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


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DK-1.1

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

DK-1.10

Refine technique through teacher correction.

DK-1.2

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

DK-1.3

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

DK-1.4

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

DK-1.5

Safely maintain personal space while moving

DK-1.6

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

DK-1.7

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

DK-1.8

Develop the ability to memorize and replicate brief movement sequences.

DK-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.

DK-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).

DK-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).

DK-2.3

Identify and demonstrate patterns in choreographic structures.

DK-2.4

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

DK-2.5

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

DK-2.6

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

DK-2.7

Translate simple motif description/dance notation into movement

DK-3.1

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

DK-3.2

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

DK-3.3

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

DK-3.4

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

DK-3.5

Explore dance movements that communicate feelings and ideas

DK-4.1

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

DK-4.2

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

DK-5.1

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

DK-5.2

Identify the role of dance in different communities and cultures.

DK-5.3

Identify past and present notable figures in dance.

DK-5.4

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

DK-6.1

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

DK-6.2

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

DK-6.3

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

DK-7.1

Identify similarities and differences among the arts.

DK-7.2

Respond to a dance by using another art form (for example, drawing, painting, singing).

DK-7.3

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

DK-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).

DK-7.5

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

DK-7.6

Identify various careers in dance.

K-5.1

Respond to music from different cultures and historical periods.

K-5.2

Respond to music of different styles and genres.

MAK-1.1

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

MAK-1.2

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

MAK-1.3

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

MAK-2.1

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

MAK-2.2

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

MAK-3.1

Identify the creator and the purpose for simple media texts.

MAK-3.2

Identify messages in simple media texts.

MAK-3.3

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

MAK-3.4

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

MAK-3.5

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

MAK-4.1

Identify uses of the media arts in everyday life.

MAK-4.2

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

MAK-5.1

View and describe a variety of media art forms.

MAK-5.2

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

MAK-5.3

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

MAK-6.1

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

MAK-6.2

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

MCK-1.1

Echo simple rhythmic and melodic patterns.

MCK-1.2

Sing songs in a developmentally appropriate range and match the pitch.

MCK-1.3

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

MCK-1.4

Sing a varied repertoire of developmentally appropriate songs in unison.

MCK-1.5

Experiment with a variety of vocal sounds including singing, speaking, shouting, and whispering.

MCK-1.6

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

MCK-2.1

Improvise rhythm chants with words and syllables.

MCK-2.2

Speak short rhythmic variations on phrases in familiar songs.

MCK-2.3

Use body percussion to improvise simple rhythmic accompaniments.

MCK-2.4

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

MCK-2.5

Demonstrate awareness of aural and visual examples of same and different.

MCK-3.1

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

MCK-3.2

Read and perform melodic notation in pentatonic mode using traditional, nontraditional, and invented symbols to represent pitch.

MCK-3.3

Invent symbols and icons to represent loud and soft and fast and slow.

MCK-3.4

Use icons for writing musical ideas (for example, short or long dashes for rhythm, placement of icons high or low for pitch).

MCK-4.1

Demonstrate awareness of aural and visual examples of same and different.

MCK-4.2

Use personal vocabulary to describe music from diverse cultures.

MCK-4.3

Describe basic elements of music such as pitch, tempo, and dynamics.

MCK-4.4

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

MCK-4.5

Demonstrate his or her perceptual skills by moving in response to the beat, tempo, dynamics, and the lyrics.

MCK-4.6

Respond to specific elements of musical works that evoke emotion.

MCK-4.7

Identify his or her preference for specific musical works.

MCK-5.1

Sing a diverse repertoire of music from various cultures.

MCK-5.2

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

MCK-6.1

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

MCK-6.2

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

MCK-6.3

Identify music careers in familiar settings.

MCK-6.4

Describe the tasks that musicians perform in their job.

MCK-6.5

Discuss the fact that music supplies cost money.

MCK-6.6

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

MCK-6.7

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

MCK-6.8

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

MCK-6.9

Discuss places where people go to hear music being performed.

MG1-1.1

Sing songs in a developmentally appropriate range match pitch, echo short melodic patterns, and maintain a steady tempo.

MGK-1.1

Sing songs in a developmentally appropriate range, match pitch, and echo short melodic patterns.

MGK-1.2

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

MGK-1.3

Sing from memory age-appropriate songs.

MGK-1.4

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

MGK-1.5

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

MGK-1.6

Play simple melodies and accompaniments on a variety of classroom instruments.

MGK-1.7

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

MGK-1.8

Play instrumental parts and begin to 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.)

MGK-1.9

Begin to play 2 or more differing rhythm patterns.

MGK-2.1

Improvise rhythm chants with words and syllables.

MGK-2.2

Begin to improvise instrumental accompaniments to stories.

MGK-2.3

Improvise simple rhythmic accompaniments using body percussion.

MGK-2.4

Begin to improvise simple instrumental phrases (for example as interludes in speech pieces or songs.)

MGK-2.5

Demonstrate creativity by composing using symbols to represent music beats.

MGK-2.6

Demonstrate creativity by composing using icons or invented symbols to represent musical sounds and ideas.

MGK-3.1

Begin to 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.)

MGK-3.2

Begin to read melodic notation in pentatonic mode, using traditional, nontraditional, and invented symbols to represent pitch.

MGK-3.3

Begin to recognize symbols as representative of music.

MGK-3.4

Begin to use icons for writing musical ideas. (for example: short and long dots or lines, placement of icons high or low for pitch.)

MGK-4.1

Identify examples of the same and different sections in music

MGK-4.2

Use personal vocabulary to describe music from diverse cultures.

MGK-4.3

Begin to describe basic elements in music (for example: pitch, tempo, and dynamics).

MGK-4.4

Begin to identify the sources of a variety of sounds (for example: child, male, and female voices and instruments.)

MGK-4.5

Use body movement in response to beat, tempo, dynamics, and text of music.

MGK-4.6

React to specific elements of musical works that evoke emotion and response.

MGK-4.7

Identify their personal preferences for specific musical works.

MGK-4.8

Identify components of performances that they like or dislike.

MGK-5.1

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

MGK-5.2

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

MGK-5.3

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

MGK-6.1

Identify music careers in familiar settings.

MGK-6.2

Relate uses of music to celebrations and special events.

MGK-6.3

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

MGK-6.4

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

MIK-1.1

Sing songs in a developmentally appropriate range, begin matching pitch, and echo short melodic and rhythmic patterns.

MIK-1.2

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

MIK-1.3

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

MIK-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.

MIK-1.5

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

MIK-1.6

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

MIK-1.7

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

MIK-2.1

Play and embellish simple rhythmic and melodic patterns by ear.

MIK-2.2

Improvise simple harmonic patterns.

MIK-2.3

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

MIK-2.4

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

MIK-3.1

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

MIK-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.

MIK-3.3

Recognize musical symbols in traditional and nontraditional notation.

MIK-4.1

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

MIK-4.2

Listen and respond to basic elements of music by using terms such as same and different.

MIK-4.3

Use personal vocabulary to describe music from diverse cultures.

MIK-4.4

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

MIK-4.5

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

MIK-4.6

Identify his or her music preferences.

MIK-6.1

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

MIK-6.2

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

MIK-6.3

Identify music careers and the skills that these careers require.

MIK-6.4

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

MIK-6.5

Identify where and when we hear music.