South Carolina Learning Standards for Visual and Performing Arts — Grade 3


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D3-1.1

Demonstrate a developing sense of strength, range of motion, agility. and coordination in locomotor and nonlocomotor movements.

D3-1.2

Identify and demonstrate basic dance steps, positions, and patterns in two or more genres or forms of dance.

D3-1.3

Explore transitions between shapes formed on low, middle, and high levels.

D3-1.4

Safely maintain personal space while moving.

D3-1.5

Identify and demonstrate a range of movement qualities (for example, sharp, smooth, swinging, shaking, loose).

D3-1.6

Develop and demonstrate increasing kinesthetic awareness, concentration, focus, and projection when performing movement skills.

D3-1.7

Demonstrate accurate memorization and replication of brief movement sequences.

D3-1.8

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.

D3-1.9

Continue to refine technique through teacher correction and selfevaluation.

D3-2.1

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

D3-2.2

Create a dance sequence, repeat it, and then vary it by making changes in the time, space, and/or force/energy.

D3-2.3

Identify and demonstrate the structures or forms of AB, ABA, canon, call and response, and narrative.

D3-2.4

Explore and demonstrate the principles of contrast and transition.

D3-2.5

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

D3-2.6

Demonstrate the following partnering skills: creating contrasting and complementary shapes and receiving and supporting small amounts of weight.

D3-2.7

Analyze and describe the choreographic tools used in major dance works and in those of his or her peers.

D3-2.8

Use motif description/dance notation to create and record brief dance phrases.

D3-3.1

Identify and demonstrate the difference between literal and abstract gestures.

D3-3.2

Respond to and interpret dance using dance terminology (for example, movement vocabulary, descriptive language, dance notation, dance elements

D3-3.3

Respond to the accompaniment in a dance and identify the mood it creates (for example, sound, music, spoken text).

D3-3.4

Explain the manner in which lighting, costuming, props, and other scenic elements can contribute to the meaning of a dance.

D3-3.5

Explore and perform dances and create brief movement sequences that communicate feelings and ideas.

D3-4.1

Demonstrate multiple solutions to a complex movement problem (for example, moving through space in a curved pathway while changing levels) and identify the most interesting solutions.

D3-4.2

Compare and contrast two very different dance compositions in terms of space (for example, shape, pathways), time (for example, rhythm, tempo), and/or force/energy/movement qualities (for example, weight, flow).

D3-4.3

Identify and describe aesthetic criteria within dances (for example, skill of the performers, originality of the choreography, intent of the choreographer).

D3-4.4

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

D3-5.1

Perform two or more simple folk dances, social dances, classical dances, and/or theatrical dances from a variety of cultures and identify and describe the similarities and differences among them.

D3-5.2

Compare and contrast the cultural and historical context of dance in different communities and cultures.

D3-5.3

Compare and contrast the works of past and present notable figures in dance.

D3-5.4

Observe and/or perform brief movement sequences from masterworks (with all copyright restrictions observed).

D3-6.1

Recognize the ways that healthy practices enhance one's ability to dance, demonstrating respect for his or her own physical well-being and that of others

D3-6.2

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

D3-6.3

Demonstrate warm-up exercises and explain the ways that warming up prepares the body for dancing.

D3-7.1

Identify and describe similarities and differences among the arts.

D3-7.2

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).

D3-7.3

Explore movement and create a brief movement phrase based on a concept or idea from another discipline or everyday life (for example, the water cycle).

D3-7.4

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).

D3-7.5

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).

D3-7.6

Identify various careers in dance.

MA3-1.1

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

MA3-1.2

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

MA3-1.3

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

MA3-1.4

Utilize information literacy skills to make informed decisions about his or her use of digital tools and resources.

MA3-1.5

Develop self-led and peer-led instruction and assessment skills in the creation of media artwork.

MA3-2.1

Use media arts vocabulary to identify elements of artistic design specific to individual media.

MA3-2.2

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

MA3-2.3

Describe processes used in the creation of media artwork and identify the products that are the result of those processes.

MA3-3.1

Identify the purpose and intended audience for a variety of media texts.

MA3-3.2

Identify overt and implied messages in simple media texts.

MA3-3.3

Express his or her opinions about ideas presented in media texts.

MA3-3.4

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

MA3-3.5

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

MA3-4.1

Describe ways that the media arts relate to everyday life and to activities in the world at large.

