Okla. Admin. Code § 210:15-3-114.3

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

Section 210:15-3-114.3 - Dance, Drama/Theatre, Music, and Visual Art Standards for First Grade

(a)Dance.

(1)Performing.

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

(i) Imitate movements and spatial arrangements of body parts.

(ii) Imitate a range of locomotor and non-locomotor movements, body patterning, body shapes, and body pathways.

(iii) Move safely in general space through a range of activities and group formations while maintaining personal space.

(iv) Discuss the importance of hydration and hydration choices relative to physical activities.

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

(i) Present locomotor and non-locomotor movements to change body shapes, levels, and facings. Move in straight, curved, and zigzagged pathways. Find and return to place in space. Move with others to form straight lines and circles.

(ii) Relate quick, moderate, and slow movements to duration in time. Recognize steady beat and move to varying tempi of steady beat.

(iii) Identify and apply appropriate dynamics to demonstrate change in movement qualities (e.g., selecting specific adverbs and adjectives and applying them to movements).

(C) Convey meaning through the presentation of dance.

(i) Dance for and with others in a space where the audience and performers occupy different areas.

(ii) Explore the use of simple props or scenery to enhance performance.

(2)Creating.

(A) Generate and conceptualize dance ideas and work.

(i) Explore movement inspired by a variety of stimuli (e.g., music/sound, text, objects, images, symbols, observed dance, experiences) and identify the source.

(ii) Explore a variety of locomotor and non-locomotor movements by experimenting with and manipulating the elements of dance (e.g., Body, Space, Time, and Energy).

(B) Organize and develop dance work.

(i) Improvise a series of movements with a beginning, middle, and end. Describe movement choices.

(ii) Choose movements to express an idea or emotion or follow a musical phrase.

(C) Refine and complete dance work.

(i) Explore suggestions to change movement within short remembered sequences.

(ii) Depict several different types of movements of a dance by drawing a picture or using a symbol (e.g., jump, turn, slide, bend, reach).

(3)Responding.

(A) Perceive and analyze dance.

(i) Identify a movement repeated in a dance to make a pattern.

(ii) Demonstrate and describe observed or performed dance movements from a specific dance style or cultural movement practice.

(B) Construct meaningful interpretations of dance.

(i) Observe several shapes or movements and use fundamental terminology to describe it.

(C) Apply criteria to evaluate dance.

(i) Identify and demonstrate one movement in a dance that attracts attention. Describe the characteristics that make the movements interesting.

(4)Connecting.

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

(i) Find an emotion expressed in a dance relating to a familiar experience. Identify the movements communicating this emotion.

(ii) Observe a work of visual art. Describe and then express through movement something of interest about the artwork.

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

(i) Watch and/or perform a dance from a different culture and discuss or demonstrate the types of movement danced.

(b)Drama/Theatre.

(1)Creating.

(A) Generate and conceptualize dramatic ideas and work.

(i) Conceptualize a unified piece of drama/theatre by imagining variations of classroom literature or creating new, independent stories.

(ii) Imagine technical elements for a unified drama/theatre concept by using non-representational materials to create props, puppets, etc., for dramatic play or guided drama experiences and describing, illustrating, and/or physically arranging playing spaces.

(iii) Develop characters authentic to the drama/theatre work by expressing and demonstrating voice, body language, gestures, and movements and clear speaking rate and expression for the characters developed.

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

(i) Create and communicate ideas, sequence events/plot, propose details, and use words and actions to refine characters contributing to a completed story in a guided drama experience.

(ii) Demonstrate collaborative and interdisciplinary skills by engaging in unstructured free play and plan setting and/or technical elements for dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).

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

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

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

(iii) Integrate technical elements to create an emotional impact or convey meaning in play plans, dramatic play, or guided drama by creating puppets, masks, costume pieces, and sound effects 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, facial expressions) 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) Identify technical elements that can be used in a guided drama experience to create the most effective emotional impact and to convey meaning.

(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 recognizable and part of shared human experiences; use personal and partner space to convey meaning about characters, relationships, and mood.

