Okla. Admin. Code § 210:15-3-114.2

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

Section 210:15-3-114.2 - Dance, Drama/Theatre, Music, and Visual Art Standards for Kindergarten

(a)Dance.

(1)Performing.

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

(i) Isolate body parts in relation to other body parts and imitate and recall movements upon request.

(ii) Imitate same-side and cross-body patterning and demonstrate locomotor and non-locomotor movements.

(iii) Move safely in general space and start and stop on cue during activities, group formations, and creative explorations while maintaining personal space.

(iv) Differentiate between healthy and unhealthy foods and drinks.

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

(i) Make still and moving body shapes to show lines (e.g., straight, bent, curved), change levels, and vary in size (large/small). Join with others to make a circle formation and work with others to change its dimensions.

(ii) Demonstrate tempo contrasts with movements to match the tempo of music or rhythmic accompaniment.

(iii) Move with contrasting efforts (e.g., light/strong, quick/sustained, direct/indirect).

(C) Convey meaning through the presentation of dance.

(i) Dance for and with others in a designated space.

(ii) Select a prop to use as part of a dance.

(2)Creating.

(A) Generate and conceptualize dance ideas and work.

(i) Respond in movement to a variety of stimuli (e.g., music/sound, text, objects, images, symbols, observed dance).

(ii) Explore different ways to do several basic locomotor and non-locomotor movements.

(B) Organize and develop dance work.

(i) Improvise dance with a beginning, middle, and end.

(ii) Express an idea, feeling, or image, through improvised movement moving alone or with a partner.

(C) Refine and complete dance work.

(i) Apply suggestions for changing movement through guided improvisational experiences.

(ii) Depict a dance movement by drawing a picture or using a symbol.

(3)Responding.

(A) Perceive and analyze dance.

(i) Identify a learned movement repeated in a dance.

(ii) Demonstrate or describe observed or performed dance movements.

(B) Construct meaningful interpretations of dance.

(i) Observe several shapes or movements and describe thoughts or feelings.

(C) Apply criteria to evaluate dance.

(i) Select a movement observed in a dance. Demonstrate the movement and explain why it was selected.

(4)Connecting.

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

(i) Recognize and name an emotion experienced when watching, improvising, or performing dance.

(ii) Observe illustrations from a story and discuss ideas for movement.

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

(i) Describe or demonstrate the movements in a watched or performed dance.

(b)Drama/Theatre.

(1)Creating.

(A) Generate and conceptualize dramatic ideas and work.

(i) Engage in planning a series of events for dramatic play or a guided drama experience (e.g., play plans, creative drama, story drama, process drama) based on existing stories or creating new stories.

(ii) Imagine technical elements for a unified drama/theatre concept by using non-representational materials to create props, puppets, masks, and/or costume pieces for dramatic play or guided drama experiences (e.g., creative drama, story drama, process drama).

(iii) Develop characters authentic to the drama/theatre work by demonstrating ideas concerning voice, gestures, and movements appropriate to the characters and story developed.

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

(i) Create and communicate ideas to advance the beginning, middle, end (plot) and use words and actions to refine characters contributing to a completed story in a guided drama experience (e.g., process drama, story drama, creative drama).

(ii) Demonstrate collaborative 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, concentration.

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

(iii) Integrate technical elements to create an emotional impact or convey meaning by choosing a single object for multiple, imaginative representations and creating puppets, masks, and costume pieces to support the story.

(2)Performing.

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

(i) Understand and demonstrate multiple choices for an aspect of drama/ theatre work (e.g., movement, 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, modifying body (energy, body language, etc.) and voice (volume, pitch, etc.) to convey meaning and create an emotional impact.

(ii) Explore and experiment with various technical elements for multiple aspects of drama/ theatre work.

(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) Understand personal reactions as a participant in a drama/theatre work by recalling an emotional response in dramatic play or guided drama experiences; and/or, in developmentally appropriate theatrical performances during which there was active and appropriate engagement as an audience member.

(B) Interpret intent and meaning in dramatic work.

(i) Ask questions, answer questions, and reflect upon 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 and explain why these parts elicited those responses.

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

(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, oneself, and classmates 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) Identify connections between drama/ theatre and personal and societal contexts, such as family, workers, and community helpers.

(ii) 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 and dramatize recognizable universal experiences from grade-appropriate stories and texts.

(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, strong/weak beats, long/short sounds)

(II) Pitch (high/low)

(III) Tempo (fast/slow)

(IV) Dynamics (loud/quiet)

(V) Melody (up/down)

(VI) Harmony (sing in unison, accompanied using pitched and unpitched instruments)

(VII) Form (same/different)

(VIII) Tone Color (four voices: whisper, talk, shout/calling, sing, as well as the sounds around us: sounds from nature, machines, and environment)

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

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

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

(iv) Recognize simple patterns on pitched or unpitched traditional or non-traditional instruments.

(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) Respond, using directional movements or manipulatives, to the melodic contour of familiar and unfamiliar 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) Talk about personal artwork using introductory art vocabulary (e.g., shape, color, draw, paint, collage, primary, secondary, texture, etc.), including describing creative choices (e.g., color or shape choices).

(ii) Describe others' artwork using art vocabulary (e.g., shape, color, texture, etc.).

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

(i) Engage in directed exploration and imaginative play with art materials.

(ii) Practice the use of common tools and materials in art making (e.g., cutting lines, curves, etc.).

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

(i) Describe steps involved in creating personal artwork.

(ii) Explain emotions depicted in personal work.

(2)Production.

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

(i) Select specific ideas for creative exploration through original artworks.

(ii) Create art that represents natural and constructed environments.

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

(i) Begin to create original works of art 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 creative art-making using a variety 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) Identify choices made in personal works of art.

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

Okla. Admin. Code § 210:15-3-114.2

Added at 20 Ok Reg 159, eff 10-10-02 (emergency); Added at 20 Ok Reg 821, eff 5-15-03; Amended at 26 Ok Reg 35, eff 8-21-08 (emergency); Amended at 26 Ok Reg 1446, eff 6-11-09

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