Grade 3 Fine Arts OLS Standards

Understand that the context impacts the creation, interpretation and perception of an artwork.

Describe why safe practices are important for participation in dance.

Express how elements of music communicate feelings, moods, images, and meaning.

Identify factors that influence personal opinions about a dramatic work, theatrical work, or experience.

Identify problems as sources in preparation for artmaking.

Improvise and create movements that reflect an understanding of themes from a range of sources, including other content areas.

Improvise simple rhythmic and melodic phrases in simple forms (question and answer or alternating phrases) using a variety of sound sources.

Express a character’s thoughts and feelings within the plot of a story.

Demonstrate flexible thinking in revising personal works of art.

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

Read and perform using known rhythms, dotted half notes, and sixteenth notes in simple duple, triple, and quadruple meters.

Use voice, movement, space, and physical objects to communicate a storyline and a character’s thoughts, feelings, and ideas.

Compare and contrast personal interpretations of works of art with those of peers.

Describe the relationship between music and movement in creating meaning for dances performed or observed.

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

Describe the visual, aural, and kinetic elements present in stories and plays using appropriate theatrical vocabulary.

Explain the reasons and value of documenting and preserving works of art.

Recognize and describe the role of dance in life and community.

Attend and describe music performances demonstrating appropriate audience be

Explain how the cultural and physical settings of a dramatic and theatrical work affect characterization.

Investigate artistic challenges using various materials and tools.

Improvise, create, and perform dances in response to movement prompts.

Compose using known rhythms, sixteenth notes, and dotted half notes in simple duple, triple, and quadruple meters using phrase and largeform, standard and iconic notation, and a variety of sound sources.

Create the movements and expressive voice of a character to explain and solve problems in a teacher-created improvisation or text.

Demonstrate expressive and purposeful use of materials and tools.

Develop an understanding of elements of dance and movement vocabulary when exploring, creating, and describing dance.

Read and perform do or la extended pentatonic melodies in treble clef in different tonal centers.

Use various design components to create an environment for a scene or story.

Use feedback and self-assessment to improve the techniques utilized in personal artworks.

Demonstrate appropriate audience etiquette.

Identify families of instruments aurally and visually.

Discuss how a playwright creates conflict by selecting action choices for specific characters.

Consider the opinions of others when working toward a common goal in art.

Compare and contrast the use of similarly named elements in music and other subject areas.

Use the elements of theatre in combination with art elements from at least one other art form.

Experiment with the elements of art to explore connections with the principles of design.

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

Compose using extended pentatonic melodies in treble clef in a variety of tonal centers.

Use principles of design to arrange the elements of art.

Demonstrate shared responsibility for collaboration with peers to create original movement studies and dances.

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

Work collaboratively to perform a dramatic task or action.

Generate and defend established criteria for determining what is a work of art.

Reflect and share personal reactions to viewing dances.

Distinguish elements of music using developmentally appropriate vocabulary.

Explain choices made in creating settings for classroom performances (lighting, sound, clothing, mood).

Use elements and processes of theatre to integrate information from other academic content areas.

Recognize how current media and the latest technologies increase opportunities for how dance is viewed worldwide.

Play a variety of classroom instruments, alone and with others while demonstrating consistently proper techniques.

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

Describe ways your posture, voice, and facial expression reveal the emotion of your character.

Recognize and describe the roles of writers in live theatre and other media arts.

Observe and give feedback to peer-created dances using creative problem-solving strategies.

Demonstrate rounds and canons.

Explain personal preferences for musical selections using selected music vocabulary.

Identify methods used by actors, directors, and designers to make connections with an audience in a proscenium theater.

Use problem-solving and communication skills to interpret a story.

Maintain two or more simple, four- and eight-beat rhythmic ostinati against at least one separate part.

Follow and respond to grade-appropriate cues of a conductor.

Explore how music is celebrated and supported within the community.

Identify and respond to simple music forms.

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.