Indiana State Standards for Arts Education: Grade 2

IN.2.1. Dance: Learning Dance Skills and the Creative Process: Students demonstrate knowledge and skills of dance elements.

2.1.1. Identify elements of theatre in everyday life, such as relationships (characters), clothes (costumes), locations (setting).

2.1.2. Explore theatre as a reflection of the culture and history of communities.

2.1.3. Compare and contrast the differences between live and recorded performances.

2.1.4. Demonstrate and identify the element of time through movement using tempo and rhythm.

IN.2.2. Dance: Learning Dance Skills and the Creative Process: Students understand and demonstrate choreographic principles, processes, and structures.

2.2.1. Explore the different ways stories can be told.

2.2.2. Demonstrate the ability to repeat an improvised movement using a prop.

2.2.3. Identify, demonstrate, and create floor pathways.

IN.2.3. Dance: Learning Dance Skills and the Creative Process: Students understand and demonstrate dance as a way to create and communicate.

2.3.1. Identify and describe the character, plot, and setting in stories.

2.3.2. Identify and describe the character, plot, and setting in classroom dramatizations and/or formal productions.

2.3.3. Explore the use of sounds and the voice to express character, feelings, and mood.

IN.2.4. Dance: Analysis, Culture and History: Students reflect upon, evaluate, and analyze dance experiences.

2.4.1. Use age-appropriate theatre vocabulary to critique what they see, hear, and understand.

2.4.2. Speculate on the meaning of a performance of a play or story.

2.4.3. Describe observed dance movement activities using two dance elements.

IN.2.5. Dance: Analysis, Culture and History: Students understand and demonstrate dance from diverse cultures and historical periods.

2.5.1. Respond to stories and plays. What did you think? How did you feel? Should we go see more plays like this one?

2.5.2. Identify and demonstrate dances from various cultures.

2.5.3. Identify and explore dance in a particular culture and historical period.

IN.2.6. Dance: Healthy Practices: Students demonstrate connections between dance and healthy living.

2.6.1. Dramatize short stories using improvisation and theatre games.

2.6.2. Collaboratively improvise scenes based on personal experiences.

IN.2.7. Dance: Integration: Students integrate dance with the other arts and disciplines outside the arts.

2.7.1. Conceive and draw an imagined visual environment.

2.7.2. Arrange the classroom furniture to reflect the layout of a real place.

IN.2.8. Dance: Community and Careers: Students value the role of dance in the life of the community and identify its associated careers.

2.8.1. Based on an observation of a person or animal, write a 'behavior outline' describing specific movements and characteristics.

2.8.2. Through physical actions, depict a human or animal character.

IN.2.1. Music: Singing alone and with others: Students sing independently or in groups, on pitch and using the indicated rhythm and tempo. They sing with good diction, tone, and posture. Students also sing expressively through the use of proper dynamic contrasts. They sing ostinatos and a variety of songs from many styles and cultures from memory.

2.1.1. Sing with a clear, singing tone quality.

2.1.2. Sing a capella with appropriate dynamics and phrasing.

2.1.3. Sing a memorized song in a foreign language.

2.1.4. Maintain a steady beat while singing or speaking an ostinato.

IN.2.2. Music: Playing an instrument alone and with others: Students perform accurate pitches, rhythms, and dynamic levels with a steady tempo. They echo and perform easy rhythmic and melodic patterns accurately. They also perform a variety of repertoire, either alone or in groups.

2.2.1. Play a given pitch pattern.

2.2.2. Play an easy ostinato.

2.2.3. Play a short melody using appropriate dynamic levels.

2.2.4. Maintain a steady beat on a percussion instrument.

IN.2.3. Music: Reading, notating and interpreting music: Students in second grade read basic rhythmic and melodic notation. They use a system (syllables, numbers or letters) to read simple pitch notation. They also use standard symbols to notate rhythms, pitches, articulations, and dynamics in simple patterns presented by the teacher.

