Massachusetts State Standards for Arts Education: Kindergarten

MA.1. Dance: Movement Elements and Dance Skills: Students will identify and demonstrate movement elements and dance skills.

1.1. Identify and demonstrate basic locomotor and non-locomotor movements.

1.2. Develop strength, flexibility, balance, and neuromuscular coordination.

1.3. Identify and demonstrate accuracy in moving to a musical beat and responding to changes in tempo.

1.4. Demonstrate the ability to define and maintain personal space.

1.5. Recognize and explore space, time, and force as three elements of movement and dance.

1.6. Demonstrate partner skills of copying, leading, following, and mirror imaging.

1.7. Demonstrate ability to work in a group to learn and perform sequences of movement and simple dances.

1.8. Demonstrate accuracy in memorizing and reproducing simple movement phrases and folk dances.

1.9. Develop and value a positive body image.

MA.2. Dance: Choreography: Students will create movement compositions based on choreographic principles, processes, and forms.

2.1. Explore and invent movement, and improvise to solve movement problems.

2.2. Create a dance phrase with a beginning, middle, and end; be able to repeat it, with or without music.

2.3. Create a dance phrase and then vary it, making changes in space, time, and energy/force.

2.4. Demonstrate the ability to work effectively alone, with a partner, and in an ensemble.

2.5. Explore movement using a variety of available objects, properties (props), fabrics, and clothing pieces, etc.

MA.3. Dance: Dance as Expression: Students will demonstrate an understanding of dance as a way to express and communicate meaning.

3.1. Observe, explore, and discuss how movements can show feelings, images, thoughts, colors, sounds, and textures.

3.2. Observe and discuss how dance performance is different from other forms of human movement used in sports, everyday gestures, or social dancing.

3.3. Present dances or movement phrases; identify and describe movement choices and discuss varied responses to them.

3.4. Present dances or movement phrases and discuss how movement choices convey meaning.

MA.4. Dance: Performance in Dance: Students will rehearse and stage dance works.

4.1. Describe the role of traditional and nontraditional dances and the circumstances and settings in which these dances would be performed.

4.2. Create original dances or themes for movement improvisations, or learn traditional dances; rehearse, and demonstrate dances, making decisions about the performance space, audience location, entrances and exits, and costumes.

4.3. Demonstrate the ability to work effectively with a group or leader.

MA.5. Dance: Critical Response: Students will describe and analyze their own dances and the dances of others using appropriate dance vocabulary. When appropriate, students will connect their analysis to interpretation and evaluation.

5.1. Observe dances from a variety of cultures and describe their movements.

5.2. Explore, discover, and realize multiple solutions to a given movement problem. Reflect upon the uniqueness of each solution.

5.3. Observe two dances and discuss how they are similar and different, considering use of theme, space, timing and rhythms, gestures and body language, properties (props), costumes, etc.

5.4. Describe and demonstrate audience skills of observing attentively and responding appropriately in classroom, rehearsal, and performance settings.

MA.1. Music: Singing: Students will sing, alone and with others, a varied repertoire of music.

1.1. Sing independently, maintaining accurate intonation, steady tempo, rhythmic accuracy, appropriately-produced sound (timbre), clear diction, and correct posture.

1.2. Sing expressively with appropriate dynamics, phrasing, and interpretation.

1.3. Sing from memory a variety of songs representing genres and styles from diverse cultures and historical periods.

1.4. Sing ostinatos, partner songs, rounds and simple two-part songs, with and without accompaniment.

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

MA.2. Music: Reading and Notation: Students will read music written in standard notation.

2.1. Demonstrate and respond to: the beat, division of the beat, meter (2/4, 3/4, 4/4), and rhythmic notation, including half, quarter, eighth, and sixteenth notes and rests.

2.2. Use a system (syllables, numbers, or letters) to read and sing at sight simple pitch notation in the treble clef.

2.3. Identify symbols and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing.

2.4. Use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns performed by the teacher.

MA.3. Music: Playing Instruments: Students will play instruments, alone and with others, to perform a varied repertoire of music.

3.1. Play independently with accurate intonation, steady tempo, rhythmic accuracy, appropriate technique, and correct posture.

3.2. Play expressively with appropriate dynamics, phrasing and articulation, and interpretation.

3.3. Play from memory and written notation a varied repertoire representing genres and styles from diverse cultures and historical periods.

3.4. Echo and perform easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic, melodic, and harmonic classroom instruments.

3.5. Perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor.

3.6. Perform independent instrumental parts while other students sing or play contrasting parts.

MA.4. Music: Improvisation and Composition: Students will improvise, compose, and arrange music.

