The Arts

Music

Singing, playing instruments, moving to music, and creating music enables students to acquire skills and knowledge about a diverse range of musical styles: symphonic, chamber, opera, musical, folk, jazz, pop, mariachi, gospel, and contemporary and traditional cultural genres. Learning to read and notate music gives students skills with which to explore and critique music independently and with others. Listening, analyzing and evaluating music helps students understand their own historical and cultural heritage and those that surround them.

STANDARD 1: CREATING ART

Students know and apply the arts disciplines, techniques and processes to communicate in original or interpretive work.

READINESS

Students know and are able to do the following:

Sing/play a variety of songs

• Identify singing/speaking voice
• Identify sounds as high and low
• Demonstrate singing/speaking voice

Maintain a steady beat

• Move to music
• Demonstrate a steady beat while music is playing
• Demonstrate a steady beat independent of music

Possible links to: Comprehensive Health - rhythm, bodily balance, movement, kinesiology, motion, energy; Dance - tempo, motion, bodily balance, movement, rhythm; Science - cycle, cause/effect

Identify variations in tempo and dynamics

• Identify music as fast or slow (tempo)
• Identify music as loud or soft (dynamics)
• Perform music that is loud or soft, fast or slow

Possible links to: Comprehensive Health - rhythm, bodily balance, movement, tempo, kinesiology, motion, energy; Science - cycle, cause/effect, sound

Note: An extensive glossary is provided at the end of this document

Echo short rhythms and melodic patterns

• Identify difference between beat and rhythm
• Identify melodic shape

Possible links to: Art – line; Comprehensive Health/Dance - pulmonary, circulatory, rhythm, movement

Improvise simple rhythmic and melodic ostinato accompaniments on a variety of classroom instruments and materials

• Identify an ostinato
• Perform an ostinato
• Create an ostinato

Identify the sound of a variety of band, orchestra and classroom instruments

• Identify classroom instruments
• Categorize instruments as band, orchestra and classroom instruments
• Identify instruments by family (woodwind, percussion, brass, strings)

Show respect for personal work and the work of others

• Listen attentively while others perform
• Acknowledge the efforts of self and others

Arizona Standards for Kindergarten

Visual Arts

Study in the visual arts develops students’ skills of observation as they learn to examine the objects and events  of their lives. At the same time, they grow in their ability to describe, interpret, evaluate and respond to work in the visual arts. The visual arts are extremely rich. This broad category includes the traditional fine arts such as drawing, painting, printmaking, sculpture, photography and communication; design arts such as film, television, graphics and product design; architecture and environmental arts such as urban, interior and landscape design; folk arts; and works in ceramics, fiber and jewelry, as well as in wood, paper and other materials. Through examination of their own work and that of other people at various times in various places, students learn to unravel the essence of artwork and to appraise its purpose and importance. Further, they learn to make choices that enhance communication of their ideas.

STANDARD 1: CREATING ART

Students know and apply the arts, disciplines, techniques and processes to communicate in original or interpretive work.

READINESS

Students know and are able to do the following:

• Identify and use a variety of art media (e.g., papermaking, tempera paint, film, computer, fiber, clay) and techniques (e.g., crayon resist, collage, wet-on-wet, computer graphics, coil/slab construction) to communicate ideas, experiences and stories

• Create a variety of artworks using various art media

• Create artworks using a variety of techniques in one medium (e.g. clay balls, slabs, coils and pinched forms)

• Produce a variety of artworks to communicate ideas, experiences and stories

Possible links to: Language Arts - creative writing; Science - cause and effect

Recognize that the visual arts are a form of communication

• Identify art forms such as painting, drawing, sculpture, and collage as a form of communicating thoughts and ideas

• Use the elements of art in various art forms to communicate feelings and ideas

Possible links to: Language Arts - visual messages; Other arts - music, dance, theatre;

Social Studies - awareness of time and place 

• Identify various subject matter, ideas, and symbols (e.g., lion representing courage, heart symbolizing love, road conveying journey) used in one’s own work and work of others to convey meaning
  
• Identify a variety of subject matter used in works of art (e.g., landscapes, portraits)
  
• Identify a variety of ideas used in works of art (e.g., families, friends, experiences)
  
• Identify a variety of symbols used in works of art (e.g., heart for love, lion for courage)
  
• Use a variety of subject matter to convey meaning in one’s own works of art (e.g., landscapes, portraits)
  
• Use a variety of ideas to convey meaning in one’s own works of art (e.g., families, friends, experiences)
  
• Use a variety of symbols to convey meaning in one’s own works of art (e.g., heart for love, lion for courage)

Possible links to: Language Arts - visual symbols & meaning; Other arts - music, dance, theatre; Social Studies - maps, legends, symbols; Technology – icons; Workplace Skills - sequencing, decoding

Begin to look at, and talk about, art

• Describe what is seen in an artwork (e.g., subject matter, elements of art and/or expressive qualities)
  
• Describe what is seen in one’s own artwork 

Possible links to: Language Arts - idea sharing; Other arts - music, dance, theatre;

Social Studies - exposure to different cultures/opinions; Workplace Skills - positive interaction with others

Identify and describe safe and responsible use of tools and materials

• Identify tools used in art (e.g., paintbrush, pencil)
• Identify materials used in art (e.g., paper, paint)
• Use tools safely
• Use materials safely and responsibly

Possible links to: Comprehensive Health – identify safe and harmful behaviors; Foreign Language – terminology; Social Studies – natural resources/ conservation/recycling;

Workplace Skills - appropriate behavior

• Show respect for personal work and the work of others
• Show ways to respect one’s own work and the works of others