Grade 1 Fine Arts GSE Standards

Connecting

Responding

Performing

Creating

Understand and demonstrate dance throughout history and in various cultures.

Demonstrate an understanding of historical and cultural motivations for dance.

Participate in dance activities representing various cultures.

Identify the role of dance in other cultures.

Recognize connections between dance and wellness.

Explore the principles of a healthy body (e.g. health, hygiene, nutrition).

Define and demonstrate personal safety and safety for others in dance.

Identify connections between dance and other areas of knowledge.

Integrate the use of technology and media in the exploration of elements and styles of dance.

Compare and contrast dance to other art forms and subject areas.

Demonstrate an understanding of the choreographic process.

Collaborate with others to create and perform movement phrases.

Explore basic partnering skills through guided instruction (e.g. copy, lead, mirror, follow).

Create shapes and levels through movement.

Identify and create a dance sequence with a beginning, middle, and end.

Explore dance elements through improvisation and play (e.g. body, space, time, energy).

Respond to a variety of stimuli through movement (e.g. scarves, music, images).

Demonstrate an understanding of dance as a form of communication.

Create movement based on ideas, feelings, and personal experiences.

Recognize how movement quality impacts meaning.

Move expressively to music and/or other stimuli (e.g. sound, text).

Identify and demonstrate movement elements, skills, and terminology in dance.

Identify and recall dance terminology (e.g. levels, pathways, directions, speed, rhythm, energy, qualities, shapes).

Execute short sequences of locomotor movements with appropriate energy and coordination (e.g. walk, run, hop, jump, gallop, skip).

Execute short sequences of axial movements comprised of space, energy/force, body shapes, and qualities (e.g. levels, sharp/smooth, curved/straight, heavy/light, swing/float).

Develop and demonstrate body awareness through isolations, coordination, and personal space.

Understand and model dance etiquette as a classroom participant, performer, and observer.

Demonstrate attentiveness, full participation, and cooperation with others in the dance learning environment.

Demonstrate focus and concentration in performance skills.

Apply knowledge of appropriate behaviors and skills as an observer and performer.

Recognize the relationship between human anatomy and movement.

Explain the differences between muscles, bones, and joints.

Recognize healthy practices for dance (e.g. proper warm up and cool down, proper clothing).

Identify and isolate over ten body parts.

Understand and apply music concepts to dance.

Demonstrate improvised movement to a steady beat.

Differentiate between contrasting rhythms.

Understand and execute concepts of stopping, starting, and changing tempo, movement quality, and direction in response to music and sound.

Demonstrate critical and creative thinking in dance.

Explain basic features that distinguish one dance from another (e.g. speed, force/energy, costume, setting, music).

Compare and contrast elements of dance (e.g. body, space, time, energy).

Begin to evaluate simple composition through personal reflection (e.g. establishing personal preferences, noting observations, describing emotional responses).

Connecting

Responding

Presenting/Producing

Creating

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

Explore and describe media artworks in everyday life (e.g. popular media, connections with family and friends).

Build digital citizenship skills by interacting safely and appropriately with media arts tools and environments.

Synthesize and relate knowledge and personal experiences to make art.

Use personal experiences, interests, and models when creating media artworks.

Share meaningful experiences of media arts productions.

Generate and conceptualize artistic ideas and work.

Express and share ideas for media artworks through a variety of methods including, but not limited to, sketching and modeling.

Organize and develop artistic ideas and work.

With guidance, use and evaluate student-generated ideas to form plans and models for media arts products.

Refine and complete artistic work.

Create and share media arts content for expression and meaning in media arts products, utilizing discipline-specific elements and principles.

Begin to recognize the effects of the editing process on finished work.

Select, analyze, and interpret artistic work for presentation.

With guidance, combine varied academic, fine arts, and media content in media artworks.

Develop and refine artistic techniques and work for presentation.

Identify and explore basic artistic and technical skills (e.g. selecting and properly handling creation tools, making choices, cooperating when creating media artworks).

Identify and demonstrate creative skills within media arts productions (e.g. problem solving, performing).

Convey meaning through the presentation of artistic work.

With guidance, discuss how time, place, and audience affect the presentation of media artworks and perform a related task in presenting media artworks.

With guidance, discuss the experience of presenting media artworks.

Sign and title selected media artwork and craft an appropriate artist statement.

Perceive and analyze artistic work.

With guidance, identify and describe components and messages in media artworks.

With guidance, identify and describe how different media artworks create different experiences.

Interpret intent and meaning in artistic work.

Interpret the intent and meaning of a variety of media artworks, expressing moods, feelings, themes, and/or ideas and using self-developed criteria incorporating specific elements and principles.

