Grade 3 Fine Arts GSE Standards

Connecting

Responding

Performing

Creating

Understand and demonstrate dance throughout history and in various cultures.

Recognize the reason for dance in other cultures.

Compare and contrast various dance styles (e.g. ballet, jazz, tap, folk).

Recognize connections between dance and wellness.

Explain how health, hygiene, and nutrition enhance dance ability.

Develop and practice criteria for 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.

Explore, create, and communicate the art 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.

Create a sequence of three or more movements utilizing body, space, time, and energy.

Explore how personal feelings and experiences influence choreography and performance.

Respond to a variety of stimuli through movement (e.g. literature, visual art, props).

Implement various approaches to creating choreography (e.g. improvisation, guided imagery).

Demonstrate an understanding of dance as a form of communication.

Use personal experiences and choreographic tools (e.g. improvisation, guided imagery) to create a movement narrative.

Recognize and describe how movement quality impacts meaning.

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

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

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

Combine and execute a wide range of locomotor movements with appropriate energy and coordination (e.g. walk, run, hop, jump, gallop, skip).

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

Demonstrate weight transfer and directional changes in axial and locomotor movements.

Perform or improvise a sequence of movements in response to oral instruction and prompts.

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

Describe the concept of alignment.

Recognize and identify major muscles, bones, and joints on one’s own body using limited anatomical terminology.

Understand and apply music concepts in dance.

Create and perform simple movement sequences using rhythmic patterns and various tempos in guided and improvised dance.

Demonstrate how music or sounds influence movement quality.

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 movement elements of dance.

Evaluate simple composition using specified criteria.

Demonstrate an understanding of dance as a means of communication, expression, and interaction.

Connecting

Responding

Presenting/Producing

Creating

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

Identify and build media arts skills to address social, cultural, or societal issues while examining related careers, higher order thinking, problem-solving, creativity, personal beliefs, imagination, and lifelong learning opportunities in a local and global context.

Synthesize and relate knowledge and personal experiences to make art.

Identify and demonstrate trends in the media arts to communicate cultural differences to connect people and places through values, purpose, interdisciplinary study, differing perspectives to increase innovation and the quality of work.

Interpret the use and impact of digital citizenship to include environments, technological contexts, copyright, plagiarism, citations, validating resources, and social media.

Generate and conceptualize artistic ideas and work.

Develop and share multiple ideas for media artworks using a variety of tools, methods, and/or materials.

Organize and develop artistic ideas and work.

Independently use and evaluate student-generated ideas to formulate plans for media arts productions.

Refine and complete artistic work.

Create, organize, and edit content into unified, meaningful media arts products utilizing discipline-specific elements and principles.

Select, analyze, and interpret artistic work for presentation.

Combine varied academic media content into unified media artworks.

Develop and refine artistic techniques and work for presentation.

Develop basic artistic and technical skills (e.g. selecting and safely manipulating creation tools, making choices, collaborating when creating media artworks).

Examine fundamental creative and innovative strategies to develop solutions within and through media arts productions.

Convey meaning through the presentation of artistic work.

Design, evaluate, and refine presentation and distribution of multiple formats/contexts of media artworks considering the impact on personal growth and meaning.

Develop and maintain an individual portfolio of media artworks that shows proficiency in craftsmanship, technical skills, and development of an emerging personal voice.

Analyze why and how an exhibition or production may influence ideas, beliefs, and experiences.

Perceive and analyze artistic work.

Identify and describe how messages are created through the components of a media artwork.

Recognize and share how meaning and style in media artworks affect audience experience.

Interpret intent and meaning in artistic work.

Identify and discuss the purpose and meaning of various media artworks considering the context in which they were made.

Apply criteria to evaluate artistic work.

Analyze and interpret media artworks through thoughtful discussion or written response, considering themes, ideas, mood/feeling, context, and artistic goals based on input from the critique process.

Connecting

Responding

Performing

Creating

Piano (53.09000)

Connecting

Responding

Performing

Creating

Orchestra (53.05100)

Connecting

Responding

Performing

Creating

General Music - Third Grade (53.00400)

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 rhythmic question and answer phrases using a variety of sound sources.

Improvise pentatonic melodies and accompaniments.

Compose and arrange music within specified guidelines.

Create rhythmic and melodic motives to enhance literature.

Compose rhythmic patterns in simple meter (e.g. quarter notes, quarter rests, half notes, half rests, barred eighth notes, barred sixteenth notes).

