Kindergarten Fine Arts Maryland Standards

Connecting

Responding

Presenting

Creating

Generate and conceptualize artistic ideas and work.

Solve movement problems by responding to stimuli. (e.g., nature, feelings, personal experience)

Act on creative ideas through guided work with shapes in locomotor and non-locomotor forms.

Act on creative movement ideas through play, using a variety of shapes, levels, energies, and timing.

Demonstrate creative solutions to movement problems by working independently and collaboratively with others.

Demonstrate the ability to create and perform dance through exploration of a variety of stimuli.

Develop the ability to combine the elements of dance to create movement.

Synthesize and relate knowledge and personal experiences to make art.

Demonstrate basic locomotor and non-locomotor movements and assign personal meaning to the way the movement makes you feel.

Create, describe, and perform a dance about personal experiences. i.e. going to the park, a ball game, a birthday party, a family event.

Use works of art, literature, science, or current events as inspiration to create dance movement.

Identify and communicate reasons to create dance outside of school.

Create, describe, and perform a dance to express personal meaning.

Observe or experience a work of art to identify ideas as a basis for creating dance movement.

Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Act on creative ideas to describe and create movement that expresses elements of your personal heritage.

Act on creative ideas to describe and create movement that expresses elements and characteristics of your community.

Reason effectively to recognize dance as a form of expression and explain why people dance.

Compare and contrast cultural purposes for creating by examining dance from different times and places.

Demonstrate knowledge of dances from a variety of cultures, societies, and history.

Relate dance to history, society, and personal experience.

Describe the relationships of dance to other arts subjects in school.

Organize and develop artistic ideas and work.

Improvise independently, using shapes and levels, to create dance movement.

Improvise collaboratively with a partner to create dance phrases that have a beginning, middle, and end.

Demonstrate flexibility in thinking by creating different ways to begin and end a dance.

Create dance by improvising alone or with others.

Apply and recognize compositional form in dance.

Refine and complete artistic work.

Work independently or collaboratively to create a symbolic representation of a dance movement done in class.

Use information from created work to vary it using the BEST principles. Clearly communicate choices.

Explore changes of movement based on suggestions from teachers and peers and choices from dance vocabulary.

Describe movement using pictures, symbols or available technology.

Analyze, interpret, and select artistic work for presentation.

Explore different body uses (i.e., whole body, isolation, articulation, shapes) both independently and in small groups.

Work independently to explore movements using different energies

Work independently to explore changes of directions in movement.

Work effectively and efficiently while moving with or within a group by maintaining personal space.

Vary rhythm and speed while performing movements to show flexibility in time usage

Identify and demonstrate movement based on elements of dance: body, energy, space and time (BEST).

Develop and refine artistic work for presentation.

Demonstrate a range of locomotor and non-locomotor movements that require fundamental dance skills.

Work independently to recall, refine, and perform simple dance movement.

Explore how and why healthy nutrition is important in order for the body too move efficiently.

Demonstrate awareness of, and move safely in, general and personal (kinesphere) space.

Demonstrate kinesthetic awareness and technical proficiency in dance movement.

Demonstrate a variety of movements safely in personal (kinesphere) and general space.

Complete simple dances from beginning to end, following teacher cues or models.

Explore knowledge and execution of performance competencies in dance.

Convey meaning through the presentation of artistic work.

Perform a dance for an audience with attention to clear communication of a story, poem, or song.

Think creatively and assemble simple production elements such as props, scenery, posters, costumes, etc.

Interact with an audience in a formal or informal reflection activity.

Dance for an audience following models and cues, demonstrating rehearsal and performance etiquette.

Determine the meaning or purpose of a dance and create production elements that help support them.

Perceive and analyze artistic work.

Communicate clearly and describe what is seen, heard, felt, and experienced when observing a dance.

Using guided information from aesthetic principles, identify repeated movements, unity, variety, and sequences in an observed or experienced dance.

Using information from BEST principles, identify and describe shapes and levels in an observed or experienced dance. Apply technology by capturing descriptions in a given organizational tool.

