Missouri State Standards for Arts Education:

Currently Perma-Bound only has suggested titles for grades K-8 in the Science and Social Studies areas. We are working on expanding this.

MO.I.A. Dance (History Strand): Students who study the historical and social context of dance become more fully integrated members of the increasingly multicultural communities. They learn not only dance movements but the surrounding influences and issues of the cultures they are investigating.

I.A.1. Know the three types of dance in human history: ritual dance, social dance, and theatrical dance. (FA 5)

I.A.1.a. Name at least one major American choreographer and identify the time period and dance style of that choreographer (1.9) (FA 5)

I.A.1.b. Recognize local dance artists and identify their dance styles (1.2) (FA 5)

I.A.2. Know dance in a particular time period in the United States (for example, in colonial America, why and in what settings did people dance? What did the dances look like?). (FA 5)

I.A.2.a. Correctly identify costumes and other decor from various historical periods in America by style and approximate time period (e.g., ballet, ragtime, modern dance) (1.6) (FA 5)

I.A.3. Know names and rhythmic patterns of various folk dances from different cultures. (FA 5)

I.A.3.a. Perform folk dances from various cultures with competence and confidence (2.5)

MO.I.B. Dance (Criticism/Analysis Strand): Students who learn to observe dance and extract the content from movement also learn that there are many possible 'right' answers to a problem. They learn not to stop with the simplest, most superficial response but to look for more interesting connections and possibilities.

I.B.1. Know the following terms: audience, criticism, technique, and the elements of dance. (FA 2)

I.B.1.a. Observe two dances and discuss how they are similar and different in terms of one of the elements of dance, e. g., accurately describe the use of space in the dances, including body shapes, levels, and pathways (1.2)

I.B.1.b. Demonstrate appropriate audience behavior in watching dance performances and discuss their opinions about dances with their peers in a supportive and constructive way (2.3) (FA 4)

I.B.2. Know the basic elements of other art forms that support or collaborate with dance. (FA 2, 4)

I.B.2.a. Describe the music, dance, sets, costumes and theatrical effects in at least one dance production and discuss the interdependence of the related art forms (2.1)

MO.I.C. Dance (Aesthetics Strand): Students also need to learn the many ways in which movement can hold meaning, how dance differs from other movement activities, and how dance has communicated and preserved cultural values and traditions over the millennia.

I.C.1. Know that dance is different from other forms of human movement (such as sports and everyday gestures). (FA 3)

I.C.1.a. Present original dances to peers and discuss their meanings with competence and confidence (2.1)

I.C.2. Recognize aesthetic or intuitive choices made by themselves, their peers and professional choreographers in creating dance works.

I.C.2.a. Take an active role in a class discussion about interpretations of and reactions to a dance (1.5) (FA 3)

MO.I.D. Dance (Product/Performance Strand): Dance students learn physical skills as well as the language describing those skills. Students must also understand the elements of dance as the dancer's 'toolbox.' They learn how to move safely and with awareness of the complex marvels of the human body.

I.D.1. Know the terms and tools that make up the basic language of choreographers, such as choreography, improvisation, mirroring, leading and following, and basic stage directions. (FA 1)

I.D.1.a. Attentively observe and accurately describe the action (such as skip, gallop) and movement elements (such as level, directions) in a brief movement study (2.1)

I.D.1.b. Demonstrate kinesthetic awareness, concentration, and focus in performing movement skills (1.6) (FA 2)

I.D.2. Know the basic terminology of technique classes: personal space, energy, balance action, elevation, levels, locomotor, and nonlocomotor movement. (FA 1)

I.D.2.a. Accurately demonstrate nonlocomotor/axial movements such as bend, twist, stretch, swing (1.6)

I.D.2.b. Create shapes at low, middle, and high levels (2.5)

I.D.2.c. Demonstrate the ability to define and maintain personal space (1.6)

I.D.3. Know healthy practices (such as nutrition and good safety habits) enhance their ability to dance. (FA 1)

I.D.3.a. Demonstrate correct hygiene and care and wear of dance clothing (1.10) (FA 1)

MO.II.A. Music (History Strand): The history of music can be divided into specific areas, reflected by specific exemplary composers and performers and examples of works they produced that represent major styles of music. Students should develop an appreciation for these musicians, their products, and their relationships to the culture, sequentially throughout the different grade levels.

