Grade 2 Fine Arts GSE Standards

Connecting

Responding

Performing

Creating

Understand and demonstrate dance throughout history and in various cultures.

Participate in dance activities representing various cultures.

Identify the role of dance in other cultures.

Describe the similarities and differences in various dance styles throughout history (e.g. ballet, jazz, creative movement).

Recognize connections between dance and wellness.

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

Define and demonstrate personal safety and the safety of others in dance.

Identify connections between dance and other areas of knowledge.

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

Compare and contrast elements and styles of dance through the use of media and technology.

Demonstrate an understanding of the choreographic process.

Collaborate with others to create and perform movement phrases.

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

Sequence phrases of movement with simple transitions.

Combine two or more dance elements in a movement phrase (e.g. body, space, time, energy).

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

Demonstrate an understanding of dance as a form of communication.

Improvise and create movement based on ideas, feelings, and personal experiences.

Recognize and describe 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.

Apply dance terminology to describe and create movement (e.g. levels, pathways, directions, speed, rhythm, energy, qualities, shapes).

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

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

Demonstrate body awareness through balance, coordination, and increased range of motion.

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 the performance of skills.

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

Recognize the relationship between human anatomy and movement.

Apply knowledge of muscles, bones, and joints to specific movements.

Apply knowledge of healthy practices for dance (e.g. proper warm up and cool down, proper clothing, stretching).

Understand and apply music concepts to dance.

Demonstrate structured movements to a steady beat.

Execute instructed or student created movements to simple rhythmic patterns.

Respond to changes in tempo and other musical qualities through movement.

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.

Evaluate simple composition using specified criteria.

Connecting

Responding

Presenting/Producing

Creating

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

Discuss and explore how media artworks and ideas relate to everyday and cultural life.

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 prior knowledge when creating media arts productions.

Discuss and share personal experiences related to media artworks that include meaning and purpose.

Generate and conceptualize artistic ideas and work.

Explore and share multiple ideas for media artworks through a variety of methods including, but not limited to, brainstorming and improvising.

Organize and develop artistic ideas and work.

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

Refine and complete artistic work.

Create and organize content into unified media artwork(s) utilizing discipline-specific elements and principles.

Recognize the effect of the editing process on the final product.

Select, analyze, and interpret artistic work for presentation.

Practice combining varied academic, fine arts, and media content into unified media artworks.

Develop and refine artistic techniques and work for presentation.

Investigate basic artistic and technical skills (e.g. selection and proper handling of creation tools, making choices, cooperating when creating media artworks).

Identify and demonstrate use of creative thinking skills (e.g. playful practice, trial and error within and through media arts productions).

Convey meaning through the presentation of artistic work.

Identify and describe how time, place, and audience affect the presentation of media artworks and perform related task(s).

Identify, describe, and share the experience of presenting media artworks.

Title and sign selected media artwork and craft an artist statement.

Perceive and analyze artistic work.

Identify and describe the components and messages in media artworks.

Identify and describe how different media artworks create different experiences.

Interpret intent and meaning in artistic work.

Consider context and identify purpose and meaning of various media artworks.

Apply criteria to evaluate artistic work.

Consider context and discuss thoughts about positive and negative qualities of media.

Connecting

Responding

Performing

Creating

Piano (53.09000)

Connecting

Responding

Performing

Creating

Orchestra (53.05100)

Connecting

Responding

Performing

Creating

General Music - Second Grade (53.00300)

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 rhythmic patterns using a variety of sound sources (e.g. electronic sounds, found sounds, body percussion, classroom instruments).

Improvise simple pentatonic melodies and accompaniments.

Compose and arrange music within specified guidelines.

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

Compose rhythmic patterns (e.g. quarter notes, quarter rests, barred eighth notes, half notes, half rests).

Arrange rhythmic patterns to create simple forms and instrumentation.

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

Sing accompanied and unaccompanied pentatonic melodies using head voice.

Sing with others (e.g. rounds, canons, game songs, and ostinato).

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.

