South Carolina Learning Standards for Visual and Performing Arts — Grade 4


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D4-1.1

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

D4-1.2

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

D4-1.3

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

D4-1.4

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

D4-1.5

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

D4-1.6

Demonstrate accurate memorization and replication of brief movement sequences.

D4-1.7

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.

D4-1.8

Continue to refine technique through teacher correction and selfevaluation.

D4-2.1

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

D4-2.2

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

D4-2.3

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

D4-2.4

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

D4-2.5

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

D4-2.6

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

D4-2.7

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

D4-2.8

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

D4-3.1

Identify and demonstrate the difference between literal and abstract gestures.

D4-3.2

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

D4-3.3

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

D4-3.4

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

D4-3.5

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

D4-4.1

Create and demonstrate multiple solutions to several complex movement problems (for example, moving through space in a curving pathway while changing levels) and identify the most interesting solutions.

D4-4.2

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).

D4-4.3

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

D4-4.4

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

D4-5.1

Perform three 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.

D4-5.2

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

D4-5.3

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

D4-5.4

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

D4-6.1

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

D4-6.2

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

D4-6.3

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

D4-7.1

Identify and describe the similarities and differences among the arts.

D4-7.2

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).

D4-7.3

Explore movement and create a brief movement phrase that demonstrates an understanding of a concept or idea from another discipline or everyday life (for example, symmetry, asymmetry).

D4-7.4

Identify and describe 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).

D4-7.5

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).

D4-7.6

Identify and describe the responsibilities associated with various careers in dance.

MA4-1.1

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

MA4-1.2

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

MA4-1.3

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

MA4-1.4

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

MA4-1.5

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

MA4-2.1

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

MA4-2.2

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

MA4-2.3

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

MA4-3.1

Describe the purpose and identify the intended audience for a variety of media texts

MA4-3.2

Draw inferences and construct meaning by identifying overt and implied messages in media texts.

MA4-3.3

Express opinions about ideas, issues, and/or experiences presented in media texts.

MA4-3.4

Explain why different audiences might respond differently to specific media texts.

MA4-3.5

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

MA4-4.1

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

MA4-4.2

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

MA4-4.3

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

MA4-5.1

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

MA4-5.2

View and discuss media artwork that portrays the people and cultures of the United States.

MA4-5.3

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

MA4-6.1

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

MA4-6.2

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

MC4-1.1

Echo simple rhythmic and melodic patterns.

MC4-1.2

Sing independently and in groups with accurate intonation and in rhythm, using appropriate timbre, diction, and good posture while maintaining a steady tempo.

MC4-1.3

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

MC4-1.4

Sing, alone and with others, a varied repertoire of music including partner songs, descants, ostinati, and rounds.

MC4-1.5

Sing in groups, using good posture, matching dynamic levels, changing tempos, sustaining held notes, attacking and releasing the sounds together, and responding to the cues of a conductor.

MC4-1.6

Play pitched and unpitched instruments, alone and in ensembles, in rhythm with good posture and dynamics while maintaining a steady tempo.

MC4-2.1

Improvise short rhythmic and melodic question-and-answer patterns.

MC4-2.2

Improvise simple rhythmic variations and intentional melodic embellishments to familiar songs.

MC4-2.3

Improvise simple rhythmic variations.

MC4-2.4

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

MC4-2.5

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

MC4-2.6

Work in a large group to arrange and perform accompaniments for one or two songs from repertoire employing a variety of formal structures such as AB, ABA, and rondo.

MC4-3.1

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

MC4-3.2

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

MC4-3.3

Identify and locate on the score the symbols and terminology for dynamics (including pp, mp, p, mf, and f), tempo (including allegro, largo, andante, accelerando, and ritardando), articulation (including staccato and legato).

MC4-3.4

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

MC4-4.1

Identify examples of musical forms such as motive, four-bar phrase, canon, rondo, and theme and variation.

MC4-4.2

Demonstrate his or her perceptual skills by moving to music that represents a diversity of styles and by answering questions about that music.

MC4-4.3

Use musical terminology to describe musical elements such as pitch, notation, meter, chords, tonality (major, minor, and pentatonic), voices, instruments, and performances.

MC4-4.4

Identify, describe, and classify by sight and sound a variety of instruments and instrumental families such as orchestra, band, multicultural, and electronic.

MC4-4.5

Demonstrate creative movement and emotional response while listening to music.

MC4-4.6

Devise criteria for evaluating performances and compositions on the basis of music concepts.

MC4-4.7

Explain his or her preferences for specific musical works and performances.

MC4-5.1

Sing and listen to examples of music from various historical periods and world cultures.

MC4-5.2

Describe ways that elements of music are used in music of various genres from the diverse cultures of the world.

MC4-6.1

Integrate music into creative writing, storytelling, poetry, visual arts, and other disciplines.

MC4-6.2

Identify connections between mathematics and the rhythmic ideas in music.

MC4-6.3

Compare and contrast the roles, careers, and income of musicians in various settings and world cultures.

MC4-6.4

Discuss a variety of musical careers, including the level of education and the skill set that people in those careers need in order to do their work.

