Common Planner
K–12 Standards

Fine Arts: Grade 1 (Art, Music, & Theatre)

Other Texas Fine Arts sets

Subchapter D. Elementary

  •  

    Art

    1. (1)

      Foundations: observation and perception. The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning, understanding, and applying the elements of art and principles of design. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating artworks. The student is expected to:

      1. (A)

        identify similarities, differences, and variations among subjects in the environment using the senses; and

      2. (B)

        identify the elements of art, including line, shape, color, texture, and form, and the principles of design, including emphasis, repetition/pattern, and balance, in nature and human-made environments.

    2. (2)

      Creative expression. The student communicates ideas through original artworks using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills. The student is expected to:

      1. (A)

        invent images that combine a variety of lines, shapes, colors, textures, and forms;

      2. (B)

        place components in orderly arrangements to create designs; and

      3. (C)

        increase manipulative skills necessary for using a variety of materials to produce drawings, paintings, prints, constructions, and sculptures, including modeled forms.

    3. (3)

      Historical and cultural relevance. The student demonstrates an understanding of art history and culture by analyzing artistic styles, historical periods, and a variety of cultures. The student develops global awareness and respect for the traditions and contributions of diverse cultures. The student is expected to:

      1. (A)

        identify simple ideas expressed in artworks through different media;

      2. (B)

        demonstrate an understanding that art is created globally by all people throughout time;

      3. (C)

        discuss the use of art in everyday life; and

      4. (D)

        relate visual art concepts to other disciplines.

    4. (4)

      Critical evaluation and response. The student responds to and analyzes artworks of self and others, contributing to the development of lifelong skills of making informed judgments and reasoned evaluations. The student is expected to:

      1. (A)

        explain ideas about personal artworks;

      2. (B)

        identify ideas found in collections such as real or virtual art museums, galleries, portfolios, or exhibitions using original artworks created by artists or peers; and

      3. (C)

        compile collections of artwork such as physical artwork, electronic images, sketchbooks, or portfolios for the purposes of self-evaluations or exhibitions.

  •  

    Music

    1. (1)

      Foundations: music literacy. The student describes and analyzes musical sound and reads, writes, and reproduces music notation. The student is expected to:

      1. (A)

        identify the known five voices and adult/children singing voices;

      2. (B)

        identify visually and aurally the instrument families;

      3. (C)

        use basic music terminology in describing changes in tempo, including allegro/largo, and dynamics, including forte/piano; and

      4. (D)

        identify and label repetition and contrast in simple songs such as ab, aaba, or abac patterns.

    2. (2)

      Foundations: music literacy. The student reads, writes, and reproduces music notation. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:

      1. (A)

        read, write, and reproduce rhythmic patterns, including quarter note/paired eighth notes and quarter; and

      2. (B)

        read, write, and reproduce melodic patterns, including three tones from the pentatonic scale.

    3. (3)

      Creative expression. The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to:

      1. (A)

        sing tunefully or play classroom instruments, including rhythmic and melodic patterns, independently or in groups;

      2. (B)

        sing songs or play classroom instruments from diverse cultures and styles, independently or in groups;

      3. (C)

        move alone or with others to a varied repertoire of music using gross and fine locomotor and non-locomotor movement;

      4. (D)

        perform simple part work, including beat versus rhythm, rhythmic ostinato, and vocal exploration; and

      5. (E)

        perform music using tempo, including allegro/largo, and dynamics, including forte/piano.

    4. (4)

      Creative expression. The student creates and explores new musical ideas. The student is expected to:

      1. (A)

        create short, rhythmic patterns using known rhythms;

      2. (B)

        create short, melodic patterns using known pitches; and

      3. (C)

        explore new musical ideas using singing voice and classroom instruments.

    5. (5)

      Historical and cultural relevance. The student examines music in relation to history and cultures. The student is expected to:

      1. (A)

        sing songs and play musical games, including rhymes, patriotic events, folk music, and seasonal music;

      2. (B)

        identify steady beat in short musical excerpts from various periods or times in history and diverse cultures; and

      3. (C)

        identify simple interdisciplinary concepts relating to music.

    6. (6)

      Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performances. The student is expected to:

      1. (A)

        identify and demonstrate appropriate audience behavior during live or recorded performances;

      2. (B)

        recognize known rhythmic and melodic elements in simple aural examples using known terminology;

      3. (C)

        distinguish same/different between beat/rhythm, higher/lower, louder/softer, faster/slower, and simple patterns in musical performances; and

      4. (D)

        respond verbally or through movement to short musical examples.

  •  

    Theatre

    1. (1)

      Foundations: inquiry and understanding. The student develops concepts about self, human relationships, and the environment using elements of drama and conventions of theatre. The student is expected to:

      1. (A)

        develop confidence and self-awareness through dramatic play;

      2. (B)

        develop spatial awareness in dramatic play using expressive and rhythmic movement;

      3. (C)

        imitate actions and sounds; and

      4. (D)

        imitate and create animate and inanimate objects in dramatic play.

    2. (2)

      Creative expression: performance. The student interprets characters using the voice and body expressively and creates dramatizations. The student is expected to:

      1. (A)

        demonstrate safe use of movement and voice;

      2. (B)

        create roles through imitation;

      3. (C)

        dramatize simple stories; and

      4. (D)

        dramatize poems and songs.

    3. (3)

      Creative expression: production. The student applies design, directing, and theatre production concepts and skills. The student is expected to:

      1. (A)

        discuss aspects of the environment for use in dramatic play such as location or climate;

      2. (B)

        adapt the environment for dramatic play using common objects such as tables or chairs;

      3. (C)

        rehearse dramatic play; and

      4. (D)

        cooperate with others in dramatic play.

    4. (4)

      Historical and cultural relevance. The student relates theatre to history, society, and culture. The student is expected to:

      1. (A)

        imitate life experiences from school and community cultures in dramatic play; and

      2. (B)

        explore diverse cultural and historical experiences through fables, myths, or fairytales in dramatic play.

    5. (5)

      Critical evaluation and response. The student responds to and evaluates theatre and theatrical performances. The student is expected to:

      1. (A)

        discuss, practice, and display appropriate audience behavior;

      2. (B)

        discuss dramatic activities; and

      3. (C)

        discuss the use of music, creative movement, and visual components in dramatic play.

Frequently asked questions

What grade levels do these standards cover?
Grade 1
When were these standards adopted?
2013
Where can I read the official document?
Texas Essential Knowledge and Skills for Fine Arts

Keep exploring

Keep exploring Fine Arts standards

Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.

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