Apply criteria to evaluate artistic work.

With guidance, identify meaning in a variety of media artworks.

Connecting

Responding

Performing

Creating

Piano (53.09000)

Connecting

Responding

Performing

Creating

Orchestra (53.05100)

Connecting

Responding

Performing

Creating

General Music - First Grade (53.00200)

Connecting

Responding

Performing

Creating

Chorus (54.01100)

Synthesize and relate knowledge and personal experiences to make music.

Discuss how music relates to personal development and enjoyment of life.

Describe how a musician's interests, knowledge, and skills determine how they create, perform, and respond to music.

Relate musical ideas and works with societal, cultural, and historical contexts to deepen understanding.

Identify historical and cultural characteristics of a varied repertoire, including world music.

Demonstrate stylistic characteristics of a varied repertoire, including world music, through vocal performance.

Identify the historical period, composer, culture, and style of music presented in class.

Discuss and apply appropriate audience etiquette and active listening in selected musical settings.

Generate and conceptualize musical ideas and works.

Improvise simple rhythmic and melodic patterns.

Create basic rhythmic and melodic accompaniments to support other elements of musical performance (e.g. ostinato).

Create physical movements for warm-ups and repertoire to distinguish various musical ideas.

Set short poetic phrases and texts to music.

Compose original rhythms and melodies.

Organize, develop, and revise musical ideas and works.

Share improvised, composed, or arranged pieces.

Use teacher-created criteria to refine improvised or composed pieces.

Analyze, interpret, and select musical works for presentation.

Utilize a rhythmic and melodic system to read and sing music appropriate to ability.

Identify basic music vocabulary and symbols representing tempo, meter, dynamics, and other expressive elements.

Notate simple rhythms and melodies from aural examples utilizing a dictation method.

Read and notate music using available technology.

Develop and refine musical techniques and works for presentation.

Demonstrate appropriate singing posture and breathing techniques.

Identify basic vocal anatomy.

Identify aspects of vocal range and tone.

Demonstrate pure vowel sounds and articulate voiced and unvoiced consonants.

Utilize aural skills to match pitch, improve intonation, and sing with attention to ensemble balance and blend, in one or more vocal parts.

Convey meaning through the presentation of musical works as the school setting permits.

Demonstrate technical accuracy and expressive qualities in performance of a varied repertoire of music.

Demonstrate and respond to basic conducting patterns and gestures representing tempo, expression, and vocal technique.

Sing selected music from memory for public performance at least twice per year.

Exhibit appropriate rehearsal and performance etiquette.

Perceive, analyze, and interpret meaning in musical works.

Describe a musical score in terms of rhythm, melody, and form.

Listen to and describe the elements of a musical performance including form, voicing, and dynamic contrast.

Describe the emotions and thoughts that music conveys.

Discuss how the basic elements of music, including mood, tempo, contrast, and repetition, in selected examples (e.g. aural, written, performed), are important to a performance.

Apply criteria to evaluate musical works.

Using self-reflection and peer feedback, listen to and evaluate group music performances with attention to vocal technique, accuracy of pitch, and rhythm, diction, and dynamics.

Demonstrate an understanding of the relationships between music, the other arts, and disciplines outside the arts.

Explain the benefits of musical study as part of a well-rounded education.

Discuss how other subjects are related to music.

Understand music in relation to history and culture.

Identify and compare performance styles of music learned in class.

Discuss how the music performed in class relates to the culture and society in which we live.

Improvise, compose, and arrange music within specified guidelines.

Improvise, compose, or arrange rhythmic patterns (e.g. clapping, singing, playing an instrument).

Improvise, compose, or arrange a melody or variation of a melody.

Share improvised, composed, or arranged pieces.

Use teacher-created criteria to refine improvised or composed pieces.

Perform a varied repertoire of music on instruments, alone and with others.

Demonstrate the ability to match pitch and adjust intonation through playing and singing.

Demonstrate an understanding of phrasing through performing simple melodies.

Discuss and demonstrate characteristic tone production on a string instrument.

Demonstrate correct left-hand position and finger placement, right hand position (bow hold), posture, instrument position, and bow placement.

Produce a characteristic sound using legato, staccato, slurs, detached slur, accent, and pizzicato.

Utilize correct finger patterns in performing scales and repertoire in the keys of D, G, and C.

Demonstrate awareness of individual and group roles within the ensemble relating to balance, blend, dynamics, phrasing, and tempo.

Read and Notate music.

Identify notes in the staff and on ledger lines of respective clef.

Read and notate notes within key signatures D, G, and C.

Read and notate rhythms (e.g. whole notes, half notes, quarter notes, eighth notes, dotted half notes and their corresponding rests in the time signatures of 4/4, 3/4, and 2/4).