II.A.1. Know some musical works and artists that are representative of classical and popular styles, world cultures, various time periods (for example, the 'Messiah', 18th century; Stephen Foster, 'Oh Susanna', 19th century; Ravi Shankar, Indian sitar player, 20th century). (FA 5)

II.A.1.a. Group a selection of aural examples of music into broad categories such as classical or popular, Western or non-Western, and contemporary or historical (1.9; 2.4) (FA 5)

II.A.2. Know a variety of songs from the United States and other nations. (FA 5)

II.A.2.a. Recognize a selected sampling of patriotic and folk songs that are representative of Missouri, the United States, and other countries such as, the 'Missouri Waltz', 'America the Beautiful', 'Oh Canada', and 'La Cucaracha' (1.5) (FA 5)

II.A.3. Know that music serves a variety of functions. (FA 5)

II.A.3.a. Describe how music can function for different purposes such as sacred or secular, work songs, folk songs, art music, or popular music (2.4; 3.5) (FA5)

MO.II.B. Music (Criticism/Analysis Strand): When listening/ critiquing skills are acquired by students, they can identify (a) characteristics which can be appreciated in their present state and (b) characteristics which need to be altered or replaced.

II.B.1. Know that music consists of several elements (e.g., timbre, harmony, melody, rhythm, form, instrumentation). (FA 2)

II.B.1.a. Demonstrate that these components are essential in describing and understanding music (1.9) (FA 3)

II.B.1.b. Demonstrate that body movement can be used to reflect and enhance the effect of selected musical components (2.5)

II.B.2. Know that melody can be described with reference to its placement (high/low) and its movement (direction, conjunctness), that tempo can be perceived as consistent or changing, fast or slow, and that instruments and voices can be combined to create different textures and timbres and harmonic combinations. (FA 2)

II.B.2.a. Identify salient characteristics of melody when presented aurally and visually (e.g., high/low, melodic direction) (1.6)

II.B.3. Know that music elements have different levels of importance and complexity in various types of music, that similarly, listener responses as audience members may vary in different settings. (FA 2)

II.B.3.a. Describe the elements of audience etiquette for various settings (4.3)

II.B.4. Know that the size of traditional acoustic instruments, often determines the pitch range. (FA 2)

II.B.4.a. Select from like instrument families (e.g., violin, viola, cello, and double bass or soprano, alto, tenor, and baritone saxophone) the instruments which would have high, medium, or low ranges (1.2)

MO.II.C. Music (Aesthetics Strand): Through practice with expressive elements, students have a chance to create and refine their own performances, improvisations and compositions. This process develops a heightened sense of awareness of quality which subsequently allows students to analyze and evaluate aesthetic qualities of objects in their environment.

II.C.1. Know that an aesthetic response to a piece of music consists of an immediate emotional reaction and an intellectual one based on the student's knowledge of expressive musical elements such as harmony, traditional instrumentation, and intonation. (FA 3)

II.C.1.a. Identify musical elements used for expression in music (1.5; 2.4) (FA 2, 3)

II.C.2. Know that the elements of music can also be altered when performing to create a heightened aesthetic effect. (FA 3)

II.C.2.a. Manipulate expressive qualities of music in various performances and compositional settings (2.5)

MO.II.D. Music (Product/Performance Strand): The study of music performance can give students a lifetime of satisfying experiences. Through singing or playing an instrument, students develop individual and group problem-solving skills which are interdisciplinary translating to all areas of life.

