Grades 1, 2

Other Vermont Arts sets

• Grades Pre-K, K
• Grades 3, 4
• Grades 5, 6
• Grades 7, 8
• Grades 9, 10, 11, 12

Improvising with instruments and voices based on poetry, stories, or in response to a variety of media.

Composing using graphic and symbol systems, representing vocal and instrumental sounds and musical ideas.

Singing alone and in unison, using developmentally appropriate repertoire in rhythm, maintaining a steady beat.

Playing instruments, alone and with others, using developmentally appropriate literature and instruments, in rhythm, maintaining a steady beat.

Moving, drawing, describing, and singing/playing instruments in response to contrasting musical stimuli, (e.g., loud/soft, fast/slow, high/low, simple forms, duple/triple meter, long-short, timbre, major, minor).

Reading and notating familiar symbols (e.g., quarter, eighths notes and quarter rests), through playing and singing.

Demonstrating a character based on animate, inanimate, real and fantastic.

Making imaginative props, costumes and stage pieces.

Participating in show and tell activity.

Speaking to be heard before an audience.

Taking necessary information home to parents.

Appropriate use of classroom craft materials.

Identifying animate, inanimate and fantastic.

Rehearsing.

Participating in theater games.

Describing, showing, drawing a stage.

Taking care of props, etc.

Identifying and labeling moods (e.g., happy, sad, mad).

Using line in various media (e.g., pencil, marker, cut-outs, etc.) to create shape and image.

Handling and naming of art tools and materials.

Using elements of 2D and 3D design (e.g., 2D—mixing primaries to create secondary colors; 3D—forming a 3D object with texture).

Participating in group art activities (e.g., mural, group drawing).

Using media and materials to convey feeling, idea, or thought.

Identifying and using basic elements and principles of design (e.g., texture, pattern, primary and secondary colors).

Naming and using different media, genre, and techniques (e.g., collage, printmaking, portrait, landscape, realism, horizon line).

Comparing a variety of purposes for making art (e.g., to tell a story, communicate emotion, beautify functional objects).

Dance: show the beat with the body, high/medium/low, happy/sad<br /> Music: loud/soft, fast/slow, high/low, long/short<br /> Theater: cartoon, fantasy, play, acting, actor, the story<br /> Visual Arts: primary colors, secondary colors, vertical, horizontal line, texture, pattern, collage, portrait

Making affirming statements (e.g., I noticed…, I saw… I heard…).

Asking questions about your own work (e.g., I'm wondering how to make my trees look like they have bark.).

Asking questions of the artist (e.g., I like that blue. How did you make it?).

Identifying similarities and differences in genres (e.g., sculpture and painting; instrument and voice).

Communicating ideas, concepts, feelings from other disciplines (e.g., show understanding of music with illustration or movement or sound.)

Describing what an artist does.

Identifying how the arts have a relationship to family and/or community events and celebrations.

Responding to teacher suggested solutions (e.g., Keep a steady beat; Try mixing yellow and blue.).

Demonstrating willingness to take part in the activity.

Using materials and work space safely.

Making good use of class time.

Participating in individual and/or group work willingly and appropriately.

Responding constructively as members of an audience/group.