Grade 2 Fine Arts Colorado Standards

Movement, Technique, and Performance

Perform simple dances with specific intention.

Demonstrate basic technique appropriate to the dance style.

Approach movements differently to support meaning making.

Perform dances from memory for an audience.

Perform movements while observing safe body practices.

Move intentionally to demonstrate the relevant action and safe body practices.

Move in ways that demonstrate self-awareness.

Create, Compose, and Choreograph

Explore movement based on a variety of inspirations alone and with others.

Improvise a dance phrase that has a clear beginning, middle and end.

Experiment with movements that express an idea or an emotion.

Recognize and demonstrate contrasting ideas.

Solve simple movement problems alone and with a partner.

Organize movements into simple dance phrases.

. Select and organize movement into a simple dance with a beginning, middle and end.

Develop simple dance phrases that meet given criteria.

Select movements from improvisational exercises to organize a dance phrase.

Historical and Cultural Context

Identify and perform movements that are era and culturally specific.

Observe, describe, and perform historical and culturally specific dances.

Describe the mood or feeling of the accompaniment of different cultural and social dances.

Describe the significance or meaning of costumes, masks, and accessories in different cultural and social dances.

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

Respond to dance using movement vocabulary and relate it to other aspects of life.

Understand and describe the meaning of movements in a dance.

Identify and describe how a movement is similar to or different from a movement in everyday life.

Identify movements in a dance that could be used to communicate or relate to other academic topics such as science, math, or language arts.

Connect dance to the world around the student.

Identify that dance relates to other things.

Identify that dance happens within communities.

Create

Generate and conceptualize artistic ideas and work.

Propose new details to plot and story in a variety of dramatic experiences (e.g., story drama, creative drama, movement pieces, pantomime, etc.).

Collaborate with peers to conceptualize scenery in a variety of guided dramatic experiences (e.g., story drama, creative drama, movement pieces, pantomime, etc.).

Identify ways in which voice and movement may be used to create a variety of dramatic experiences (e.g., story drama, creative drama, movement pieces, pantomime, etc.).

Organize and develop artistic ideas and work.

Collaborate with peers to devise meaningful dialogue in guided dramatic experiences (e.g., story drama, creative drama, movement pieces, pantomime, etc.).

Contribute ideas and make decisions as a group to advance a story in guided dramatic experiences (e.g., story drama, creative drama, movement pieces, pantomime, etc.).

Connect artistic ideas to personal experience and varied perspectives.

Relate character experiences to personal experiences in guided dramatic experiences (e.g., story drama, creative drama, movement pieces, pantomime, etc.).

Collaborate on the creation of a short scene based on a non-fiction literary source in a guided drama experience (e.g., process drama or story drama).

Refine towards completion of artistic work.

Contribute to the adaptation of dialogue in guided dramatic experiences (e.g., story drama, creative drama, movement pieces, pantomime, etc.).

Use and adapt voice and movements in guided dramatic experiences (e.g., story drama, creative drama, movement pieces, pantomime, etc.).

Generate multiple representations of a single object in a variety of dramatic experiences (e.g., story drama, creative drama, movement pieces, pantomime, puppetry, etc.).

Perform

Select, analyze, and interpret artistic work for presentation.

With prompting and support, interpret story elements in a variety of dramatic experiences (e.g., story drama, creative drama, movement pieces, pantomime, etc.).

With prompting and support, select 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, experiment with changing voice and movement of a character in a variety of dramatic experiences (e.g., story drama, creative drama, movement pieces, pantomime, etc.).

With prompting and support, explore stage directions and the use of space in a dramatic presentation.

Connect artistic work with audience, community, and ensemble.

With prompting and support, determine appropriate skills and knowledge from different art forms and content areas to apply in a guided drama experience (e.g., story drama, creative drama, movement pieces, pantomime, etc.).

Convey meaning through the presentation of artistic work.

With prompting and support, contribute to the ensemble in a variety of dramatic experiences (e.g., story drama, creative drama, movement pieces, pantomime, etc.).

With prompting and support, consistently demonstrate emotions and other characterizations through movement and voice in a variety of dramatic experiences.

Critically Respond

Perceive and analyze artistic work.

Recognize when artistic choices are made in a guided drama experience (e.g., story drama, creative drama, movement pieces, pantomime, etc.).

Interpret intent and meaning in artistic work.

