Okla. Admin. Code § 210:15-3-114.5

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

Section 210:15-3-114.5 - Dance, Drama/Theatre, Music, and Visual Art Standards for Third Grade

(a)Dance.

(1)Performing.

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

(i) Identify and demonstrate movements initiated by distal ends (fingers/toes). Apply constructive feedback from the teacher.

(ii) Introduce an awareness of body alignment and core support while executing body shapes and movement characteristics in a dance sequence.

(iii) Move safely in a variety of spatial relationships and formations with other dancers, sharing and maintaining personal space while exploring levels, directions, and pathway designs.

(iv) Identify foods beneficial for before and after physical activity.

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

(i) Present three-dimensional shapes with positive and negative space. Perform movement sequences in and through space with intentionality and focus.

(ii) Fulfill specified duration of time with improvised locomotor and non-locomotor movements. Differentiate between "in time" and "out of time" to music. Perform movements that are the same or of a different tempo to accompaniment.

(iii) Change use of energy and dynamics by modifying movements and applying specific characteristics to heighten the effect of their intent.

(C) Convey meaning through the presentation of dance.

(i) Identify the main areas of a performance space using stage directions.

(ii) Explore simple technical elements (e.g., costumes, props, music, scenery, lighting, media) for a dance performed for an audience in a designated performance space.

(2)Creating.

(A) Generate and conceptualize dance ideas and work.

(i) Experiment with a variety of self-selected stimuli (e.g., music/sound, text, objects, images, notation, observed dance, experiences) for movement.

(ii) Explore manipulations of the elements of dance as tools to find a solution to a movement problem.

(B) Organize and develop dance work.

(i) Identify and experiment with choreographic devices to create simple movement patterns and dance structures (e.g., AB, ABA, theme and development).

(ii) Develop a dance phrase expressing and communicating an idea or feeling. Discuss the effect of the movement choices.

(C) Refine and complete dance work.

(i) Revise movement choices in response to feedback to improve a short dance study. Describe the differences the changes made in the movements.

(ii) Depict directions or spatial pathways in a dance phrase by drawing a picture map or using a symbol.

(3)Responding.

(A) Perceive and analyze dance.

(i) Identify a movement pattern that creates a theme in a dance work.

(ii) Demonstrate and explain how one dance form is different from another or how one cultural movement practice is different from another.

(B) Construct meaningful interpretations of dance.

(i) Select specific context cues from movement. Use appropriate terminology to explain how they relate to the main idea of the dance.

(C) Apply criteria to evaluate dance.

(i) Identify dance movements from different styles or cultural movement practices. Using appropriate terminology, describe ways in which they are alike and different.

(4)Connecting.

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

(i) Compare the relationships expressed in a dance to relationships with others. Explain how they are the same or different.

(ii) Observe a dance that communicates a perspective about a topic or event. Identify and explore key aspects through movement. Share findings through oral, written, or movement forms. Discuss how the findings deepen understanding of the topic/event.

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

(i) Find a relationship between a dance movement and the culture, society, or community from which the dance is derived. Explain what the movements communicate about the key aspects of the culture, society, or community including those of Oklahoma American Indian Tribes and communities.

(b)Drama/Theatre.

(1)Creating.

(A) Generate and conceptualize dramatic ideas and work.

(i) Conceptualize and sequence a unified piece of drama/ theatre by engaging in guided drama experiences using developmentally appropriate literature and proposing choices to enrich and help unify dramatic play or a guided drama experience.

(ii) Imagine and collaborate with peers to conceptualize technical elements for a unified drama/theatre concept; use non-representational materials to create props, puppets, etc., and describe, illustrate, and/or physically arrange playing spaces.

(iii) Develop characters authentic to the drama/theatre work by demonstrating voice, body language, gestures, movements and using clear speaking, rate, fluency, expression, and appropriate vocabulary to impact the development of characters and story.

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

(i) Create and communicate ideas, sequence events/plot, propose details, contribute dialogue, 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 working with peers and accepting the ideas of others to plan setting, technical elements, and other details for dramatic play or a guided drama experience.

(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, concentration.

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

(iii) Integrate technical elements to create an emotional impact or convey meaning by creating puppets, masks, and costume pieces to help define characters and selecting or creating materials to be used for scenery, props, costumes, and sound effects supporting the story.

(2)Performing.

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

(i) Demonstrate that there are multiple choices for aspects of drama/theatre work (movement, voice, set, etc.) and select supportable choices for setting, character, and technical elements.

