Sacramento Performing Arts Conservatory
Our learning standards define the knowledge, concepts and skills that students should acquire at each grade level. What your child is learning and expected to know in grades Pre-K-6:
Dance – Pre K
Development of Motor Skills and Technical Expertise
1.1
Move in a variety of directed ways.
1.2
Imitate the movements shown. Comprehension and Analysis of Dance Elements
1.3
Respond in movement to opposites (e.g., big/small, fast/slow, tight/loose, move/stop). Development of Dance vocabulary
1.4
Name the opposites in basic movements (e.g., big/small).
Creation / Invention of Dance Movements
2.1
Create movements that reflect a variety of daily tasks and activities.
2.2
Respond to visual and sound stimuli (e.g., bubbles, feathers, bell, clock, ball) with original movement.
2.3
Respond spontaneously to different types of music and rhythms
Description, Analysis, and Criticism of Dance
3.1
Describe how everyday movements can be used in dance (e.g., walk quickly, stretch slowly).
Connections and Applications Across Disciplines
4.1
Participate in dance games, sing songs, recite poems, and tell stories from countries around the world
Dance – Kindergarten
Development of Motor Skills and Technical Expertise
1.1
Build the range and capacity to move in a variety of ways.
1.2
Perform basic locomotor skills (e.g., walk, run, gallop, jump, hop, and balance). Comprehension and Analysis of Dance Elements
1.3
Understand and respond to a wide range of opposites (e.g., high/low, forward/backward, wiggle/freeze).
Development of Dance Vocabulary
1.4
Perform simple movements in response to oral instructions (e.g., walk, turn, reach).
Creation/Invention of Dance Movements
2.1
Create movements that reflect a variety of personal experiences (e.g., recall feeling happy, sad, angry, excited ).
2.2
Respond to a variety of stimuli (e.g., sounds, words, songs, props, and images) with original movements.
2.3
Respond spontaneously to different types of music, rhythms, and sounds
Development of Dance
3.1
Name and perform folk/traditional dances from the United States and other countries
Description, Analysis, and Criticism of Dance
4.1
Explain basic features that distinguish one kind of dance from another (e.g., speed, force/ energy use, costume, setting, music
Dance – Grade 1
Development of Motor Skills and Technical Expertise
1.1
Demonstrate the ability to vary control and direct force/energy used in basic locomotor and axial movements (e.g., skip lightly, turn strongly, fall heavily).
Comprehension and Analysis of Dance Elements
1.2
Perform short movement problems, emphasizing the element of space (e.g., shapes/lines, big/small, high/low).
Development of Dance Vocabulary
1.3
Name basic locomotor and axial movements (e.g., skip, slide, stretch, roll).
Creation/Invention of Dance Movements
2.1
Use improvisation to discover movements in response to a specific movement problem (e.g., find a variety of ways to walk; create five types of circular movement).
2.2
Respond in movement to a wide range of stimuli (e.g., music, books, pictures, rhymes, fabrics, props).
Application of Choreographic Principles and Processes to Creating Dance
2.3
Create a short movement sequence with a beginning, a middle, and an end.
2.4
Create shapes and movements at low, middle, and high levels.
2.5
Imitate simple movement patterns.
Communication of Meaning in Dance
2.6
Express basic emotional qualities (e.g., angry, sad, excited, happy) through movement.
2.7
Perform improvised movement ideas for peers.
Development of Partner and Group Skills
2.8
Work with others in a group to solve a specific dance problem (e.g., design three shapes—high, medium, and low; create slow and fast movements).
Development of Dance
3.1
Name and perform folk/traditional dances from other countries.
3.2
Describe aspects of the style, costumes, and music of a dance.
3.3
List commonalities among basic locomotor movements in dances from various countries. History and Function of Dance
3.4
Identify where and when people dance.
Description, Analysis, and Criticism of Dance
4.1
Use basic dance vocabulary to identify and describe a dance observed or performed (e.g., shapes, levels, directions, tempo/fast-slow).
Meaning and Impact of Dance
4.2
Describe the experience of dancing two different dances (e.g., Seven Jumps, La Raspa).
4.3
Describe how they communicate an idea or a mood in a dance (e.g., with exaggerated everyday gesture or emotional energies).
Dance – Grade 2
Development of Motor Skills and Technical Expertise
1.1
Show a variety of combinations of basic locomotor skills (e.g., walk and run, gallop and jump, hop and skip, slide and roll).
1.2
Show a variety of combinations of axial movements (e.g., swing and balanced shapes, turn and stretch, bend and twist).
Comprehension and Analysis of Dance Elements
1.3
Perform short movement problems, emphasizing the element of time (e.g., varied tempos, rhythmic patterns, counting).
1.4
Expand the ability to incorporate spatial concepts with movement problems.
Development of Dance Vocabulary
1.5
Name a large number of locomotor and axial movements used in dance.
Creation/Invention of Dance Movements
2.1
Create and improvise movement patterns and sequences.
2.2
Demonstrate multiple solutions in response to a given movement problem (e.g., In how many ways can you travel from point A to point B?).
Application of Choreographic Principles and Processes to Creating Dance
2.3
Create a simple sequence of movement with a beginning, a middle, and an end, incorporating level and directional changes.
2.4
Create shapes and movements, using fast and slow tempos.
2.5
Develop a dance phrase that has a sense of unity.
Communication of Meaning in Dance
2.6
Create, memorize, and perform original expressive movements for peers.
Development of Partner and Group Skills
2.7
Work cooperatively in small and large groups.
2.8
Demonstrate partner skills (e.g., imitating and leading/following).
Description, Analysis, and Criticism of Dance
3.1
Use basic dance vocabulary to name and describe a dance observed or performed (e.g., levels, rhythm patterns, type of energy).
3.2
Describe how the movement in dances of peers communicates ideas or moods to the viewer (e.g., ocean environment or a sad or joyous dance).