MA3-4.2

Describe the relationship between the media arts and other arts disciplines and other content areas.

MA3-4.3

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

MA3-5.1

Describe ways that media artwork from past and present culture has influenced human knowledge and experience

MA3-5.2

View and discuss media artwork that portrays the people and cultures of South Carolina.

MA3-5.3

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

MA3-6.1

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

MA3-6.2

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

MC3-1.1

Echo simple rhythmic and melodic patterns.

MC3-1.2

Sing independently and in groups with accurate intonation and in rhythm while maintaining a steady tempo.

MC3-1.3

Sing expressively in groups, matching dynamic levels and responding to the cues of a conductor.

MC3-1.4

Sing a varied repertoire of music including partner songs, ostinati, and rounds with accompaniment, showing discomfort when harmonies do not fit and satisfaction when correct harmonies are played.

MC3-1.5

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

MC3-1.6

Play pitched and unpitched instruments in rhythm while maintaining a steady tempo.

MC3-2.1

Improvise responses (answers) to given rhythmic patterns (questions).

MC3-2.2

Improvise rhythmic or melodic endings to familiar songs.

MC3-2.3

Use classroom instruments and available electronic devices to improvise simple rhythmic accompaniments.

MC3-2.4

Demonstrate creativity by arranging musical patterns using traditional and nontraditional sound sources and music notation software (for example, Groovy Music, Acoustica Mixcraft).

MC3-2.5

Compose and arrange short sections using the expressive elements of music (rhythm, tempo, melody, harmony, texture, timbre, articulation, and dynamics).

MC3-2.6

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

MC3-3.1

Use a system (for example, rhythm syllables, numbers) to read, write, and perform rhythmic notation incorporating whole, half, quarter, and eighth notes and corresponding rests.

MC3-3.2

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

MC3-3.3

Identify basic music symbols including treble clef, bar line, measures, double bar line, repeat sign, meter signatures, and dynamics.

MC3-3.4

Use available technology to write notation with standard symbols for created and dictated measures for rhythm and pitch.

MC3-4.1

Identify examples of musical form such as canon, call and response, verse and refrain, theme and variation, AB, and ABA.

MC3-4.2

Use movement and music vocabulary to describe culturally diverse music, including that of South Carolina

MC3-4.3

Use musical terminology to identify and describe pitch, notation, meter, tempo, and dynamics.

MC3-4.4

Identify and describe the sources of a variety of sounds including environmental, electronic, vocal, and instrumental.

MC3-4.5

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

MC3-4.6

List criteria for evaluating performances on the basis of music concepts.

MC3-4.7

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

MC3-5.1

Sing and listen to examples of music from various historical periods and world cultures, including music representative of South Carolina.

MC3-5.2

Use music vocabulary to describe stylistic differences in music of various genres from the diverse cultures of the world.

MC3-6.1

Integrate music into creative writing, dance, theatre, and the visual arts.

MC3-6.2

Use music vocabulary to identify common terms and explain concepts relating to the science of sound, the human voice, and the musical instruments of the world.

MC3-6.3

Describe the roles, careers, and income of musicians in South Carolina and in diverse cultures of the world.

MC3-6.4

Discuss a variety of musical careers.

MC3-6.5

Discuss the cost of the instruction, repertoire, instruments, materials, and supplies used in the chorus classroom.

MC3-6.6

Identify ways that the different arts businesses, schools, theatres, museums, and institutions make money.

MC3-6.7

Identify the uses of music in contemporary daily experiences in South Carolina as well as those in the states past.

MC3-6.8

Discuss and compare ways that the skills and activities that are typical of music classes can be used in other classes in the school.

MC3-6.9

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

MG3-1.1

Sing independently, on pitch and in rhythm, while maintaining a steady tempo.

MG3-1.2

Sing expressively in groups, matching dynamic levels, and responding to the cues of a conductor.

MG3-1.3

Sing a varied repertoire of music including partner songs, ostinati, and rounds.

MG3-1.4

Play pitched and unpitched instruments in rhythm while maintaining a steady tempo.

MG3-1.5

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

MG3-1.6

Play rhythmic, melodic, and chordal patterns on instruments.

MG3-1.7

Play a varied repertoire of music representing diverse genres and cultures including the music of South Carolina.

