Okla. Admin. Code § 210:15-3-114.1

Current through Vol. 42, No. 8, January 2, 2025

Section 210:15-3-114.1 - Dance, Drama/Theatre, Music, and Visual Art Standards for Pre-Kindergarten

(a)Dance.

(1)Performing.

(A) Develop and refine dance techniques and work for presentation.

(i) Identify and move body parts and imitate movements upon request.

(ii) Imitate basic locomotor and non-locomotor movements.

(iii) Move safely in general space and start and stop on cue while maintaining personal space.

(iv) Recognize food provides energy for physical activity.

(B) Select, analyze, and interpret dance for presentation.

(i) Imitate and follow directional cues for moving the body in general space (e.g., forward, backward, sideways, up, down, turning) and finding and returning to a place in space.

(ii) Imitate speed of dance as fast or slow. Move to varied rhythmic sounds at different tempi.

(iii) Identify and apply different movement qualities (e.g., slow, smooth, wavy).

(C) Convey meaning through the presentation of dance.

(i) Dance with others in a designated area or space.

(ii) Use a simple prop as part of a dance.

(2)Creating.

(A) Generate and conceptualize dance ideas and work.

(i) Respond in movement to a variety of sensory stimuli (e.g., music/sound, visual, tactile).

(ii) Explore basic locomotor and non-locomotor movements.

(B) Organize and develop dance work.

(i) Improvise dance that starts and stops on cue.

(ii) Engage in dance experiences moving alone or with a partner.

(C) Refine and complete dance work.

(i) Follow verbal cues for changing movement through guided improvisational experiences.

(ii) Identify parts of the body and draw a picture of a body shape or position.

(3)Responding.

(A) Perceive and analyze dance.

(i) Identify a learned movement in a dance.

(ii) Demonstrate an observed or performed dance movement.

(B) Construct meaningful interpretations of dance.

(i) Observe a shape or movement and describe it.

(C) Apply criteria to evaluate dance.

(i) Imitate a movement from a dance and explain how it feels to perform it.

(4)Connecting.

(A) Synthesize and relate knowledge and personal experiences to make dance.

(i) Recognize emotions expressed in dance movements watched or performed.

(ii) Observe a dance work. Imitate a movement from the dance and ask a question about the dance.

(B) Relate dance ideas and works with societal, cultural and historical contexts to deepen understanding.

(i) Imitate a dance movement experienced at home or elsewhere.

(b)Drama/Theatre.

(1)Creating.

(A) Generate and conceptualize dramatic ideas and work.

(i) Tell stories, and/or imagine variations of existing stories, utilizing a variety of literature.

(ii) Imagine technical elements for a unified drama/theatre concept by using simple everyday objects to create costumes, props, and puppets.

(iii) Develop characters authentic to drama/theatre work by using the body and voice to create vivid characters appropriate to the story.

(B) Organize, develop, and rehearse dramatic ideas and work.

(i) Sequence plot events in dramatic play or guided drama experience.

(ii) Demonstrate collaborative skills and interdisciplinary skills by engaging in unstructured free play and playing appropriately with others.

(C) Revise, refine, and complete dramatic work.

(i) Prepare a unified drama/theatre work for presentation by demonstrating imagination, focus, and concentration.

(ii) Use the body to create a vivid character with energy and movement and use the voice to create a vivid character with volume, pitch, and tone.

(iii) Integrate technical elements to create an emotional impact or convey meaning by imaginatively transforming common objects (e.g., fabric, blocks, kitchen utensils, etc.) into scenery and props supporting the story.

(2)Performing.

(A) Select, analyze, and interpret dramatic work for presentation.

(i) Explore choices for movement and speaking voice and select the most supportable choice for the moment through identification of essential events.

(B) Develop and refine dramatic techniques and work for presentation.

(i) Assume roles in a variety of dramatic forms (e.g., dramatic play, guided drama, pantomime, tableau, puppetry, story enactment, etc.) and observe, listen, and respond to the work of others.

(ii) Make choices for multiple aspects of drama/ theatre work (including technical elements of playing space).

(C) Convey meaning through the presentation of a dramatic work.

(i) Perform a non-exhibitional drama/theatre work (dramatic play and guided drama) with characters that are part of recognizable and shared human experiences (e.g., family, workers, community helpers, etc.).

(3)Responding.

(A) Perceive and analyze dramatic work.

(i) Identify choices in a drama/theatre work to understand personal reactions as a participant in a drama/theatre event (e.g., play plans, dramatic play, guided drama, and/or in developmentally appropriate theatrical performances) through discussion or drawing.

(B) Interpret intent and meaning in dramatic work.

(i) Identify favorite or least favorite parts of a drama/theatre experience (dramatic play, guided drama, and/or developmentally appropriate theatrical performances viewed).

(C) Apply criteria to dramatic work.

(i) Identify favorite or least favorite parts of a drama/theatre experience (dramatic play, guided drama, and/or developmentally appropriate theatrical performances viewed).

