Kansas State Standards for Arts Education: Grade 4

KS.1. Dance (Basic): Identifying and Demonstrating Movement Elements and Skills in Performing Dance

1.1. The student accurately identifies and moves various body parts.

1.1.1. The student locates various parts of the body, such as head, shoulders, elbows, knees, and toes.

1.1.2. The student moves various body parts on cue.

1.1.3. The student leads various body parts through space, including head, shoulders, elbows, knees, toes, rib cage, torso, hips, and limbs.

1.1.4. The student identifies and demonstrates isolated and coordinated movements of parts of the body in the head, neck, limbs, and torso.

1.2. The student accurately identifies and maintains non-locomotor/axial movements and the basic locomotor movements safely and in control.

1.2.1. The student bends various parts of the body in different directions; twists the torso; flexes and extends the limbs and torso; swings and sways the body, limbs, and head; rises and falls; pushes and pulls.

1.2.2. The student walks, runs, hops, jumps, leaps, gallops, slides, skips, slithers, crawls, and rolls traveling forward, backward, sideward, diagonally, and turning in straight and curved pathways.

1.2.3. describes the non-locomotor/axial movements: twists the torso; flexes and extends the limbs and torso; swings and sways the body, limbs, and head; rises and falls; pushes and pulls and the basic locomotor movement: walk, run, hop, jump, leap, gallop, slide, skip, slither, crawl, roll, and turn.

1.2.4. Explains the differences and similarities between non-locomotor/axial movements and the basis locomotor movements.

1.2.5. Combines locomotor movements, such as run - run - jump, slide - hop, run - run - leap safely and in control.

1.2.6. Combines locomotor and non-locomotor/axial movements.

1.2.7. Creates short dance phrases using locomotor and non-locomotor/axial movements.

1.3. The student defines and understands personal and general space.

1.3.1. The student defines the similarities and differences between personal and general space.

1.3.2. The student explores general space through levels, pathways, directions, and shapes.

1.3.3. The student explores space moving fully in the kinesphere (far, middle, and near reach).

1.3.4. The student constructs sequences of far, middle, and near reach movements.

1.3.5. The student creates shapes at low, middle, and high levels.

1.3.6. The student explores and recognizes movement in dimensions, planes, and diagonals.

1.3.7. The student explores and recognizes directions and pathways through space.

1.3.8. The student cooperates with other students to form lines, circles, and other spatial designs.

1.4. The student recognizes a musical beat and accurately moves to the beat while responding to tempo.

1.4.1. The student responds to a regular pulse (heart pulse, breath pulse, music pulse).

1.4.2. The student improvises in response to regularly and irregularly accented music.

1.4.3. The student explores, describes, and demonstrates the differences between sustained and sudden movement.

1.4.4. The student demonstrates gradual tempo changes in acceleration and deceleration.

1.4.5. The student creates rhythmic patterns though exploration of long and short duration movement and clapping patterns alone, with a partner, or in a group.

1.4.6. The student uses sound as an accompaniment to movement phrases.

1.5. The student explores the expressive dynamics of movement.

1.5.1. The student recognizes and demonstrates the interrelationships among the elements of space, time, force, and flow of energy.

1.5.2. The student experiences and identifies movement qualities, such as swing, collapse, vibrate, explode, suspend, percussive, flick, dab, float, and wring.

1.5.3. The student explores, describes, and demonstrates tension and relaxation, such as sustained and continuous.

1.6. The student attentively observes and understands the action and movement elements in a brief movement study.

1.6.1. The student views and identifies specific movements, such as walks, runs, hops, jumps, leaps, gallops, slides, and skips.

1.6.2. The student recognizes and distinguishes levels, directions, and pathways in movement.

1.6.3. The student accurately describes how dance movements are similar and different based on their action and movement elements.