Meaning and Impact of Dance
4.1
Describe the similarities and differences in performing various dances (e.g., direction changes, steps, type of energy and tempo)
Connections and Applications Across Disciplines
5.1
Use literature to inspire dance ideas (e.g., poem, cartoon, nursery rhyme).
5.2
Demonstrate language arts concepts through dance (e.g., show different punctuation marks through movement).
Development of Life Skills and Career Competencies
5.3
Describe how choreographers create dances.
5.4
Describe how dancing requires good health-related habits (e.g., adequate nutrition, water, and rest; proper preparation for physical activity).
Dance- Grade 3
Development of Motor Skills and Technical Expertise
1.1
Combine and perform basic locomotor skills, moving on a specific pathway (e.g., skip in circles, slide in zigzags, run in a variety of linear paths). Combine and perform locomotor and axial movements (e.g., walk and turn, stretch and slide).
1.2
Demonstrate the ability to start, change, and stop movement.
Comprehension and Analysis of Dance Elements
1.3
Perform short movement problems, emphasizing the element of force/energy (e.g., swing, melt, explode, quiver).
1.4
Expand the ability to incorporate spatial and time concepts in movement problems (e.g., select and combine three locomotor movements traveling in three different pathways and using three different tempos). Development of Dance Vocabulary
1.5
Describe dance elements used in personal work and that of others
Creation/Invention of Dance Movements
2.1
Create and perform complex improvised movement patterns, dance sequences, and studies.
2.2
Improvise and select multiple possibilities to solve a given movement problem (e.g., find four different ways to combine a turn, stretch, and jump).
Application of Choreographic Principles and Processes to Creating Dance
2.3
Create a sequence that has a beginning, a middle, and an end. Name and refine the parts of the sequence.
2.4
Create a wide variety of shapes and movements, using different levels in space. Communication of Meaning in Dance
2.5
Perform dances to communicate personal meaning, using focus and expression.
2.6
Compare and contrast the role of the performer with that of a member of the audience.
Development of Partner and Group Skills
2.7
Demonstrate a variety of partner skills (e.g., imitation, leading/following, mirroring).
2.8
Create, memorize, and perform original movement sequences with a partner or a small group
Development of Dance
3.1
Describe commonalities among and differences between dances from various countries.
3.2
Describe and demonstrate ceremonial and folk/traditional dances that show work activities (e.g., harvesting, fishing, weaving).
History and Function of Dance
4.1
Explain the function of dance in ceremonial and social community events in Native American cultures.
4.2
Describe how costumes and shoes influence dance movement
Description, Analysis, and Criticism of Dance
5.1
Name specific criteria to assess the quality of a dance performance of peers (e.g., focus, level of personal involvement, physical control).
5.2
Explain and demonstrate what it means to be a good audience member.
5.3
Meaning and Impact of Dance
Explain how a performer’s dance skills contribute to communication of ideas and moods when performing a dance (e.g., focus, strength, coordination).
Connections and Applications Across Disciplines
Dance-Grade 4
Development of Motor Skills and Technical Expertise
1.1
Demonstrate mental concentration and physical control in performing dance skills.
1.2
Demonstrate the ability to use smooth transitions when connecting one movement phrase to another. Comprehension and Analysis of Dance Elements
1.3
Demonstrate increased range and use of space, time, and force/energy concepts (e.g., pulse/accents, melt/collapse, weak/strong).
1.4
Explain the principles of variety, contrast, and unity and apply to a dance sequence.
Development of Dance Vocabulary
1.5
Describe a specific movement, using appropriate dance vocabulary.
1.6
Identify, define, and use phrasing in dances learned or observed
Creation/Invention of Dance Movements
2.1
Create, develop, and memorize set movement patterns and sequences.
2.2
Improvise extended movement phrases.
Application of Choreographic Principles and Processes to Creating Dance
2.3
Describe, discuss, and analyze the process used by choreographers to create a dance.
2.4
Create a dance study that has a beginning, a middle, and an end. Review, revise, and refine. Communication of Meaning in Dance
2.5
Convey a range of feelings through shape/postures and movements when performing for peers.
2.6
Perform improvised movement and dance studies with focus and expression.
Development of Partner and Group Skills
2.7
Demonstrate additional partner and group skills (e.g., imitating, leading/following, mirroring, calling/responding, echoing).
Development of Dance
3.1
Perform and identify dances from various countries with different arrangements of dancers (e.g., lines, circles, couples).
3.2
Name the musical accompaniment and explain how it relates to the dances they have studied. History and Function of Dance
3.3
Perform and describe dances that reflect the geographical place in which the dances are performed (e.g., deserts, rain forests, islands).
Diversity of Dance
3.4
Perform and identify folk/traditional and social dances from California history
Description, Analysis, and Criticism of Dance
4.1
Use dance vocabulary to describe unique characteristics of dances they have watched or performed from countries studied in the history–social science curriculum (e.g., rhythms,
spatial patterns, gestures, intent).
4.2
Name and use specific criteria in assessing personal and professional dance choreography (e.g., contrast, phrasing, unity).
Meaning and Impact of Dance
4.3
Describe ways in which a dancer effectively communicates ideas and moods (strong technique, projection, and expression).
Development of Life Skills and Career Competencies
5.4
Analyze the choreographic process and its relation to the writing process (e.g., brainstorming, exploring and developing ideas, putting ideas into a form, sequencing).
Dance – Grade 5
Development of Motor Skills and Technical Expertise
1.1
Demonstrate focus, physical control (e.g., proper alignment, balance), and coordination in performing locomotor and axial movement.
1.2
Name and use a wide variety of movements (e.g., isolations/whole body).
Comprehension and Analysis of Dance Elements
1.3
Demonstrate a greater dynamic range in movement utilizing space, time, and force/ energy concepts.
1.4
Incorporate the principles of variety, contrast, and unity with dance studies. Development of Dance Vocabulary
1.5
Use appropriate dance vocabulary to describe dances
Creation/Invention of Dance Movement
2.1
Create, memorize, and perform complex sequences of movement with greater focus, force/energy, and intent.