Explain how personal preferences and experiences impact audience response in a guided drama experience (e.g., story drama, creative drama, movement pieces, pantomime, etc.).

Identify causes and effects of character actions in a guided drama experience (e.g., story drama, creative drama, movement pieces, pantomime, etc.).

Explain or use text and pictures to describe how others’ emotions and choices may compare to the emotions and choices of characters in a guided drama experience (e.g., story drama, creative drama, movement pieces, pantomime, etc.).

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

Identify similarities and differences in stories from multiple cultures in a guided drama experience (e.g., process drama, story drama, creative drama).

Apply criteria to evaluate artistic work.

Reflect on collaboration in a scene in a guided drama experience (e.g., story drama, creative drama, movement pieces, pantomime, etc.).

Discuss the use a prop or costume in a guided drama experience (e.g., process drama, story drama, creative drama) to describe characters, settings, or events.

Describe how characters respond to challenges in a guided drama experience (e.g., story drama, creative drama, movement pieces, pantomime, etc.).

Expression of Music

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

Demonstrate and connect melodic, rhythmic, and harmonic patterns using expressive elements.

Demonstrate rhythmic and melodic ostinati in small groups.

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

Demonstrate while using an instrumental accompaniment (e.g., bourdun).

Demonstrate a variety of developmentally appropriate and culturally diverse melodies with accurate rhythm, tempo and dynamics.

Make observations and draw conclusions about the rhythms, tempos, and dynamics of the music to which students are singing, playing, and moving.

Apply the concepts of rhythm, tempo, and dynamics to the music to which students are singing, playing, and moving.

Apply teacher and peer critique and self-reflection to refine individual technique and performance of simple 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 phrases using rhythm and/or pitch.

Create and document instrumental and vocal patterns using known rhythms and pitches.

Improvise instrumentally and/or vocally question-answer patterns using known rhythms and pitches.

Arrange a song by adding an ostinato using known pitches and rhythms (e.g., let students design a minor ostinato to accompany a minor song they are singing in class; instructor gives the students the pitches and the students choose how to use them).

Theory of Music

Identify and demonstrate basic melodic, rhythmic, and harmonic patterns.

Melody: Identify and demonstrate step/skip/repeat within a melody.

Rhythm: Identify and demonstrate patterns that include sounds and silence that last two beats and four beats (half note/rest, whole note/rest).

Harmony: Identify and demonstrate introductory harmony using chords (e.g., intervals, borduns, ostinato, home tone).

Identify and demonstrate extreme changes in tempos, dynamics, and articulations.

Tempo: Identify and demonstrate presto/largo.

Dynamics: Identify and demonstrate forte/piano.

Articulation: Identify and demonstrate smooth/connected, short/separated.

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

Form/Structure: Aurally identify ABA, verse/refrain, coda.

Meter/Beat Groupings: Identify and demonstrate duple and triple meter/beat groupings (2/4, 3/4) and strong vs. weak beat withing a measure.

Timbre: Aurally organize instruments into categories.

Response to Music

Discuss individual preferences for music using specific music terminology.

Communicate understanding of music’s expressive qualities that influence personal preference.

Communicate similarities between musical pieces.

Describe music from various cultures in their own words.

Describe varying kinds of voices and instruments and their uses in various settings.

Explain their own cultural and social interests in music.

Identify and connect specific songs/music to specific settings (holiday, religious, celebratory).

Observe and Learn to Comprehend

Identify how artists make choices using the language of visual art and design to communicate ideas.

Describe how artists choose materials to communicate ideas.

Discover how similar ideas can be expressed in multiple ways.

Determine what art vocabulary is useful when discussing works of art and design.

Envision and Critique to Reflect

Share and explain choices made and possible next steps in personal works of visual art and design.

Describe how artists reflect on their creative practice to improve works of visual art and design.

Recognize that artists use different forms of research to inform their practice.

Use the language of visual art and design to describe observations and form opinions.

Invent and Discover to Create

Plan and create works of art by exploring various media and creating meaning through symbolization.

Choose appropriate materials to make art.

Create finished works of art.

Explain choices made in the artmaking process.

Respect and care for classroom materials.

Relate and Connect to Transfer

Observe and discuss how visual art and design are evident in the everyday life of communities.

Recognize how visual art and design is interdisciplinary.

Investigate public art and its role within the community.

Investigate the role of art and design in our communities and world.