1.6.4. The student accurately uses dance terminology to describe a dance viewed live or recorded.

KS.2. Dance (Basic): Understanding Choreographic Principles, Processes, and Structures

2.1. The student explores planning and organizing a sequence of movements.

2.1.1. The student demonstrates sequencing three axial movements.

2.1.2. The student identifies the beginning, middle, and end of a phrase.

2.1.3. The student creates a sequence with a beginning, middle, and end, both with and without a rhythmic accompaniment.

2.1.4. The student demonstrates sequencing three locomotor movements.

2.1.5. The student combines axial and locomotor movements into a phrase.

2.1.6. The student performs a dance phrase with and without sound.

2.1.7. The student recognizes ways other disciplines inspire movement.

2.2. The student explores movement as a means of expression.

2.2.1. The student uses improvisation to discover and invent movement and to solve movement problems.

2.2.2. The student creates a study using a chosen idea, image, or emotional theme.

2.2.3. The student independently improvises, creates, and performs dances based on their own ideas and concepts from other sources.

2.2.4. The student accurately creates a dance phrase, performs it, and then repeats it varying and making changes in the time, space, force, and/or energy flow.

2.2.5. The student performs a dance composition/choreography for peers.

2.2.6. The student works effectively alone, cooperatively with a partner, and in small groups.

2.3. The student explores basic choreographic structure/forms.

2.3.1. The student experiences and participates in different floor and air patterns, such as pathways: curved, angular, straight; circles, spirals, and other geometric forms.

2.3.2. The student explores relationships to other students in formations of lines, circles, and other designs.

2.3.3. The student watches a short movement phrase and responds to it in movement.

2.3.4. The student dances a solo with a beginning, middle, and end.

2.3.5. The student dances a duet.

2.3.6. The student improvises to a poem or story as it is being read.

2.3.7. The student creates a dance phrase, accurately repeats it, and varies it by making changes in the time, space, and/or force.

KS.3. Dance (Basic): Understanding Dance as a Way to Create and Communicate Meaning

3.1. The student observes and understands how the art of dance relates to other forms of human movement.

3.1.1. The student takes an everyday movement, such as a handshake and changes its size and dynamics of time, force, space, and energy flow.

3.1.2. The student explores and describes the difference between pantomiming and abstracting a gesture.

3.1.3. The student compares and contrasts dance movements with movements from a sport.

3.1.4. The student discovers and defines movement solutions to movement problems.

3.2. The student explores how dance communicates an idea, feeling, or story.

3.2.1. The student observes a dance, then analyzes and describes the dancer's use of body, energy, space, and time to communicate.

3.2.2. The student observes a live dance performance or a video and describes the mood, emotion, or story he/she believes is being conveyed.

3.2.3. The student interprets the ideas or feelings of music, song, poetry, or narrative through improvisation.

3.2.4. The student attempts to create movements to express ideas or feelings with or without music.

3.2.5. The student presents an original dance to peers and describes how he/she has attempted to convey meaning.

KS.4. Dance (Basic): Applying and Demonstrating Critical and Creative Thinking Skills in Dance

4.1. The student explores and discovers movement problems and realizes solutions to those problems.

4.1.1. The student recognizes common problems in dance.

4.1.2. The student experiences various solutions to common problems in dance.

4.1.3. The student applies effective solutions to dance problems.

4.2. The student observes and discusses dance selections representing a variety of choreographic works.

4.2.1. The student compares and contrasts the similarities and differences among dances in terms of body shapes, actions, levels, pathways, rhythm, timing, and others.

4.2.2. The student describes how dances are similar and different in terms of spatial elements.

4.2.3. The student explains how dances are similar and different in terms of dynamic elements.

4.2.4. The student identifies how dances are similar and different in terms of rhythmic elements.

4.2.5. The student defines how dances are similar and different in terms of the message being communicated.

4.3. The student observes and responds to dance.

4.3.1. The student participates as an observant and thoughtful audience member by responding with comments about what was observed.

