Grade 2 Fine Arts Rhode Island Standards

Students use knowledge of movement to problem solve by…

Students express ideas, emotions, or cultural aesthetics by…

Students view, interpret, and perform a range of forms and styles of dance by…

Students demonstrate kinesthetic awareness and movement skills by…

Students demonstrate rhythmic acuity by…

Students demonstrate qualitative range and phrasing by…

Students demonstrate understanding of dance forms and styles, techniques and elements, and choreographic processes and principles by…

Students analyze construction and achievement of effect or affect by…

Aesthetic Judgment – Knowledge of dance as an art form is used to reflect on and evaluate the work of self and others.

performing movement phrases or short dances with classmates

exploring basic rhythmic patterns, tempos, and movement qualities

exhibiting understanding of shapes, personal space, spatial relationships with other dancers, directions (forward, backward, sideways, diagonal, and turning), pathways (straight, curved, circular, diagonal, zigzag and combinations), levels (low, middle, high), and basic locomotor movements

exploring and combining selected movement and choreographic principles (e.g., body parts and shapes, levels, directions, pathways) and applying the structure of beginning, middle, and end

experiencing what a dance communicates or expresses

exploring and performing movement sequences from different dance forms or styles

improvising in response to a variety of stimuli

replicating combinations of movements

Cultural Contexts – Purpose and motivation (intent) are fundamental to dance and can be expressed through traditional, non-traditional, western, and non-western forms and styles.

demonstrating axial and locomotor movements, varying the use of space, time, and energy for different purposes

demonstrating the following: balance on one or two legs, strength in major muscles, range of motion in joints, and sequential and simultaneous coordination while performing basic locomotor and non-locomotor movement

identifying and describing basic elements that distinguish one dance from another (e.g., speed, clothing, music, setting)

discussing performed movement with others and refining that movement

Artistic Processes – In dance, problem solving uses the human body and techniques of movement and expression to make the imagined tangible.

initiating a variety of locomotor and non-locomotor movements when given different stimuli

exploring and discovering dance movement to express and communicate ideas, experiences, or feelings

dancing in different tempos in response to changes in music or accompaniment

identifying the reasons why people in various cultures dance

identifying and imitating movements that represent various world cultures

Communication – Personal expression and meaning is achieved through the movement of the human body, communicating ideas, values, and emotions.

Students show evidence of music literacy (reading, writing, and understanding of the symbols of sound) by…

Students show evidence of improvising, composing, and arranging by…

Students show evidence of cultural and historical understanding of (familiar and unfamiliar) music by…

Students show evidence of connecting music to the arts and other disciplines by…

Students perform music alone and with others in a variety of settings…

Students analyze and describe music by…

Students evaluate music by…

Aesthetic Judgment – Music knowledge is applied through reflection and evaluation of the music of self and others.

Artistic Processes – The human experience can be created and recreated through sound.

playing songs, classroom instruments, and body percussion (e.g., drums, shakers, rhythm, sticks, barred instruments)

improvising rhythmic patterns to accompany songs

using age-appropriate music vocabulary to critique music (e.g., "I can hear a steady beat." "I can hear how the music gets louder." "The xylophones and drums played together.")

recognizing and discussing music representing various cultures (e.g., represented in the school population)

using purposeful movement and drawings to demonstrate an awareness of the aesthetic qualities evoked by music (e.g., drawing or moving to show how the music sounds)

improvising songs to accompany play activities

singing a varied repertoire of music from diverse cultures, including unison songs and patterns with musical accuracy

Communication – Music of diverse genres is performed in a variety of settings.

reading, writing, and performing simple rhythmic patterns using iconic or standard notation, including: quarter note/rest, eighth notes (paired), sixteenth-notes, (i.e., four sounds on a beat), half note/rest

reading, writing, and performing simple patterns of pitch using solfege (e.g., so-mi, la-so-mi, mi-re-do, la-so-mi-re-do)

identifying ways other disciplines are inter-related with music using personal vocabulary, movement, or singing/playing (e.g., lullabies, marches, time patterns relevant to math)

identifying simple musical forms (e.g., phrase/echo/verse/refrain, AB, ABA)

identifying and describing basic musical elements of pitch and rhythm in selected pieces of music (e.g., high/low, fast/slow, loud/soft, ascending/descending melody, even/uneven rhythm patterns)

identifying individual timbres of instruments and voices in a variety of music (e.g., winds, brass, bass, soprano, strings)

reading, writing, and performing simple patterns in meters of 2 and 3

using personal vocabulary to describe voices and instruments from diverse cultures

Cultural Contexts – Music connects and expresses history and culture around the globe.

identifying what is seen and heard in a performance using theater vocabulary (real or imaginary people, basic character traits, etc.)