2.2
Invent multiple possibilities to solve a given movement problem and analyze problem-solving strategies and solutions
Application of Choreographic Principles and Processes to Creating Dance
2.3
Describe and incorporate simple dance forms in dance studies (e.g., AB form, canon).
2.4
Demonstrate principles of opposing weight and force/energy, balance and counterbalance, or cantilever.
Communication of Meaning in Dance
2.5
Convey a wide range of feeling and expression through gestures, posture, and movement. Development of Partner and Group Skills
2.6
Demonstrate cooperation, collaboration, and empathy in working with partners and in groups (e.g., leading/following, mirroring, calling/responding, echoing, opposing)
Development of Dance
3.1
Describe how and why a traditional dance may be changed when performed on stage for an audience. History and Function of Dance
3.2
Identify and perform folk/traditional, social, and theatrical dances done by Americans in the eighteenth and nineteenth centuries. Diversity of Dance
3.3
Select traditional dances that men, women, or children perform and explain the purpose(s) of the dances.
Description, Analysis, and Criticism of Dance
4.1
Use dance vocabulary to identify and support personal preferences for dances observed or performed.
4.2
Apply specific criteria to analyze and assess the quality of a dance performance by well-known dancers or dance companies (e.g., technical skill, musicality, dynamics, mood).
Connections and Applications Across Disciplines
5.1
Describe how dancing requires good health-related habits (e.g., individual and group goals for flexibility, strength, endurance, stress management, nutrition).
5.2
Cite examples of the use of technology in the performing arts. Development of Life Skills and Career Competencies
5.3
Demonstrate social skills that enable students to become leaders/teachers and followers/learners
Dance – Grade 6
Creation/Invention of Dance Movement
2.1
Invent multiple possibilities to solve a given movement problem and develop the material into a short study.
2.2
Compare and demonstrate the difference between imitating movement and creating original material.
Application of Choreographic Principles and Processes to Creating Dance
2.3
Describe and incorporate dance forms in dance studies.
2.4
Demonstrate the ability to coordinate movement with different musical rhythms and styles (e.g., ABA form, canon).
2.5
Use the elements of dance to create short studies that demonstrate the development of ideas and thematic material.
Communication of Meaning in Dance Through Dance Performance
2.6
Demonstrate an awareness of the body as an instrument of expression when rehearsing and performing.
2.7
Revise, memorize, and rehearse dance studies for the purpose of performing for others. Development of Partner and Group Skills
2.8
Demonstrate an ability to cooperate and collaborate with a wide range of partners and groups (e.g., imitating, leading/following, mirroring, calling/responding, echoing, sequence building).
Development of Dance
3.1
Compare and contrast features of dances already performed from different countries.
History and Function of Dance
3.2
Explain the importance and function of dance in students’ lives.
Diversity of Dance
3.3
Explain the various ways people have experienced dance in their daily lives (e.g., Roman entertainments, Asian religious ceremonies, baby naming in Ghana, Latin American celebrations).
Description, Analysis, and Criticism of Dance
4.1
Apply knowledge of the elements of dance and the craft of choreography to critiquing (spatial design, variety, contrast, clear structure).
4.2
Propose ways to revise choreography according to established assessment criteria.
Meaning and Impact of Dance
4.3
Discuss the experience of performing personal work for others.
4.4
Distinguish the differences between viewing live and recorded dance performances.
Connections and Applications Across Disciplines
5.1
Describe how other arts disciplines are integrated into dance performances (e.g., music, lighting, set design).
5.2
Describe the responsibilities a dancer has in maintaining health-related habits (e.g., balanced nutrition, regular exercise, adequate sleep).
Development of Life Skills and Career Competencies
5.3
Identify careers in dance and dance-related fields (e.g., teacher, therapist, videographer, dance critic, choreographer, notator).
Music Pre-K
Read and Notate Music
1.1
Use icons or invented symbols to represent musical sounds and ideas.
Listen to, Analyze, and Describe Music
1.2
Identify the sources of a wide variety of sounds.
1.3
Use body movement to respond to dynamics and tempo
Apply Vocal and Instrumental Skills
2.1
Move or use body percussion to demonstrate awareness of beat and tempo.
2.2
Use the voice to speak, chant, and sing.
2.3
Compose, Arrange, and Improvise
Improvise simple instrumental accompaniments to songs, recorded selections, stories, and poems.
Diversity of Music
3.1
Use a personal vocabulary to describe music from diverse cultures.
3.2
Use developmentally appropriate movements in responding to music from various genres and periods (rhythm).
Derive Meaning
4.1
Create movements in response to music.
4.2
Participate freely in musical activities.
Connections and Applications
5.1
Improvise songs to accompany games and playtime activities
.
Careers and Career-Related Skills
5.2
Demonstrate an awareness of music as a part of daily life.
Music – Kindergarten
Read and Notate Music
1.1
Use icons or invented symbols to represent beat.
Listen to, Analyze, and Describe Music
1.2
Identify and describe basic elements in music (e.g., high/low, fast/slow, loud/soft, beat).
Apply Vocal and Instrumental Skills
2.1
Use the singing voice to echo short melodic patterns.
2.2
Sing age-appropriate songs from memory.
2.3
Play instruments and move or verbalize to demonstrate awareness of beat, tempo, dynamics, and melodic direction.
Compose, Arrange, and Improvise
2.4
Create accompaniments, using the voice or a variety of classroom instruments.
Role of Music
3.1
Identify the various uses of music in daily experiences.
Diversity of Music
3.2
Sing and play simple singing games from various cultures.
3.3
Use a personal vocabulary to describe voices and instruments from diverse cultures.
3.4
Use developmentally appropriate movements in responding to music from various genres and styles (rhythm, melody).
Derive Meaning
4.1
Create movements that correspond to specific music.
4.2
Identify, talk about, sing, or play music written for specific purposes (e.g., work song, lullaby).
Connections and Applications
5.1
Use music, together with dance, theatre, and the visual arts, for storytelling.