Recognize basic symbols for dynamics, tempo, articulation, and expression as used in corresponding literature.

Listen to, analyze, and describe music.

Discuss how the basic elements of music, including mood, tempo, contrast, and repetition in selected examples (e.g. aural, written, performed) are important to a performance.

Identify the difference between melody and accompaniment in given examples (e.g. aural, written, performed).

Evaluate music and music performances.

Distinguish between correct and incorrect notes and intonation and demonstrate the ability to adjust accordingly.

Evaluate the accuracy of rhythm and tempos for individual and ensemble playing.

Use teacher-based criteria to assess the quality of performance in tone, intonation, balance, dynamics, and rhythm.

Use self-reflection and peer feedback to discuss ideas to improve the quality of a performance.

Connect music to the other fine arts and disciplines outside the arts.

Describe connections between music and the other fine arts.

Describe connections between music and disciplines outside the fine arts.

Connect music to history and culture.

Perform and respond to music from various historical periods and cultures.

Describe how sounds and music are used in daily lives.

Demonstrate performance etiquette and appropriate audience behavior.

Improvise melodies, variations, and accompaniments.

Improvise simple body percussion patterns.

Improvise using various sound sources (e.g. electronic sounds, found sounds, body percussion, classroom instruments).

Compose and arrange music within specified guidelines.

Create sound effects to accompany songs, poems, and stories.

Create simple rhythmic patterns (e.g. quarter notes, quarter rests, barred eighth notes).

Vary the text for familiar melodies, chants, and poems.

Share creative work.

With limited guidance, share a final version of personal musical work.

Sing a varied repertoire of music, alone and with others.

Sing accompanied and unaccompanied melodies in a limited range, using head voice.

Echo simple singing and speech patterns and perform call and response songs.

Sing multiple songs representing various genres, tonalities, meters, and cultures, including at least one song in a foreign language.

Perform a varied repertoire of music on instruments, alone and with others.

Echo simple rhythmic patterns with appropriate technique using body percussion and classroom instruments.

Perform steady beat and simple rhythmic patterns with appropriate technique using body percussion and classroom instruments.

Read and Notate music.

Read, notate, and identify quarter notes, quarter rests, and barred eighth notes using iconic or standard notation.

Read contour representations and simple melodic patterns within a reduced staff.

Listen to, analyze, and describe music.

Distinguish between contrasts in music (e.g. pitch, duration, dynamics, tempo, timbre, form).

Describe music using appropriate vocabulary (e.g. high/low, upward/downward, loud/soft, fast/slow, long/short, same/different).

Identify classroom and folk instruments by sight and sound.

Aurally distinguish between different voices (e.g. men, women, children).

Evaluate music and music performances.

Evaluate music (e.g. learned, student-composed, improvised) and musical performances, by self and others, when given specific criteria.

Refine music and music performances by applying personal, peer, and teacher feedback.

Explain personal preferences for specific musical works using appropriate vocabulary.

Move to a varied repertoire of music, alone and with others.

Respond to contrasts and events in music with locomotor movement (e.g. walk, run, hop, jump, gallop, skip) and non-locomotor movement (e.g. bend, twist, stretch, turn).

Perform choreographed and non-choreographed movements.

Understand relationships between music, the other arts, disciplines outside the arts, history, and culture.

Describe how music relates to fine arts and other disciplines.

Describe the characteristics of music from different cultures.

Identify distinguishing characteristics of repertoire representing various periods, composers, cultures, styles, and genres.

Improvise melodies, variations, and accompaniments.

Improvise rhythmic patterns by clapping, singing, or playing a repeated note or chord.

Improvise a melody using scales (e.g. pentatonic, major, minor, blues).

Demonstrate a rhythmic or melodic ostinato.

Compose and arrange music within specified guidelines.

Compose rhythmic exercises and short melodies using traditional and/or non-traditional notations, which incorporate dynamics.

Set a short poetic phrase and/or text to music.

Perform a varied repertoire of music on instruments, alone and with others.

Recognize characteristic playing position, posture, and fingering techniques.

Recognize skills through performance of musical literature (e.g. rehearsal procedures, steady tempo, rhythmic accuracy, dynamic expression, style).

Demonstrate all performance skills through performance of music literature at the appropriate level.

Notate music.

Utilize a counting system and pitch learning procedure to read music appropriate to ability.

Notate simple rhythms and melodies utilizing a dictation method.

Identify basic music vocabulary and symbols representing tempo, meter, dynamics, direction, and other expressive elements.

Notate a simple musical composition.

Analyze selection of repertoire.

Describe how pianists decide which pieces to learn and perform.