(3)Responding.

(A) Perceive and analyze dramatic work.

(i) Demonstrate audience skills of observing attentively and responding appropriately while viewing the work of classmates in guided drama experiences (e.g., process drama, story drama, creative drama) and/ or developmentally appropriate theatrical performances viewed.

(B) Interpret intent and meaning in dramatic work.

(i) Explore, express, and explain personal preferences about the content of dramatic play, guided drama, and/ or developmentally appropriate theatrical performances viewed.

(C) Apply criteria to dramatic work.

(i) Develop and apply criteria to evaluate a drama/theatre work by describing and analyzing favorite or least favorite parts of a drama/theatre experience.

(ii) Describe and recognize technical elements (e.g., costumes, props, sets, sound effects, etc.) and analyze how those elements helped define a character.

(iii) Identify, discuss, and demonstrate appropriate audience or performer etiquette for a variety of drama/theatre experiences.

(4)Connecting.

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

(i) Identify similarities between stories, personal experiences and classmates' experiences through dramatic play or guided drama experiences, 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, societal, cultural, and historical context.

(ii) Explore the stories and storytelling abilities of Oklahoma American Indian Tribes.

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

(i) Identify similarities and differences in grade-appropriate stories and texts for guided drama, devised drama, and theatrical works.

(c)Music.

(1)Creating.

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

(i) Recognize the elements of music, including:

(I) Beat/Meter (steady beat, strong/weak beats, long/short sounds, 2/4 and 4/4 meters)

(II) Pitch (high/low)

(III) Tempo (fast/slow, allegro/largo)

(IV) Dynamics (forte/piano)

(V) Melody (upward/downward, steps/skips, and repeats)

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

(VII) Form (introduction, call/response, Question/Answer, verse/refrain, and AB)

(VIII) Tone Color (classroom percussion and instrument families of the orchestra)

(ii) Improvise melodic and rhythmic answers with or without a system of syllables, numbers or basic notation using voice, classroom instruments, or technology to demonstrate basic notation.

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

(iv) Use an identified system of syllables, numbers, or letters to demonstrate basic notation:

(I) Rhythmic (quarter note, quarter rest, paired eighth notes)

(II) Melodic (sol mi la)

(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 traditional and/or non-traditional instruments (i.e., found sounds).

(ii) Match pitches, sing in tune, and use appropriate tone and expression.

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

(iv) Perform simple patterns with voice or 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.

(iv) Discuss likes and dislikes of music in different styles.

(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.

(ii) Experience American music, including work songs, holiday songs, and patriotic music.

(iii) Identify music and instruments from different cultures.

(d)Visual Arts.

(1)Creative Process.

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

(i) Describe personal artwork while referencing introductory art vocabulary (e.g., various elements of art and principles of design).

(ii) Describe the content of works of art while referencing various elements of art and principles of design.

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

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

(ii) Practice the use of common tools and materials in art making (e.g., cutting lines and curves, using a ruler to draw straight lines, using stencils, etc.).

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

(i) Describe steps involved in creating artwork using art vocabulary (the elements of art and principles of design).

(ii) Use appropriate vocabulary to express how art can portray emotions.

(2)Production.

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

(i) Gather references from diverse sources and create works using various subject matter.

(ii) Identify and classify uses of everyday objects through drawings, diagrams, sculptures, or other visual means.

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

(i) Explore using a variety of art materials, supplies, and tools in various media (materials).

(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 art-making, exploring knowledge of art vocabulary, materials, techniques, and skills.

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

(i) Use observation and teacher established criteria to refine a piece of original artwork until its completion.

(3)Cultural and Historical Perspectives.

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

(i) Understand that people from different places and times have made art for a variety of reasons.

(ii) Explore the variety of motivations and materials used to create art.

(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) Describe choices made in personal works of art.

(iii) Explore potential art-related careers.

(iv) Select and collect personal works of art in a portfolio.

Okla. Admin. Code § 210:15-3-114.3

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