MG3-1.8

Play instrumental parts and respond to the cues of a conductor when playing in ensembles.

MG3-1.9

Play complimentary instrumental parts while others sing.

MG3-2.1

Improvise responses (answers) to given rhythmic patterns (questions)

MG3-2.2

Improvise simple rhythmic ostinati patterns and accompaniments.

MG3-2.3

Improvise simple rhythmic accompaniments on classroom instruments and technologies.

MG3-2.4

Improvise short songs and short instrumental pieces.

MG3-2.5

Demonstrate creativity by arranging musical patterns using traditional, non-traditional and technological notation (Groovy Music, andAcoustica Mixcraftin addition to previous examples).

MG3-2.6

Demonstrate creativity by arranging music to accompany readings and dramatizations, including literature referencing the history and culture of South Carolina.

MG3-2.7

Compose and arrange short sections using the expressive elements of music.

MG3-3.1

Read, write, and perform rhythmic notation incorporating whole, half, quarter, eighth notes, and corresponding rests.

MG3-3.2

Read and write short melodic lines in pentatonic (solfege syllables do, re, mi, sol, la) and major tonalities.

MG3-3.3

Identify basic music symbols including treble clef, bar line, measures, double bar line, repeat sign, meter signatures, and dynamics.

MG3-3.4

Begin to write notation using standard symbols for created and dictated measures for rhythm and pitch using available technology.

MG3-4.1

Identify examples of musical forms (for example: canon, call/response, phase, verse/ refrain, theme and variation, AB, and ABA).

MG3-4.2

Use movement and musical vocabulary to describe culturally diverse

MG3-4.3

Use musical terminology to identify and describe pitch, notation, meter, tempo, and dynamics.

MG3-4.4

Identify and describe the sources of a variety of sounds including environmental, electronic, vocal, and the sounds of instrumental families.

MG3-4.5

Create and use body movement in response to prominent musiccharacteristics while listening.

MG3-4.6

List criteria for evaluating performances based upon musical concepts.

MG3-4.7

Identify personal preferences for specific musical works and performances.

MG3-4.8

Describe his/her own musical performances and those of others.

MG3-5.1

Listen to examples of music from various historical periods and world cultures, including music representative of South Carolina

MG3-5.2

Use musical vocabulary to describe stylistic differences of music from varied genres and diverse cultures.

MG3-5.3

Identify current uses of music in daily experiences and throughout the history of South Carolina.

MG3-5.4

Compare and contrast audience behaviors (for example: those appropriate for sports, worship, indoor/outdoor concerts, school/community concerts, and events).

MG3-6.1

Describe the roles, careers and income of musicians in South Carolina and world cultures.

MG3-6.2

Identify the role of music in South Carolina traditions and rituals.

MG3-6.3

Integrate music into creative writing, dance, theatre, and visual arts.

MG3-6.4

Identify common terms and explain concepts relating to the science of sound by using music vocabulary and musical instruments.

MI3-1.1

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

MI3-1.2

Sing expressively with appropriate dynamics, phrasing, and interpretation.

MI3-1.3

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

MI3-1.4

Perform on an instrument while maintaining good posture and playing position and demonstrating good breath support or good bow or stick control.

MI3-1.5

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

MI3-1.6

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

MI3-1.7

Perform a variety of music on instruments, alone and in groups, and respond to the cues of a conductor.

MI3-1.8

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

MI3-2.1

Play and embellish simple rhythmic and melodic patterns by ear.

MI3-2.2

Improvise simple harmonic patterns and rhythmic accompaniments.

MI3-2.3

Compose short musical ideas using appropriate musical notation.

MI3-2.4

Arrange short musical ideas for his or her instrument.

MI3-3.1

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

MI3-3.2

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

MI3-3.3

Notate and respond to symbols and terms of musical expression referring to dynamics, tempo, and articulation.

MI3-4.1

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

MI3-4.2

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

MI3-4.3

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

MI3-4.4

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

MI3-4.5

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

MI3-4.6

Use appropriate terminology to explain his or her music preferences.

MI3-5.1

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

MI3-5.2

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

MI3-6.1

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

MI3-6.2

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

MI3-6.3

Identify various musicians and describe their musical careers and skills.

MI3-6.4

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

MI3-6.5

Identify where and when we hear music and describe ways that music enhances everyday experiences.