Grade 1 Fine Arts Colorado Standards

Movement, Technique, and Performance

Accurately demonstrate simple movement sequences.

Demonstrate accuracy in the use of space.

Demonstrate different timing and rhythm in movement.

Demonstrate various qualities in movement.

Develop safe movement practices.

Demonstrate focus and concentration while moving.

Create, Compose, and Choreograph

Explore movement based on a variety of inspirations.

Improvise movements that can start and stop on cue.

Develop simple movements based on a mood or feeling.

Recognize and demonstrate contrasting ideas.

Solve simple movement problems.

Create and demonstrate simple movements based on play and improvisation.

Use play and improvisation to create movements.

Select movements they like and dislike and replicate them.

Change movements based on feedback and conversation.

Historical and Cultural Context

Perform movements that represent different eras and cultures.

Perform movements found in dances from various eras and cultures.

Recognize and describe ways in which dance represents different eras and cultures.

Name the differences in dances of different eras.

Describe cultural aspects from videos and pictures.

Reflect, Connect, and Respond

Describe dance using basic movement vocabulary and make connections to other aspects of life.

Describe the movements and gestures that stand out in a particular dance.

Use words, pictures, or various mediums to compare different dances.

Find similarities or comparisons in a dance that relates to a student’s own life.

Connect dance to the world around the student.

Discover that dance relates to other things.

Identify where dance happens.

Create

Generate and conceptualize artistic ideas and work.

Propose potential choices characters could make in dramatic play or guided drama experience.

Collaborate with peers to conceptualize costumes and props in a dramatic play or guided drama experience (e.g., story drama, creative drama, movement stories, pantomime, puppetry, etc.).

Identify ways in which gesture and movement may be used to create stories in dramatic play or guided drama experiences.

Organize and develop artistic ideas and work.

Contribute to the development of a sequential plot in a dramatic play or guided drama experience (e.g., story drama, creative drama, movement stories, pantomime, puppetry, etc.).

With prompting and support, participate in group decision making (collaboration) in the creation of dramatic play or a guided drama experience (e.g., process drama or story drama).

Connect artistic ideas to personal experience and varied perspectives.

With prompting and support, identify similarities between characters and oneself in dramatic play or a guided drama experience (e.g., process drama or story drama).

Explore how stories are adapted from literature to a creative drama or theatre work.

Refine towards completion of artistic work.

Alter story choices in dramatic play or guided drama experience.

Identify similarities and differences in voice and movements to improve dramatic play or guided drama experience.

Create multiple representations of objects and environments in a dramatic play or guided drama experience (e.g., story drama, creative drama, movement stories, pantomime, puppetry, etc.).

Perform

Select, analyze, and interpret artistic work for presentation.

With prompting and support, describe character actions and dialogue from a story.

With prompting and support, explore character traits and emotions, and demonstrate them through body and voice choices.

Develop and refine artistic techniques, choices, and work for presentation.

With prompting and support, develop facial expression, body, and voice choices.

With prompting and support, explore and experiment with various costumes, props, etc. that can be used in guided dramatic play.

Connect artistic work with audience, community, and ensemble.

With prompting and support, apply skills and knowledge from different art forms and content areas in a guided drama experience (e.g., process drama or story drama).

Convey meaning through the presentation of artistic work.

With prompting and support, select and demonstrate appropriate face, body, and voice choices for dramatic play.

With prompting and support, choose costumes, props, etc., and use them in guided dramatic play.

Critically Respond

Perceive and analyze artistic work.

Recall choices made in a guided drama experience (e.g., process drama or story drama).

Interpret intent and meaning in artistic work.

Explain preferences and emotions in a guided drama experiences (e.g., process drama or story drama).

Identify causes of character actions in a guided drama experience (e.g., process drama or story drama).

Compare personal emotions and choices to the emotions and choices of characters in a guided drama experience (e.g., process drama or story drama).

Connect artistic experiences to our world; past, present, and future.

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

Apply criteria to evaluate artistic work.