Careers and Career-Related Skills
5.2
Identify and talk about the reasons artists have for creating dances, music, theatre pieces, and works of visual art
Music – Grade 1
Read and Notate Music
1.1
Read, write, and perform simple patterns of rhythm and pitch, using beat, rest, and divided beat (two sounds on one beat).
Listen to, Analyze, and Describe Music
1.2
Identify simple musical forms (e.g., phrase, AB, echo).
1.3
Identify common instruments visually and aurally in a variety of music.
Apply Vocal and Instrumental Skills
2.1
Sing with accuracy in a developmentally appropriate range.
2.2
Sing age-appropriate songs from memory.
2.3
Play simple accompaniments on classroom instruments.
Compose, Arrange, and Improvise
2.4
Improvise simple rhythmic accompaniments, using body percussion or classroom instruments.
Role of Music
3.1
Recognize and talk about music and celebrations of the cultures represented in the school population.
Diversity of Music
3.2
Sing and play simple singing games from various cultures.
3.3
Musical Theater – Pre K
Development of the Vocabulary of Theatre
1.1
Use the vocabulary of theatre, such as pretend, imagination, movement, puppetry,and audience, to describe theatrical experiences.
Comprehension and Analysis of the Elements of Theatre
1.2
Identify characteristic movements and sounds of animate and inanimate objects.
Development of Theatrical Skills
2.1Participate in call-and-response games.
Creation/Invention in Theatre
2.2
Engage in fantasy play, re-creating situations in familiar settings
Role and Cultural Significance of Theatre
3.1Identify various theatrical experiences, such as live theatre, television, and puppetry
Critical Assessment of Theatre
4.1Respond appropriately as an audience member
Connections and Applications
5.1Use body, voice, and imagination to illustrate concepts in other content areas. Use movement and voice, for example, to reinforce vocabulary, such as big, little, loud, and quiet.
Careers and Career-Related Skills
5.2
Role-play adult professions, using creative dramatics and theatrical activities
Development of the Vocabulary of Theatre
Musical Theater – Kindergarten
1.1
Use the vocabulary of theatre, such as actor, character, cooperation, setting, the five senses, and audience, to describe theatrical experiences.
Comprehension and Analysis of the Elements of Theatre
1.2
Identify differences between real people and imaginary characters.
Development of Theatrical Skills
2.1Perform imitative movements, rhythmical activities, and theatre games (freeze, statues, and mirrors).
Creation/Invention in Theatre
2.2
Perform group pantomimes and improvisations to retell familiar stories.
2.3
Use costumes and props in role playing
Role and Cultural Significance of Theatre
3.1Retell or dramatize stories, myths, fables, and fairy tales from various cultures and times.
3.2
Portray different community members, such as firefighters, family, teachers, and clerks, through role-playing activities.
Critical Assessment of Theatre
4.1Respond appropriately to a theatrical experience as an audience member.
Derivation of Meaning from Works of Theatre
4.2
Compare a real story with a fantasy story
.
Connections and Applications
5.1Dramatize information from other content areas. Use movement and voice, for example, to reinforce vocabulary, such as fast, slow, in, on, through, over, under.
Careers and Career-Related Skills
5.2
Demonstrate the ability to participate cooperatively in performing a pantomime or dramatizing a story.
Musical Theater – Grade 1
Development of the Vocabulary of Theatre
1.1
Use the vocabulary of the theatre, such as ay, plot (beginning, middle, and end), improvisation, pantomime, stage, character,and audience, to describe theatrical experiences.
Comprehension and Analysis of the Elements of Theatre
1.2
Observe and describe the traits of a character
Development of Theatrical Skills
2.1Demonstrate skills in pantomime, tableau, and improvisation.
Creation/Invention in Theatre
2.2
Dramatize or improvise familiar simple stories from classroom literature or life experiences, incorporating plot (beginning, middle, and end) and using a tableau or a pantomime
Role and Cultural Significance of Theatre
3.1 Identify the cultural and geographic origins of stories.
History of Theatre
3.2
Identify theatrical conventions, such as props, costumes, masks, and sets.
3.3
Describe the roles and responsibilities of audience and actor
Critical Assessment of Theatre
4.1Describe what was liked about a theatrical work or a story.
Derivation of Meaning from Works of Theatre
4.2
Identify and discuss emotional reactions to a theatrical experience
Connections and Applications
5.1Apply the theatrical concept of beginning, middle, and end to other content areas. For example, act out the life cycle of a butterfly.
Careers and Career-Related Skills
5.2
Demonstrate the ability to work cooperatively in presenting a tableau, an improvisation, or a pantomime.
Musical Theater – Grade 2
Development of the Vocabulary of Theatre
1.1
Use the vocabulary of theatre, such as plot (beginning, middle,and end), scene, sets, conflict, script,and audience, to describe theatrical experiences.
Comprehension and Analysis of the Elements of Theatre
1.2
Use body and voice to improvise alternative endings to a story
Development of Theatrical Skills
2.1Perform in group improvisational theatrical games that develop cooperative skills and concentration.
Creation/Invention in Theatre
2.2
Retell familiar stories, sequencing story points and identifying character, setting, and conflict.
2.3
Use improvisation to portray such concepts as friendship, hunger, or seasons.
2.4
Create costume pieces, props, or sets for a theatrical experience
Role and Cultural Significance of Theatre
3.1Identify theatre and storytelling forms from different cultures.
History of Theatre
3.2
Identify universal characters in stories and plays from different periods and place
Critical Assessment of Theatre
4.1Critique an actor’s performance as to the use of voice, gesture, facial expression, and movement to create character.
4.2
Respond to a live performance with appropriate audience behavior.
Derivation of Meaning from Works of Theatre
4.3
Identify the message or moral of a work of theatre.
Connections and Applications
5.1 Use problem-solving and cooperative skills in dramatizing a story, a current event, or a concept from another subject area.
Careers and Career-Related Skills
5.2
Demonstrate the ability to participate cooperatively in the different jobs required to create a theatrical production
Musical Theater – Grade 3
Development of the Vocabulary of Theatre
1.1
Use the vocabulary of theatre, such as character, setting, conflict, audience, motivation, props, stage areas, and blocking, to describe theatrical experiences.