Compose melodic patterns.

Arrange rhythmic patterns to create simple forms and instrumentation.

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

Sing accompanied and unaccompanied melodies within the range of an octave, using head voice.

Sing with others (e.g. rounds, game songs, ostinatos).

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 rhythmic patterns with body percussion and a variety of instruments using appropriate technique.

Perform body percussion and instrumental parts, including ostinatos, while other students play or sing contrasting parts.

Perform melodic patterns, including pentatonic patterns, with instruments using appropriate technique.

Read and Notate music.

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

Read melodic patterns within a treble clef staff.

Read, notate, and identify standard symbols (e.g. repeat sign, bar line, double bar line, time signatures, crescendo/decrescendo).

Listen to, analyze, and describe music.

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

Describe music using appropriate vocabulary (e.g. upward/downward, forte/piano/mezzo, presto/largo/moderato, smooth/separated), intervals (e.g. step, skip, repeat, leap), timbre adjectives (e.g. dark/bright), and texture (e.g. thick/thin).

Identify and classify (e.g. families, ensembles) classroom, orchestral, and American folk instruments by sight and sound.

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

Evaluate music and music performances.

With teacher's guidance, collaborate to develop criteria for evaluation of music and music performances (e.g. learned, student-composed, improvised).

Use formal and/or informal criteria to evaluate music and musical performances by themselves and others.

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 and non-locomotor movement.

Perform choreographed and non-choreographed movements.

Perform line and circle dances, including traditional folk 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.

Describe theatre careers and the skills necessary for those careers (e.g. director, stage manager, designer, technician, playwright, actor).

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

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

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

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

Investigate community and social issues through theatrical work.

Investigate multiple approaches to and influences on storytelling in theatrical work.

Organize, design, and refine theatrical work.

Create characters with specific traits (e.g. physical, vocal, emotional) that respond to imaginary circumstances.

Collaborate with an ensemble to rehearse, refine, and question a theatrical work.

Identify and imagine technical elements that support a theatre experience.

Use theatre vocabulary (e.g. character, setting, dialogue, point of view, plot, conflict, resolution).

Apply sensory elements in creating and portraying characters.

Develop scripts through theatrical techniques.

Use imagination to create, revise, improve, and/or add ideas to a scripted or improvised work.

Use a playwriting process.

Create scripts that include setting, point of view, sequence of events, and cause and effect.

Create an organizing structure appropriate for purpose, audience, and context.

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

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

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

Use body and movement to communicate a character's thoughts and emotions.

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

Create and perform characters based on imagination.

Identify and 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.

Identify artistic choices through participation and observation.

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

Compare and contrast theatre experiences.

Identify the use of technical theatre elements.

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.

Compare ideas and universal themes from diverse cultures of the past and present.

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.

Apply art skills and knowledge to improve understanding in other disciplines.

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.

Utilize multiple approaches to plan works of art incorporating imaginative ideas, universal themes, and symbolic images.

Apply available resources, tools, and technologies to investigate personal ideas through the process of making works of art.

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, processes, and concepts of twodimensional art.

Develop drawings and paintings with a variety of media (e.g. pencil, crayon, pastel, tempera, watercolor).

Incorporate printmaking processes to create works of art (e.g. monoprints, collographs, Styrofoam prints, editions).

Combine materials in creative ways to make works of art (e.g. mixed-media, collage).

Develop and apply an understanding of color schemes to create works of art.

Use spatial concepts to create works of art (e.g. foreground, middle ground, background, size, placement, detail).

Understand and apply media, techniques, processes, and concepts of threedimensional art.

Create sculpture using a variety of methods (e.g., papier-mâché, cutting, folding, found objects).

Create ceramic works of art incorporating multiple clay techniques and methods (e.g. pinch, coil, slab, score, slip, join).

Create works of art using traditional and/or contemporary craft methods (e.g., weaving, stitchery, jewelry, puppetry).

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

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

Prepare works of art for exhibition with signature, title, and/or artist statement on finished work.

Choose works of art to be displayed based on thoughtful reflection.

Use a variety of approaches for art criticism and to critique personal works of art and the artwork of others to enhance visual literacy.

Recognize that responses to art change depending on knowledge of the time, place, and culture in which works of art are created.

Use art terminology with emphasis on the elements of art and/or principles of design.

Use a variety of approaches to engage in verbal and/or written art criticism.

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