South Carolina Learning Standards for Visual and Performing Arts — Grade 2


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D2-1.1

Demonstrate, identify, and recall nonlocomotor movements (for example, swing, sway, push, pull, shake, kick, rise, fall).

D2-1.10

Refine technique through teacher correction.

D2-1.2

Demonstrate, identify, and recall locomotor movements (for example, roll, gallop, skip, leap, slither, march, slide).

D2-1.3

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

D2-1.4

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

D2-1.5

Safely maintain personal space while moving.

D2-1.6

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

D2-1.7

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

D2-1.8

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

D2-1.9

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.

D2-2.1

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

D2-2.2

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

D2-2.3

Identify and demonstrate patterns in choreographic structures.

D2-2.4

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

D2-2.5

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

D2-2.6

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

D2-2.7

Translate simple motif description/dance notation into movement.

D2-3.1

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

D2-3.2

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

D2-3.3

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

D2-3.4

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

D2-3.5

Explore dance movements that communicate feelings and ideas.

D2-4.1

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

D2-4.2

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

D2-4.3

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

D2-5.1

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

D2-5.2

Identify the role of dance in different communities and cultures

D2-5.3

Identify past and present notable figures in dance

D2-5.4

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

D2-6.1

Identify and demonstrate the manner in which healthy practices enhance ones ability to dance.

D2-6.2

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

D2-6.3

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

D2-7.1

Identify similarities and differences among the arts.

D2-7.2

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).

D2-7.3

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

D2-7.4

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

D2-7.5

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).

D2-7.6

Identify various careers in dance.

MA2-1.1

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

MA2-1.2

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

MA2-1.3

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

MA2-2.1

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

MA2-2.2

Design and create media artwork that communicates his or her personal experiences.

MA2-3.1

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

MA2-3.2

Identify messages in simple media texts.

MA2-3.3

Express his or her thoughts and feelings about simple media texts.

MA2-3.4

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

MA2-3.5

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

MA2-4.1

Identify uses of the media arts in everyday life.

MA2-4.2

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

MA2-4.3

Explore the financial aspects of media arts productions, including budget responsibility and career opportunities.

MA2-5.1

View and describe a variety of media art forms.

MA2-5.2

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

MA2-5.3

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

MA2-6.1

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

MA2-6.2

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

MC2-1.1

Echo simple rhythmic and melodic patterns.

MC2-1.2

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

MC2-1.3

Speak, chant, and sing using expressive voices and move to demonstrate awareness of beat, tempo, dynamics, and melodic direction.

MC2-1.4

Sing developmentally appropriate songs representing a variety of cultures and styles.

MC2-1.5

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

MC2-1.6

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

MC2-2.1

Improvise songs and rhythm chants with words and syllables to accompany play activities.

MC2-2.2

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

MC2-2.3

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

MC2-2.4

Demonstrate creativity by composing and using icons, invented symbols, and available technology (for example, MiDisaurus and Music Ace software).

MC2-2.5

Arrange and perform music with contrasting and repeating form, working in a large group and using traditional and nontraditional sound sources.

MC2-3.1

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

MC2-3.2

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

MC2-3.3

Identify basic music symbols including treble clef, staff, bar line, measures, double bar line, repeat sign, meter signatures, and dynamics (including piano and forte).

MC2-3.4

Use available materials (for example, white boards, staff boards, teacher-made or electronic devices) to write simple notation with standard symbols for created measures of rhythm and pitch.

MC2-4.1

Identify examples of musical forms including call and response, verse and refrain, AB, and ABA.

MC2-4.2

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

MC2-4.3

Identify and describe basic elements of music, including pitch, notation, tempo, and dynamics.

MC2-4.4

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

MC2-4.5

Use creative and choreographed movement in response to pitch, dynamics, tempo, and style of music.

MC2-4.6

Use specific criteria to evaluate the quality and effectiveness of his or her own performances and compositions as well as those of others, offering them constructive suggestions for improvement.

MC2-4.7

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

MC2-5.1

Sing a diverse repertoire of music from various cultures.

MC2-5.2

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

MC2-6.1

Integrate music into his or her storytelling and poetry.

MC2-6.2

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

MC2-6.3

Compare and contrast a variety of music careers in familiar settings.

MC2-6.4

Discuss a variety of musical careers.

MC2-6.5

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

MC2-6.6

Discuss the different arts businesses, schools, theatres, museums, and institutions in his or her community.