Comprehension and Analysis of the Elements of Theatre
1.2
Identify who, what, where, when, and why (the five Ws) in a theatrical experience
Development of Theatrical Skills
2.1Participate in cooperative scriptwriting or improvisations that incorporate the five Ws.
Creation/Invention in Theatre
2.2
Create for classmates simple scripts that demonstrate knowledge of basic blocking and stage areas.
Role and Cultural Significance of Theatre
3.1Dramatize different cultural versions of similar stories from around the world.
History of Theatre
3.2
Identify universal themes in stories and plays from different periods and place
Critical Assessment of Theatre
4.1Develop and apply appropriate criteria or rubrics for evaluating a theatrical experience.
Derivation of Meaning from Works of Theatre
4.2
Compare the content or message in two different works of theatre.
Connections and Applications
5.1Use problem-solving and cooperative skills to dramatize a story or a current event from another content area, with emphasis on the five Ws.
Careers and Career-Related Skills
5.2
Develop problem-solving and communication skills by participating collaboratively in theatrical experiences
Musical Theater – Grade 4
Development of the Vocabulary of Theatre
1.1
Use the vocabulary of theatre, such as plot, conflict, climax, resolution, tone, objectives, motivation, and stock characters, to describe theatrical experiences.
Comprehension and Analysis of the Elements of Theatre
1.2
Identify a character’s objectives and motivations to explain that character’s behavior.
1.3
Demonstrate how voice (diction, pace, and volume) may be used to explore multiple possibilities for a live reading.
Examples:
“I want you to go.” “I want you to go.” “I want you to go.”
Development of Theatrical Skills
2.1 Demonstrate the emotional traits of a character through gesture and action.
Creation/Invention in Theatre
2.2
Retell or improvise stories from classroom literature in a variety of tones (gossipy, sorrowful, comic, frightened, joyful, sarcastic).
2.3
Design or create costumes, props, makeup, or masks to communicate a character in formal or informal performances
Role and Cultural Significance of Theatre.
3.1 Identify theatrical or storytelling traditions in the cultures of ethnic groups throughout the history of California.
History of Theatre
3.2
Recognize key developments in the entertainment industry in California, such as the introduction of silent movies, animation, radio and television broadcasting, and interactive video.
Critical Assessment of Theatre
4.1Develop and apply appropriate criteria or rubrics for critiquing performances as to characterization, diction, pacing, gesture, and movement.
4.2
Compare and contrast the impact on the audience of theatre, film, television, radio, and other media.
Derivation of Meaning from Works of Theatre
4.3
Describe students’ responses to a work of theatre and explain what the scriptwriter did to elicit those responses
Connections and Applications
5.1 Dramatize events in California history.
5.2
Use improvisation and dramatization to explore concepts in other content areas.
Careers and Career-Related Skills
5.3
Exhibit team identity and commitment to purpose when participating in theatrical experiences.
Musical Theater – Grade 5
Development of the Vocabulary of Theatre
1.1
Use the vocabulary of theatre, such as sense memory, script, cue, monologue, dialogue, protagonist, and antagonist,
to describe theatrical experiences.
Comprehension and Analysis of the Elements of Theatre
1.2
Identify the structural elements of plot (exposition, complication, crisis, climax, and resolution) in a script or theatrical experience.
Development of Theatrical Skills
2.1Participate in improvisational activities to explore complex ideas and universal themes in literature and life.
2.2
Demonstrate the use of blocking (stage areas, levels, and actor’s position, such as full front, quarter, profile, and full back) in dramatizations.
Creation/Invention in Theatre
2.3
Collaborate as an actor, director, scriptwriter, or technical artist in creating formal or informal theatrical performances
Role and Cultural Significance of Theatre
3.1Select or create appropriate props, sets, and costumes for a cultural celebration or pageant.
3.2
Interpret how theatre and storytelling forms (past and present) of various cultural groups may reflect their beliefs and traditions.
History of Theatre
3.3
Analyze ways in which theatre, television, and film play a part in our daily lives.
3.4
Identify types of early American theatre, such as melodrama and musical theatre.
Critical Assessment of Theatre
4.1Develop and apply appropriate criteria for critiquing the work of actors, directors, writers, and technical artists in theatre, film, and video.
Derivation of Meaning from Works of Theatre
4.2
Describe devices actors use to convey meaning or intent in commercials on television
Connections and Applications
5.1 Use theatrical skills to dramatize events and concepts from other curriculum areas, such as reenacting the signing of the Declaration of Independence in history–social science.
Careers and Career-Related Skills
5.2
Identify the roles and responsibilities of performing and technical artists in theatre, film, television, and electronic media.
Musical Theater – Grade 6
Development of the Vocabulary of Theatre
1.1
Use the vocabulary of theatre, such as action/reaction, vocal projection, subtext, theme, mood, design, production values, and stage crew, to describe theatrical experiences.
Comprehension and Analysis of the Elements of Theatre
1.2
Identify how production values can manipulate mood to persuade and disseminate propaganda
Development of Theatrical Skills
2.1 Participate in improvisational activities, demonstrating an understanding of text, subtext, and context.
Creation/Invention in Theatre
2.2
Use effective vocal expression, gesture, facial expression, and timing to create character.
2.3
Write and perform scenes or one-act plays that include monologue, dialogue, action, and setting together with a range of character types.
Role and Cultural Significance of Theatre
3.1Create scripts that reflect particular historical periods or cultures.
History of Theatre
3.2
Differentiate the theatrical traditions of cultures throughout the world, such as those in Ancient Greece, Egypt, China, and West Africa.
Critical Assessment of Theatre
4.1Develop and apply appropriate criteria for evaluating sets, lighting, costumes, makeup, and props.
Derivation of Meaning from Works of Theatre
4.2
Identify examples of how theatre, television, and film can influence or be influenced by politics and culture.