Aesthetic Judgment – Applying knowledge and skills of Theater Arts in order to reflect on and evaluate the work of self and others.

engaging in fantasy play; re-creating situations in familiar settings; beginning to dramatize or improvise familiar simple stories from classroom literature or life experiences; incorporating plot (beginning, middle, and end); and using a tableau, pantomime, or improvisation

identifying the unique ways that theater tells a story compared to music, visual arts, and dance

using and creating simple costumes, props, music, or sets in dramatic activities

exploring techniques to convey ideas, feelings, or meaning (e.g., act out as the weather, create a soundscape of a storm)

performing imitative movements, rhythmical activities, and theater games (freeze, statues, and mirrors)

role-playing adult professions using creative dramatics and theatrical activities

Cultural Contexts – Theater arts creatively expresses the values and ideas of human experience, community, and civilization.

Artistic Processes – Theater employs creative problem solving using tools, techniques, and technology in one or more disciplines in order to make the imagined tangible.

imitating and creating voices and feelings of people, animals and objects in various drama/theater experiences (e.g., skits, puppetry, pantomime, improvisation, fantasy play, storytelling)

responding to suggested prompts and solutions

describing ways in which theater, television, electronic media, and film influence their thinking in positive and negative ways

retelling or dramatizing a story, myth, fable, or fairy tale from two cultures and times

recognizing how the theater arts are different and similar in different cultures and times

identifying important character traits and big ideas and emotions told in the story

exploring the use of body, voice, and imagination to demonstrate an understanding of basic mathematical and social relationships (e.g., use movement and voice to demonstrate knowledge of concepts in addition and subtraction, or create a tableau that communicates friendship or hunger)

Communication – Theater communicates meaning and expression through the sharing of human experience using image, sound, movement, words, space, time and chronology.

Students show skill development in acting, directing, designing, and scriptwriting by…

Students solve artistic problems by…

Students make connections among the arts and other disciplines by…

Students demonstrate knowledge and understanding of the role of Theater Arts in personal, cultural, and historical context by…

Students demonstrate the ability to communicate in the language of the Theater Arts by…

Students demonstrate the ability to extract meaning from Theater by…

Students reflect upon, analyze and evaluate the work of self and others by…

Aesthetic – Applying knowledge of Visual Art and Design in order to reflect on and evaluate the work of self and others.

describing subject matter, colors, shapes, and story seen in a work of art or design using affirmative statements

contributing in individual or group discussions about work in which the student gives and receives constructive criticism

recognizing connections between Visual Arts and Design and other disciplines (e.g., clothes are designed by artists; scientists study objects by drawing them)

maintaining a portfolio of self-created art work and explaining basic art concepts learned

exploring the use of colors, shapes, and lines to create a unique expression representing a feeling, idea or meaning

Cultural Contexts – Visual Art and Design creatively expresses the values and ideas of human experience, community, and civilization.

experimenting with a variety of strategies and techniques to address artistic problems (e.g., "What colors will I use to make a cloudy sky?")

Identifying a variety of things that an artist does (e.g. designing shoes, desks, packaging, creating expressive images and sculptures)

identifying how visual symbols in everyday life represent meaning (e.g., red traffic lights tell us to stop; packages with friendly cartoon characters tell us that the product is good)

comparing one's own work with the work of others by recognizing similarities and differences of subject matter, colors and shapes

identifying a variety of purposes for making visual art and design (e.g., telling a story, communicating ideas and emotions, creating functional objects)

identifying and exploring basic VAD concepts: line, shape, form, texture, color, pattern, and contrast

recognizing and exploring media, tools, techniques, and processes while creating two- and three-dimensional works of art and design (e.g., media, tools, and techniques in drawing, painting, mixed media, sculpture, ceramics, digital media)

Creative Processes – Visual Art and Design is the process of creative problem solving using both traditional and innovative media, tools, techniques, and processes in order to make the imagined visible.

indentifying subject matter and basic feelings evoked (e.g., a mother loving her child)

Communication – Visual Art and Design is a vehicle for expression and communication through the use and development of metaphor and symbol systems.

Demonstrating knowledge of basic art vocabulary relating to describing lines, colors, and shapes

exploring media, techniques, processes, and visual arts and design concepts to convey feelings, ideas, or meaning

asking questions about other's artwork relating to subject matter, colors, and shapes to gain a deeper understanding of the artwork's meaning (e.g., Why is there so much red?)

identifying how their own works of art or design are symbolic representations of events, ideas, feelings, or beliefs

recognizing how the visual arts and design are different and similar in different cultures or times

exploring visual representation based on observation

Students demonstrate knowledge and application of Visual Art and Design concepts by…

Students demonstrate knowledge and skill of media, tools, techniques, and processes of Visual Art and Design by…

Students demonstrate knowledge and understanding of the role of Visual Art and Design in personal, cultural, and historical contexts by…

Students demonstrate the ability to communicate in the language of Visual Art and Design by…

Students demonstrate the ability to extract meaning from works of art by…

Students reflect upon, analyze and evaluate the work of self and others by…