MC2-6.7

Identify uses of music in daily real-life experiences.

MC2-6.8

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

MC2-6.9

Compare and contrast appropriate audience behaviors such as those for sports, worship, indoor/outdoor concerts, and school/community events.

MG2-1.1

Sing songs in a developmentally appropriate range using head tones, match pitch, echo short melodic patterns, and maintain a steady beat.

MG2-1.2

Speak, chant, and sing using expressive voices and move to demonstrate awareness of beat, tempo, dynamics, and melodic direction.

MG2-1.3

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

MG2-1.4

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

MG2-1.5

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

MG2-1.6

Play simple melodies and accompaniments on pitched and unpitched instruments, demonstrating awareness of beat, tempo, dynamics, and melodic direction.

MG2-1.7

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

MG2-1.8

Play instrumental parts and begin to respond to the cues of a conductor when playing in ensemble groups (for example: starting, stopping, playing on the beat, louder, softer).

MG2-1.9

Play two or more complimentary rhythm patterns.

MG2-2.1

Improvise songs and rhythm chants with words and syllables to accompany play activities.

MG2-2.2

Improvise instrumental accompaniments to songs, recorded selections, stories, and poems.

MG2-2.3

Improvise simple rhythmic accompaniments using body percussion and classroom instruments.

MG2-2.4

Begin to improvise simple songs and instrumental pieces.

MG2-2.5

Demonstrate creativity by composing using icons, invented symbols, and available technology (for example: Midisaurus, Music Ace).

MG2-2.6

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

MG2-3.1

Read, write, and perform rhythmic notation using traditional, nontraditional, and invented symbols to represent beat, divided beat, and rest.

MG2-3.2

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

MG2-3.3

Identify basic music symbols including treble clef, staff, bar lines, measures, double bar line, repeat sign, meter signatures, and dynamics (piano and forte).

MG2-3.4

Begin to write simple notation using standard symbols for created measures of rhythm and pitch using available materials (for example: white boards, staff boards, teacher-made or technologies).

MG2-4.1

Identify examples of musical forms including echo, call/response, verse/refrain, AB, and ABA.

MG2-4.2

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

MG2-4.3

Identify and describe basic elements in music, including pitch, notation, tempo, and dynamics.

MG2-4.4

Identify and describe the sources of a variety of sounds, including environmental, vocal (child, male, and female) and the sounds of common instruments.

MG2-4.5

Create and use body movement in response to pitch, dynamics, tempo, and style of music.

MG2-4.6

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

MG2-4.7

Identify personal preferences for specific musical works and performances.

MG2-4.8

Describe his/her own musical performances.

MG2-5.1

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

MG2-5.2

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

MG2-5.3

Begin to identify uses of music in daily real-life experiences.

MG2-5.4

Begin to compare and contrast audience behaviors in various settings (for example: those appropriate for sports, worship, indoor/outdoor concerts, school/community concerts, and events).

MG2-6.1

Compare and contrast a variety of music careers in familiar settings.

MG2-6.2

Identify music as a part of everyday life.

MG2-6.3

Integrate music into storytelling and poetry.

MG2-6.4

Identify connections between reading music and reading written texts.

MI2-1.1

Sing the correct rhythms on pitch using neutral syllables or solfge while maintaining a steady tempo and meter.

MI2-1.2

Sing expressively with appropriate dynamics and phrasing.

MI2-1.3

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

MI2-1.4

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

MI2-1.5

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

MI2-1.6

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

MI2-1.7

Perform on instruments a variety of music alone and in groups.

MI2-1.8

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

MI2-2.1

Play and embellish simple rhythmic and melodic patterns by ear.

MI2-2.2

Improvise simple harmonic patterns and rhythmic accompaniments.

MI2-2.3

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

MI2-2.4

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

MI2-3.1

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

MI2-3.2

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

MI2-3.3

Recognize and notate traditional and nontraditional musical symbols.

MI2-4.1

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

MI2-4.2

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

MI2-4.3

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

MI2-4.4

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

MI2-4.5

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

MI2-4.6

Use appropriate terminology to explain his or her music preferences.

MI2-5.1

Use personal and music vocabulary to respond to music from different cultures and historical periods.

MI2-5.2

Use personal and music vocabulary to respond to music of different styles and genres.

MI2-6.1

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

MI2-6.2

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

MI2-6.3

Identify music careers and the skills that these careers require.

MI2-6.4

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

MI2-6.5

Identify where and when we hear music.