4.3.2. The student responds to dance using appropriate dance terminology.

4.3.3. The student responds to dance by imitating specific dance movements.

KS.5. Dance (Basic): Demonstrating and Understanding Dance in Various Cultures and Historical Periods

5.1. The student identifies the historical context of dance within his/her own culture or community.

5.1.1. The student reports on a dance learned about from a cultural, community, or family resource.

5.1.2. The student demonstrates and describes a dance or dance movement learned from a community member, family member, or other relative.

5.1.3. The student explains the cultural and/or historical context of a dance from his/her community, family, or culture.

5.1.4. The student compares and contrasts a dance movement or dance learned from a community member, family member, or other relative with one of their own favorite dance movements.

5.1.5. The student explains ways dance can be a source for learning about self, community, and the world.

5.2. The student knows about and participates in traditional dances from cultures throughout the world.

5.2.1. The student defines movement vocabulary for traditional dances from various cultures, such as grapevine, schottische, and mudra.

5.2.2. The student discusses the cultural contexts of traditional dances from various cultures, times, and places.

5.2.3. The student expresses the dynamic aspects of traditional dances from various cultures, times, and places.

5.2.4. The student performs specific traditional dances from various cultures, times, and places.

5.2.5. The student participates in a traditional dance movement idea or dance of a particular culture or time period.

KS.6. Dance (Basic): Making Connections Between Dance and Other Disciplines

6.1. The student explores and experiences concepts and themes from other disciplines through dance.

6.1.1. The student demonstrates how math and science share concepts with dance.

6.1.2. The student charts the connection between social studies, geography, and dance.

6.1.3. The student communicates language arts elements through dance.

6.1.4. The student explores the relationships of dance to art, music, and drama.

6.1.5. The student identifies dance movement content inherent in a variety of subject areas.

6.1.6. The student compares and contrasts a dance experience with a nondance experience he/she has had.

6.1.7. The student uses scientific and/or mathematical concepts to create movement studies.

6.2. The student views and responds to dance in various electronic media.

6.2.1. The student watches a video of dance and creates a response through another discipline.

6.2.2. The student watches a video of dance and imitates the movements.

6.2.3. The student begins to research dance on the Internet.

6.2.4. The student creates and records CDs to accompany a dance study.

6.2.5. The student uses the computer to note or describe a simple dance sequence.

6.2.6. The student creates a short dance video.

6.3. The student identifies and understands dance in everyday life.

6.3.1. The student identifies work actions in terms of dance elements, such as time, space, and force.

6.3.2. The student identifies and describes motion and pattern in nature.

6.3.3. The student identifies and describes motion and pattern in sports.

KS.7. Dance (Basic): Making Connections Between Dance and Healthful Living

7.1. The student identifies how dance enhances his/her health and physical, emotional, and mental well-being.

7.1.1. The student demonstrates strength, flexibility, coordination, and stamina developed through dance.

7.1.2. The student expresses his/her emotions constructively through dance.

7.1.3. The student demonstrates sequential, divergent, and abstract thinking through dance.

7.1.4. The student identifies personal goals to develop physically, mentally, and emotionally through dance.

7.1.5. The student discusses and demonstrates ways dance has helped him/her discover aspects of him/herself.

7.1.6. The student identifies ways that behaviors used in dance can be applied in other aspects of life.

7.2. The student understands how healthy practices such as nutrition and safety enhance his/her ability to dance.

7.2.1. The student identifies choices that impact lifelong health.

7.2.2. The student demonstrates how safe practices enhance the ability to dance, such as warm-ups, cool-downs, and awareness of self and others within a given space.

7.2.3. The student identifies personal goals to improve his/her dancing abilities.

KS.1. Music (Basic): Singing, alone and with others, a varied repertoire of music

1.1. The student sings independently, on pitch, and in rhythm, with appropriate timbre, diction, and posture, and maintains a steady tempo [beat].

1.1.1. The student independently uses a developmentally appropriate voice to sing diatonic songs of at least an octave while maintaining accurate pitch, correct posture, and precise articulation (Diction).