II.D.1. Know that musical sound is dependent on the accurate reproduction of pitch and rhythm. (FA 1)

II.D.1.a. Sing independently on pitch and in rhythm simple rounds, partner songs, ostinato patterns, descants, and 2-part songs learned by rote (1.6; 2.1; 2.5; 3.4; 4.6) (FA 1, 2)

II.D.1.b. Echo short rhythms and melodic patterns using a variety of sounds such as body percussion, rhythm instruments, and voice (1.5; 1.6; 2.5; 3.4; 4.6) (FA 2)

II.D.2. Know that music is expressed in standard notation symbols and traditional terminology referring to dynamics, articulation, and tempo. (FA 1)

II.D.2.a. Sing simple melodies using a system such as syllables, numbers, or letters to read pitch notation in the treble clef in major keys (1.6; 1.8; 2.5; 3.1; 3.4; 3.7) (FA 2)

II.D.2.b. Read simple rhythms from rhythm syllables and/ or standard notation and play or sing with a steady beat (1.6; 1.8; 2.2; 2.5; 3.1; 3.4; 3.7) (FA 2)

II.D.2.c. Use graphic notation and/or standard symbols to notate meter, pitch, rhythm, and dynamics in simple patterns (1.6; 1.8; 2.2; 3.1; 3.4; 3.7) (FA 2)

II.D.3. Know that manipulating pitch, rhythm, dynamics, and tempo affects the creation and interpretation of music. (FA 1)

II.D.3.a. Create simple melodies as a response ('answer') to a musical question using variations in dynamics and tempo in the interpretation (1.6; 1.8; 2.2; 2.5; 3.4; 3.7; 4.6) (FA 1, 2)

II.D.3.b. Improvise simple rhythmic variations and simple melodic embellishments on familiar melodies (1.6; 1.8; 2.2; 2.5; 3.4; 3.7) (FA 1)

MO.III.A. Theatre (History Strand): History involves the study of historical and cultural settings for the arts, including socioeconomic, political, ethnic, religious and philosophical considerations. Students should communicate knowledge about the role of the arts in differing cultures. Students should develop an understanding of culture and ethnic diversity.

III.A.1. Know how to find information to support classroom dramatizations. (FA 5)

III.A.1.a. Identify and compare similar characters and situations in stories and dramas from and about various cultures, illustrate with classroom dramatizations and discuss how theatre reflects life (1.2) (FA 4)

III.A.1.b. Communicate information to peers about people, events, time and place related to classroom dramatizations (1.8) (FA 5)

III.A.2. Know how to identify and compare various settings and reasons for creating dramas and attending theatre, film, television and electronic media productions. (FA 5)

III.A.2.a. Understand context by recognizing the role of fine arts in daily life as a performer/ observer/ practitioner (1.10) (FA 4)

III.A.3. Know how to document social, cultural and historical implications relating to dramatic productions. (FA 5)

III.A.3.a. Apply relevance, implications and consequences of theatre to its social, cultural and historical context (2.4) (FA 5)

MO.III.B. Theatre (Criticism/Analysis Strand): The student should recognize, understand and apply the terminology or vocabulary of theatre. In order to develop criticism, young students need consistent instructional opportunities to examine a wide variety of forms.

III.B.1. Know visual, aural, oral and kinetic elements in theatre, dramatic media, dance, music and visual arts. (FA 2)

III.B.1.a. Describe various elements in dramatical presentations (3.5) (FA 2)

III.B.2. Know how nondramatic art forms are used to express ideas and emotions in theatre. (FA 2)

III.B.2.a. Convey personal reactions to several art forms (2.1) (FA 3)

III.B.3. Know how ideas and emotions are expressed in theatre, dramatic media (such as film, television and electronic media) and other art forms. (FA 2)

III.B.3.a. Compare and connect art forms by describing theatre, dramatic media (such as film, television and electronic media) and other art forms (2.7) (FA 4)

III.B.4. Know a few preparation and evaluation criteria. (FA 2)

III.B.4.a. Select movement, music or visual elements to enhance the mood of a classroom dramatization (2.7) (FA 1)

MO.III.C. Theatre (Aesthetics Strand): Students develop the ability to make informed judgments regarding theatre. Theatre students compare/contrast. They interpret and find meaning. They articulate, identify, define and defend criteria for one's preferences and judgments. Students understand the interdependence of works in the arts with the broader worlds of ideas and actions.