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

(i) Develop expertise by assuming roles in a variety of dramatic forms (e.g., dramatic play, guided drama, pantomime, tableau, puppetry, story enactment, reader's theatre, musical theatre, developing and voicing characters using animation).

(ii) Identify the basic technical elements used in a drama/theatre work to create the most effective emotional impact and to convey meaning.

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

(i) Present a non-exhibitional drama/theatre work with a defined purpose or intent.

(3)Responding.

(A) Perceive and analyze dramatic work.

(i) Demonstrate audience skills of observing attentively, responding appropriately, and sharing personal responses about artistic choices made in classroom dramatizations and developmentally appropriate theatrical performances viewed.

(B) Interpret intent and meaning in dramatic work.

(i) Identify the similarities and differences shared about what was enacted, seen, heard, and felt in dramatic play, guided drama, and/or in developmentally appropriate theatrical performances viewed.

(C) Apply criteria to dramatic work.

(i) Decide as a classroom community what makes a successful performance by developing and applying criteria to evaluate a drama/ theatre work.

(ii) Investigate how technical elements (e.g., costumes, props, sets, sound effects, etc.) may support a theme or idea in a drama/ theatre work.

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

(4)Connecting.

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

(i) Use personal experiences and knowledge to make connections to community by reading, listening to, and performing stories from a variety of cultures 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) Identify and explain connections between drama/ theatre works and personal, societal, cultural, and historical context.

(ii) Identify and explain connections between the history and culture of others to Oklahoma history and culture, including the stories and storytelling contributions of the Oklahoma American Indian Tribes.

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

(i) Adapt grade-appropriate stories, texts, pictures, and real people or fictional characters as sources for guided drama, devised drama, and theatrical works.

(c)Music.

(1)Creating.

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

(i) Identify the elements of music, including:

(I) Beat/Meter (meter in 2/4, 3/4, and 4/4)

(II) Pitch (high/middle/low)

(III) Tempo (andante, presto, accelerando, and ritardando)

(IV) Dynamics (mezzo forte/mezzo piano)

(V) Melody (steps/skips/leaps and melodic contour)

(VI) Harmony (rhythmic and melodic ostinati, canons/rounds, major/minor, and partner songs)

(VII) Form (rondo and D.C. al fine)

(VIII) Tone Color (classroom percussion instruments, identify instrument families of the orchestra, as well as some individual instruments, and timbre of solo versus an ensemble)

(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 (dotted half note, whole note, and whole rest)

(II) Melodic (Pentatonic Scale)

(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 (C, D, F, or G-pentatone), and use appropriate tone and expression.

(iii) Perform 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.

(v) Sing two-part rounds, partner songs, and ostinatos.

(vi) Sing or play an instrument in an appropriate range with acceptable tone quality.

(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 with movement to basic features (dynamics, tempo, form, etc.) of familiar and unfamiliar songs.

(iv) Compare students' likes and dislikes of music of different styles while using appropriate terms to explain opinions.

(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) Discuss and explain an imaginative idea using elements of art and principles of design.

(ii) Demonstrate understanding of the importance of the elements of art in the development of artwork.

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

(i) Explore and invent a variety of art-making techniques and approaches.

(ii) Demonstrate an understanding of the safe and proficient use of materials, tools, and equipment in a manner preventing danger to oneself and others.

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

(i) Elaborate and revise artwork on the basis of insights gained through reflection and/or discussion.

(ii) The student will identify creative thinking in artmaking. Identify techniques artists use to portray emotion.

(2)Production.

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

(i) Investigate and discuss diverse resources in creating works of art using a variety of subject matter utilizing a concept or theme.

(ii) Individually or collaboratively create works that represent places or objects that are part of everyday life.

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

(i) Gain knowledge of available resources, tools, and technologies to investigate personal ideas through the art-making process.

(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, applying knowledge of art-related vocabulary, materials, techniques, skills, and tools/technology.

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

(i) Demonstrate thoughtfulness and care in the process of refining original artwork, determining when the work is complete.

(3)Cultural and Historical Perspectives.

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

(i) Compare and contrast works of art from various times, places, and cultures.

(ii) Explore ways that people have created artwork using available resources.

(4)Aesthetic Response and Critique Methodologies.

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

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

(ii) Reflect on choices made in personal works of art and/or artworks from various periods and cultures.

(iii) Explore potential art-related careers.

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

Okla. Admin. Code § 210:15-3-114.5

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