Using critical thinking, observe and examine and explain differences in movements of two contrasting dances.

Identify and apply guided criteria to evaluate choreography and performance.

Identify movement vocabulary of different genres and cultures.

Interpret intent and meaning in artistic work.

Communicate clearly and describe how an observed dance makes you feel.

Reason effectively and clearly communicate how a particular movement or part of a dance makes you feel as a participant.

Make judgments and decisions as to how performance quality communicates meaning in an observed dance.

Communicate clearly, using dance terminology, to identify movements observed in a dance.

Identify meaning and intent in an observed dance using simple dance terminology.

Apply criteria to evaluate artistic work.

Make judgments and decisions as to how costume, hair, make-up, sets, lighting, music, etc. contribute to the meaning of a dance. Discuss decisions.

Use information from guided criteria to evaluate a dance based on communication of meaning or intent.

Recognize and describe guided aesthetic principles, such as repetition, unity, variety, and sequence in dance performances.

Think critically and describe how the elements of dance are combined in observed performances to create mood or communicate concepts.

Engage appropriately as an audience participant in formal and informal settings.

Identify and apply criteria for making aesthetic judgments in dance.

Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.

Expectations

With teacher support, create media products that utilize personal and shared experiences.

Indicators

Use personal experience in making media artworks.

With guidance, share experiences of media artworks.

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Expectations

With teacher support, compare media to everyday life (i.e., pop culture).

With teacher support, work with tools in different environments effectively and safely (i.e., hardware and software).

Compare and contrast cultural purposes for creating by examining media arts from different times and places.

Indicators

With guidance, relate media artworks to everyday life.

With guidance, interact safely with media arts tools and environments.

Describe the relationships of media to other arts subjects in school.

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Expectations

Collaborate with others in a whole class setting, with teacher guidance, to create a visual representation of formulated ideas.

Indicators

Discover multiple ideas for media artworks through brainstorming and improvising. Express and share ideas for media artworks through guided exploration.

Anchor Standard 2: Organize and develop artistic ideas and work.

Expectations

Collaborate with others in a whole class setting, with teacher guidance, to create a to-do list for production.

Indicators

With guidance, formulate ideas into plans or models for media arts productions.

Anchor Standard 3: Refine and complete artistic work.

Expectations

Collaborate with others to capture the same content in multiple ways.

Collaborate with others to make judgments and decisions on media production to act on creative ideas.

Indicators

In guided practice, make, capture, and form media arts content, freely for expression and meaning, in media arts productions.

Freely and in guided practice, attempt expressive effects and make changes to the content, form, or presentation.

Anchor Standard 4: Analyze, interpret, and select artistic work for presentation.

Expectations

Work creatively with others, supported by the teacher, to curate multiple types of media (video, sound, still pictures) to create one media product.

Indicators

With guidance, combine different forms and content to form media artworks.

Anchor Standard 5: Develop and refine artistic work for presentation.

Expectations

Interact effectively with others to manage the media production plan to include skills and individual roles.

Act on creative ideas during media arts production.

Explore technology tools and techniques to produce creative works.

Indicators

Identify, describe, and demonstrate various artistic skills and roles.

Identify, describe, and demonstrate basic creative skills within media arts productions.

Demonstrate and explore how media arts creation tools work.

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Expectations

With teacher support, present media product(s).

With teacher support, students reflect on the presentation experience.

Indicators

With guidance, present media artworks.

With guidance, share reactions to the presentation of media artworks.

Anchor Standard 7: Perceive and analyze artistic work.

Expectations

With teacher support, explore how components of media connect to messaging and audience experiences.

Indicators

With guidance, explore components and messages in a variety of media artworks.

With guidance, explore and identify how a variety of media artworks create different experiences.

Anchor Standard 8: Interpret intent and meaning in artistic work.

Expectations

Analyze media from the media arts industry (film, TV, graphic design, animation, fine art, etc.) to discuss audience reactions.

Analyze their media product(s) to discuss audience reactions.

Indicators

With guidance, discuss reactions to media artworks.

Anchor Standard 9: Apply criteria to evaluate artistic work.

