South Carolina Learning Standards for Visual and Performing Arts — Grade 1


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D1-1.1

Demonstrate, identify, and recall nonlocomotor movements (for example, bend, twist, stretch, swing).

D1-1.10

Refine technique through teacher correction.

D1-1.2

Demonstrate, identify, and recall locomotor movements (for example, walk, run, hop, jump).

D1-1.3

Recognize and explore the similarities and/or differences between two or more genres or forms of dance.

D1-1.4

Use his or her body to form shapes at low, middle, and high levels.

D1-1.5

Safely maintain personal space while moving.

D1-1.6

Start, change, and stop movement in response to a rhythm.

D1-1.7

Demonstrate kinesthetic awareness through exploration of whole body and body parts in isolation.

D1-1.8

Continue developing the ability to memorize and replicate brief movement sequences.

D1-1.9

Demonstrate and use correct dance vocabulary to describe the actions (for example, skip, gallop, swing, bend) and movement elements (for example, levels, direction) in a brief movement study.

D1-2.1

Use movement exploration to discover, compose, and perform solutions to movement problems based on a variety of stimuli (for example, sensory cues, ideas, moods).

D1-2.2

Create and repeat a simple sequence with a beginning, middle, and end; identify each part of the sequence (with or without rhythmic accompaniment).

D1-2.3

Identify and demonstrate patterns in choreographic structures.

D1-2.4

Work with a partner or in a small group during the choreographic process.

D1-2.5

Demonstrate the following partnering skills: copying, leading, following, and mirroring.

D1-2.6

Describe and evaluate the choreographic tools used in the dance works of his or her peers.

D1-2.7

Translate simple motif description/dance notation into movement.

D1-3.1

Identify and demonstrate the difference between dance and other forms of movement (for example, sports maneuvers, everyday gestures).

D1-3.2

Respond to dance using dance terminology (for example, movement vocabulary, descriptive language, dance notation, dance elements).

D1-3.3

Identify and respond to the accompaniment in a dance (for example, sound, music, spoken text).

D1-3.4

Explain the manner in which lighting, costuming, props, and other scenic elements are used in a dance.

D1-3.5

Explore dance movements that communicate feelings and ideas.

D1-4.1

Demonstrate multiple solutions to a simple movement problem (for example, creating rounded, twisted, stretched and/or bent shapes) on multiple levels and identify his or her favorite solution.

D1-4.2

Use correct dance and production terminology to describe the artistic and technical elements of various forms of dance.

D1-4.3

Demonstrate appropriate audience behavior while watching and responding to live or recorded dance performances.

D1-5.1

Perform two or more simple folk dances and/or social dances from different cultures.

D1-5.2

Identify the role of dance in different communities and cultures.

D1-5.3

Identify past and present notable figures in dance.

D1-5.4

Observe and/or perform selected movements from masterworks (with all copyright restrictions observed).

D1-6.1

Identify and demonstrate the ways that healthy practices enhance ones ability to dance.

D1-6.2

Identify the ways that dance promotes strength, health, physical safety, and reduced risk of injury.

D1-6.3

Demonstrate warm-up exercises that prepare the body for dancing.

D1-7.1

Identify similarities and differences among the arts.

D1-7.2

Respond to a dance by using another art form; explain the connections between the dance and his or her response to it (for example, use a painting to respond to a dance that he or she has seen).

D1-7.3

Use movement to explore a concept or idea from another discipline or everyday life (for example, the water cycle).

D1-7.4

Identify the similarities and differences between the choreographic process and the process of another discipline (for example, the writing process, scientific inquiry, the creative process across all of the arts).

D1-7.5

Identify and describe applications of technology and documentation in the field of dance (for example, technical production, dance notation, research, choreography, reconstruction of historical dance works).

D1-7.6

Identify various careers in dance

MA1-1.1

Identify the specific skills, knowledge, and abilities necessary for creating media artwork.

MA1-1.2

Use a variety of media technologies, techniques, and processes to communicate ideas.

MA1-1.3

Develop an understanding of and respect for the accepted procedures regarding the responsible care of media arts equipment and materials.

MA1-2.1

Develop a basic media arts vocabulary and identify elements of artistic design specific to individual media.

MA1-2.2

Construct basic designs to communicate his or her personal experiences through media artwork.

MA1-3.1

Identify the purpose and the intended audience for simple media texts.

MA1-3.2

Identify messages in simple media texts.

MA1-3.3

Express his or her thoughts and feelings about simple media texts

MA1-3.4

Describe ways that different audiences might respond to specific media texts.

MA1-3.5

Identify creative techniques used in a variety of media texts (for example, television, film, radio, Internet).

MA1-4.1

Identify uses of the media arts in everyday life.

MA1-4.2

Compare and contrast the media arts with other arts disciplines and other content areas.