Connections and Applications
5.1 Use theatrical skills to communicate concepts or ideas from other curriculum areas, such as a demonstration in history–social science of how persuasion and propaganda are used in advertising.
Careers and Career-Related Skills
5.2
Research career opportunities in media, advertising, marketing, and interactive Web design.
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Visual Arts – Grade Pre K
Develop Perceptual Skills and Visual Arts Vocabulary
1.1
Discuss visual and tactile perceptions of the natural and human-made world: what is seen and how objects feel.
1.2
Identify colors by name.
1.3
Name and describe objects by color and relative size
Skills, Processes, Materials, and Tools
2.1Create patterns and three-dimensional arrangements (using manipulatives or blocks).
2.2
Demonstrate beginning skill in the use of materials (such as pencils, paints, crayons, clay) to create works of art.
2.3
Experiment with colors through the use of a variety of drawing materials and paints.
Communication and Expression Through Original Works of Art
2.4
Create a self-portrait.
2.5
Create a picture of a person.
2.6
Use colors to draw or paint a picture of everyday objects.
2.7
Create a three-dimensional form.
Role and Development of the Visual Arts
3.1Identify art observed in daily life.
3.2
Describe pictorial objects that appear in works of art.
Diversity of the Visual Arts
3.3
Discuss art objects from various places
Derive Meaning
4.1Discuss what is seen in works of art.
4.2
Ask questions about works of art.
Make Informed Judgments
4.3
Discuss what they like about their own works of art.
4.4
Select works of art by others and tell what they like about it.
Connections and Applications
5.1Create visual patterns (e.g., line, line, dot; line, line, dot) to match rhythms made by clapping or drumming the beat found in selected poems or songs.
5.2
Name colors and draw an object, using the colors (e.g., red balloon, greenl eaf, brown dog, yellow sun).
Visual Literacy
5.3
Identify images of self, friends, and family (including snapshots and the students’ own works of art).
Careers and Career-Related Skills
5.4
Discuss how art is used to illustrate stories.
Visual Arts – Grade Kindergarten
Develop Perceptual Skills and Visual Arts Vocabulary
1.1
Recognize and describe simple patterns found in the environment and works of art.
1.2
Name art materials (e.g., clay, paint, crayons) introduced in lessons.
Analyze Art Elements and Principles of Design
1.3
Identify the elements of art (line, color, shape/form, texture, value, space) in the environment and in works of art, emphasizing line, color, and shape/form.
Skills, Processes, Materials, and Tools
2.1 Use lines, shapes/forms, and colors to make patterns.
2.2
Demonstrate beginning skill in the use of tools and processes, such as the use of scissors, glue, and paper in creating a three-dimensional construction.
2.3
Make a collage with cut or torn paper shapes/forms.
Communication and Expression Through Original Works of Art
2.4
Paint pictures expressing ideas about family and neighborhood.
2.5
Use lines in drawings and paintings to express feelings.
2.6
Use geometric shapes/forms (circle, triangle, square) in a work of art.
2.7
Create a three-dimensional form, such as a real or imaginary animal.
Role and Development of the Visual Arts
3.1Describe functional and nonutilitarian art seen in daily life; that is, works of art that are used versus those that are only viewed.
3.2
Identify and describe works of art that show people doing things together.
Diversity of the Visual Arts
3.3
Look at and discuss works of art from a variety of times and places.
Derive Meaning
4.1Discuss their own works of art, using appropriate art vocabulary (e.g., color, shape/form, texture).
4.2
Describe what is seen (including both literal and expressive content) in selected works of art.
Make Informed Judgments
4.3
Discuss how and why they made a specific work of art.
4.4
Give reasons why they like a particular work of art they made, using appropriate art vocabulary.
Connections and Applications
5.1Draw geometric shapes/forms (e.g., circles, squares, triangles) and repeat them in dance/movement sequences.
5.2
Look at and draw something used every day (e.g., scissors, toothbrush, fork) and describe how the object is used.
Visual Literacy
5.3
Point out images (e.g., photographs, paintings, murals, ceramics, sculptures) and symbols found at home, in school, and in the community, including national and state symbols and icons.
Careers and Career-Related Skills
5.4
Discuss the various works of art (e.g., ceramics, paintings, sculpture) that artists create and the type of media used
Visual Arts – Grade 1
Develop Perceptual Skills and Visual Arts Vocabulary
1.1
Describe and replicate repeated patterns in nature, in the environment, and in works of art.
1.2
Distinguish among various media when looking at works of art (e.g., clay, paints, drawing materials).
Analyze Art Elements and Principles of Design
1.3
Identify the elements of art in objects in nature, in the environment, and in works of art, emphasizing line, color, shape/form, and texture.
Skills, Processes, Materials, and Tools
2.1Use texture in two-dimensional and three-dimensional works of art.
2.2
Mix secondary colors from primary colors and describe the process.
2.3
Demonstrate beginning skill in the manipulation and use of sculptural materials (clay, paper, and papier maché) to create form and texture in works of art.
Communication and Expression Through Original Works of Art
2.4
Plan and use variations in line, shape/form, color, and texture to communicate ideas or feelings in works of art.
2.5
Create a representational sculpture based on people, animals, or buildings.
2.6
Draw or paint a still life, using secondary colors.
2.7
Use visual and actual texture in original works of art.
2.8
Create artwork based on observations of actual objects and everyday scenes
Role and Development of the Visual Arts
3.1Recognize and discuss the design of everyday objects from various time periods and cultures.
3.2
Identify and describe various subject matter in art (e.g., landscapes, seascapes, portraits, still life).
Diversity of the Visual Arts
3.3
View and then describe art from various cultures.
3.4
Identify art objects from various cultures (e.g., Japanese screen painting, Mexican tin art, African masks) and describe what they have in common and how they differ.
Derive Meaning
4.1Discuss works of art created in the classroom, focusing on selected elements of art (e.g., shape/form, texture, line, color).
4.2
Identify and describe various reasons for making art.
Make Informed Judgments
4.3
Describe how and why they made a selected work of art, focusing on the media and technique.