Build on others’ ideas in a guided drama experience (e.g., process drama or story drama).

Identify props and costumes that might be used in a guided drama experience (e.g., process drama or story drama).

Compare and contrast the experiences of characters in a guided drama experience (e.g., process drama or story drama).

Expression of Music

Perform/Demonstrate music that exhibits learned rhythmic and melodic patterns.

Demonstrate melodic patterns that include same/different and three-pitch melodies.

Demonstrate rhythmic patterns that include quarter note, paired eighth notes, and quarter rest.

Demonstrate a steady beat while contrasting rhythms are being played.

Apply the concept of steady beat to music with contrasting rhythms and tempos.

Perform/Demonstrate developmentally appropriate songs with accurate pitch, rhythm, tone and expressive elements.

Demonstrate a variety of culturally diverse songs while maintaining steady beat.

Demonstrate appropriate tempo and dynamic levels.

Apply teacher and peer critique and self-reflection to refine individual technique and performance of basic songs.

Engage in refinement and feedback processes to prepare music for performance.

Self-evaluate to refine musical performance.

Critique expressive elements performed by others.

Creation of Music

Create, document, improvise, and arrange short phrases using rhythm and/or pitch.

Create and document a short instrumental and vocal pattern to accompany culturally diverse poems, rhymes, and stories.

Improvise short patterns using learned pitches and rhythms.

Arrange instrumental and vocal patterns to enhance culturally diverse poems, rhymes, stories and songs. (e.g., create a spooky soundscape to go with a Halloween poem; create a happy pattern to be background music for a happy part of a story)

Theory of Music

Identify and demonstrate introductory melodic and rhythmic patterns.

Melody: Identify and demonstrate same/different patterns, three-pitch patterns.

Rhythm: Identify and demonstrate rhythmic patterns that include one sound for one beat, two equal sounds for one beat, and one silent beat (quarter note/rest, paired eighth notes, steady beat, strong/weak, beat vs rhythm, same/different).

Identify, label, and demonstrate changes in tempos and dynamics.

Tempo: Identify and demonstrate faster/slower.

Dynamics: Identify and demonstrate louder/softer, piano, forte

Identify and demonstrate basic form/structure, meter/beat groupings, and timbre elements.

Form/Structure: Aurally identify phrase, AB.

Meter/Beat Groupings: Identify and demonstrate steady beat, in different meters/beat groupings.

Timbre: Aurally identify pitched/non-pitched instruments.

Response to Music

Describe and/or demonstrate how ideas or moods are communicated through music.

Describe specific elements of music that impact thoughts or emotions.

Communicate understanding of music ideas or moods through of variety of mediums (e.g., movement, drawing, storytelling).

Apply musical concepts to describe personal preferences or reactions to music.

Identify, discuss, and respond to music created for specific purposes.

Describe how ideas or moods are communicated through music written for specific purposes (such as holiday, march, lullaby).

Describe specific elements of music that impact thoughts or emotions.

Create developmentally appropriate responses to music from various genres, periods, and styles (rhythm, melody, form).

Observe and Learn to Comprehend

Investigate how visual art and design tell the many stories of people, places or things.

Recognize that artists intentionally choose materials to help tell their stories.

Identify how works of art express specific feelings using the language of visual art and design.

Demonstrate an understanding that different communities and cultures share their own stories.

Envision and Critique to Reflect

Question and respond to the stories told and the feelings expressed in works of visual art and design.

Discuss the stories portrayed in a personal work of art.

Envision the potential of a material to be transformed to tell a story.

Invent and Discover to Create

Investigate the properties of materials to support the planning and making of works of art to communicate.

Choose art media to express ideas and feelings.

Describe the steps used in creating works of art.

Share materials with intention and care.

Relate and Connect to Transfer

Identify how artists and designers make connections through personal stories between self, family, friends, and community.

Tell about the people and places in everyday life through works of art and design.

Identify how stories in visual art and design teach us about each other.

Discuss how visual art and design are used to remember and document personal stories and feelings.