1.1.2. The student demonstrates, with a steady tempo (steady beat), accurate duration of each pitch in simple meters.

1.2. The student sings expressively, with appropriate dynamics, phrasing, and interpretation.

1.2.1. The student sings age appropriate songs using accurate dynamics and phrasing to communicate an interpretation of a given song.

1.3. The student sings from memory a varied repertoire of songs representing genres and styles from diverse cultures.

1.3.1. The student sings from memory selected songs characteristic of music from various periods, genres, and cultures.

1.4. The student sings ostinati, partner songs, and rounds.

1.4.1. The student independently sings simple songs in harmony.

1.5. The student sings in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor.

1.5.1. The student demonstrates appropriate timbre and dynamics while singing in an ensemble setting.

1.5.2. The student responds expressively to conductor's cues while singing in ensembles.

KS.2. Music (Basic): Performing on instruments, alone and with others, a varied repertoire of music

2.1. The student performs on pitch, and in rhythm, with appropriate dynamics and timbre, and maintains a steady tempo [beat].

2.1.1. The student performs a short song with accurate pitch.

2.1.2. The student performs accurate rhythms in simple meters on classroom instruments.

2.1.3. The student performs a short song using effective expression.

2.1.4. The student performs a short song using appropriate timbre.

2.2. The student performs easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic, melodic, and harmonic classroom instruments.

2.2.1. The student performs rhythmic patterns accurately and independently on classroom instruments.

2.2.2. The student performs melodic patterns accurately and independently on classroom instruments.

2.2.3. The student performs chordal patterns accurately and independently as an accompaniment on classroom instruments.

2.3. The student performs expressively a varied repertoire of music representing diverse genres and styles.

2.3.1. The student expressively performs music selected from various periods and cultures.

2.4. The student echoes short rhythmic and melodic patterns.

2.4.1. The student accurately echoes short rhythmic patterns.

2.4.2. The student accurately echoes short melodic patterns.

2.5. The student performs in groups, while blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor.

2.5.1. The student demonstrates appropriate timbre and dynamics while playing in an ensemble setting.

2.5.2. The student responds to the conductor's cues while performing in groups.

2.6. The student performs independent instrumental parts while other students sing or play contrasting parts.

2.6.1. The student performs her/his part while other students perform contrasting parts.

KS.3. Music (Basic): Improvising melodies, variations, and accompaniments

3.1. The student improvises 'answers' in the same style to given rhythmic and melodic phrases.

3.1.1. The student improvises 'answers' in the same style to given rhythmic and melodic 'questions.'

3.2. The student improvises simple rhythmic and melodic ostinati accompaniments.

3.2.1. The student improvises simple rhythmic and melodic ostinato accompaniments.

3.3. The student improvises simple rhythmic variations and simple melodic embellishments on familiar melodies.

3.3.1. The student improvises an original rhythmic variation (note value or meter) on a familiar melody.

3.3.2. The student improvises an original melodic embellishment on a given melody.

3.4. The student improvises short songs and instrumental pieces, using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds, and sounds produced by electronic means.

3.4.1. The student improvises an original short song or instrumental piece with a variety of sound sources within specified guidelines.

KS.4. Music (Basic): Composing and arranging music within specified guidelines

4.1. The student creates and arranges music to accompany readings or dramatizations.

4.1.1. The student uses traditional and non-traditional instruments and materials to create a simple rhythmic accompaniment to a poem or story.

4.2. The student creates and arranges short songs and instrumental pieces within specified guidelines.

4.2.1. The student arranges and creates short songs and/or instrumental pieces.

4.3. The student uses a variety of sound sources when composing.

4.3.1. The student composes short pieces using a variety of sound sources.

KS.5. Music (Basic): Reading and notating music

5.1. The student reads whole, half, dotted half, quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures.

5.1.1. The student reads and notates whole, half, dotted half, quarter, and eighth notes and corresponding rests in 2/4, 3/4, and 4/4 meter.