III.C.1. Know the visual, aural, oral and kinetic elements of classroom dramatizations and dramatic performances. (FA 3, 4)

III.C.1.a. Analyze classroom dramatizations and, using appropriate terminology, constructively suggest alternative ideas for dramatizing roles, arranging environments, and developing situations (3.2) (FA 2, 3)

III.C.1.b. Improve the collaborative processes of planning, playing, responding and evaluating (3.6) (FA 2, 3)

III.C.2. Know how the wants and needs of characters are similar to and different from their own. (FA 3, 4)

III.C.2.a. Articulate emotional responses to and explain personal preferences about the whole as well as parts of dramatic performances (2.4) (FA 3)

III.C.2.b. Explain personal preferences and construct meaning from classroom dramatizations and other presentations (2.3; 2.4) (FA 3)

MO.III.D. Theatre (Product/Performance Strand): Students grow in their ability to comprehend their world when they experience the arts. As they create theatrical productions, they learn how to express themselves and how to communicate with others. Students develop manipulative and organizational skills through active engagement with the arts.

III.D.1. Know assigned roles and interact in improvisations. (FA 1)

III.D.1.a. Plan and record improvisations based on personal experience and heritage, imagination, literature and history (2.1; 3.3) (FA 5)

III.D.2. Know how to arrange environments for classroom dramatizations. (FA1)

III.D.2.a. Visualize environments and construct designs to communicate locale and mood using visual elements (such as space, color, line, shape, texture) and aural aspects from a variety of sound sources (2.6; 2.7; 3.1) (FA 2)

III.D.3. Know the elements used to create an environment appropriate for drama. (FA 1)

III.D.3.a. Select interrelated characters, environments and situations for classroom dramatizations (2.4; 2.5) (FA 1)

III.D.4. Know technical requirements for improvised and scripted scenes. (FA 1)

III.D.4.a. Improvise dialogue to tell stories and write or record the dialogue (2.6; 2.7) (FA 1)

III.D.4.b. Determine how to improve presentations through use of technical aspects (2.7; 3.7; 3.8) (FA 1, 2)

III.D.5. Know the playing spaces for classroom dramatizations. (FA 1)

III.D.5.a. Collaboratively plan and rehearse improvisations and demonstrate various ways of staging classroom dramatizations (2.1) (FA 1, 2)

III.D.6. Know and safely organize available materials that suggest scenery, properties, lighting, sound, costumes and makeup. (FA 1)

III.D.6.a. Direct classroom dramatizations (3.1; 3.2) (FA 1, 2)

III.D.7. Know characters, their relationships and their environments. (FA 1)

III.D.7.a. Present personal selections (2.4) (FA 1)

III.D.7.b. Use variations of locomotor and nonlocomotor movement and vocal pitch, tempo and tone for different characters (2.1; 2.6) (FA 2)

III.D.8. Know that many careers are available in dramatic arts. (FA 1)

III.D.8.a. Categorize various opportunities in the theatrical field (2.6; 2.7; 4.8) (FA 4)

MO.IV.A. Visual Arts (History Strand): As students move from kindergarten through the early grades, they develop skills of observation and they learn to examine the objects and events of their lives in historical progression.

IV.A.1. Know themes and symbols from selected cultures and artists. (FA 4, 5)

IV.A.1.a. Identify and name the symbols, subject matter, and themes found in works of art (1.1; 1.9; 2.3; 2.4; 3.2; 3.5; 3.6) (FA 3)

IV.A.1.b. Use Missouri, the United States and selected regions of the world art history resources to observe and respond to works of art that develops a sense of appreciation for the artist's products and culture (1.9; 2.3; 2.4) (FA 3)

IV.A.1.c. Recognize selected major artists, movements, and styles found in representative works in art history (1.6; 1.9; 2.3; 2.4) (FA 3)

IV.A.2. Know how artists are influenced by objects and events that develop in historical progression. (FA 4, 5)

IV.A.2.a. Demonstrate an understanding that art is related to the artist's life and their culture (geographic, economic, political) (1.9; 1.10; 2.3; 2.4; 3.8) (FA 5)

IV.A.2.b. Discuss and name styles and artists that influenced selected artists or art movements (1.6; 1.9; 2.4; 3.2; 3.4) (FA 5)

IV.A.3. Know that many cultures contributed to the culture of the United States. (FA 4, 5)

IV.A.3.a. Explain the contributions of artists who were born and reared in another country, but who had significant impact on art in the United States (1.10; 2.2; 2.3; 3.5; 4.3) (FA 5)

IV.A.3.b. Recognize the contributions of local or regional Artists who use traditional or contemporary themes, materials, or techniques (1.5; 1.6; 1.9; 1.10)

MO.IV.B. Visual Arts (Criticism/Analysis Strand): Students understand and evaluate influences of literature, cultural traditions, and other art forms in crafting a global visual art heritage. Students study techniques for interpreting and critiquing artworks from different times and cultures. Students continue to learn how to express subtle differences when looking at and responding to works of art.