Perform steady beat and simple rhythmic patterns using body percussion and a variety of instruments with appropriate technique.

Perform simple body percussion and instrumental parts including ostinato while other students play or sing contrasting parts.

Perform simple melodic patterns using instruments with appropriate technique.

Read and Notate music.

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

Read simple melodic patterns within a treble clef staff.

Read, notate, and identify standard symbols (e.g. repeat sign, bar line).

Listen to, analyze, and describe music.

Distinguish between repeating and contrasting sections, phrases, and simple formal structures (e.g. AB, ABA).

Describe music using appropriate vocabulary (e.g. upward/downward, forte/piano, presto/largo, long/short), appropriate mood (e.g. happy/sad), and timbre adjectives (e.g. dark/bright, heavy/light).

Identify classroom, folk, and orchestral instruments by sight and sound.

Aurally distinguish between solo/ensemble and accompanied/unaccompanied singing.

Evaluate music and music performances.

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

Refine 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.

Perform line and circle dances.

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

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

Connect theatre experiences to life experiences and other content areas.

Identify the skills and knowledge needed by actors, stage managers, designers, and directors in theatre.

Draw conclusions regarding the connections between theatre and careers outside of theatre.

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

Identify how theatre arts connect to self and the present world.

Compare and contrast stories from diverse communities in a guided drama experience.

Relate character experiences to personal experiences.

Experience dramatic work and theatre styles of the past and present.

Organize, design, and refine theatrical work.

Use imagination to create characters.

Contribute and collaborate in planning a theatre experience.

Use theatre vocabulary (e.g. character, setting, dialogue, plot, problem, resolution, cause, effect).

Use and apply sensory elements to create characters.

Develop scripts through theatrical techniques.

Explore the dramatic writing process.

Collaborate to generate story ideas.

Develop dialogue based on stories (e.g. personal, imaginary, real).

Develop character and setting through action and dialogue.

Sequence plot events for dramatizations.

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

Use imagination and vocal elements (e.g. inflection, pitch, volume, articulation) to communicate a character's thoughts, emotions, and actions.

Use imagination and physical choices to communicate a character's thoughts and emotions.

Collaborate and perform with an ensemble to share theatre with an audience.

Explore character choices and relationships in a variety of dramatic forms (e.g. narrated story, pantomime, puppetry, dramatic play).

Execute artistic and technical elements of theatre.

Identify and explore theatre design elements (e.g. costumes, props, sets, sound, lighting).

Explore artistic and technical elements in theatre experiences.

Engage actively and appropriately as an audience member.

Participate as audience.

Demonstrate appropriate theatre etiquette.

Critique various aspects of theatre and other media.

Recognize artistic choices through what is seen, felt, and heard in a theatre or performance experience.

Express personal preferences about theatre or performance experiences.

Identify plot, character choices, and themes in a story or theatre experience.

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 influences of artists and their work in a variety of cultures.

Make inferences to identify time and place in works of art.

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 engage in 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.

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

Produce multiple prototypes in the planning stages for a work of art (e.g. sketches, 3D models).

Create works of art based on selected themes.

Create works of art to express individual ideas, thoughts, and feelings from memory, imagination, and observation.

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

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

Create drawings and paintings with a variety of media.

Experiment with printmaking techniques (e.g. mono-prints, relief prints).

Create art using basic spatial concepts (e.g. overlapping, horizon line, size).

Explore basic color theory (e.g. tertiary colors, values, color scheme).

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

Create sculpture using a variety of materials and methods (e.g. papier-mâché, paper sculpture, assemblage, found objects).

Create clay objects incorporating multiple clay techniques and methods (e.g. pinch, coil, slab, score, slip, join).

Create three-dimensional composition using traditional and/or contemporary craft methods (e.g. weaving, stitchery, 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.

Sign a finished work of art.

Create a title for a work of art.

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

Use a variety of strategies for art criticism.

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

Use art terminology with emphasis on selected elements and principles of art.

Use a variety of strategies to discuss and reflect on personal works of art and the work of peers.