Kindergarten 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 guidance, explore and experience music concepts (such as beat and melodic contour).

With guidance, generate musical ideas (such as movements or motives).

With guidance, demonstrate and choose favorite musical ideas.

With guidance, organize personal musical ideas using iconic notation and/or recording technology.

With guidance, apply personal, peer and teacher feedback in refining personal musical ideas.

With guidance, demonstrate a final version of personal musical ideas to peers

With guidance, demonstrate and state personal interest in varied musical selections.

With guidance, explore and demonstrate awareness of music contrasts(such as high/low, loud/soft, same/different) in a variety of music selected for performance

With guidance, demonstrate awareness of expressive qualities (such as voice quality, dynamics, and tempo) that support the creators’ expressive intent.

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

With guidance , use suggested strategiesin rehearsal to improve the expressive qualities of music

With guidance, perform music with expression.

Perform appropriately for the audience.

With guidance, list personal interests and experiences and demonstrate why they prefer some music selections over others.

With guidance, demonstrate how a specific music concept (such as beat or melodic direction) is used in music.

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

With guidance, apply personal and expressive preferences in the evaluation of music.

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

With prompting and support, invent and inhabit an imaginary elsewhere in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).

With prompting and support, use nonrepresentational materials to create props, puppets, and costume pieces for dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).

With prompting and support, interact with peers and contribute to dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).

With prompting and support, express original ideas in dramatic play or a guided drama experience (e.g., creative drama, process drama, story drama).

With prompting and support, ask and answer questions in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).

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).

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

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

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

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

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

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

With prompting and support, actively engage with others in dramatic play or a guided drama experience ((e.g., process drama,story drama, creative drama).

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

With prompting and support, understand that voice and sound are fundamental to dramatic play and guided drama experiences (e.g., process drama, story drama, creative drama).

With prompting and support, explore and experiment with various technical elements in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).

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

With prompting and support, use voice and sound in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).

Connect

Interpret art by identifying subject matter and describing relevant details.

Respond

Present

Create

Synthesize and relate knowledge and personal experiences to make art.

Create art that tells a story about a life experience.

Synthesize

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

Identify a purpose of an artwork.

Relate

Generate and conceptualize artistic ideas and work.

Engage in exploration and imaginative play with materials.

Play & Ideation

Engage collaboratively in creative art-making in response to an artistic problem.

Investigation

Organize and develop artistic ideas and work.

Through experimentation, build skills in various media and approaches to artmaking.

Skill Acquisition

Identify safe and non-toxic art materials, tools and equipment.

Safety & Ethics

Create art that represents natural and constructed environments

Creating Interactions with Art

Refine and complete artistic work.

Explain the process of making art while creating.

Reflect - Refine - Continue

Select, Analyze, and interpret artistic work for presentation.

Select art objects for personal portfolio and display, explaining why they were chosen.

Select

Develop and refine artistic techniques and work for presentation.

Explain the purpose of a portfolio or collection.

Analyze

Convey meaning through the presentation of artistic work.

Explain what an art museum is and distinguish how an art museum is different from other buildings.

Share

Perceive and analyze artistic work.

Identify uses of art within one's personal environment

Perceive

Describe what an image represents.

Analyze

Interpret intent and meaning in artistic work.

Interpret

Apply criteria to evaluate artistic work.

Explain reasons for selecting a preferred artwork.

Evaluate