Expectations

With teacher support and set criteria, examine and communicate qualities of media products.

Indicators

With guidance, examine and share qualities of media artworks.

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Connecting

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Responding

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Presenting

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Creating

Synthesize and relate knowledge and personal experiences to make art.

Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Organize and develop artistic ideas and work.

Refine and complete artistic work.

Analyze, interpret, and select artistic work for presentation.

Develop and refine artistic work for presentation.

Convey meaning through the presentation of artistic work.

Perceive and analyze artistic work.

Interpret intent and meaning in artistic work.

Anchor Standard 9 - Apply criteria to evaluate artistic work.

With teacher guidance, connect music to personal experience through creating, performing, or responding to music.

Identify personal and creative preferences in creating, performing, and responding to music.

Clearly communicate preferences and include supporting statements when listening to a piece of music, using appropriate musical vocabulary.

When listening to music, identify the musical elements in the performance and show through drawing, writing, or discussion how they may reflect the creative intent.

When presented with options, choose a piece of music for a specific purpose and describe how the musical elements are used to make the selection suitable for the purpose.

Perform varied examples of music with artistic purpose.

With teacher guidance, identify feedback and explore multiple points of view during the rehearsal process, in order to address performance suggestions.

With teacher guidance, select a piece of musicto read and perform, considering creative intent.

Refine personal musical ideas in response to feedback.

With teacher guidance, use standard and/or iconic notation or recording technology to create and document personal musical ideas

With teacher guidance, create musical ideas for classroom composition activities, using appropriate technology as available.

With teacher guidance, connect music to other people’s personal experiences when creating, performing, or responding to music.

Identify and document ways to make music outside of school and/or music class, including after-school programs and extracurricular opportunities.

Engage appropriately as an active listener in formal and informal settings, paying attention to audience etiquette appropriate to the genre of music.

In response to teacher prompts, describe the use of musical elements and contexts.

Communicate effectively with audience and other performers in music performance. Reflect with the listeners in discussion or other activity appropriate to the context

Apply feedback to improve and refine music in rehearsal.

Demonstrate knowledge of musical contexts when describing choices of music selected for performance.

Present a classroom version, incorporating refinements, and demonstrate artistic purpose, using appropriate technology as available

Create music with simple melodic, rhythmic, dynamic, and formal elements, in response to artistic stimuli, using appropriate technology as available.

With teacher guidance, make connections between music and other common core subjects, including the arts, through creating, performing, or responding to music.

Compare musical elements from two or more contrasting selections of music.

Discuss readiness of music for public performance, based on experience of time, place, and culture from which the music is chosen.

Demonstrate awareness of artistic qualities when performing musical ideas.

Compare and contrast cultural purposes for composing, listening and performing, by examining music from other times and places.

Read iconic or standard notation in preparing for performance.

Describe how music can be a part of personal daily life experiences.

Describe how personal interests and experiences, including familial, cultural, and environmental experience, may relate to musical choices when creating, performing, and responding to music

Apply personal and artistic preferences when evaluating music, using appropriate musical vocabulary.

Use a variety of drawing, writing or discussion techniques to reflect the musicians’ creative intent.

Select music and describe how personal interests and experiences influence musical choice.

Communicate purpose through music performance.

Apply feedback to rehearse and refine performance.

Describe personal preferences when making musical selections from a variety of contexts.

Apply feedback to develop and refine personal musical ideas.

Select, discuss, and document musical ideas.

Generate musical ideas for an artistic purpose, using appropriate technology as available

Describe the role of music in other people’s daily lives.

Perform appropriately for audience and purpose.

Make appropriate performance choices according to context.

Present a classroom version of personal musical ideas demonstrating artistic purpose.

Describe the relationships of music to other arts subjects in school.

Demonstrate artistic qualities in performing musical ideas.

Read and perform from iconic or standard notation.

Generate and conceptualize artistic ideas and work.

Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.

Expectations

Create a devised theatrical experience based on the idea of community and the individual.

Interact effectively with others and share how personal and character experiences relate.