5.2. The student uses a system (that is, syllable, number, or letters) to read simple pitch notation in the treble clef in major keys.

5.2.1. The student reads and notates simple pitch notation using traditional notation.

5.3. The student identifies symbols and traditional terms referring to dynamics, tempo, and articulation and interprets them correctly when performing.

5.3.1. The student interprets traditional terms and symbols for dynamics, tempo, and articulation in performance.

5.4. The student uses standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher.

5.4.1. The student notates using standard symbols, simple dictated patterns for meter, rhythm, pitch, and dynamics.

KS.6. Music (Basic): Listening to, analyzing, and describing music

6.1. The student identifies simple music forms when presented aurally.

6.1.1. The student identifies simple music forms when presented aurally (ABA, verse/refrain, etc.).

6.2. The student demonstrates perceptual skills by moving, answering questions about, and describing aural examples of music of various styles representing diverse cultures.

6.2.1. The student describes the use of music elements in aural examples from diverse cultures.

6.3. The student uses appropriate terminology in explaining music, music notation, music instruments, voices, and music performances.

6.3.1. The student uses appropriate vocabulary when explaining music literature, notation, instruments, voices, and performances.

6.4. The student identifies the sounds of a variety of instruments, including many orchestra and band instruments from various cultures, as well as children's voices and male and female adult voices.

6.4.1. The student identifies the sounds of a variety of instruments and voices.

6.5. The student responds through purposeful movement to selected prominent music characteristics or to specific music events while listening to music.

6.5.1. The student responds to selected music characteristics or to specific music events through movement.

KS.7. Music (Basic): Evaluating music and music performance

7.1. The student devises criteria for evaluating performances and compositions.

7.1.1. The student devises criteria to evaluate a performance or composition.

7.2. The student explains, using appropriate music terminology, her/his personal preferences for specific musical works and styles.

7.2.1. The student explains, using appropriate music terminology, their personal preferences for specific musical works and styles.

KS.8. Music (Basic): Understanding relationships between music, the other arts, and disciplines outside the arts

8.1. The student identifies similarities and differences in the meanings of common terms used in the various arts.

8.1.1. The student defines and explains common terms among several art forms (e.g., balance, texture, color, line).

8.2. The student identifies ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music.

8.2.1. The student identifies the interrelationships of the conceptual elements of music and the conceptual elements of several disciplines in the school.

KS.9. Music (Basic): Understanding music in relation to history and culture

9.1. The student identifies by genre or style aural examples of music from various historical periods and cultures.

9.1.1. The student identifies by genre or style, aural examples of music from various historical periods.

9.1.2. The student identifies by genre or style, aural examples of music from various cultures.

9.2. The student describes in simple terms how elements of music are used in music examples from various cultures of the world.

9.2.1. The student explains how elements of music are used in various cultures.

9.3. The student identifies various uses of music in her/his daily experiences and describes characteristics that make certain music suitable for each use.

9.3.1. The student identifies and describes characteristics of music used in her/his daily life.

9.4. The student identifies and describes roles of musicians in various music settings and cultures.

9.4.1. The student classifies the roles of musicians in various music settings and cultures.

9.5. The student demonstrates audience behavior appropriate for the context and style of music performed.

9.5.1. The student demonstrates appropriate behavior while attending live musical events.

KS.1. Theatre (Basic): Developing Scripts

1.1. The student knows the basic elements of a story.

1.1.1. The student identifies the beginning, middle, and end of a story.

1.1.2. The student sequences events according to basic story structures of beginning, middle, and end.

1.1.3. The student identifies the conflict and resolution of a story.

1.1.4. The student distinguishes conflict from resolution.

1.1.5. The student analyzes theatrical works to identify parts of the plot.

1.2. The student knows how to improvise dialogue to tell stories.

1.2.1. The student improvises dialogue while role-playing a character in an imaginary or real-life situation.

1.2.2. The student creates dialogue while role playing a character from children's literature or literary genre such as folk or fairytale.