MA1-5.1

View and describe a variety of media art forms.

MA1-5.2

View and discuss media artwork that portrays family and/or community.

MA1-5.3

Identify characteristics of the media arts that exist among diverse cultural and ethnic groups.

MA1-6.1

Explore human, cultural, and societal issues related to the media arts and the use of technology.

MA1-6.2

Practice legal and ethical behavior in the media arts and the use of technology.

MC1-1.1

Echo simple rhythmic and melodic patterns.

MC1-1.2

Sing songs in a developmentally appropriate range, match the pitch, and maintain a steady tempo.

MC1-1.3

Speak, chant, sing, and move to demonstrate awareness of beat, tempo, and dynamics.

MC1-1.4

Sing developmentally appropriate songs representing a variety of cultures.

MC1-1.5

Sing in groups, using good posture and matching dynamic levels.

MC1-1.6

Explore a variety of pitched and unpitched instruments as well as other sound sources, including body percussion.

MC1-2.1

Improvise songs and rhythm chants with words and syllables.

MC1-2.2

Differentiate between two or three rhythmic variations or melodic embellishments of phrases in familiar songs when presented aurally.

MC1-2.3

Use body percussion and classroom instruments to improvise simple rhythmic accompaniments.

MC1-2.4

Demonstrate creativity by composing and using symbols to represent music beats.

MC1-2.5

Demonstrate awareness of contrast and repetition in rhyme or song.

MC1-3.1

Use a system (for example, rhythm syllables, numbers) to read, write, and perform rhythm patterns including quarter notes, eighth notes, and quarter rests.

MC1-3.2

Use a system (for example, solfge syllables, numbers, note names) to read, write, and perform a melodic line in the pentatonic mode.

MC1-3.3

Identify basic symbols such as staff, bar lines, measures, double bar line, repeat sign, and dynamics.

MC1-3.4

Use icons and/or simple symbols to write musical ideas.

MC1-4.1

Identify examples of musical forms such as call and response and verse and refrain.

MC1-4.2

Use movement and personal vocabulary to describe music from diverse cultures.

MC1-4.3

Identify and describe basic musical elements such as pitch, tempo, and dynamics.

MC1-4.4

Identify the sources of a variety of sounds such as environmental, instrumental, and vocal (child, male, and female).

MC1-4.5

Use creative and choreographed movement in response to changes in beat, tempo, dynamics, and the lyrics.

MC1-4.6

Identify specific elements of musical works that evoke emotion and response.

MC1-4.7

Identify his or her preference for specific musical works and performances.

MC1-5.1

Sing a diverse repertoire of music from various cultures

MC1-5.2

Use personal vocabulary to describe voices, instruments, music notation, and stylistic differences in music of various genres from the diverse cultures of the world.

MC1-6.1

Integrate music and storytelling by creating sound stories and adding sound effects to stories and poems.

MC1-6.2

Integrate the subject matter of non-arts classes into the music class by singing songs that reinforce language arts and mathematics curricula.

MC1-6.3

Describe music careers in familiar settings.

MC1-6.4

Discuss the various tasks that musicians carry out in their jobs.

MC1-6.5

Discuss the fact that music supplies, repairs, and replacements cost money.

MC1-6.6

Explore career options in music and recognize which options are a source of personal income.

MC1-6.7

Sing songs and play games representative of daily real-life experiences.

MC1-6.8

Discuss ways that activities performed in music classes can be used in other daily activities.

MC1-6.9

Compare and contrast various places where music is performed and identify appropriate audience behaviors for those performances.

MG1-1.2

Speak, chant, sing, and move to demonstrate awareness of beat, tempo, and dynamics.

MG1-1.3

Sing from memory age-appropriate songs representing varied cultures of music.

MG1-1.4

Explore a variety of pitched and unpitched instruments and use other sound sources, including body percussion.

MG1-1.5

Echo short rhythmic and melodic patterns on classroom instruments and other sound sources (for example: technologies and found objects.)

MG1-1.6

Play simple melodies and accompaniments on pitched and unpitched instruments, demonstrating awareness of beat.

MG1-1.7

Play appropriate instruments to accompany songs and games representing various cultures.

MG1-1.8

Play instrumental parts and respond to cues of a conductor/leader when playing whole group or in instrument groups (for example: starting, stopping, groups taking turns, playing on the beat.)

MG1-1.9

Begin to play 2 or more complimentary rhythm patterns.

MG1-2.1

Improvise songs and rhythm chants with words and syllables.

MG1-2.2

Improvise instrumental accompaniments to stories and poems.

MG1-2.3

Improvise simple rhythmic accompaniments using body percussion and classroom instruments

MG1-2.4

Improvise simple instrumental phrases.