IV.B.1. Know how to look at art in order to better understand it. (FA 2)

IV.B.1.a. Look at works of art and artifacts close-up and discuss different points of view (1.5; 1.6; 1.9; 2.4; 3.6) FA2)

IV.B.1.b. Interact with works of art and discuss and listen to artistic presentations in order to understand the work better (1.5; 1.6; 1.9; 2.4; 2.7; 4.6) (FA 2)

IV.B.2. Know how to analyze works of art. (FA 2)

IV.B.2.a. Identify subjects used in works of art (1.6; 2.4; 2.7) (FA 2)

IV.B.2.b. Identify shapes, colors, and lines in works of art (1.6; 2.4) (FA 2)

IV.B.2.c. Find similarities in works of art (2.3; 2.4; 2.7)

IV.B.2.d. Describe feelings in response to looking at artworks (1.6; 1.9; 2.3; 2.4; 2.7; 3.3)

IV.B.3. Know why it's important to value what has been created by self and others. (FA 2)

IV.B.3.a. Develop a positive feeling for what has been created by self and others by discussing artworks (1.5; 1.6; 1.7; 2.3; 3.6) (FA 3)

IV.B.3.b. Understand that works of art can represent different ideas and images (1.5; 1.6; 2.2; 2.3; 3.6) (FA 3)

IV.B.4. Know a vocabulary with which to discuss works of art. (FA 2)

IV.B.4.a. Discuss art using appropriate vocabulary. (1.4; 1.5; 1.8; 1.10; 2.1; 2.2; 2.3)

IV.B.4.b. Write and discuss an artwork, or an art experience. (1.5; 1.6; 1.9; 3.3; 4.1)

IV.B.5. Know the value of differences in individual expressions. (FA 2)

IV.B.5.a. Respect and cultivate individual expressions in their works of art (1.5; 1.6; 1.9; 3.2; 3.3)

IV.B.5.b. Identify and discuss particular artistic qualities (e.g., colors, space, composition) that are indicative of a certain artistic style (1.6; 1.9; 2.4; 2.7) (FA 3)

IV.B.5.c. Value functional and nonfunctional art objects that are handmade which convey ideas or feelings (1.5; 1.6; 1.9; 2.4; 3.3; 4.1) (FA 5)

MO.IV.C. Visual Arts (Aesthetics Strand): Through examination of their own work and that of other people, times, and places, students learn to unravel the essence of artwork and to appraise its purpose and value. Students continue to learn about and develop their own criteria for analyzing and responding to art.

IV.C.1. Know that preferences in art vary. (FA 3)

IV.C.1.a. Compare preferences from different cultures (1.9; 2.3; 2.4) (FA 5)

IV.C.1.b. Use art vocabulary to discuss reasons for preferences about artworks (1.10; 3.6)

IV.C.1.c. Begin to develop understanding for varying responses to art by one's self and others (1.6; 2.2; 2.4; 2.7; 3.6; 4.1)

IV.C.1.d. Encourage constructive comments about works of art (1.9; 2.4; 3.1; 3.2; 3.6; 3.7)

IV.C.1.e. Examine other students' reasons for preferences (1.6; 2.3; 2.4; 3.2; 3.3; 3.4; 4.3) (FA 3)

IV.C.2. Know that aesthetic experiences are internal, personal responses. (FA 3)

IV.C.2.a. Develop appreciation for art that represents a variety of images and ideas (1.9; 2.3; 2.4; 3.3; 4.1) (FA 5)

IV.C.2.b. View works of art and discuss parallel life experiences (1.10; 2.3; 4.8)