2.3.1. Read and write half, quarter, and eighth notes in two or four-beat groupings.

2.3.2. Read and write quarter and half rests.

2.3.3. Identify pitch patterns using either syllables or numbers.

2.3.4. Create spontaneous dialogue to express feelings.

2.3.5. Identify the dynamic markings for crescendo and diminuendo, as well as the symbols for staccato, legato, repeat sign, and a tie.

IN.2.4. Music: Improvising melodies and accompaniments: Students improvise 'answers' to given rhythmic or melodic phrases. They improvise simple rhythmic and melodic accompaniments, using instruments, classroom or body sounds, and electronic sounds.

2.4.1. Respond on a melodic instrument to teacher given phrases.

2.4.2. Create a simple ostinato using an instrument or a sound from the classroom.

IN.2.5. Music: Composing and arranging music within specified guidelines: Students create music to accompany readings or dramas. They create short melodic and rhythmic phrases with guidelines from the instructor and use a variety of sound sources when composing.

2.5.1. Create a short phrase or melody with the teacher's guidance, and record it either on tape or by using the student's invented notation.

2.5.2. Arrange a short piece using a variety of sounds from traditional or non-traditional sources.

2.5.3. Help create a piece that could accompany a poem or introduce a play.

IN.2.6. Music: Listening to, analyzing, and describing music: Students discuss and describe aural examples of music of other cultures. They use proper terms to explain musical instruments and performances. They also identify the sounds of the families of stringed instruments heard in an orchestra. Students respond through movement to prominent musical events while listening to music.

2.6.1. Use movements to indicate changes in the music being heard.

2.6.2. Assemble a collection of musical terms and their meanings.

2.6.3. Identify by sight and sound the types of families of instruments.

2.6.4. Use movement to indicate what is meant by the terms crescendo, decrescendo, andante and allegro.

IN.2.7. Music: Understanding relationships between music, the other arts, and disciplines outside the arts: Students identify similarities and differences in the meanings of common terms used in the various arts. They also identify similarities among different subject areas and the arts.

2.7.1. Tell how concepts such as repetition and contrast are used in the fine arts.

2.7.2. List common themes found in all subject areas.

2.7.3. Show how the arts are studied in ways common to other subjects.

IN.2.8. Music: Understanding music in relation to history and culture: Students identify familiar examples of music from various eras, styles, or cultures. They identify uses of music in daily life and describe the roles of musicians in many settings.

2.8.1. Name a piece of music that is from the current time-period and one from another time period.

2.8.2. Compare and contrast two or more dances from various countries of the world.

2.8.3. Read a short play and discuss the relationships and behaviors of its characters.

2.8.4. Discuss the roles of musicians in everyday settings.

IN.2.9. Music: Evaluating music and music performances: Students develop criteria for musical quality. They explain, using proper terminology, personal preferences for specific musical works and styles. They also understand the importance of proper concert behavior in a variety of concert settings.

2.9.1. Identify the various jobs people do behind the scenes, such as light board operator, sound board operator, stage manager, and stage hands.

2.9.2. Discuss proper audience behavior for different styles of music.

IN.2.1. Visual Arts: Responding to Arts: History: Students understand the significance of visual art in relation to historical, social, political, spiritual, environmental, technological, and economic issues.

2.1.1. Identify connections between works of art and artifacts and the culture from which they originated.

2.1.2. Identify works of art and artifacts used in celebrations, festivals, and customs from selected cultures and describe their function.

2.1.3. Identify similar subject matter in works of art from various cultures and time-periods.

IN.2.2. Visual Arts: Responding to Arts: History: Students recognize significant works of Western and non-Western art and understand the chronological development of art movements.

2.2.1. Identify the artists of selected works of art.

2.2.2. Distinguish between realistic and non-objective works of art.

2.2.3. Identify common themes and subject matter in works of art and artifacts from various cultures.

IN.2.3. Visual Arts: Responding to Arts: Criticism: Students describe, analyze, and interpret works of art and artifacts.

2.3.1. Describe sensory, formal, technical, and expressive properties in works of art.

2.3.2. Speculate on meaning in works of art based on personal response, properties in the work, and background information.

