.2.1. The student understands how cultural influences are expressed in the portrayal of characters and themes through the dramatic media chosen.

TH.C.1.2.2. The student understands how theatre is an interpretation of actual events in history and everyday life.

TH.C.1.2.3. The student understands how theatre reflects culture through universal characters and dramas from various cultures and historical time periods.

FL.TH.D.1.2. Theatre: Aesthetic and Critical Analysis: The student analyzes, criticizes, and constructs meaning from formal and informal theatre, film, television, and electronic media.

TH.D.1.2.1. The student knows how theatre the student uses visual elements (e.g., set design and costuming), sound (e.g., sound effects and vocal inflection), and movement (e.g., staging and character portrayal) to communicate.

TH.D.1.2.2. The student understands the similarities and differences between real life and the theatre's representation of life (e.g., the meaning of the concept, 'willing suspension of disbelief').

TH.D.1.2.3. The student uses theatre terms when evaluating a performance.

TH.D.1.2.4. The student articulates emotional responses to the whole, as well as parts of, dramatic performances.

FL.TH.E.1.2. Theatre: Applications to Life: The student understands applications of the role of theatre, film, television, and electronic media in everyday life.

TH.E.1.2.1. The student understands the emotional and social impact of theatre, film, and television on an individual's life and community and in other cultures.

TH.E.1.2.2. The student understands the artistic characteristics of various media (e.g., theatre, dramatic media, dance, music, and visual arts) and the advantages and disadvantages of telling stories through those artistic media.

TH.E.1.2.3. The student understands theatre as a social function and theatre etiquette as the responsibility of the audience.

TH.E.1.2.4. The student collaborates in the construction of formal and informal productions (e.g., shows respect and the student uses proper social skills with peers).

FL.VA.A.1.2. Visual Arts: Skills and Techniques: The student understands and applies media, techniques, and processes.

VA.A.1.2.1. The student uses and organizes two-dimensional and three-dimensional media, techniques, tools, and processes to produce works of art that are derived from personal experience, observation, or imagination.

VA.A.1.2.1.4.1. The student creates works that are personally meaningful and draw from experience, observation, or imagination.

VA.A.1.2.1.4.2. The student utilizes drawing, painting, printmaking, fibers, sculpture, and ceramic media to produce works of art.

VA.A.1.2.1.4.3. The student develops drawing skills using a variety of media such as crayons, markers, pencils, charcoal, and colored pencils.

VA.A.1.2.1.4.4. The student develops painting techniques using various color concepts such as monochromatic, complimentary, and analogous, using both tints and shades.

VA.A.1.2.1.4.5. The student utilizes a variety of printmaking processes such as block, reduction, and stencil.

VA.A.1.2.1.4.6. The student applies mixed media and/or fiber techniques.

VA.A.1.2.1.4.7. The student utilizes clay techniques such as relief, pinch, and coil construction.

VA.A.1.2.1.4.8. The student experiments with computer technology skills to create works of art.

VA.A.1.2.2. The student uses control in handling tools and materials in a safe and responsible manner.

VA.A.1.2.2.4.1. The student works with art tools and materials safely.

VA.A.1.2.2.4.2. The student uses a variety of tools, materials, and processes responsibly.

VA.A.1.2.2.4.3. The student consistently follows directions/instructions and cleanup procedures.

VA.A.1.2.3. The student knows the effects and functions of using various organizational elements and principles of design when creating works of art.

VA.A.1.2.3.4.1. The student demonstrates how the elements of art affect the principles of design (for example, color/contrast, lines/rhythm, shapes/balance).

VA.A.1.2.3.4.2. The student analyzes how the principles of design are used in works of art to create organizational and/or aesthetic effects.

VA.A.1.2.4. The student uses good craftsmanship in a variety of two-dimensional and three-dimensional media.

VA.A.1.2.4.4.1. The student identifies, uses, and assesses qualities of good craftsmanship.

VA.A.1.2.4.4.2. The student applies good craftsmanship in creating varied works of art.

FL.VA.B.1.2. Visual Arts: Creation and Communication: The student creates and communicates a range of subject matter, symbols, and ideas using knowledge of structures and functions of visual arts.

VA.B.1.2.1. The student understands that subject matter used to create unique works of art can come from personal experience, observation, imagination, and themes.

