Kindergarten Fine Arts Colorado Standards

Movement, Technique, and Performance

Perform simple dance movements.

Move the body safely in time and space.

Perform simple movement sequences and dances.

Perform simple movements safely.

Move safely in personal and general space.

Demonstrate focus and concentration while moving.

Create, Compose, and Choreograph

Translate simple ideas and stories into movement using movement in different ways.

Improvise movements that can start and stop on cue.

Develop simple movements based on a mood or feeling.

Recognize and demonstrate contrasting ideas.

Explore movement while moving with objects (scarves, feathers, balls).

Translate simple ideas and stories into movement.

Use movement to show a feeling and perform it for others.

Identify and demonstrate contrasting ideas.

Tell movement stories through improvisational exercises.

Name their favorite part of a movement activity and state what they dislike.

Historical and Cultural Context

Explore dances from different eras and cultures.

Demonstrate movements found in dances from various eras and cultures.

Recognize ways in which dance represents different eras and cultures.

Name dances from different cultures.

Experience dances from other time periods.

Reflect, Connect, and Respond

Describe dance using basic movement vocabulary.

Identify different dance movements.

Describe a movement.

Connect dance to the world around the student.

Discover that dance relates to music.

Discover where dance happens.

Create

Generate and conceptualize artistic ideas and work.

Create characters, environments, and stories using imagination through prompted and supported dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).

Creatively manipulate objects in a variety of ways in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).

Organize and develop artistic ideas and work.

Explore characters, environments, and stories using imagination through prompted and supported dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).

Collaborate with peers to contribute to dramatic play or a guided drama experience (e.g., process drama, story drama, creative 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, story drama, creative drama).

Refine towards completion of artistic work.

Expand characters, environments, and stories through prompted and supported dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).

Perform

Select, analyze, and interpret artistic work for presentation.

With prompting and support, identify characters and setting in a story for dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).

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

With prompting and support, experiment with character voice and body for dramatic play or a guided drama experience (e.g., process drama or story drama).

With prompting and support, experiment with various items to create an environment for a story.

Connect artistic work with audience, community, and ensemble.

With prompting and support, use skills and knowledge from other areas in dramatic play or a guided drama experience (e.g., process drama or story drama).

Convey meaning through the presentation of artistic work.

With prompting and support, use voice, body, and facial expressions to demonstrate character in a dramatic play or a guided drama experience (e.g., process drama or story drama).

Critically Respond

Perceive and analyze artistic work.

With prompting and support, express an emotional response to characters in dramatic play or a guided drama experience (e.g., process drama or story drama).

Interpret intent and meaning in artistic work.

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

With prompting and support, name and describe settings in dramatic play or a guided drama experience (e.g., process drama or story drama).

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

With prompting and support, identify stories that are different from one another in dramatic play or a guided drama experience (e.g., process drama or story drama).

Apply criteria to evaluate artistic work.

With prompting and support, respond to visual, movement, or vocal choices by actively engaging with others in dramatic play or a guided drama experience (e.g., process drama or story drama).

Expression of Music

Respond to musical opposites.

Echo and perform melodic and rhythmic patterns.

Respond (sing, move, and play) to changes in mood or form (e.g., beat, tempo, dynamics, and melodic direction).

Respond (sing, move, and play) to music, differentiating between sound and silence.

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

Demonstrate using developmentally appropriate songs and singing games from a variety of cultures.

Demonstrate speaking, singing, whispering, shouting, and inner voice (audiation).

Apply teacher critique and self-reflection to refine individual technique and performance of developmentally appropriate songs.

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

Self-evaluate to refine musical performance.

Creation of Music

Compose, improvise, and arrange simple patterns using rhythm and/or pitch.

Compose a short pattern to represent a character or idea in a story or poem.

Improvise sound effects and simple patterns to stories and poems.

Arrange sound effect patterns to embellish songs, stories and poems.

Theory of Music

Identify and demonstrate melodic and rhythmic opposites.

Melody: Identify and demonstrate high/low, same/different, up/down.

Rhythm: Identify/differentiate and demonstrate beat/no beat, same/different.

Identify and demonstrate tempo and dynamic opposites.

Tempo: Identify/differentiate and demonstrate fast/slow.

Dynamics: Identify/differentiate and demonstrate loud/quiet, sound/silence, same/different.

Identify and demonstrate basic form and timbre elements.

Timbre: Aurally identify vocal/instrumental sounds, speaking/singing/whispering/shouting voices.

Form: Aurally identify same/different, introduction, question/answer.

Response to Music

Describe musical preferences in their own words.

Communicate understanding of musical ideas or moods through a variety of mediums and modalities (e.g., movement, drawing, story-telling).

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

Recognize relationships between music and celebrations in daily life.

Recognize the use of music in media.

Listen and respond to various musical styles (such as marches and lullabies).

Communicate how music for various purposes contributes to specific experiences.

Observe and Learn to Comprehend

Identify how artists use visual art and design to communicate.

Recognize that visual art and design can tell stories.

Recognize that individuals will have multiple viewpoints.

Envision and Critique to Reflect

Notice and discuss what can be seen in works of visual art and design.

Recognize that explorative play with materials can inspire ideas for visual art and design.

Give an opinion on works of visual art and design.

Invent and Discover to Create

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

Investigate various properties of tools and materials.

Describe intention for creating artwork.

Use and share materials with intention and care.

Relate and Connect to Transfer

Recognize that artists and designers contribute and connect to their communities.

Identify how and where artists and designers work.

Recognize how art is integrated into their everyday life.