Indicators

Explore how personal experience relates to a character’s experience in guided theatrical experience.

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Expectations

With guidance, compare and contrast various theatrical works.

Communicate clearly personal responses to various theatrical works.

Apply researched information to develop and refine a self-devised theatrical work based on a provided artifact.

With guidance and support present a self-devised theatrical work.

Compare and contrast cultural purposes for creating by examining art from different times and places.

Indicators

Identify similarities between theatrical works from various cultures.

With prompting and support use a historical or cultural artifact to devise a guided drama/theatrical experience.

Describe the relationships of theatre to other arts subjects in school.

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Expectations

Think creatively and communicate clearly ideas to advance the plot of a drama/theatrical experience.

Collaborate with others to conceptualize settings, costumes, and properties for a guided drama/theatrical experience.

Think creatively and implement ideas on how to define a character with voice and body.

Think creatively and be flexible during a guided drama/theatrical experience.

Indicators

Propose and enact details to the plot of a guided original drama/theatrical experience.

Propose details to setting, costume, and properties in a guided original drama/theatrical experience.

Identify and employ ways that voice and body define a character in a guided drama/theatrical experience.

Anchor Standard 2: Organize and develop artistic ideas and work.

Expectations

Work collaboratively with others to develop creative ideas concerning plot and characters in a guided drama/theatrical experience.

Use developed information about the world of the play/story to enhance artistic choices in the guided devised drama/theatrical experience.

Be flexible and think creatively while being part of a theatrical design team.

Collaborate with others and work effectively in a diverse team to develop a guided drama/theatrical experience.

With guidance and support use available technology to enhance artistic choices in a guided drama/theatrical experience.

Indicators

Explore and develop dialogue, sequential plot and defined characters in a guided drama/theatrical experience.

With prompting and support, assume and offer ideas for specific roles of a theatrical design team.

Anchor Standard 3: Refine and complete artistic work.

Expectations

Reason effectively and work creatively with others to make artistic decisions about plot and dialogue.

Make decisions on artistic choices in staging.

Produce design elements for a guided drama/theatrical experience.

With guidance and support use available technology to refine technical designs.

Perform a guided devised drama/theatrical work for an informal audience.

Indicators

With prompting and support explore various artistic choices of plot and dialogue in a guided drama/theatrical experience.

Explore artistic choices in staging a guided drama/theatrical experience.

With prompting and support discover various solutions to a single technical element.

Anchor Standard 4: Analyze, interpret, and select artistic work for presentation.

Expectations

Communicate effectively why a specific story is worth exploring in a guided drama/theatrical experience.

Work creatively with others to decide on and implement original creative artistic choices for a scripted drama/theatrical performance.

Effectively justify and implement specific acting, vocal, and movement choices to create a convincing character.

Indicators

Present ideas for setting and staging in a guided drama/theatrical experience based on a known story.

Explore the use of body, face, gestures, and voice to communicate character traits and emotions in a guided drama/theatre experience based on a known story.

Anchor Standard 5: Develop and refine artistic work for presentation.

Expectations

Use acting exercises to inspire creativity in a guided drama/theatre experience based on a known story.

Think creatively and collaboratively to create technical solutions in props and costumes that enhance a guided drama/theatrical experience based on a known story.

Think creatively to create solutions to enhance a guided drama/theatrical experience based on a known story.

Participate in theatrically based warm-ups.

Indicators

Engage in basic theatre exercises related to imagination, movement and vocal exercises to inspire creativity in developing a guided drama/theatrical experience based on a known story.

Create simple technical elements in a guided drama/theatrical experience to enhance a guided theatrical experience based on a known story.

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Expectations

Collaborate with others on a guided theatrical work.

Present a play/drama for an informal audience.

Interact with an informal audience in an informal reflection activity.

Indicators

Share an informal, guided drama/theatrical work based on known story.

Anchor Standard 7: Perceive and analyze artistic work.

Expectations

Identify when artistic choices are made in a theatrical experience.

Articulate an aesthetic response to artistic choices in a theatrical experience.

Indicators

With prompting and support, identify artistic choices and personal aesthetic reactions to a theatrical experience.

