Grade 3 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…

dancing in relation to and in coordination with changes in rhythm and meter and repeating a rhythmic pattern of movement

demonstrating agility, and coordination while: performing simple movement patterns; starting, changing, and stopping movement; and performing a variety of movements (e.g., whole body/isolations)

describing and demonstrating characteristic movements from various world cultures

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

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

combining axial and locomotor movements, varying the use of space, time, and energy in response to a prompt

combining simple rhythmic patterns and identifying movement qualities

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

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.

improvising , exploring, and selecting dance movement to communicate ideas, experiences, and feelings

explaining what a dance communicates or expresses

performing simple dances of different dance forms or styles

demonstrating a range of space, time, weight, and flow (force/energy) concepts (e.g., through dancing opposites: strong/weak, rise/sink)

explaining the reasons why people in various cultures dance

demonstrating focus while dancing

identifying, describing and comparing elements between and among dances

demonstrating concentration while exhibiting awareness of relationships and spatial directions and pathways

replicating dance phrases (e.g., sentences)

improvising in response to a variety of sensory and conceptual stimuli

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

evaluating and revising performed movement to fulfill its purpose

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…

identifying and classifying timbres using specified categories (e.g., instruments of the orchestra, jazz combos, world instruments of idiophones, aerophones, chordaphones, membranaphones)

singing a varied repertoire of music from diverse cultures, including rounds, ostinatos, and descants with musical accuracy

using appropriate music vocabulary to identify aesthetic qualities in music and explain personal preferences for a specific musical composition (e.g., "When the tempo speeds up, it makes me feel nervous".)

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

reading, writing, and performing simple patterns in meters of 2/4, 3/4, 4/4, and 6/8

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

reading, writing, and performing rhythmic patterns using standard notation, including: whole note/rest, sixteenth-note patterns, eighth-quarter-eighth syncopation, dotted quarter-eighth/eighth-dotted quarter, and dotted half note

playing classroom instruments, pitched and unpitched, with musical accuracy (e.g., recorders, castanets)

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

reading, writing, and performing patterns of pitch (e.g., la-so-mi-re-do-la, -so, do-la-so-fa-mi-re-do, ti) and known songs using solfege (e.g., Sourwood Mountain, Chairs to Mend, Cancion de cuna) and absolute pitch letter names (e.g., recorder B, A, G, E, and D, barred instruments using treble clef patterns)

describing music and identifying melody, rhythm, harmony, and timbre using appropriate music terminology

identifying simple musical forms (e.g., AABA, AABB, rondo)

using the terminology of music in discussing individual preferences for specific music from diverse cultures.

improvising answers in the same style to given melodic or rhythmic patterns

identifying the use of music in various cultures and time periods through discussion about the cultures represented in the school population and beyond

integrating several arts disciplines (dance, music, theatre, or the visual arts) to communicate meaning or thematic content.

composing or arranging music to accompany readings or dramatizations (e.g., music for a "haunted house", music for a reading of The Little Engine that Could)

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

using age-appropriate music vocabulary to critique music (e.g., "The tempo is allegro in the A section." "I hear a crescendo before the cymbal crash.")

interpreting character's objectives and motivations based on what is seen, heard, and known to explain character's behavior

comparing the common devices for telling a story through theater and in writing (e.g., character, problem; beginning, middle, and end)

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

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

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

demonstrating basic emotional traits of a character, based on literature, through gesture, action, and voice

using body, voice, and imagination to describe concepts in nature and society with emphasis on the five W's (e.g., use movement and voice to demonstrate bird migration, or create an improvisation of the founding fathers signing the Declaration of Independence)

identifying and applying performance and design techniques to convey ideas, feelings, or meaning (e.g., body language and voice that expresses emotions of pride, fear)

exploring different strategies/techniques to create stories and environments

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

retelling and dramatizing a story, character, and design element drawn from at least two historical/cultural periods

describing in broad terms how the theater arts are different and similar in different cultures and times

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

describing the roles of the arts and artist in society to communicate stories, events, and feelings

describing and interpreting character traits and connecting them to the ideas and emotions told in the story

identifying and performing knowledge of basic blocking and stage areas

describing what is seen (e.g., setting, props, costumes, scenery) and heard (e.g., voice projection, diction, pace, and volume) in a performance and comparing that with things known (e.g., time, place, cultural identification, etc.)

retelling familiar stories; sequencing story points (what and when), identifying character (who), setting (where), and conflict (why); and beginning to participate in cooperative scriptwriting or improvisations that incorporate the five W's

designing or creating simple costumes, props, music, sets, makeup, or masks, based on literature, in basic formal or informal performances

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…

recognizing creative elements in the work

describing the connections between Visual Arts and Design and other disciplines (e.g., artists communicate historical events; artists explain how things work in images)

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

using observation to develop a visual representation of basic objects

identifying and using media, tools, techniques, and processes with basic skill, while creating two- and three-dimensional works of art and design (e.g., media, tools and techniques in drawing, painting, printmaking, mixed media, sculpture, ceramics, digital media)

describing and applying basic VAD concepts: line, shape, form, texture, color, organization of visual compositions, emphasis/focal point, pattern, balance/symmetry, and contrast

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

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

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.

describing subject matter, feeling and broad ideas (e.g., American pioneers struggling across the plains to find new homes in the west)

describing in broad terms how the visual arts and design are different and similar in different cultures or times

identifying and applying media, techniques, processes, and visual arts and design concepts to convey feelings, ideas, or meanings

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

creating a unique solution for a basic visual art or design problem (e.g., designing or redesigning a toy from recycled materials)

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 the girl hiding her face?)

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

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

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

describing how visual symbols in everyday life represent meaning (e.g. how different clothing styles - street clothes and uniforms - represent meaning; how media advertising persuades consumerism)

making interpretations based on observations

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

applying basic strategies and techniques to address artistic problems

Describing the roles of the arts and artist in society to communicate stories, events and feelings and to design things to work well

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

demonstrating knowledge of basic art vocabulary relating to painting techniques and processes, and media, techniques, and processes

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…