4.1. Improvise ?answers? in the same style to given rhythmic and melodic phrases.

4.2. Improvise and compose simple rhythmic and melodic ostinato accompaniments.

4.3. Improvise and compose simple rhythmic variations and simple melodic embellishments on familiar melodies.

4.4. Improvise and compose short vocal and instrumental melodies, using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds (such as clapping), and sounds produced by electronic means.

4.5. Create and arrange short songs and instrumental pieces within teacher-specified guidelines.

MA.5. Music: Critical Response: Students will describe and analyze their own music and the music of others using appropriate music vocabulary. When appropriate, students will connect their analysis to interpretation and evaluation.

5.1. Perceive, describe, and respond to basic elements of music, including beat, tempo, rhythm, meter, pitch, melody, texture, dynamics, harmony, and form.

5.2. Listen to and describe aural examples of music of various styles, genres, cultural and historical periods, identifying expressive qualities, instrumentation, and cultural and/or geographic context.

5.3. Use appropriate terminology in describing music, music notation, music instruments and voices, and music performances.

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

5.5. Respond through purposeful movement to selected prominent music characteristics or to specific music occurrences while singing or listening to music.

5.6. Describe and demonstrate audience skills of listening attentively and responding appropriately in classroom, rehearsal, and performance settings.

MA.1. Theatre: Acting: Students will develop acting skills to portray characters who interact in improvised and scripted scenes.

1.1. Read, listen to, and tell stories from a variety of cultures, genres, and styles.

1.2. Imagine and clearly describe characters, their relationships, setting, conflict, and plot from a variety of appropriate literature.

1.3. Pretend to be someone else, creating a character based on stories or through improvisation, using properties (props), costumes, and imagery.

1.4. Create characters through physical movement, gesture, sound and/or speech, and facial expression.

1.5. Learn lines, observe, listen, and respond in character to other actors.

1.6. Demonstrate the ability to work effectively alone and cooperatively with a partner or in an ensemble.

MA.2. Theatre: Reading and Writing Scripts: Students will read, analyze, and write dramatic material.

2.1. Identify what drama is and how it happens.

2.2. Read plays and stories and identify characters, setting, and action.

2.3. Develop dramatic dialogue for characters from a folktale told in prose.

2.4. Create a scene or play with a beginning, middle, and end based on an original idea, a story, or other forms of literature (fiction, nonfiction, poetry).

2.5. Plan, improvise, and write or record simple dramas that include the ?five w's?: who, what, where, when, and why.

MA.3. Theatre: Directing: Students will rehearse and stage dramatic works.

3.1. In creating and rehearsing informal classroom dramatizations, experiment with and make decisions about the visual configuration of the acting space (e.g., actors' exits, entrances, placement of set pieces, and the location of the audience).

MA.4. Theatre: Technical Theatre: Students will demonstrate skills in using the basic tools, media, and techniques involved in theatrical production.

4.1. Collect, make, or borrow materials that could be used for scenery, properties (props), costumes, sound effects, and lighting for informal classroom presentations.

4.2. Visualize environments and arrange the physical playing space to communicate mood, time, and locale.

MA.5. Theatre: Critical Response: Students will describe and analyze their own theatrical work and the work of others using appropriate theatre vocabulary. When appropriate, students will connect their analysis to interpretation and evaluation.

5.1. Describe and demonstrate audience skills of observing attentively and responding appropriately in classroom presentations, rehearsals, and live performance settings.

5.2. Identify and describe the visual, aural, oral, and kinetic details of classroom dramatizations and dramatic performances.

5.3. Articulate reasons for particular emotional responses to and personal preferences about classroom dramatizations and dramatic performances.

5.4. Analyze and describe strengths and weakness of their own work (grades 3 and 4 only).

5.5. Give and accept constructive and supportive feedback.

MA.1. Visual Arts: Methods, Materials, and Techniques: Students will demonstrate knowledge of the methods, materials, and techniques unique to the visual arts.

1.1. Use a variety of materials and media, for example, crayons, chalk, paint, clay, various kinds of papers, textiles, and yarns, and under-stand how to use them to produce different visual effects.

1.2. Create artwork in a variety of two-dimensional (2D) and three-dimensional (3D) media, for example: 2D - drawing, painting, collage, printmaking, weaving; 3D - plastic (malleable) materials such as clay and paper, wood, or found objects for assemblage and construction.

1.3. Learn and use appropriate vocabulary related to methods, materials, and techniques.

1.4. Learn to take care of materials and tools and to use them safely.

MA.2. Visual Arts: Elements and Principles of Design: Students will demonstrate knowledge of the elements and principles of design.

2.1. For color, explore and experiment with the use of color in dry and wet media. Identify primary and secondary colors and gradations of black, white and gray in the environment and artwork. Explore how color can convey mood and emotion.

2.2. For line, explore the use of line in 2D and 3D works. Identify a wide variety of types of lines in the environment and in artwork.

