Grades K, 1, 2, 3, 4

Other New Hampshire Arts sets

• Grades 5, 6, 7, 8
• Grades 9, 10, 11, 12

sing independently, on pitch and in rhythm, with appropriate timbre, diction, and posture, and maintain a steady tempo;

sing expressively, with appropriate dynamics, phrasing, and interpretation;

sing from memory a varied repertoire of songs representing genres and styles from diverse cultures;

sing ostinatos, partner songs, and rounds;

sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor.

perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo;

perform easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic, melodic, and harmonic classroom instruments;

perform expressively a varied repertoire of music representing diverse genres and styles;

echo short rhythms and melodic patterns;

perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor;

perform independent instrumental parts while other students sing or play contrasting parts.

improvise "answers" in the same style to given rhythmic and melodic phrases;

improvise simple rhythmic and melodic ostinato accompaniments;

improvise simple rhythmic variations and simple melodic embellishments on familiar melodies;

improvise short songs and instrumental pieces, using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds, and sounds produced by electronic means.

create and arrange music to accompany readings or dramatizations;

create and arrange short songs and instrumental pieces within specified guidelines;

use a variety of sound sources when composing.

read whole, half, dotted half, quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures;

use a system (that is, syllables, numbers, or letters) to read simple pitch notation in the treble clef in major keys;

identify symbols and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing;

use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher.

identify simple music forms when presented aurally;

demonstrate perceptual skills by moving to, inquiring about, and describing aural examples of music from various styles representing diverse cultures;

use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances;

identify the sounds of different instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children's voices and male and female adult voices;

respond through purposeful movement to selected prominent features in a piece of music.

devise criteria for evaluating performances and compositions;

explain, using appropriate music terminology, personal preferences for specific musical works and styles.

identify similarities and differences in the meanings of common terms used in the various arts;

identify ways in which the principles and subject matter of other disciplines are related to those of music.

identify by genre or style aural examples of music from various historical periods and cultures;

describe in simple terms how elements of music are used in various world cultures;

identify many uses of music in their daily experiences and describe characteristics that make certain music suitable for each use;

identify and describe the roles of musicians in music settings and cultures;

demonstrate audience behavior appropriate for the context and style of music performed;

describe the way music has been a continuous part of the history of human culture.

identify occupations in which people sing or play musical instruments ;

identify local resources where people can take part in singing;

identify professions where skills of arranging and composing music are used;

recognize that people evaluate music and music performances.

collaborate to select interrelated characters, environments, and situations for classroom dramatizations;

improvise dialogue to tell stories, then formalize their improvisations by writing or recording the dialogue.

imagine and clearly describe characters, their relationships, and their environments;

use variations of locomotor and nonlocomotor movement and vocal pitch, tempo, and tone for different characters;

assume roles in classroom dramatizations based on personal experience and heritage, imagination, literature, and history.

visualize environments and construct designs to communicate locale and mood;

organize available materials that suggest scenery, properties, lighting, sound, costumes, and makeup in a collaborative group .

collaboratively plan and prepare improvisations

demonstrate various ways of staging classroom dramatizations such as using storytelling, video cameras, or movement

communicate information to peers about people, events, time, and place related to classroom dramatizations.

describe visual, aural, oral, and kinetic ( involving movement) elements in theatre, dramatic media, dance, music, and visual arts;

compare how ideas and emotions are expressed in theatre, dramatic media, dance, music, and visual arts;

select movement, music, or visual elements to enhance the mood of a classroom dramatization;

identify connections between theatre and other disciplines in the curriculum.

identify and describe the visual, aural, oral, and kinetic elements of classroom dramatizations and dramatic performances;

explain how the wants and needs of characters are similar to, and different than, their own;

articulate emotional responses to and explain personal preferences about the whole as well as the parts of dramatic performances;

analyze classroom dramatizations and, using appropriate terminology, constructively suggest alternative ideas for dramatizing roles, arranging environments, and developing situations; also suggest means of improving the collaborative processes of planning, playing, responding, and evaluating;

identify and compare similar characters and situations in stories and dramas from and about various cultures, illustrate with classroom dramatizations, and discuss how theatre reflects life;

identify and compare the various settings and reasons for creating drama and attending theatre, film, television, and electronic media productions;

articulate the ways in which participation in theatre arts enhances daily lives.

discuss how creating theatre takes the efforts of many people with many different skills;

describe a variety of professions in the field of theatre and identify careers that are associated with theatre;

identify New Hampshire theatre resources (play groups, theatres, playhouses).

differentiate between materials, techniques, and processes of making art;

describe how different techniques, media, and processes produce different effects and personal responses;

use various materials, techniques, and processes to communicate and express ideas, experiences, and stories;

use art materials and tools in a safe and responsible manner;

communicate and express ideas symbolically.

recognize the visual elements including color, shape, form, space, line, value, and texture;

describe the principles of design including balance, unity and rhythm;

describe how different expressive features, and ways of organizing them, cause different responses;

create works of art that use the elements of art and principles of design to communicate and express ideas.

explore and understand prospective content for works of art;

create art, selecting and using appropriate subject matter, symbols, and ideas to communicate meaning.

know that the visual arts have both a history and a specific relationship to various cultures;

identify specific works of art in particular cultures, times, and places;

describe how history, culture, and visual arts influence each other;

identify a variety of art objects, artists, and resources specific to New Hampshire;

create a work of art that reflects an understanding of how history or culture can influence visual art.

identify various purposes for creating works of art;

describe how people's experiences influence the development of specific art works;

understand that people may respond in different and equally valid ways to specific art works;

describe their personal responses to specific works of art using visual art terminology;

identify possible improvements in the process of creating their own work.

identify connections among the visual arts and other arts disciplines;

understand that similarities exist between the visual arts and other disciplines;

describe how the visual arts are used in the world around us and how they are part of our everyday life;

describe how the visual art design principles are expressed in multi-media presentations and daily life.

identify a variety of professions in the visual arts;

describe various kinds of artists and fields of art particular to New Hampshire.