IV.C.2.c. Discuss why one creates art (1.9; 2.4; 2.6; 2.7; 4.8)

IV.C.3. Know how to perceive and respond to works of art. (FA 3)

IV.C.3.a. Understand that there are many kinds of art, two- and three-dimensional, natural, or human made, functional, nonfunctional, realistic, nonobjective, and abstract (1.6; 2.3; 2.4; 3.1; 3.6; 4.1)

IV.C.3.b. Develop, judge, and communicate personal decisions about artworks (1.6; 1.8; 1.10; 2.2; 2.3; 2.5; 3.2; 3.3; 3.6)

IV.C.3.c. Respond to aesthetic decisions of others (2.3; 2.4; 3.1; 3.6; 3.7)

IV.C.4. Know how to reflect on the perceptions and responses of others to works of art. (FA 3)

IV.C.4.a. Demonstrate increased ability to observe and respond to works of art from a variety of perspectives (2.3; 2.4; 3.6; 3.7)

MO.IV.D. Visual Arts (Product/Performance Strand): In grades K-4, students experiment enthusiastically with art materials and investigate the ideas presented to them through visual arts instruction. Students learn to work with various tools, processes, and media. Primary students develop and expand visual arts knowledge and skills in order to express their ideas creatively.

IV.D.1. Know that artists create art with a variety of two- and three-dimensional media. (FA 1, 4)

IV.D.1.a. Name the media used to create selected works of art (2.3; 2.4) (FA 3)

IV.D.1.b. Use a variety of drawing instruments, painting tools, printmaking materials, clay forming techniques to demonstrate a variety of artistic techniques (2.3; 2.5) (FA 1)

IV.D.2. Know and use the elements of art. (FA 1, 4)

IV.D.2.a. Identify and use varieties of line, shape, and color in works of art (1.6; 2.5; 2.6) (FA 2)

IV.D.2.b. Identify and use geometric and organic shapes (1.6; 2.4; 2.5) (FA 2)

IV.D.2.c. Identify names of the primary, secondary, and tertiary colors and use them in their work (1.6; 2.4; 2.5) (FA 2)

IV.D.3. Know and use the principles of art. (FA 1, 4)

IV.D.3.a. Identify and use repeated lines, shapes, and colors in works of art (repetition) (1.6; 2.4; 2.4) (FA 3)

IV.D.3.b. Identify and use a variety of lines, shapes, and colors in works of art (variety) (1.6; 2.4; 2.5)

IV.D.4. Know how to demonstrate self-expression and satisfaction. (FA 1, 4)

IV.D.4.a. Present and discuss successful artistic efforts (1.6; 1.7; 2.4; 2.5; 3.8; 4.8) (FA 1)

IV.D.4.b. Identify and exhibit improvements and artistic growth and express a sense of pride (2.1; 2.3; 2.4; 2.5) (FA 1)

IV.D.5. Know how to take care of their materials and equipment. (FA 1, 4)

IV.D.5.a. Demonstrate proper use, care, and storage of tools, materials, and equipment (3.8; 4.7) (FA 1)

IV.D.5.b. Demonstrate a positive attitude toward art materials and projects that belong to you or other students (1.5; 2.3; 2.4; 3.6; 4.6) (FA 1)

IV.D.6. Know that direct observation is a source for ideas. (FA 1, 4)

IV.D.6.a. Observe details and edges or outlines of objects 'total picture' (2.1; 2.4)

IV.D.6.b. Observe that light and shade create the illusion of form (2.1; 2.3; 2.4) (FA 1)

IV.D.6.c. Use view-finder techniques to focus on subject matter (2.1; 2.3; 2.4)

IV.D.6.d. Distinguish between positive and negative space in their classroom (2.1; 2.3; 2.4)

IV.D.6.e. Practice points of view: birds' eye perspective, worms' eye perspective, etc. (2.1; 2.3; 2.4) (FA 3)

IV.D.7. Know that art is present in many parts of our community. (FA 1, 4)

IV.D.7.a. Recognize that there are various opportunities in art related careers (4.8)

IV.D.7.b. Develop a sense of appreciation for the craft tradition and the role of involving community artists who enrich learning (1.6; 1.9; 1.10; 2.4)