Grade 1 Fine Arts Missouri Standards

Understanding connections to varied contexts and daily life enhances musicians’ creating, performing, and responding.

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

Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding.

Synthesize and relate knowledge and personal experiences to make art.

The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria.

Apply criteria to evaluate artistic work

Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.

Interpret intent and meaning in artistic work.

Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.

Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.

Perceive and analyze artistic work

Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.

Convey meaning through the presentation of artistic work.

To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.

Develop and refine artistic techniques and work for presentation.

Performers make interpretive decisions based on their understanding of context and expressive intent.

Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance.

Performers’ interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire.

Select, analyze, and interpret artistic work for presentation.

Musicians’ presentation of creative work is the culmination of a process of creation and communication

Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.

Refine and complete artistic work.

Musicians’ creative choices are influenced by their expertise, context, and expressive intent.

Organize and develop artistic ideas and work.

The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources.

Generate and conceptualize artistic ideas and work.

Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.

Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

With limited guidance, create musical ideas (such as answering a musical question) for a specific purpose.

With limited guidance, generate musical ideas in multiple tonalities (such as major and minor) and meters (such as duple and triple).

With limited guidance, demonstrate and discuss personal reasons for selecting musical ideas that represent expressive intent.

With limited guidance, use iconic or standard notation and/or recording technology to document and organize personal musical ideas.

With limited guidance, discuss and apply personal, peer and teacher feedback to refine personal musical ideas.

With limited guidance, convey expressive intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience.

With limited guidance, demonstrate and discuss personal interest in, knowledge about, and purpose of varied musical selections.

With limited guidance, demonstrate knowledge of music concepts(such as beat and melodic contour ) in music from a variety of culturesselected for performance.

When analyzing selected music, read and perform rhythmic patterns using iconic or standard notation.

Demonstrate and describe music’s expressive qualities (such as dynamics and tempo).

With limited guidance, apply personal, teacher, and peer feedback to refine performances.

With limited guidance, use suggested strategies in rehearsal to addressinterpretive challenges of music.

With limited guidance, perform music for a specific purpose with expression.

Perform appropriately for the audience and purpose .

With limited guidance, identify and demonstrate how personal interests and experiences influence musical selection for specific purposes.

With limited guidance, demonstrate and identify how specific music concepts (such as beat or pitch) are used in various styles of music for a purpose .

With limited guidance, demonstrate and identify expressive qualities (such as dynamics and tempo ) that reflect creators’/ performers’ expressive intent.

With limited guidance, apply personal and expressive preferences in the evaluation of music for specific purposes.

Research

Interrelate

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

Empathize

Synthesize and relate knowledge and personal experiences to make art.

CONNECT

Evaluate

Apply criteria to evaluate artistic work.

Interpret

Interpret intent and meaning in artistic work.

Reflect

Perceive and analyze artistic work.

RESPOND

Share, Present

Convey meaning through the presentation of artistic work.

Prepare

Develop and refine artistic techniques and work for presentation.

Select

Select, Analyze, and interpret artistic work for presentation.

PERFORM

Rehearse

Refine and complete artistic work.

Develop

Organize and develop artistic ideas and work.

Envision/Conceptualize

Generate and conceptualize artistic ideas and work.

CREATE

Propose potential choices characters could make in a guided drama experience (e.g., process drama, story drama, creative drama). a. Propose potential new details to plot and story in a guided drama experience (e.g., process drama, story drama, creative drama).

Collaborate with peers to conceptualize costumes and props in a guided drama experience (e.g., process drama, story drama, creative drama).

Identify ways in which gestures and movement may be used to create or retell a story in guided drama experiences (e.g., process drama, story drama, creative drama).

Contribute to the development of a sequential plot in a guided drama experience (e.g., process drama, story drama, creative drama).

With prompting and support, participate in group decision making in a guided drama experience (e.g., process drama, story drama, creative drama).

