Grade 2 Fine Arts OLS Standards

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

Recognize and discuss the different ways in which art communicates ideas and serves many purposes.

Recognize and discuss how dance is an avenue for physical fitness.

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

Generate artmaking ideas from multiple sources.

Explore and experiment with basic locomotor and non-locomotor movement patterns using changes in time, space, body shape, and movement quality to construct and express personal meaning.

Improvise simple rhythmic and melodic phrases using known patterns and a variety of sound sources.

Show perseverance in the creative process.

Demonstrate kinesthetic awareness, self-direction, and safe practices when improvising and performing.

Read and perform using known rhythms and half notes in simple duple and quadruple meters.

Compare works of art using descriptive language

Describe different ways movements shaped into dance depict feelings and emotions.

Listen to and explore the music of various styles, composers, periods, and cultures.

Analyze how art, exhibited inside and outside of schools, contributes to communities.

Observe, learn, and explore dance forms from various cultures.

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

Combine materials to explore personal artistic ideas.

Create and perform a memorized movement phrase with a clear beginning, middle, and end.

Compose simple four and eight-beat patterns using known rhythms and half-notes in simple duple and quadruple meters using phrase form, standard and iconic notation, and a variety of sound sources.

Apply increasing skill in the appropriate use of materials and tools.

Name and use basic elements of dance and movement vocabulary when exploring, making, and describing dance.

Read and perform tetratonic and pentatonic melodies (d, r, m, l; d, r, m, s, l) in different tonal centers.

Use self-assessment strategies with current artworks to inform future artmaking.

Consistently demonstrate and discuss how to respond to dance as an audience member.

Identify selected musical instruments aurally and visually.

Respect and support peer ideas and creativity.

Compare and contrast grade-appropriate concepts shared between music and other subject areas.

Investigate ways to organize elements of art to express meaning.

Explore dance vocabulary and basic choreographic devices and structures using a range of music genres.

Compose pentatonic (d, r, m, s, l) melodies in treble clef in a variety of tonal centers.

Produce works that intentionally incorporate the elements of art.

Collaborate with peers to create movement studies and informal dances.

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

Share personal interpretations of works of art.

Share preferences and create responses for observed dance performances.

Identify and apply elements of music using developmentally appropriate vocabulary.

Play a variety of classroom instruments, alone and with others, and demonstrate proper techniques.

Interpret music through movement, dance, drama, or visual art.

Maintain independent melody over melodic ostinati.

Discuss musical selections of various styles, composers, periods, and cultures.

Maintain independent, simple, four- and eight-beat rhythmic ostinati against a minimum of one separate part.

Follow and respond to the basic cues of a conductor.

Explain how music is used for a variety of purposes and occasions in various cultures.

Analyze patterns of the same and different sections and phrases.

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.

Share thoughts, emotions, and ideas in response to a dramatic or theatrical experience.

Demonstrate observations and listening skills in a theatrical context.

Imitate movements, voices, and feelings of people, animals and objects through dramatic play.

Use basic theatre vocabulary after attending a theatrical experience to discuss what was seen.

Identify stories that are different from one another in dramatic play or a guided drama experience (process drama, story drama, creative drama).

Imitate the characters seen in media presentations of stories and fairy tales.

Work cooperatively to create characters using costumes and props to dramatize a story.

Describe what a playwright does.

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

Imagine and create a physical environment for stories (arrange classroom furniture, recommend lighting or sound effects to suggest mood, choose characters’ clothing).

Distinguish between the real and imagined worlds when experiencing stories, myths, and fairy tales.

List and demonstrate factors that make a performer effective (posture, voice, facial expression).

Demonstrate ways an audience can show respect when watching a theatrical performance.

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.