Student will point out characteristics of pieces being studied and performed (e.g. chords, melodies, context of composition).

Read about, listen to, and describe music.

Read about appropriate music based on skill level.

Listen to a musical recording or video in terms of form, voicing, and dynamic contrast.

Utilize writing skills to describe the elements of music, and the emotions and thoughts that music communicates.

Evaluate music and music performances.

Evaluate a piano performance using teacher-based criteria (e.g. attention to accuracy of correct notes, written or improvised, rhythm and dynamics).

Demonstrate practice strategies to refine a performance using teacher-based criteria.

Recognize and demonstrate context-appropriate performer and audience etiquette.

Explain how people from different backgrounds judge music and music performances.

Connecting

Responding

Performing

Creating

Examine the role of theatre in a societal, cultural, and historical context.

Describe why people dramatize stories.

Identify theatre experiences in the community (e.g. community theatres, local middle and high school theatre programs, teaching artists).

Explore how theatre connects to life experience, careers, and other content.

Identify how theatre experiences, settings, and characters are like and unlike real life.

Explore the connections between theatre and careers.

Identify connections to other content areas.

Organize, design, and refine theatrical work.

Use imagination to create, revise, and/or add to ideas.

Demonstrate skills of the mind (e.g. imagination, focus, concentration).

Follow directions and contribute to planning in theatre experiences.

Listen to others with respect and courtesy in an ensemble.

Identify basic theatre vocabulary (setting, character, problem, resolution, plot, beginning, middle, end).

Develop scripts through theatrical techniques.

Retell stories.

Sequence plot events for dramatizations.

Generate original ideas for dramatizations.

Act by communicating and sustaining roles in formal and informal environments.

Use voice to communicate ideas and emotions.

Use body to communicate ideas and emotions.

Cooperate in theatre experiences.

Assume roles in a variety of dramatic forms (e.g. narrated story, pantomime, puppetry, dramatic play).

Execute artistic and technical elements of theatre.

Identify and use personal and partner space.

Use simple objects in dramatizations.

Use sound in dramatizations.

Engage actively and appropriately as an audience member.

Participate as audience.

Identify the basic elements of theatre etiquette.

Critique various aspects of theatre and other media.

Describe what is seen, felt, and heard in a theatre or performance experience.

Ask questions about what is seen, felt, and heard in a theatre or performance experience.

Express personal preferences about theatre or performance experiences.

Connecting

Responding

Presenting

Creating

Investigate and discover the personal relationships of artists to community, culture, and the world through making and studying art.

Recognize the unique contributions of contemporary and/or historical art forms, including Georgia artists.

Explore the influence of artists and their work in a variety of cultures.

Recognize ways that artists are involved in communities and careers (e.g. architects, painters, photographers, interior designers, educators, museum educators).

Integrate information from other disciplines to enhance the understanding and production of works of art.

Explore universal concepts (e.g. self, family, community, world) inspired by other subject areas.

Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

Generate individual and group ideas in response to visual images and personal experiences.

Generate visual images in response to open ended prompts, themes, and narratives.

Produce multiple prototypes in the planning stages for works of art (e.g. sketches, models).

Create works of art based on selected themes.

Create works of art emphasizing one or more elements of art and/or principles of design.

Create works of art that attempt to fill the space in an art composition.

Understand and apply media, techniques, and processes of two-dimensional art.

Create drawings and paintings with a variety of media.

Explore printmaking processes (e.g. stamping).

Develop manual dexterity through craft techniques (e.g. collage, stitchery, weaving).

Identify primary colors and mix them to make new colors.

Explore spatial relationships.

Understand and apply media, techniques, and processes of three-dimensional art.

Create sculpture using a variety of media and techniques.

Create works of art using clay techniques to create forms (e.g. modeling, rolling, pinching).

Create three-dimensional composition using traditional and/or contemporary craft materials and methods (e.g. paper sculpture, found object assemblage, jewelry).

Demonstrate an understanding of the safe and appropriate use of materials, tools, and equipment for a variety of artistic processes.

Participate in appropriate exhibition(s) of works of art to develop identity of self as artist.

Complete works of art.

Sign a finished work of art.

Discuss personal works of art and the artwork of others to enhance visual literacy.

Discuss personal works of art and the artwork of others to enhance visual literacy.

Use a variety of strategies for art criticism.

Use a variety of strategies for art criticism.

Explain how selected elements of art are used in works of art to convey meaning.

Explain how selected elements of art are used in works of art to convey meaning.

Demonstrate an appreciation for art and art making processes by communicating thoughts and feelings.

Demonstrate an appreciation for art and art making processes by communicating thoughts and feelings.