4.4
Select something they like about their work of art and something they would change.
Connections and Applications
5.1Clap out rhythmic patterns found in the lyrics of music and use symbols to create visual representations of the patterns.
5.2
Compare and contrast objects of folk art from various time periods and cultures.
Visual Literacy
5.3
Identify and sort pictures into categories according to the elements of art emphasized in the works (e.g., color, line, shape/form, texture).
Careers and Career-Related Skills
5.4
Describe objects designed by artists (e.g., furniture, appliances, cars) that are used at home and at school
Visual Arts – Grade 2
Develop Perceptual Skills and Visual Arts Vocabulary
1.1
Perceive and describe repetition and balance in nature, in the environment, and in works of art.
1.2
Perceive and discuss differences in mood created by warm and cool colors.
Analyze Art Elements and Principles of Design
1.3
Identify the elements of art in objects in nature, the environment, and works of art, emphasizing line, color, shape/form, texture, and space.
Skills, Processes, Materials, and Tools
2.1Demonstrate beginning skill in the use of basic tools and art-making processes, such as printing, crayon rubbings, collage, and stencils.
2.2
Demonstrate beginning skill in the use of art media, such as oil pastels, watercolors, and tempera.
Communication and Expression Through Original Works of Art
2.3
Depict the illusion of depth (space) in a work of art, using overlapping shapes, relative size, and placement within the picture.
2.4
Create a painting or drawing, using warm or cool colors expressively.
2.5
Use bilateral or radial symmetry to create visual balance
Role and Development of the Visual Arts
3.1Explain how artists use their work to share experiences or communicate ideas.
3.2
Recognize and use the vocabulary of art to describe art objects from various cultures and time periods.
Diversity of the Visual Arts
3.3
Identify and discuss how art is used in events and celebrations in various cultures, past and present, including the use in their own lives.
Derive Meaning
4.1Compare ideas expressed through their own works of art with ideas expressed in the work of others.
4.2
Compare different responses to the same work of art.
Make Informed Judgments
4.3
Use the vocabulary of art to talk about what they wanted to do in their own works of art and how they succeeded.
4.4
Use appropriate vocabulary of art to describe the successful use of an element of art in a work of art
Connections and Applications
5.1Use placement, overlapping, and size differences to show opposites (e.g., up/down, in/ out, over/under, together/apart, fast/slow, stop/go).
5.2
Select and use expressive colors to create mood and show personality within a portrait of a hero from long ago or the recent past.
Visual Literacy
5.3
Identify pictures and sort them into categories according to expressive qualities (e.g., theme and mood).
Careers and Career-Related Skills
5.4
Discuss artists in the community who create different kinds of art (e.g., prints, ceramics, paintings, sculpture)
Visual Arts – Grade 3
Develop Perceptual Skills and Visual Arts Vocabulary
1.1
Perceive and describe rhythm and movement in works of art and in the environment.
1.2
Describe how artists use tints and shades in painting.
1.3
Identify and describe how foreground, middle ground, and background are used to create the illusion of space.
1.4
Compare and contrast two works of art made by the use of different art tools and media (e.g., watercolor, tempera, computer).
Analyze Art Elements and Principles of Design
1.5
Identify and describe elements of art in works of art, emphasizing line, color, shape/ form, texture, space, and value.
Skills, Processes, Materials, and Tools
2.1Explore ideas for art in a personal sketchbook.
2.2
Mix and apply tempera paints to create tints, shades, and neutral color
Communication and Expression Through Original Works of Art
2.3
Paint or draw a landscape, seascape, or cityscape that shows the illusion of space.
2.4
Create a work of art based on the observation of objects and scenes in daily life, emphasizing value changes.
2.5
Create an imaginative clay sculpture based on an organic form.
2.6
Create an original work of art emphasizing rhythm and movement, using a selected printing process.
Role and Development of the Visual Arts
3.1Compare and describe various works of art that have a similar theme and were created at different time periods.
3.2
Identify artists from his or her own community, county, or state and discuss local or regional art traditions.
3.3
Distinguish and describe representational, abstract, and nonrepresentational works of art.
Diversity of the Visual Arts
3.4
Identify and describe objects of art from different parts of the world observed in visits to a museum or gallery (e.g., puppets, masks, containers).
3.5
Write about a work of art that reflects a student’s own cultural background.
Derive Meaning
4.1Compare and contrast selected works of art and describe them, using appropriate vocabulary of art
Make Informed Judgments
4.2
Identify successful and less successful compositional and expressive qualities of their own works of art and describe what might be done to improve them.
4.3
Select an artist’s work and, using appropriate vocabulary of art, explain its successful compositional and communicative qualities.
Connections and Applications
5.1Describe how costumes contribute to the meaning of a dance.
5.2
Write a poem or story inspired by their own works of art.
Visual Literacy
5.3
Look at images in figurative works of art and predict what might happen next, telling what clues in the work support their ideas.
Careers and Career-Related Skills
5.4
Describe how artists (e.g., architects, book illustrators, muralists, industrial designers) have affected people’s lives
Visual Arts – Grade 4
Develop Visual Arts Vocabulary
1.1
Perceive and describe contrast and emphasis in works of art and in the environment.
1.2
Describe how negative shapes/forms and positive shapes/forms are used in a chosen work of art.
1.3
Identify pairs of complementary colors (e.g., yellow/violet; red/green; orange/blue) and discuss how artists use them to communicate an idea or mood.
1.4
Describe the concept of proportion (in face, figure) as used in works of art.
Analyze Art Elements and Principles of Design
1.5
Describe and analyze the elements of art (e.g., color, shape/form, line, texture, space, value), emphasizing form, as they are used in works of art and found in the environment.
Skills, Processes, Materials, and Tools
2.1 Use shading (value) to transform a two-dimensional shape into what appears to be a three-dimensional form (e.g., circle to sphere).
2.2
Use the conventions of facial and figure proportions in a figure study.
2.3
Use additive and subtractive processes in making simple sculptural forms.