(ii) Describe and recognize technical elements (e.g., costumes, props, sets, sound effects, etc.).

(iii) Practice audience etiquette and appropriate audience behavior for a variety of drama/theatre experiences.

(4)Connecting.

(A) Synthesize and relate knowledge and personal experiences to drama/theatre.

(i) Identify similarities between characters and stories and personal experiences in dramatic play, guided drama, and/or in developmentally appropriate theatrical performances viewed.

(B) Relate dramatic ideas and works with societal, cultural, and historical context to deepen understanding.

(i) Recognize the reciprocal influence that drama/theatre works have on personal and societal contexts, such as family, workers, and community helpers.

(ii) With prompting and support, explore the stories of Oklahoma American Indian Tribes.

(C) Research and relate dramatic ideas/works and societal, cultural, and historical context to deepen understanding.

(i) Identify pictures, grade-appropriate stories, and real people or fictional characters as sources for dramatic play or guided drama.

(c)Music.

(1)Creating.

(A) Generate musical ideas through reading, notating, and/or interpreting music.

(i) Explore the elements of music, including:

(I) Beat/Meter (steady beat)

(II) Pitch (high/low)

(III) Tempo (fast/slow)

(IV) Dynamics (loud/quiet)

(ii) Explore melodic and rhythmic answers using voice and classroom instruments.

(iii) Explore movement (non-locomotor and locomotor) appropriate for the musical elements heard in various listening examples.

(iv) With guidance, explore rhythmic and melodic notation through icons and pictures.

(2)Performing.

(A) Present or demonstrate an existing musical work, formally or informally, with appropriate expressive and technical skills.

(i) Participate in music through singing (individually and in groups, as well as accompanied and unaccompanied) and playing instruments.

(ii) Experience matching pitches, approach singing in tune, and use appropriate tone and expression.

(iii) Explore steady beat using instruments or body percussion to accompany songs and rhythm activities.

(3)Responding.

(A) Respond to music while demonstrating respect for others' music preferences and music performances.

(i) Respond to the beat or rhythm in music by using non-locomotor or locomotor movement, body percussion, and playing classroom instruments.

(ii) Recognize and practice appropriate audience and performer behavior appropriate for the context and style of music performed.

(iii) With guidance, respond, using directional movements or manipulatives, to the melodic contour of familiar songs.

(4)Connecting.

(A) Recognize the development of music from a social, cultural, and historical context.

(i) Sing and perform songs, chants, rhymes, singing games, and dances from a variety of cultures.

(d)Visual Arts.

(1)Creative Process.

(A) Learn and use vocabulary and concepts related to visual arts.

(i) With guidance, show and describe personal artwork using introductory art vocabulary (e.g., basic language and materials - shape, color, draw, paint, collage, primary, secondary, texture, etc.).

(ii) Share observations of others' artwork.

(B) Practice and refine techniques and skills related to visual arts.

(i) Engage in self-directed creative play with art materials.

(ii) Identify common tools and materials in art making (e.g., scissors, rulers, etc.).

(C) Apply concepts, vocabulary, techniques, and skills to make creative choices and practice individual expression.

(i) Describe choices involved in creating artwork through imaginative play.

(ii) Express feelings involved in creating personal work.

(2)Production.

(A) Utilize a variety of ideas and subject matter in creation of original works of visual art.

(i) Practice creating works from selected ideas.

(ii) Create and tell about art that communicates a story about a familiar place or object.

(B) Use different media, supplies, and tools in an appropriate and safe manner in the creation of original visual artworks.

(i) Practice creative exploration using a variety of art materials, supplies, and tools.

(ii) Use supplies and tools in a safe and responsible manner to create original art.

(C) Demonstrate appropriate skill level in the application of knowledge, techniques, skills, and concepts, through the creation of original visual artworks.

(i) Engage in safe, creative exploration of art materials.

(D) Revise and refine artworks to create finished works of art.

(i) Follow teacher established criteria to decide when a piece of original artwork is complete.

(3)Cultural and Historical Perspectives.

(A) Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

(i) Recognize that people make art.

(ii) Interpret art by identifying and describing subject matter (e.g., color, shape, size, etc.).

(4)Aesthetic Response and Critique Methodologies.

(A) Perceive, analyze, interpret, and evaluate artistic work.

(i) Demonstrate respect for personal artwork and the artwork of others.

(ii) With guidance, identify choices made in personal works of art.

(iii) With guidance, explore potential art-related careers.

Okla. Admin. Code § 210:15-3-114.1

Added at 20 Ok Reg 159, eff 10-10-02 (emergency); Added at 20 Ok Reg 821, eff 5-15-03

Amended by Oklahoma Register, Volume 31, Issue 24, September 2, 2014, eff. 9/12/2014

Amended by Oklahoma Register, Volume 40, Issue 24, September 1, 2023, eff. 9/11/2023