2.3. For texture, explore the use of textures in 2D and 3D works. Identify a wide variety of types of textures, for example, smooth, rough, and bumpy, in the environment and in artwork. Create representations of textures in drawings, paintings, rubbings, or relief.

2.4. For shape and form, explore the use of shapes and forms in 2D and 3D works. Identify simple shapes of different sizes, for example, circles, squares, triangles, and forms, for example, spheres, cones, cubes, in the environment and in artwork.

2.5. For pattern and symmetry, explore the use of patterns and symmetrical shapes in 2D and 3D works. Identify patterns and symmetrical forms and shapes in the environment and artwork. Explain and demonstrate ways in which patterns and symmetrical shapes may be made.

2.6. For space and composition, explore composition by creating artwork with a center of interest, repetition, and/or balance. Demonstrate an understanding of foreground, middle ground, and background. Define and identify occurrences of balance, rhythm, repetition, variety, and emphasis.

MA.3. Visual Arts: Observation, Abstraction, Invention, and Expression: Students will demonstrate their powers of observation, abstraction, invention, and expression in a variety of media, materials, and techniques.

3.1. Create 2D and 3D artwork from direct observation.

3.2. Create 2D and 3D expressive artwork that explores abstraction.

3.3. Create 2D and 3D artwork from memory or imagination to tell a story or embody an idea or fantasy.

MA.4. Visual Arts: Drafting, Revising, and Exhibiting: Students will demonstrate knowledge of the processes of creating and exhibiting their own artwork: drafts, critique, self-assessment, refinement, and exhibit preparation.

4.1. Select a work or works created during the year and discuss them with a parent, classmate, or teacher, explaining how the work was made, and why it was chosen for discussion.

4.2. Select works for exhibition and work as a group to create a display.

4.3. As a class, develop and use criteria for informal classroom discussions about art.

MA.5. Visual Arts: Critical Response: Students will describe and analyze their own work and the work of others using appropriate visual arts vocabulary. When appropriate, students will connect their analysis to interpretation and evaluation.

5.1. In the course of making and viewing art, learn ways of discussing it, such as by making a list of all of the images seen in an artwork (visual inventory); and identifying kinds of color, line, texture, shapes, and forms in the work.

5.2. Classify artworks into general categories, such as painting, print-making, collage, sculpture, pottery, textiles, architecture, photography, and film.

5.3. Describe similarities and differences in works, and present personal responses to the subject matter, materials, techniques, and use of design elements in artworks.

5.4. (Grades 3 and 4) Explain strengths and weaknesses in their own work, and share comments constructively and supportively within the group.

MA.6. Connections: Purposes and Meanings in the Arts: Students will describe the purposes for which works of dance, music, theatre, visual arts, and architecture were and are created, and, where appropriate, interpret their meanings.

6.1. When viewing or listening to examples of visual arts, architecture, music, dance, storytelling, and theatre, ask and answer questions such as: what is the artist trying to say; who made this, and why; how does this work make me feel.

6.2. Investigate uses and meanings of examples of the arts in children's daily lives, homes, and communities.

MA.7. Connections: Roles of Artists in Communities: Students will describe the roles of artists, patrons, cultural organizations, and arts institutions in societies of the past and present.

7.1. Investigate how artists create their work; read about, view films about, or interview artists such as choreographers, dancers, composers, singers, instrumentalists, actors, storytellers, play-wrights, illustrators, painters, sculptors, craftspeople, or architects.

MA.8. Connections: Concepts of Style, Stylistic Influence, and Stylistic Change: Students will demonstrate their understanding of the concepts of style, stylistic influence, and stylistic change by identifying when and where art works were created and by analyzing characteristic features of art works from various historical periods, cultures, and genres.

8.1. Identify characteristic features of the performing and visual arts of native populations and immigrant groups to America, such as styles of North American native cultures of the East Coast, Plains, Southwest, and Northwest; styles of folk and fine arts of immigrant groups from European, African, Latin American, Asian, and Middle Eastern countries.

8.2. Identify characteristic features of the visual arts of world civilizations such as styles of ancient Egypt and Africa, China, Mesopotamia, Greece, Rome, and the Medieval period in Europe.

8.3. Perform or create works inspired by historical or cultural styles.

MA.9. Connections: Inventions, Technologies, and the Arts: Students will describe and analyze how performing and visual artists use and have used materials, inventions, and technologies in their works.

9.1. When using art materials or handling and viewing artifacts or musical instruments, ask and answer questions such as: what is this made of; how does this instrument produce sound; would I design this differently; who first thought of making something like this.

MA.10. Connections: Interdisciplinary Connections: Students will use knowledge of the arts and cultural resources in the study of the arts, English language arts, foreign languages, health, history and social science, mathematics, and science and technology/engineering.

10.1. Integrate knowledge of dance, music, theatre, and visual arts and apply the arts to learning other disciplines.