2.4
Use fibers or other materials to create a simple weaving
Communication and Expression Through Original Works of Art
2.5
Use accurate proportions to create an expressive portrait or a figure drawing or painting.
2.6
Use the interaction between positive and negative space expressively in a work of art.
2.7
Use contrast (light and dark) expressively in an original work of art.
2.8
Use complementary colors in an original composition to show contrast and emphasis
Role and Development of the Visual Arts
3.1Describe how art plays a role in reflecting life (e.g., in photography, quilts, architecture).
Diversity of the Visual Arts
3.2
Identify and discuss the content of works of art in the past and present, focusing on the different cultures that have contributed to California’s history and art heritage.
3.3
Research and describe the influence of religious groups on art and architecture, focusing primarily on buildings in California both past and present
Derive Meaning
4.1Describe how using the language of the visual arts helps to clarify personal responses to
works of art.
4.2
Identify and describe how a person’s own cultural context influences individual responses to works of art.
4.3
Discuss how the subject and selection of media relate to the meaning or purpose of a
work of art.
Make Informed Judgments
4.4
Identify and describe how various cultures define and value art differently.
4.5
Describe how the individual experiences of an artist may influence the development of specific works of art.
Connections and Applications
5.1Select a nonobjective painting, work in small groups to interpret it through dance/ movement, and then write a paragraph reporting on the arts experience.
5.2
Identify through research twentieth-century artists who have incorporated symmetry as a part of their work and then create a work of art, using bilateral or radial symmetry.
Visual Literacy
5.3
Construct diagrams, maps, graphs, timelines, and illustrations to communicate ideas or tell a story about a historical event.
Careers and Career-Related Skills
5.4
Read biographies and stories about artists and summarize the readings in short reports, telling how the artists mirrored or affected their time period or culture.
Visual Arts – Grade 5
Develop Perceptual Skills and Visual Arts Vocabulary
1.1
Identify and describe the principles of design in visual compositions, emphasizing unity
and harmony.
1.2
Identify and describe characteristics of representational, abstract, and nonrepresentational works of art.
Analyze Art Elements and Principles of Design
1.3
Use their knowledge of all the elements of art to describe similarities and differences in works of art and in the environment.
Skills, Processes, Materials, and Tools
2.1Use one-point perspective to create the illusion of space.
2.2
Create gesture and contour observational drawings.
2.3
Demonstrate beginning skill in the manipulation of digital imagery (e.g., computer-generated art, digital photography, or videography)
Communication and Expression Through Original Works of Art
2.4
Create an expressive abstract composition based on real objects.
2.5
Assemble a found object sculpture (as assemblage) or a mixed media two-dimensional composition that reflects unity and harmony and communicates a theme.
2.6
Use perspective in an original work of art to create a real or imaginary scene.
2.7
Communicate values, opinions, or personal insights through an original work of art.
Role and Development of the Visual Arts
3.1Describe how local and national art galleries and museums contribute to the conservation of art.
3.2
Identify and describe various fine, traditional, and folk arts from historical periods worldwide.
Diversity of the Visual Arts
3.3
Identify and compare works of art from various regions of the United States.
3.4
View selected works of art from a major culture and observe changes in materials and styles over a period of time.
Derive Meaning
4.1 Identify how selected principles of design are used in a work of art and how they affect personal responses to and evaluation of the work of art.
4.2
Compare the different purposes of a specific culture for creating art.
Make Informed Judgments
4.3
Develop and use specific criteria as individuals and in groups to assess works of art.
4.4
Assess their own works of art, using specific criteria, and describe what changes they would make for improvement.
Connections and Applications
5.1 Use linear perspective to depict geometric objects in space.
Visual Literacy
5.2
Identify and design icons, logos, and other graphic devices as symbols for ideas and information.
Careers and Career-Related Skills
5.3
Research and report on what various types of artists (e.g., architects, designers, graphic artists, animators) produce and how their works play a role in our everyday environment.
Visual Arts – Grade 6
Develop Visual Arts Knowledge and Vocabulary
1.1
Identify and describe all the elements of art found in selected works of art (e.g., color, shape/form, line, texture, space, value).
1.2
Discuss works of art as to theme, genre, style, idea, and differences in media.
1.3
Describe how artists can show the same theme by using different media and styles.
Analyze Art Elements and Principles of Design
1.4
Describe how balance is effectively used in a work of art (e.g., symmetrical, asymmetrical, radial)
.
Skills, Processes, Materials, and Tools
2.1Use various observational drawing skills to depict a variety of subject matter.
2.2
Apply the rules of two-point perspective in creating a thematic work of art.
2.3
Create a drawing, using varying tints, shades, and intensities.
Communication and Expression Through Original Works of Art
2.4
Create increasingly complex original works of art reflecting personal choices and in creased technical skill.
2.5
Select specific media and processes to express moods, feelings, themes, or ideas.
2.6
Use technology to create original works of art
Role and Development of the Visual Arts
3.1Research and discuss the role of the visual arts in selected periods of history, using a
variety of resources (both print and electronic).
3.2
View selected works of art from a culture and describe how they have changed or not changed in theme and content over a period of time.
Diversity of the Visual Arts
3.3
Compare, in oral or written form, representative images or designs from at least two selected cultures
Derive Meaning
4.1Construct and describe plausible interpretations of what they perceive in works of art.
4.2
Identify and describe ways in which their culture is being reflected in current works of art.
Make Informed Judgments
4.3
Develop specific criteria as individuals or in groups to assess and critique works of art.
4.4
Change, edit, or revise their works of art after a critique, articulating reasons for their changes
Connections and Applications
5.1Research how art was used in theatrical productions in the past and in the present.
5.2
Research how traditional characters (such as the trickster) found in a variety of cultures past and present are represented in illustrations.
5.3
Create artwork containing visual metaphors that express the traditions and myths of selected cultures.
Visual Literacy
5.4
Describe tactics employed in advertising to sway the viewer’s thinking and provide examples.
Careers and Career-Related Skills
5.5
Establish criteria to use in selecting works of art for a specific type of art exhibition.