Visual Arts Standards
Standard 1: Understanding and applying media, techniques,
•Students know the difference between materials, techniques
•Students describe how different materials, techniques and
processes cause different responses.
•Students use different media, techniques and processes to
communicate ideas, experiences and stories.
•Students use art materials and tools in safe and responsible
Standard 2: Using knowledge of structures and functions.
•Students know the differences among visual characteristics
and purposes of art in order to convey ideas.
•Students describe how different expressive features and
organizational principles cause different responses.
•Students use visual structures and functions. of art to
Visual Arts Standards Cont.
Standard 3: Choosing and evaluating a range of subject matter,
symbols and ideas.
•Students explore and understand prospective content for works of
•Students select and use subject matter, symbols and ideas to
Standard 4: Understanding the visual arts in relation to history and
•Students know that the visual arts have both a history and specific
relationships to various cultures .
•Students identify specific works of art as belonging to particular
cultures, times and places.
•Students demonstrate how history, culture and the visual arts can
influence each other in making and studying works of art..
Visual Arts Standards Cont.
Standard 5: Reflecting upon and assessing the
characteristics and merits of their [a student's own] work
and the work of others.
•Students understand that there are various purposes for
creating works of visual art.
•Students describe how people's experiences influence the
development of specific artworks.
•Students understand there are different responses to
Standard 6: Making connections between visual arts and
•Students understand and use similarities and differences
between characteristics of the visual arts and other arts
•Students identify connections between the visual arts and
other disciplines in the curriculum.
Content Standard #1: Script writing by planning and recording improvisations based on
personal experience and heritage, imagination, literature, and history.
a) Students collaborate to select interrelated characters, environments, and situations
for classroom dramatizations.
b) Students improvise dialogue to tell stories, and formalize improvisations by writing or
recording the dialogue.
Content Standard #2: Acting by assuming roles and interacting in improvisations.
a) Students imagine and clearly describe characters, their relationships, and their
b) Students use variations of locomotor and nonlocomotor movement and vocal pitch,
tempo, and tone for different characters.
c) Students assume roles that exhibit concentration and contribute to the action of
classroom dramatizations based on personal experience and heritage, imagination,
literature, and history.
Drama Standards Cont.
Content Standard #3: Designing by visualizing and arranging environments for
a) Students visualize environments and construct designs to communicate
locale and mood using visual elements (such as space, color, line, shape,
texture) and aural aspects using a variety of sound sources.
b) Students collaborate to establish playing spaces for classroom
dramatizations and to select and safely organize available materials that
suggest scenery, properties, lighting, sound, costumes, and makeup.
Content Standard #4: Directing by planning classroom dramatizations.
a) Students collaboratively plan and prepare improvisations and demonstrate
various ways of staging classroom dramatizations.
Drama Standards Cont.
Content Standard #5: Researching by finding information to support
a) Students communicate information to peers about people, events,
time, and place related to classroom dramatizations.
Content Standard #6: Comparing and connecting art forms by describing
theatre, dramatic media (such as film, television, and electronic media),
and other art forms.
a) Students describe visual, aural, oral, and kinetic elements in theatre,
dramatic media, dance, music, and visual arts.
b) Students compare how ideas and emotions are expressed in theatre,
dramatic media, dance, music, and visual arts.
c) Students select movement, music, or visual
elements to enhance the mood of a classroom
Drama Standards Cont.
Content Standard #7: Analyzing and explaining personal preferences and constructing meanings
from classroom dramatizations and from theatre, film, television, and electronic media
a) Students identify and describe the visual, aural, oral, and kinetic elements of classroom
dramatizations and dramatic performances.
b) Students explain how the wants and needs of characters are similar to and different from their
c) Students articulate emotional responses to and explain personal preferences about the whole
as well as the parts of dramatic performances.
d) Students analyze classroom dramatizations and, using appropriate terminology, constructively
suggest alternative ideas for dramatizing roles, arranging environments, and developing situations
along with means of improving the collaborative processes of planning, playing, responding, and
Content Standard #8: Understanding context by recognizing the role of theatre, film, television,
and electronic media in daily life.
a) Students identify and compare similar characters and situations in stories and dramas from
and about various cultures, illustrate with classroom dramatizations, and discuss how theatre
b) Students identify and compare the various settings and reasons for creating dramas and
attending theatre, film, television, and electronic media production.
Human Play Dough
NATIONAL STANDARDS FOR MUSIC EDUCATION
Standard 1: Singing, alone and with others, a varied repertoire
Standard 2:Performing on instruments, alone and with others, a
varied repertoire of music.
Standard 3: Improvising melodies, variations, and
Standard 4:Composing and arranging music within specified
Standard 5: Reading and notating music.
Standard 6: Listening to, analyzing, and describing music.
Standard 7: Evaluating music and music performances.
Standard 8: Understanding relationships between music, the
other arts, and disciplines outside the arts.
Standard 9: Understanding music in relation to history and
Story Music Effects
Body Part Steady Beat
Music StylesFunga Alafia
National Dance Standard K-4
Standard 1: Identifying and demonstrating movement elements and skills in
Standard 2: Understanding choreographic principals, processes, and
Standard 3: Understanding dance as a way to create and communicate
Standard 4: Applying and demonstrating critical and creative thinking skills
Standard 5: Demonstrating and understanding dance in various cultures
Standard 6: Making connections between dance and healthful living.
Standard 7: Making connections between dance and other disciplines.
1. It Looked Like Spilt Milk by Charles Shaw
2. The Napping House by Audrey Wood
3.Pete the Cat: Rocking in My School Shoes by James
4. We’re Going on a Lion Hunt by Margery Cuyler
5. The Black Rabbit by Philippa Leathers
6. I Ain’t Going to Paint No More by Karen Beaumont
7. How Will I Get to School This Year? By Jerry Pallotta
8. The Pout Pout Fish by Deborah Diesen
9. Ish by Peter Reynolds
10. Giraffes Can’t Dance by Giles Andreae
11. The Little Yellow Leaf by Carin Berger
12. Caps for Sale by Esphyr Slobodkina
13. Where the Wild Things Are by Maurice Sendak
14. Perfect Square by Michael Hall
15. Seven Blind Mice by Ed Young
My proposed intervention:
•Collaborate with parent to use the arts in
the home and school setting to promote
communication skills in children with
speech and language delays.
How I will implement the plan:
•Home visits to use the arts in the home with the
parent and child
•Parent workshops on the different art areas
•Family art days
•Invite parents to observe the arts in the
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