1.2.3. The student creates a dialogue based on the theme or lyrics from another art form such as a song or poem.

1.2.4. The student demonstrates a complete story through improvisational acting.

1.3. The student knows how to use improvisation to create dialogue for a script.

1.3.1. The student improvises dialogue by role playing characters from various literary genres.

1.3.2. The student improvises dialogue based on a song or poem.

1.3.3. The student improvises dialogue based on real-life situations.

KS.2. Theatre (Basic): Directing Theatrical Activities

2.1. The student recognizes how to collaborate with peers to produce a classroom dramatization.

2.1.1. The student demonstrates team work in dramatizing written texts and life experiences.

2.1.2. The student collaboratively selects interrelated dramatic elements for classroom dramatization: character, setting, situation.

2.1.3. The student leads a group in decision-making for an original classroom performance.

2.1.4. The student collaborates with peers in creating and presenting an improvisational performance.

KS.3. Theatre (Basic): Developing Acting Skills

3.1. The student imagines and clearly describes characters and their relationships.

3.1.1. The student explores, assumes, and imitates various character roles.

3.1.2. The student recognizes real life characters and their distinctions from fantasy characters.

3.1.3. The student describes a variety of characters/roles from real life and fantasy situations.

3.1.4. The student creates characters that interact for a specific reason.

3.1.5. The student explores and recognizes character relationships in specific situations.

3.1.6. The student improvises and role-plays a character from a real or fictional story.

3.2. The student uses variations of voice, movement, and gesture for different characters.

3.2.1. The student participates in structured play to free voice and gesture.

3.2.2. The student uses clear articulation and audible projection during class or public performances.

3.2.3. The student demonstrates clear vocal and physical characterization during class or public performances.

3.2.4. The student combines effective audible, vocal, and physical qualities when depicting a character.

KS.4. Theatre (Basic): Designing and Producing Theatre

4.1. The student recognizes that there are a variety of roles and responsibilities necessary for theatrical production.

4.1.1. The student defines the different jobs associated with the production of a classroom play.

4.1.2. The student carries out the responsibilities for one or more of the jobs associated with play production.

4.1.3. The student gives reasons why these roles are important to play production.

4.2. The student visualizes a setting appropriate to a story.

4.2.1. The student draws and colors a picture for a single setting to a story.

4.2.2. The student creates a story board for an entire story.

4.2.3. The student creates a 3-D setting for at least one part of a story.

4.3. The student uses simple objects and materials for props, costumes, and physical settings.

4.3.1. The student uses materials at hand to create masks, stage makeup, costume pieces, and props for a dramatization.

4.3.2. The student uses tables, chairs, and other objects to create a set for a classroom dramatization.

4.3.3. The student creates a simple set for a select scene within a given space, using available materials.

4.3.4. The student creates simple stage sets using objects in the classroom and from home to recreate the environment for a play.

4.4. The student demonstrates safe use of simple tools and materials.

4.4.1. The student correctly uses scissors, pencils, and other tools for creating costumes, props, and physical setting.

4.4.2. The student explains the proper use of tools and materials needed for creating costumes, props, and physical setting.

4.4.3. The student respectfully uses and maintains the use of tools.

4.5. The student knows how to design simple advertising and marketing materials.

4.5.1. The student identifies marketing materials needed for advertising a play.

4.5.2. The student identifies the qualities needed in advertising materials for marketing a play.

4.5.3. The student creates posters, programs, and other marketing materials for a skit.

KS.5. Theatre (Basic): Evaluating and Reflecting on the Characteristics and Merits of Dramatic Content and Theatrical Forms in their Work and that of Others

5.1. The student identifies how dramatic elements communicate meanings and elicit emotions in stories, performances, and electronic media.

