Vermont State Standards for Arts Education: Grade 3

VT.A3-4.D. Dance Skill Development

A3-4:1. Students show skill development when creating dance by:

A3-4:1.1. Solving increasingly complex movement challenges involving several movement concepts.

A3-4:1.2. Using movement to express complex ideas and narrative.

A3-4:1.3. Developing a dance phrase, accurately repeating it, and then varying it (i.e., making changes in the time, space/energy ).

A3-4:1.4. Using improvisation to discover and invent movement and solve movement problems.

A3-4:1.5. Producing a two part sequence of nonlocomotor and locomotor movements.

A3-4:2. Students perform/communicate through dance by:

A3-4:2.1. Demonstrating locomotor patterns of walking, running, hopping, jumping, galloping, sliding, skipping, leaping and alternating leading foot while traveling forward, backward, sideward, diagonally, and turning in straight and curved pathways.

A3-4:2.2. Demonstrating the non-locomotor skills of bending, stretching, twisting, swinging, turning , pushing, pulling, swaying, lifting, falling.

A3-4:2.3. Moving and reproducing a two part sequence of nonlocomotor and nonlocomotor movements to the beat, changing speed of movement as the tempo increases or decreases.

A3-4:2.4. Demonstrating ability to repeat sequence of 3-4 movements over time (e.g., simple folk dance).

A3-4:2.5. Recognizing and demonstrating qualities/dynamics/levels of movement (e.g., fast/slow, hard/soft, heavy/light, sharp/smooth, high/mid/low).

A3-4:3. Students show understanding of dance concepts and vocabulary by:

A3-4:3.1. Identifying or demonstrating dance concepts of space, energy, gesture, time.

A3-4:3.2. Interpreting.

A3-4:3.3. Counting a beat with changing tempo.

A3-4:3.4. Using space concepts to solve movement challenges.

A3-4:3.5. Identifying and demonstrating dance movements (e.g., grapevine, soft knees, plie, releve, triplet, ball change, first and second positions, folk dance).

VT.A3-4.M. Music Skill Development

A3-4:4. Students show skill development when creating music by:

A3-4:4.1. Improvising 'answers,' simple rhythmic accompaniments, ostinato, short instrumental pieces and songs.

A3-4:4.2. Composing and arranging with a variety of sound sources (e.g., traditional instruments, electronic sounds, body percussion and voice).

A3-4:5. Students perform/communicate through music by:

A3-4:5.1. Singing alone and with others, using developmentally appropriate repertoire, on pitch, in rhythm, maintaining a steady beat, singing simple two part literature (e.g., ostinato, canons, partner songs).

A3-4:5.2. Playing instruments, alone and with others, using developmentally appropriate literature and instruments, on pitch, in rhythm, maintaining a steady beat, using pitched and nonpitched instruments (e.g., recorders, Orff instruments).

A3-4:5.3. Performing independent instrumental parts while other students sing or play contrasting parts.

A3-4:6. Students show understanding of music concepts and vocabulary by:

A3-4:6.1. Moving, drawing, describing, and singing/playing instruments in response to contrasting musical stimuli (e.g., pitch, rhythm, tempo, dynamics, form).

A3-4:6.2. Reading and notating familiar and unfamiliar patterns (e.g., simple pitch notation in the treble clef, dotted quarter, dotted half notes and corresponding rests, 4/4, 3/4, 6/8).

VT.A3-4.T. Theater Skill Development

A3-4:7. Students show skill development when creating theater by:

A3-4:7.1. Demonstrating a character based on literature.

A3-4:7.2. Designing props, costumes and/or stage pieces based on literature.

A3-4:7.3. Developing a character within a script.

A3-4:8. Students perform/communicate through theater by:

A3-4:8.1. Repeating for an audience something already created.

A3-4:8.2. Speaking with clarity before an audience.

A3-4:8.3. Communicating with parents, being prepared, and on-time.

A3-4:8.4. Appropriate use of painting supplies.

A3-4:8.5. Presenting a classroom or public announcement.

A3-4:9. Students show understanding of theater concepts and vocabulary by:

A3-4:9.1. Naming or moving to stage areas.

A3-4:9.2. Designing a set, prop, and/or costume.

A3-4:9.3. Reading a part in a script.

A3-4:9.4. Projecting voice.

A3-4:9.5. Improvising a character with a prop .

A3-4:9.6. Accepting or giving a cue.

A3-4:9.7. Demonstrating blocking.