Anchor Standard 8: Interpret intent and meaning in artistic work.

Expectations

Effectively reason and interact with others to compare personal feelings about character and plot in a guided drama/theatrical experience.

Collaborate with others to create an understanding of characters within a given drama/theatrical experience.

Work collaboratively and use personal aesthetics to respond to various drama/theatrical experiences.

Engage appropriately as an audience participant in formal/informal settings.

Indicators

Make personal connections to the feelings, reactions, and dramatic circumstances of a character.

With prompting and support, analyze how character is defined through physical characteristics, dialogue, and prop/costume design choices.

Identify and respond to various characters in a drama/theatrical experience.

Anchor Standard 9: Apply criteria to evaluate artistic work.

Expectations

Work with others to apply given criteria to a theatrical work.

Identify and communicate technical choices in a theatrical production.

Interact effectively with a group and discuss a character’s role in the story.

Indicators

Describe and define a character in a theatrical production.

Describe how a prop or costume helps to define a character in a theatrical production.

Describe how characters respond to conflicts in a theatrical production.

Anchor Standard 11: Relate

Anchor Standard 10: Synthesize

Anchor Standard 9: Analyze

Anchor Standard 8: Interpret

Anchor Standard 7: Perceive

Anchor Standard 6: Share

Anchor Standard 5: Analyze

Anchor Standard 4: Select

Anchor Standard 3: Reflect, Refine, Continue

Anchor Standard 2: Investigate

Anchor Standard 1: Investigate, Plan, Make

Compare and contrast cultural purposes for creating by examining art from different times and places.

Create art that tells a story about life experiences.

Use vocabulary to explain preferences about artwork and classify art based on criteria.

Describe relevant subject matter and formal characteristics that communicate feelings associated with a work of art.

Identify subject matter and describe the formal characteristics of art.

Identify and describe art in the environment.

Explain what a museum does to shape ideas, beliefs and experiences.

Identify places that art may be displayed, and determine media and techniques needed for adjustment when preparing art for presentation.

Identify reasons for saving and displaying objects, artifacts and art.

Use art vocabulary to share your personal work describing and summarizing process and artistic choices.

Experiment with various materials and tools to explore personal interests in a work of art or design.

Through self-directed and collaborative play, explore, brainstorm, question, and investigate materials and personal ideas to create art.

Identify and communicate reasons to create art outside of school.

Evaluate works demonstrating content-specific literacy.

Compare and/or contrast characteristics of the natural world and constructed environments.

Identify the roles and responsibilities of people who work and visit museums as well as other venues.

Categorize artwork for an exhibit based on a theme or concept.

Demonstrate safe procedures for using and cleaning art tools, equipment, and studio spaces.

Collaboratively brainstorm multiple approaches to an art or design problem in order to explore personal interests, questions and curiosities.

Engage appropriately as audience participants in formal and informal settings.

Repurpose objects in an innovative way to create art that represents ideas from imagination, memories, or the environment.

Act on creative ideas to examine the role of art as an essential aspect of history and human experience.

Work creatively with others to connect personal experiences and develop meaningful compositions.

Think creatively and in a group applying elements of art to evaluate a body of artwork based on various criteria.

Analyze media, develop and apply criteria to personally created works as well as the artwork of others.

Think creatively to identify and describe observed form.

Through the analysis of artworks and a variety of sources of information; communicate clearly to identify and compare reasons why artists create and display art.

Adapt to change when analyzing artwork based on criteria for presentation or preservation.

Make judgments and decisions to justify which works of art will be selected for presentation.

Act on creative ideas to create images and forms from observation, memory, imagination and feelings.

Develop and experiment in the creation and design of artworks.

Think creatively about self, others, places and events.

Communicate clearly how to determine how selected artwork represents what people see, know, feel and imagine.

Act on creative ideas by what you see, feel, know.

Experiment with design elements/principles such as; colors, line, and shapes.

Creatively play with the elements of art and principles of design to develop compositions that are personally meaningful.

Make use of ideas to communicate about self, others, places and events.