Grades 3, 4

Other Vermont Arts sets

• Grades Pre-K, K
• Grades 1, 2
• Grades 5, 6
• Grades 7, 8
• Grades 9, 10, 11, 12

Improvising "answers," simple rhythmic accompaniments, ostinato, short instrumental pieces and songs.

Composing and arranging with a variety of sound sources (e.g., traditional instruments, electronic sounds, body percussion and voice).

Singing alone and with others, using developmentally appropriate repertoire, on pitch, in rhythm, maintaining a steady beat, singing simple two part literature (e.g., ostinato, canons, partner songs).

Playing instruments, alone and with others, using developmentally appropriate literature and instruments, on pitch, in rhythm, maintaining a steady beat, using pitched and nonpitched instruments (e.g., recorders, Orff instruments).

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

Moving, drawing, describing, and singing/playing instruments in response to contrasting musical stimuli (e.g., pitch, rhythm, tempo, dynamics, form).

Reading and notating familiar and unfamiliar patterns (e.g., simple pitch notation in the treble clef, dotted quarter, dotted half notes and corresponding rests, 4/4, 3/4, 6/8).

Demonstrating a character based on literature.

Designing props, costumes and/or stage pieces based on literature.

Developing a character within a script.

Repeating for an audience something already created.

Speaking with clarity before an audience.

Communicating with parents, being prepared, and on-time.

Appropriate use of painting supplies.

Presenting a classroom or public announcement.

Naming or moving to stage areas.

Designing a set, prop, and/or costume.

Reading a part in a script.

Projecting voice.

Improvising a character with a prop .

Accepting or giving a cue.

Demonstrating blocking.

Demonstrating techniques and processes in 2D work (e.g., drawing, painting, collage).

Using various art tools and materials for specific purposes.

Using elements of 2D and 3D design (e.g., 2D—mixing warm and cool colors; showing space through overlap, foreground, middle ground, and background; 3D— demonstrating form in papier mache, clay, fiber arts).

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

Experimenting with media and materials to convey feelings or ideas (e.g., finger painting to show anger, motion, or feeling of being underwater).

Identifying and utilizing elements and principles of design (e.g., space, warm and cool colors, organic and geometric shapes).

Identifying and using different media, genre, and techniques and understanding the vocabulary appropriate to them (e.g., watercolor, resist, papier mache, weaving, still life, abstraction, symmetry, expression and exaggeration, etc.).

Recognizing and comparing motivations and purposes for making art in different times and places (e.g., cultural traditional, personal satisfaction, communication of belief).

Dance: gradual/sudden, pathways (straight, curved, zigzagged, spiral)<br /> Music: pitch, rhythm, tempo, dynamics, form<br /> Theater: stage left/stage right, upstage/downstage, costume, prop, voice projection, audience, the play<br /> Visual Arts: warm and cool colors; geometric and organic shapes; still life; 2D and 3D; foreground, middle ground, background; overlap

Explaining qualities (elements, principles of design, expression) that may evoke emotion and meaning.

Relating varied interpretations of works of art using some or all of the following (e.g., observation, personal experience).

Comparing/contrasting works of art, which may include a student's own work.

Making affirming statements with specific evidence (e.g., I really believed you as Ann Story.).

Asking questions about your own work (e.g., How does my costume design show the time period?).

Asking questions of the artist (e.g., What time period are you trying to represent with your costume?).

Suggesting changes (e.g., You might try adding a bonnet to your costume.).

Discerning and responding to those suggestions that are effective.

Demonstrating the relationship of similar elements (e.g., form, rhythm).

Communicating ideas, concepts, feelings from other disciplines (e.g., creating a song to illustrate a particular time; portrait of historical figure).

Identifying the roles of the arts and artists in the community and every day environment.

Demonstrating an understanding of how the arts contribute to a healthy lifestyle (e.g., safe use of tools and materials, use of leisure time).

Creating or performing art based on a culture.

Demonstrating an understanding of how the arts have a relationship to time and place (e.g., Egyptian hieroglyphs, folk dance, spiritual slave music).

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

Generating and trying out a variety of strategies/techniques to address challenges (e.g., How do I show depth? How can I make my composition longer? Maybe I'll try…).

Using materials and work space safely.

Making good use of class time.

Demonstrating willingness to take part in the activity and see it to completion.

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

Responding constructively as members of an audience/group.