2.3.3. Use appropriate art vocabulary.

IN.2.4. Visual Arts: Responding to Arts: Criticism: Students identify and apply criteria to make informed judgments about art.

2.4.1. Listen to a critic speak about art and identify his or her point of view.

IN.2.5. Visual Arts: Responding to Art: Aesthetics: Students reflect on and discuss art theories and aesthetic issues concerning the meaning and significance of art.

2.5.1. Construct personal meaning through critical inquiry into a work of art and listen to alternative responses to others.

2.5.2. Identify and discuss major questions about the nature of art; such as, is all art beautiful? What is beauty? Can art be machine-made? Does art always reflect feelings or mood?

IN.2.6. Visual Arts: Responding to Art: Aesthetics: Theorize about art and make informed judgments.

2.6.1. Identify works of art made from the philosophy that art is best when it shows the organization of elements (formalism).

2.6.2. Reflect on personal response when determining preference.

IN.2.7. Visual Arts: Creating Art: Production: Students observe, select, and utilize a range of subject matter, symbols, and ideas in their work.

2.7.1. Demonstrate refined observational skills in the production of artwork.

2.7.2. Create artwork about self, family, pets, and personal experiences.

2.7.3. Create and use symbols in their work to communicate meaning.

IN.2.8. Visual Arts: Creating Art: Production: Students understand and apply elements and principles of design effectively in their work.

2.8.1. Identify and apply elements (line, shape, form, texture, and color) and principles (repetition, variety, rhythm, proportion) in their work.

2.8.2. Discriminate between types of shape (geometric and organic), colors (primary and secondary), lines (characteristics and qualities), textures (tactile and visual), and space (placement/overlapping/negative/positive/size), in their work and the works of others.

IN.2.9. Visual Arts: Creating Art: Production: Students develop and apply skills using a variety of two dimensional and three dimensional media, tools, and processes to create works that communicate personal meaning.

2.9.1. Identify visual characteristics of a medium.

2.9.2. Identify and use media, techniques, and processes to effectively communicate ideas, experiences, and stories including: Drawing, Painting, Printmaking, Ceramics, Sculpture/Architecture/Jewelry, Fiber, Mixed Media, and New Media.

2.9.3. Demonstrate safe and proper use, care, and storage of media, materials, and equipment.

IN.2.10. Visual Arts: Creating Art: Production: Students reflect on, revise, and refine work using problem solving and critical thinking skills.

2.10.1. Experience live theatre.

2.10.2. Identify local theatre activities and how they add to the life of the community.

2.10.3. Demonstrate respect for their work and the work of others.

IN.2.11. Visual Arts: Careers and Community: Students recognize a variety of art-related professions and careers in our society.

2.11.1. Create a theatre piece that helps explain a relationship.

IN.2.12. Visual Arts: Careers and Community: Students understand how art experiences affect daily life and identify opportunities for involvement in the arts.

2.12.1. Use another art form to create a theatre piece.

2.12.2. Visit local museums, exhibits, and experience visiting artists in the school.

IN.2.13. Visual Arts: Integrated Studies: Students identify and make connections between knowledge and skill in art and all other subject areas such as humanities, sciences, and technology.

2.13.1. Identify similarities and connections between concepts and subject matter of visual art and other disciplines.

2.13.2. Demonstrate the ability to create a work of art utilizing concepts, subject matter, or the sign systems (such as words or numbers) of another discipline.

IN.2.14. Visual Arts: Integrated Studies: Students understand the integrative nature of art forms including dance, theater, music, visual art, and media art.

2.14.1. Identify similarities and connections between concepts and subject matter of visual art and other art forms (dance, theater, or music).

2.14.2. Demonstrate ability to create an integrated work utilizing concepts, subject matter, and sign systems (image, movement, sound, or words) of art and another art form.

IN.2.1. Theatre: History and Culture: Students understand the significance of theatre and its relationship to history and cultures.

2.1.1. Identify elements of theatre in everyday life, such as relationships (characters), clothes (costumes), locations (setting).

