Grade 1 Fine Arts OLS Standards

Use historical and cultural works of art to answer questions about daily life.

Recognize and discuss why dance is a healthy activity.

Explore how music communicates feelings, moods, images, and meaning.

Explain personal and collective emotional responses to dramatic and theatrical works or experiences.

Differentiate between personal ideas and the ideas of others when developing artmaking concepts.

Explore and experiment with locomotor and non-locomotor movements using changes in body shape, time, space, and movement quality.

Improvise short rhythmic and melodic patterns using a variety of sound sources.

Identify the beginning, middle and ending of stories and retell in proper sequence.

Develop independence during artmaking.

Demonstrate awareness of moving safely within personal and general space.

Read and perform simple four-beat rhythms using eighth notes, quarter notes, and quarter rests.

Work cooperatively to retell or dramatize stories and fairy tales from various time periods and cultures.

Describe the meaning of symbols and images in works of art.

Describe how movement and shapes communicate feelings.

With guidance, listen to music of various styles, composers, periods, and cultures.

Use appropriate theatre vocabulary (character, time and place) to describe dramatic and theatrical experiences.

Identify examples of art and artists in students’ everyday lives.

Learn developmentally appropriate cultural dances.

Attend music performances demonstrating appropriate audience behavior for the context and style of music performed.

Identify similarities and differences in stories from one’s own community in a guided dramatic experience (process drama, story drama, creative drama).

Explore materials to devise imagery and symbols.

Explore structured improvisations and movement phrases within a central theme.

Compose simple, four-beat rhythms using quarter notes, eighth notes, and quarter rests using standard and iconic notation and a variety of sound sources.

Use body and voice to imitate the characters seen in media presentations of stories, myths, and fairy tales.

Engage with materials and tools to develop artmaking skills.

Demonstrate and use basic elements of dance.

Read and perform bitonic, tritonic, or trichordal melodies (s-m; s-m-l or d, r, m) in different tonal centers.

Create and tell stories based on personal experience (orally, written, by drawing a picture or pictures).

Recognize and identify strengths in personal artwork.

Demonstrate and discuss how to respond to dance as an audience member.

Explore selected musical instruments aurally and visually.

React to character actions and choices, both personal and peer, following a guided drama experience.

Communicate personal emotions and read emotional content in works of art.

Connect concepts shared between music, other art forms, and other subject areas.

Engage in dramatic and theatre experiences to explore concepts from other academic areas.

Experiment with various elements of art to communicate meaning.

Explore and combine rhythmic play during movement studies.

Compose bitonic, tritonic, or trichordal melodies (s-m; s-m-l or d, r, m) in treble clef in a variety of tonal centers.

Convey ideas and emotions using the elements of art.

Cooperate with others to make decisions during a dance activity.

Sing (using head voice and appropriate posture) and move to music of various styles, composers, and cultures with accurate pitch and rhythm.

Demonstrate various movements, voices, and feelings by performing a variety of familiar roles.

Explore and describe how works of art are produced.

Discuss the meaning of specific dances.

Identify elements of music using developmentally appropriate vocabulary.

Compare and contrast the elements (plot, character, setting) of various stories and dramatic works.

With limited guidance, play a variety of classroom instruments, alone and with others, and demonstrate proper techniques

Respond to music using movement, dance, drama, or visual art.

Evaluate a peer's performance based on factors (posture, voice, expression) that make a performer effective.

Demonstrate call and response songs that include a steady beat, rhythm, and meter.

Share observations and opinions about personal musical experiences and musical selections of various styles, composers, periods, and cultures.

Identify and demonstrate audience behavior appropriate for the forms and styles of theatre (live theatre, film, television and media).

Maintain a steady beat independently against a different rhythm and maintain a rhythm independently against a steady beat.

With guidance, follow and respond to the cues of a conductor.

Recognize how music is used for a variety of occasions in various cultures.

With limited guidance, identify patterns of the same and different sections and phrases (AB, ABA, ABAB, ABAC) in a repertoire (simple poems, songs, folk dances).

Connecting: Artists/students understand and communicate the value of creative expressions in internal and external contexts.

Connecting: Artists/students understand and communicate the value of creative expressions in internal and external contexts.

Connecting: Artists/students understand and communicate the value of creative expressions in internal and external contexts.

Connecting: Artists/students understand and communicate the value of creative expressions in internal and external contexts.

Creating: Artists/students use creative thinking and reasoning skills to perceive concepts and ideas to develop works.

Creating: Artists/students use creative thinking and reasoning skills to perceive concepts and ideas to develop works.

Creating: Artists/students use creative thinking and reasoning skills to perceive concepts and ideas to develop works.

Creating: Artists/students use creative thinking and reasoning skills to perceive concepts and ideas to develop works.

Performing: Artists/students employ personal processes and skills to solve problems creatively and present work in various contexts.

Performing: Artists/students employ personal processes and skills to solve problems creatively and present work in various contexts.

Performing: Artists/students employ personal processes and skills to solve problems creatively and present work in various contexts.

Performing: Artists/students employ personal processes and skills to solve problems creatively and present work in various contexts.

Responding: Artists/students engage in analysis and interpretation to understand and evaluate artistic works.

Responding: Artists/students engage in analysis and interpretation to understand and evaluate artistic works.

Responding: Artists/students engage in analysis and interpretation to understand and evaluate artistic works.

Responding: Artists/students engage in analysis and interpretation to understand and evaluate artistic works.