VT.A3-4.V. Visual Arts Skill Development

A3-4:10. Students show skill development when creating art by:

A3-4:10.1. Demonstrating techniques and processes in 2D work (e.g., drawing, painting, collage).

A3-4:10.2. Using various art tools and materials for specific purposes.

A3-4:10.3. Using elements of 2D and 3D design (e.g., 2D - mixing warm and cool colors; showing space through overlap, foreground, middle ground, and background; 3D - demonstrating form in papier mache, clay, fiber arts).

A3-4:11. Students demonstrate perform/communicate skills in visual arts by:

A3-4:11.1. Participating in group art activities (e.g., mural, group drawing).

A3-4:11.2. Experimenting with media and materials to convey feelings or ideas (e.g., finger painting to show anger, motion, or feeling of being underwater).

A3-4:12. Students show understanding of visual arts concepts and vocabulary by:

A3-4:12.1. Identifying and utilizing elements and principles of design (e.g., space, warm and cool colors, organic and geometric shapes).

A3-4:12.2. Identifying and using different media, genre, and techniques and understanding the vocabulary appropriate to them (e.g., watercolor, resist, papier mache, weaving, still life, abstraction, symmetry, expression and exaggeration, etc.).

A3-4:12.3. Recognizing and comparing motivations and purposes for making art in different times and places (e.g., cultural traditional, personal satisfaction, communication of belief).

VT.A3-4.RC. Reflection and Critique

A3-4:13. Students describe art using discipline specific vocabulary, for example:

A3-4:13.1. Dance: gradual/sudden, pathways (straight, curved, zigzagged, spiral)

A3-4:13.2. Music: pitch, rhythm, tempo, dynamics, form

A3-4:13.3. Theater: stage left/stage right, upstage/downstage, costume, prop, voice projection, audience, the play

A3-4:13.4. Visual Arts: warm and cool colors; geometric and organic shapes; still life; 2D and 3D; foreground, middle ground, background; overlap

A3-4:14. Students analyze, interpret, and respond to art by:

A3-4:14.1. Explaining qualities (elements, principles of design, expression) that may evoke emotion and meaning.

A3-4:14.2. Relating varied interpretations of works of art using some or all of the following (e.g., observation, personal experience).

A3-4:14.3. Comparing/contrasting works of art, which may include a student's own work.

A3-4:15. Students critique and revise art by:

A3-4:15.1. Making affirming statements with specific evidence (e.g., I really believed you as Ann Story.).

A3-4:15.2. Asking questions about your own work (e.g., How does my costume design show the time period?).

A3-4:15.3. Asking questions of the artist (e.g., What time period are you trying to represent with your costume?).

A3-4:15.4. Suggesting changes (e.g., You might try adding a bonnet to your costume.).

A3-4:15.5. Discerning and responding to those suggestions that are effective.

VT.A3-4.MC. Making Connections

A3-4:16. Students make connections between/among the arts and disciplines outside the arts by:

A3-4:16.1. Demonstrating the relationship of similar elements (e.g., form, rhythm).

A3-4:16.2. Communicating ideas, concepts, feelings from other disciplines (e.g., creating a song to illustrate a particular time; portrait of historical figure).

A3-4:17. Students show understanding of how the arts impact life by:

A3-4:17.1. Identifying the roles of the arts and artists in the community and every day environment.

A3-4:17.2. Demonstrating an understanding of how the arts contribute to a healthy lifestyle (e.g., safe use of tools and materials, use of leisure time).

A3-4:18. Students show understanding of how the arts shape and reflect various cultures and times by:

A3-4:18.1. Creating or performing art based on a culture.

A3-4:18.2. Demonstrating an understanding of how the arts have a relationship to time and place (e.g., Egyptian hieroglyphs, folk dance, spiritual slave music).

A3-4:18.3. Identifying how the arts have a relationship to family and/or community events and celebrations.

VT.A3-4.AW. Approach to Work

A3-4:19. Students approach artistic problem solving with an open mind and creative thinking by:

A3-4:19.1. Generating and trying out a variety of strategies/techniques to address challenges (e.g., How do I show depth? How can I make my composition longer? Maybe I'll try...).

A3-4:20. Students develop effective, personal work habits by:

A3-4:20.1. Demonstrating willingness to take part in the activity and see it to completion.

A3-4:20.2. Using materials and work space safely.

A3-4:20.3. Making good use of class time.

A3-4:21. Students demonstrate appropriate interactions by:

A3-4:21.1. Participating in individual and/or group work willingly and appropriately.

A3-4:21.2. Responding constructively as members of an audience/group.