Contribute to the adaptation of the plot in a guided drama experience (e.g., process drama, story drama, creative drama).

Identify similarities and differences in sounds and movements in a guided drama experience (e.g., process drama, story drama, creative drama).

Collaborate to imagine multiple representations of a single object in a guided drama experience (e.g., process drama, story drama, creative drama).

Identify character emotions in a guided drama experience (e.g., process drama, story drama, creative drama) and relate it to personal experience.

Apply skills and knowledge from different art forms and content areas in a guided drama experience (e.g., process drama, story drama, creative drama).

Identify similarities and differences in stories from one’s own community in a guided drama experience (e.g., process drama,story drama, creative drama).

Collaborate on the creation of a shortscene based on a fictional literary source in a guided drama experience (e.g., process drama, story drama, creative drama).

Recall choices made in a guided drama experience (e.g., process drama,story drama, creative drama).

Explain preferences and emotions in a guided drama experience (e.g., process drama, story drama, creative drama), or ageappropriate theatre performance.

Identify causes of character actions in a guided drama experience (e.g., process drama, story drama, or creative drama).

Explain or use text and pictures to describe how personal emotions and choices compare to the emotions and choices of characters in a guided drama experience (e.g., process drama, story drama, creative drama).

Build on others’ ideas in a guided drama experience (e.g., process drama, story drama, creative drama).

Identify props and costumes that might be used in a guided drama experience (e.g., process drama, story drama, creative drama).

Compare and contrast the experiences of characters in a guided drama experience (e.g., process drama,story drama, creative drama).

Describe a story’s character actions and dialogue in a guided drama experience (e.g., process drama, story drama, creative drama).

Use body, face, gestures, and voice to communicate character traits and emotions in a guided drama experience (e.g., process drama, story drama, creative drama).

With prompting and support, identify and understand that physical movement is fundamental to guided drama experiences (e.g., process drama, story drama, creative drama).

With prompting and support, identify technical elements that can be used in a guided drama experience (e.g., process drama, story drama, creative drama).

With prompting and support, demonstrate appropriate audience ettiquette for the venue and purpose.

With prompting and support, use movement and gestures to communicate emotions in a guided drama experience (e.g., process drama, story drama, creative drama).

Connect

Respond

Present

Create

Synthesize and relate knowledge and personal experiences to make art.

Synthesize

Identify times, places and reasons by which students make art outside of school.

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

Relate

Understand that people from different places and times have made art for a variety of reasons.

Generate and conceptualize artistic ideas and work.

Play & Ideation

Engage collaborativel y in exploration and imaginative play with materials.

Investigation

Use observation and investigation in preparation for making a work of art.

Organize and develop artistic ideas and work.

Skill Acquisition

Explore uses of materials and tools to create works of art or design.

Safety & Ethics

Demonstrate safe and proper procedures for using materials, tools and equipment while making art.

Creating Interactions with Art

Identify and classify uses of everyday objects through drawings, diagrams, sculptures, or other visual means.

Refine and complete artistic work.

Reflect - Refine - Continue

Use art vocabulary to describe choices while creating art.

Select, Analyze, and interpret artistic work for presentation.

Select

Explain why some objects, artifacts, and artwork are valued over others.

Develop and refine artistic techniques and work for presentation.

Analyze

Ask and answer questions such as where, when, why and how artwork should be prepared for presentation or preservation.

Convey meaning through the presentation of artistic work.

Share

Identify the roles and responsibilities of people who work in and visit museums and other art venues.

Perceive and analyze artistic work.

Perceive

Select and describe works of art that illustrate daily life experiences of one's self and others.

Analyze

Compare images that represent the same subject.

Interpret intent and meaning in artistic work.

Interpret

Interpret art by categorizing subject matter and identifying the characteristic s of form.

Apply criteria to evaluate artistic work.

Evaluate

Classify artwork based on different reasons for preferences.