2.1.2. Explore theatre as a reflection of the culture and history of communities.

2.1.3. Compare and contrast the differences between live and recorded performances.

IN.2.2. Theatre: History and Culture: Students recognize significant works of the theatre and comprehend various performance styles.

2.2.1. Explore the different ways stories can be told.

IN.2.3. Theatre: Analysis and Response: Students understand and analyze the dramatic structure of plays and performances.

2.3.1. Identify and describe the character, plot, and setting in stories.

2.3.2. Identify and describe the character, plot, and setting in classroom dramatizations and/or formal productions.

2.3.3. Explore the use of sounds and the voice to express character, feelings, and mood.

2.3.4. Create spontaneous dialogue to express feelings.

IN.2.4. Theatre: Analysis and Response: Students identify, develop, and apply criteria to make informed judgments about theatre.

2.4.1. Use age-appropriate theatre vocabulary to critique what they see, hear, and understand.

2.4.2. Speculate on the meaning of a performance of a play or story.

IN.2.5. Theatre: Analysis and Response: Students reflect on and interpret the nature of the theatre experience and its personal and artistic significance.

2.5.1. Respond to stories and plays. What did you think? How did you feel? Should we go see more plays like this one?

IN.2.6. Theatre: Creative Process: Students create scripts and theatre pieces through collaboration, inquiry, and improvisation.

2.6.1. Dramatize short stories using improvisation and theatre games.

2.6.2. Collaboratively improvise scenes based on personal experiences.

IN.2.7. Theatre: Creative Process: Students utilize imagination and research to design and implement the elements of a visual environment.

2.7.1. Conceive and draw an imagined visual environment.

2.7.2. Arrange the classroom furniture to reflect the layout of a real place.

IN.2.8. Theatre: Creative Process: Students develop acting skills through observation, improvisation, and script analysis.

2.8.1. Based on an observation of a person or animal, write a 'behavior outline' describing specific movements and characteristics.

2.8.2. Through physical actions, depict a human or animal character.

2.8.3. Read a short play and discuss the relationships and behaviors of its characters.

IN.2.9. Theatre: Careers and Community: Students recognize a variety of theatrical careers.

2.9.1. Identify the various jobs people do behind the scenes, such as light board operator, sound board operator, stage manager, and stage hands.

IN.2.10. Theatre: Careers and Community: Students develop a lifelong commitment to theatre arts and value their importance in the life of the community.

2.10.1. Experience live theatre.

2.10.2. Identify local theatre activities and how they add to the life of the community.

IN.2.11. Theatre: Integrated Studies: Students identify and make connections between theatre and other disciplines such as language arts, social studies, humanities, science, and technology.

2.11.1. Create a theatre piece that helps explain a relationship.

IN.2.12. Theatre: Integrated Studies: Students understand the integrative nature of theatre that includes dance, music, visual art, and media arts.

2.12.1. Use another art form to create a theatre piece.

2.1. Learning Dance Skills and the Creative Process: Students demonstrate knowledge and skills of dance elements.

2.2. Learning Dance Skills and the Creative Process: Students understand and demonstrate choreographic principles, processes, and structures.

2.3. Learning Dance Skills and the Creative Process: Students understand and demonstrate dance as a way to create and communicate.

2.4. Analysis, Culture and History: Students reflect upon, evaluate, and analyze dance experiences.

2.5. Analysis, Culture and History: Students understand and demonstrate dance from diverse cultures and historical periods.

2.6. Healthy Practices: Students demonstrate connections between dance and healthy living.

2.7. Integration: Students integrate dance with the other arts and disciplines outside the arts.

2.8. Community and Careers: Students value the role of dance in the life of the community and identify its associated careers.

2.9. Careers and Community: Students recognize a variety of theatrical careers.

2.10. Careers and Community: Students develop a lifelong commitment to theatre arts and value their importance in the life of the community.

2.11. Integrated Studies: Students identify and make connections between theatre and other disciplines such as language arts, social studies, humanities, science, and technology.

2.12. Integrated Studies: Students understand the integrative nature of theatre that includes dance, music, visual art, and media arts.