5.1.1. The student defines and uses theatrical terms/vocabulary when discussing dramatic content (plot, characters, themes, etc.) and theatrical forms (realistic and non-realistic styles).

5.1.2. The student gives and explains personal opinions about a play's message and the impact of the dramatic content on its performance.

5.1.3. The student identifies dramatic elements in live and recorded theatrical performances (movement, dialogue, scenery, costumes, etc.) and how they combine to communicate ideas and evoke emotions.

5.1.4. The student identifies the dramatic elements that make their own and others' performances successful or unsuccessful. Explain why.

5.1.5. The student explains reasons for personal aesthetic preferences based on dramatic elements used.

5.1.6. The student classifies basic dramatic genres (comic, serious drama) and theatrical forms (realistic, non-realistic).

5.2. The student identifies and reflects upon personal meanings and emotional responses to performances and applies ideas to self and society.

5.2.1. The student describes personal meanings and main ideas (themes, messages) interpreted from dramatized stories and performances.

5.2.2. The student articulates and discusses emotional reactions to the whole, as well as parts of theatrical experiences and identifies the dramatic elements that impacted these emotions.

5.2.3. The student explains how main ideas relate to self and society.

5.2.4. The student examines how and why individuals respond differently to the same performance.

5.2.5. The student compares personal interpretations of plays with respective performances.

5.2.6. The student recognizes the similarities and differences between staged performances and real life events.

5.3. The student recognizes the contextual aspects of performances from various cultures, times, and places.

5.3.1. The student recognizes how theatre communicates ideas about past and present cultural and social contexts.

5.3.2. The student compares and contrasts the similarities and differences between dramatic fiction and factual stories.

5.3.3. The student compares and contrasts the theatrical treatment of fictional stories with actual life events in the past and present.

5.3.4. The student describes dramatic elements in plays and performances that indicate particular qualities related to cultures, times, and places.

5.4. The student demonstrates responsible audience etiquette.

5.4.1. The student expresses emotions when attending public performances with live or recorded actors.

5.4.2. The student discusses performances with peers after attending.

5.4.3. The student invests sufficient mental effort during performances to make meanings.

5.4.4. The student watches, listens to, and responds mindfully and emotionally to theatre events.

5.4.5. The student orally explains the do' s and don'ts regarding appropriate audience dress.

5.4.6. The student explains appropriate and inappropriate emotional behavior.

5.4.7. The student discusses behaviors that would interrupt the performance.

5.4.8. The student explains why cameras and other recording devices are prohibited by copyright law.

5.4.9. The student understands why cell phones and beeping pagers/watches disturb actors and other audience members.

KS.6. Theatre (Basic): Integrating Theatre with Other Arts, Disciplines, and the Community

6.1. The student recognizes connections between theatre and other disciplines.

6.1.1. The student identifies connections that exist between theatre and language arts.

6.1.2. The student uses social issues to develop themes for scripts.

6.1.3. The student creatively dramatizes physical science processes.

6.1.4. The student connects math concepts through dramatization.

6.1.5. The student lists characteristics specific to cultural settings.

6.1.6. The student discusses how dance and creative movement are used in performances.

6.1.7. The student assists in selecting music and other sound appropriate for story dramatization.

6.1.8. The student develops settings through the use of visual art elements.

KS.1. Visual Arts: Understanding and applying media techniques and processes. By the end of 4th grade, Kansas students will be able to:

1.B.1. Benchmark: Know the differences between materials, techniques, and processes.

1.B.2. Benchmark: Describe how different materials, techniques, and processes cause different responses.

1.B.3. Benchmark: Use different media, techniques, and processes to communicate ideas, experiences, and stories.

1.B.4. Benchmark: Use art materials and tools in a safe and responsible manner.

1.B.5. Benchmark: Use various art media to create shallow/deep space.

1.B.6. Benchmark: Create works of art with a variety of media, techniques, and processes including but not limited to: drawing/modeling; painting/constructing; weaving/printmaking.