MG1-2.5

Demonstrate creativity by composing using symbols to represent music beats

MG1-2.6

Demonstrate creativity by composing using icons and original graphics, to represent musical sounds and ideas.

MG1-3.1

Read and perform rhythmic notation using traditional, nontraditional, and invented symbols to represent beat, divided beat, and rest (quarter note, eighth notes, and quarter rest).

MG1-3.2

Read and perform melodic notation in pentatonic mode, using traditional (for example: solfege syllables for sol, mi, la), nontraditional, or invented symbols to represent pitch.

MG1-3.3

Identify basic symbols (for example: staff, bar lines, measures, double bar line, repeat sign, dynamics).

MG1-3.4

Use icons and/or simple symbols for writing musical ideas.

MG1-4.1

Identify examples of musical forms (for example: echo, call/response, and verse/ refrain).

MG1-4.2

Use movement and personal vocabulary to describe music from diverse cultures.

MG1-4.3

Identify and describe basic musical elements (for example: pitch, tempo, and dynamics).

MG1-4.4

Identify the source of a variety of sounds (for example: environmental, instrumental, and vocal - child, male, and female).

MG1-4.5

Create and use body movement in response to changes in beat, tempo, dynamics, and text of music

MG1-4.6

Identify specific elements of musical works that evoke emotion and response.

MG1-4.7

Identify their personal preferences for specific musical works and performances.

MG1-4.8

Identify components of performances that they like or dislike and identify why.

MG1-5.1

Sing and play simple songs and music games from diverse cultures.

MG1-5.2

Use personal vocabulary to describe voices, instruments, music notation, and stylistic differences of music from varied genres and cultures.

MG1-5.3

Sing songs and play games representative of daily real-life experiences.

MG1-5.4

Compare and contrast various places where music is performed and identify appropriate audience behaviors.

MG1-6.1

Describe music careers in familiar settings.

MG1-6.2

Relate uses of music to everyday life, celebrations, and special events.

MG1-6.3

Integrate music and storytelling by creating sound stories and adding sound effects to stories and poems.

MG1-6.4

Integrate subject matter of non-arts classes into the music class by singing songs that reinforce language arts and math curricula.

MI1-1.1

Sing songs in a developmentally appropriate range, match the pitch, and echo short melodic and rhythmic patterns while maintaining a steady tempo.

MI1-1.2

Speak, chant, and sing expressively to demonstrate awareness of beat, tempo, and dynamics.

MI1-1.3

Sing in groups and respond to the cues of a conductor.

MI1-1.4

Play pitched and unpitched instruments while maintaining good posture and playing position and demonstrating good breath support or good bow or stick control.

MI1-1.5

Play simple melodies by ear on a range of classroom instruments.

MI1-1.6

Demonstrate the characteristic tone quality of the particular instrument while playing with accurate notes, rhythms, and intonation and maintaining a steady tempo.

MI1-1.7

Perform a variety of music alone and in groups.

MI1-1.8

Play on an instrument beginning-level music by ear when given short melodic phrases or familiar tunes.

MI1-2.1

Play and embellish simple rhythmic and melodic patterns by ear.

MI1-2.2

Improvise simple harmonic patterns and rhythmic accompaniments.

MI1-2.3

Compose short rhythmic and tonal patterns using symbols to represent notes or beats.

MI1-2.4

Arrange simple rhythmic and tonal patterns for his or her instrument.

MI1-3.1

Read and notate quarter and eighth notes and corresponding rests in duple meter.

MI1-3.2

Use a system (for example, syllables, numbers, note names) to read and notate simple pitch in the clef appropriate for his or her instrument.

MI1-3.3

Recognize and notate traditional and nontraditional symbols.

MI1-4.1

Identify simple music forms (for example, call and response, verse and refrain, AB, ABA) that are presented aurally.

MI1-4.2

Listen and respond to basic elements of music representing diverse genres and cultures.

MI1-4.3

Use appropriate terminology to identify and describe music forms, notation, instruments, and performances.

MI1-4.4

Respond to the music performances of others by using personal vocabulary and the criteria provided by the teacher.

MI1-4.5

Evaluate his or her own music performances by using appropriate terminology and the criteria provided by the teacher.

MI1-4.6

Identify and explain his or her music preferences.

MI1-5.1

Respond to music from different cultures and historical periods.

MI1-5.2

Respond to music of different styles and genres.

MI1-6.1

Recognize common music terms found in other arts disciplines (for example, tone, rhythm, volume, form).

MI1-6.2

Recognize common music terms found in non-arts disciplines (for example, genre, program, dynamics, pitch).

MI1-6.3

Identify music careers and the skills that these careers require.

MI1-6.4

Identify the different work that is involved in various types of musical performances.

MI1-6.5

Identify where and when we hear music.