MC4-6.5

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

MC4-6.6

Discuss ways that economic conditions affect the arts businesses, schools, theatres, museums, and institutions in his or her community.

MC4-6.7

Identify uses of music in daily experiences and describe the characteristics that make the music suitable for the particular use.

MC4-6.8

Discuss and compare ways that skills and activities performed in music classes can be used in careers outside of music.

MC4-6.9

Discuss and demonstrate appropriate audience behaviors for a variety of events such as indoor/outdoor concerts and school/community events.

MG4-1.1

Sing independently, on pitch and in rhythm, using appropriate timbre, diction, and posture while maintaining a steady tempo.

MG4-1.2

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

MG4-1.3

Sing, alone and with others, a varied repertoire of music including partner songs, descants, ostinati, and rounds.

MG4-1.4

Play pitched and unpitched instruments, alone and in ensembles, in rhythm with appropriate posture, and dynamics, while maintaining a steady tempo.

MG4-1.5

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

MG4-1.6

Play rhythmic, melodic, and chordal patterns accurately.

MG4-1.7

Play expressively a varied repertoire of music representing diverse genres and cultures.

MG4-1.8

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

MG4-1.9

Play complimentary and contrasting instrumental parts while others sing.

MG4-2.1

Improvise short rhythmic and melodic question and answer patterns.

MG4-2.2

Improvise simple rhythmic and melodic ostinati patterns and accompaniments.

MG4-2.3

Improvise simple rhythmic variations.

MG4-2.4

Improvise short instrumental pieces using a variety of sound sources.

MG4-2.5

Demonstrate creativity by composing and arranging musical patterns using traditional, non-traditional, and technological notation. (see previous grade level examples).

MG4-2.6

Demonstrate creativity by arranging music to accompany readings and dramatizations.

MG4-2.7

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

MG4-3.1

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

MG4-3.2

Use a system (syllable, numbers, or note names) to read melodic notation and write 8-measure melodic lines in pentatonic and major tonalities.

MG4-3.3

Identify symbols and terminology for dynamics (pp, mp, p, mf, f, ff), tempo (basic Italian terminology), and articulation (staccato, legato).

MG4-3.4

Write notation using standard symbols for created and dictated measures for meter, rhythm, and pitch using available technology.

MG4-4.1

Identify examples of musical forms (for example: motive, 4-bar phrase, canon, rondo, theme, and variation).

MG4-4.2

Demonstrate perceptual skills by moving to and answering questions about music representing diverse styles.

MG4-4.3

Use musical terminology to describe musical elements (for example: pitch, notation, meter, chords, voices, instruments, performances, and tonality - major, minor, and pentatonic).

MG4-4.4

Identify, describe and classify, by sight and sound, a variety of instruments and instrumental families (for example: orchestra, band, multicultural, and electronic).

MG4-4.5

Demonstrate creative movement and emotional response to prominent music characteristics while listening.

MG4-4.6

Devise criteria for evaluating performances and compositions based upon musical concepts.

MG4-4.7

Explain personal preferences for specific musical works and performances.

MG4-4.8

Describe his/her own performances and those of others and offer constructive suggestions for improvement.

MG4-5.1

Listen to examples of music from various historical periods and world cultures and, from a list, identify the pieces by genre or style.

MG4-5.2

Begin to describe how elements of music are used in music examples from various genres and diverse cultures.

MG4-5.3

Identify uses of music in daily experiences and describe the characteristics that make music suitable for each use.

MG4-5.4

Discuss and demonstrate audience behaviors for a variety of events school and community events).

MG4-6.1

Compare and contrast the roles, careers, and income of musicians in various settings and world cultures.

MG4-6.2

Identify the role of music in everyday life, celebrations, and special events.

MG4-6.3

Integrate music into creative writing, storytelling, poetry, visual arts, and other disciplines.

MG4-6.4

Identify connections between math and the rhythmic ideas in music.

MI4-1.1

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

MI4-1.2

Sing expressively with appropriate dynamics, phrasing, and interpretation

MI4-1.3

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

MI4-1.4

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

MI4-1.5

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

MI4-1.6

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

MI4-1.7

Perform alone and in groups and respond to the cues of a conductor.

MI4-1.8

Perform a variety of music representing diverse cultures, genres, and styles.

MI4-1.9

Perform scales and music literature at level of difficulty comparable to that prescribed by the first-year method book.

MI4-2.1

Play and embellish rhythmic and melodic patterns within a given meter and tonality.

MI4-2.2

Improvise simple harmonic patterns within a given meter and tonality.

MI4-2.3

Compose short musical ideas using appropriate musical notation.

MI4-2.4

Arrange short musical ideas for his or her instrument.

MI4-3.1

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

MI4-3.2

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

MI4-3.3

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

MI4-4.1

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

MI4-4.2

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

MI4-4.3

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

MI4-4.4

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

MI4-4.5

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

MI4-4.6

Use appropriate terminology to explain his or her music preferences.

MI4-5.1

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

MI4-5.2

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

MI4-6.1

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

MI4-6.2

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

MI4-6.3

Identify by name various musicians and describe their musical careers and skills.

MI4-6.4

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

MI4-6.5

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