1.I.1. Indicator: Explain the differences between various media, techniques, and processes.

1.I.2. Indicator: Demonstrate how to use specific media, techniques and processes.

1.I.3. Indicator: Communicate personal ideas and feelings through the choice of media, techniques, and processes.

1.I.4. Indicator: Describe personal responses to works of art and analyze how the media, techniques, and processes contribute to the responses.

1.I.5. Indicator: Demonstrate safe use of art tools and materials.

KS.2. Visual Arts: Using knowledge of structures and functions. By the end of 4th grade, Kansas students will be able to:

2.B.1. Benchmark: Know the differences among visual characteristics and purposes of art in order to convey ideas.

2.B.2. Benchmark: Describe how different expressive features and organizational principles cause different responses.

2.B.3. Benchmark: Use visual structures and functions of art to communicate specific ideas.

2.I.1. Indicator: Demonstrate an understanding of the elements and principles of design.

2.I.2. Indicator: Differentiate between functions of artwork and explain what makes the works purposeful.

2.I.3. Indicator: Recognize and incorporate a variety of compositional formats (such as symmetrical and horizontal) into works of art and demonstrate an understanding of the dynamics created by each.

2.I.4. Indicator: Create works of art by incorporating multiple elements and principles for a variety of purposes.

2.I.5. Indicator: Demonstrate ability to convey an idea, feeling, or message incorporating a group of elements, principles, and other concepts.

2.I.6. Indicator: Explore and develop a working knowledge of art concepts such as: implied/actual; organic; symbolism; value/intensity; depth of field; illusion; kinetic; asymmetrical; thematic design; motif; complementary; mirror image; contrast; concave/convex; translucent; transparent; opaque; proportion; shades/tints.

KS.3. Visual Arts: Choosing and evaluating a range of subject matter, symbols and ideas. By the end of 4th grade, Kansas students will be able to:

3.B.1. Benchmark: Select and use subject matter, symbols with ideas to communicate meaning.

3.B.2. Benchmark: Describe how people's experiences influence the development of specific artworks.

3.I.1. Indicator: Incorporate complex personal ideas with symbols in artworks.

3.I.2. Indicator: Compare themes, styles, purposes with subject matter in their work and the work of others.

KS.4. Visual Arts: Understanding the visual arts in relation to history and cultures. By the end of 4th grade, Kansas students will be able to:

4.B.1. Benchmark: Know that the visual arts have a history with specific relationships to various cultures.

4.B.2. Benchmark: Identify specific works of art as belonging to particular cultures, times, and places.

4.B.3. Benchmark: Demonstrate how history, culture, and visual arts can influence each other in making and studying works of art.

4.I.1. Indicator: Identify the importance of visual arts in various cultures over time.

4.I.2. Indicator: Differentiate among the cultural origins, times, and places of specific works of art.

4.I.3. Indicator: Explain examples of relationships between history, cultural/visual arts.

KS.5. Visual Arts: Reflecting upon and assessing the characteristics and merits of their work and the work of others. By the end of 4th grade, Kansas students will be able to:

5.B.1. Benchmark: Explore and understand prospective content for works of art.

5.B.2. Benchmark: Understand there are various purposes for creating works of art.

5.I.1. Indicator: Examine subject matter, symbols, and ideas of own artwork during production and make decisions for needs and improvements.

5.I.2. Indicator: Examine compositions of visual images using selected criteria.

5.I.3. Indicator: Recognize formal and informal processes of art criticism.

KS.6. Visual Arts: Making connections between the visual arts and other disciplines. By the end of 4th grade, Kansas students will be able to:

6.B.1. Benchmark: Understand and use similarities and differences between characteristics of the visual arts and other disciplines.

6.B.2. Benchmark: Identify connections between the visual arts and other disciplines in the curriculum.

6.I.1. Indicator: Generalize similarities and differences between the visual arts and performing arts.

6.I.2. Indicator: Communicate connections between the visual arts and other disciplines.