VA.B.1.2.1.4.1. The student uses personal experience, observation, and imagination to create works of art.

VA.B.1.2.1.4.2. The student uses a variety of thematic subject matter/symbols to create works of art.

VA.B.1.2.2. The student understands what makes different art media, techniques, and processes effective or ineffective in communicating various ideas.

VA.B.1.2.2.4.1. The student analyzes effective and ineffective use of media, techniques, and processes.

VA.B.1.2.2.4.2. The student selects media to effectively communicate an idea.

VA.B.1.2.2.4.3. The student utilizes techniques and processes in selected media to communicate an idea.

VA.B.1.2.3. The student knows how to identify the intentions of those creating works of art.

VA.B.1.2.3.4.1. The student explains intentions in personal works of art.

VA.B.1.2.3.4.2. The student groups artwork according to artists' intended purposes (for example, religious, political, historical).

VA.B.1.2.4. The student uses the elements of art and the principles of design with sufficient manipulative skills, confidence, and sensitivity when communicating ideas.

VA.B.1.2.4.4.1. The student discusses how the elements of art and principles of design can be used to create a composition.

VA.B.1.2.4.4.2. The student selects, modifies, and organizes elements of art and principles of design to effectively communicate an idea.

VA.B.1.2.4.4.3. The student knows that manipulative skills affect how an idea is communicated.

FL.VA.C.1.2. Visual Arts: Cultural and Historical Connections: The student understands the visual arts in relation to history and culture.

VA.C.1.2.1. The student understands the similarities and differences in works of art from a variety of sources.

VA.C.1.2.1.4.1. The student compares and contrasts works of art from different time periods and cultures.

VA.C.1.2.1.4.2. The student discusses how works of art have a cultural style reflecting people's values, beliefs, and ways of perceiving the world.

VA.C.1.2.1.4.3. The student identifies and describes art exemplars from particular styles, time periods, cultures, and artists.

VA.C.1.2.2. The student understands how artists have used visual languages and symbol systems through time and across cultures.

VA.C.1.2.2.4.1. The student sequences works of art, artists, and historical events on a timeline.

VA.C.1.2.2.4.2. The student uses various resources to determine how visual languages and symbol systems are used by artists.

VA.C.1.2.2.4.3. The student describes how history and culture affect artists and their work.

VA.C.1.2.2.4.4. The student identifies works of art that communicate historical and cultural values.

FL.VA.D.1.2. Visual Arts: Aesthetic and Critical Analysis: The student assesses, evaluates, and responds to the characteristics of works of art.

VA.D.1.2.1. The student develops and justifies criteria for the evaluation of visual works of art using appropriate vocabulary.

VA.D.1.2.1.4.1. The student creates and applies general criteria for evaluating works of art using appropriate vocabulary.

VA.D.1.2.2. The student uses different approaches to respond to and to judge various works of art.

VA.D.1.2.2.4.1. The student compares and contrasts responses to works of art based on one or more perspectives (for example, economic, cultural, functional, historical, religious, popular).

VA.D.1.2.3. The student understands perceived similarities and differences among different genres of art.

VA.D.1.2.3.4.1. The student compares and contrasts similarities and differences of genres in art (for example, fine art, folk art, popular art, commercial art).

FL.VA.E.1.2. Visual Arts: Applications to Life: The student makes connections between the visual arts, other disciplines, and the real world.

VA.E.1.2.1. The student understands the influence of artists on the quality of everyday life.

VA.E.1.2.1.4.1. The student examines and discusses aesthetic qualities of functional and non-functional works of art.

VA.E.1.2.1.4.2. The student describes how the work of artists impacts everyday life.

VA.E.1.2.1.4.3. The student understands that artists' creations and ways of thinking influence home, school, and work life.

VA.E.1.2.2. The student knows the types of tasks performed by various artists and some of the required training.

VA.E.1.2.2.4.1. The student describes the skills needed for tasks performed by various artists.

VA.E.1.2.2.4.2. The student discusses the skills and knowledge needed for different art careers.

VA.E.1.2.3. The student understands the similarities and differences and the various contributions of galleries, studios, and museums.

VA.E.1.2.3.4.1. The student discusses works of art at galleries, museums, and/or artists' studios.

VA.E.1.2.3.4.2. The student discusses the purpose of galleries, museums, and artists' studios.