Indiana Learning Standards - Fine Arts: Dance, Music, Theatre, Visual Arts — Grade 3


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3.1.1

Explore the ways people in the past have used performance or ritual to communicate.

3.1.2

Sing expressively with varied dynamics and appropriate phrasing

3.1.3

Examine the value of theatre as a means of integrating history and culture.

3.1.4

Demonstrate and identify the element of time through movement using tempo, rhythm, duration, and pattern

3.1.5

Follow the cues of a conductor.

3.1.6

Visit local museums, exhibits, art performances, and experience visiting artists in the school.

3.10.1

Experience live theatre.

3.10.2

Discuss how theatre adds to community life.

3.11.1

Create a theatre piece that integrates principles and ideals of American society.

3.12.1

Incorporate two other art forms into the creation of a theatre piece.

3.2.1

Create a variety of solutions to a movement problem in a small group and explore transitions from one solution to another

3.2.2

Identify and distinguish between representational, abstract, and nonobjective works of art.

3.2.3

Describe clues found in a work of art or artifact that determine if the work is old or new.

3.2.4

Use correct names for classroom instruments including those from world cultures.

3.2.5

Play four-measure melodies on pitched percussion instruments.

3.2.6

Play ostinato accompaniments on pitched and non-pitched classroom instruments, independently and with others.

3.2.7

Follow the cues of a conductor.

3.3.1

Demonstrate and identify feelings, stories, or ideas through movement or gesture

3.3.2

Improvise a rhythmic accompaniment to a song.

3.3.3

Perform a composition with opportunities for free improvisation at various intervals.

3.3.4

Improvise a short composition using various sounds in response to the direction of a teacher or student conductor.

3.3.5

Improvise appropriate rhythmic movement to accompany a song or instrumental piece.

3.3.6

Use voices and instruments to improvise appropriate sound effects or accompaniments to a poem or short story.

3.4.1

Use selected criteria to critique what they see, hear, and understand.

3.4.2

Speculate on the meaning of a performance.

3.4.3

Describe observed dance movement activities using three dance elements.

3.4.4

Describe how an observed dance utilized choreographic principles, processes, or structures.

3.4.5

Plan simple orchestrations to accompany readings and dramatizations using available instruments or electronic sound sources.

3.5.1

Discover personal meaning in works of art and recognize alternative responses of peers in determining personal significance.

3.5.2

Notate quarter, eighth, half, dotted half, sixteenth, and whole notes, and quarter, half, and whole rests using iconic or standard notation.

3.5.3

Read and perform expanded pitch patterns and simple songs using solfge and letter names of the treble clef.

3.5.4

Identify and sing or play steps and skips in notated pitch patterns.

3.5.5

Identify and apply an expanded vocabulary of musical terms.

3.5.6

Interpret notated music through visual, aural, and kinesthetic means.

3.5.7

Identify and explain the dynamic markings forte, mezzo forte, piano, mezzo piano, crescendo and diminuendo (decrescendo).

3.5.8

Identify and explain the musical symbols for fermata, octave, and D.C. al fine

3.6.1

Demonstrate refined perceptual skills in the production of artwork.

3.6.2

Collaboratively improvise scenes based on personal experiences

3.6.3

Demonstrate ability to successfully generate a variety of symbols, then select and refine a symbol that communicates the idea.

3.6.4

Create spontaneous dialogue to express feelings.

3.6.5

Identify different ensembles by their timbre such as adult or childrens choir, orchestra, or wind ensemble.

3.6.6

Demonstrate respect for personal work and the work of others.

3.7.1

Explain personal preferences for various styles of music using appropriate terminology.

3.7.2

Identify and discriminate between types of lines (characteristics and qualities), shapes (geometric and organic), textures (tactile and visual), colors (primary, secondary, complementary), and space (placement/overlapping/negative/positive/size), in own work and the works of others.

3.7.3

Establish and apply criteria for evaluating various types of musical performances.

3.7.4

Identify, control, and use a balance of two-dimensional and three-dimensional media, techniques, and processes to effectively communicate ideas, experiences, and stories.

3.7.5

Demonstrate safe and proper use, care, and storage of media, materials, and equipment.

3.8.1

From a list of the elements of art (line, color, shape, value, texture, form, and space) and the principles of design (unity, variety, emphasis, balance, proportion, pattern, and rhythm), identify terms that also apply to music, dance, and drama as well as reading, writing, and mathematics.

3.8.2

Identify various production careers associated with dance.

3.8.3

Select and play a classroom instrument to describe an object or interpret a concept in a picture or literary work.

3.8.4

Discuss ways that music could enhance understanding of a topic in another discipline.

3.9.1

Discover what designers, directors, and playwrights do in the theatre

3.9.2

Explore music of other cultures through live or recorded authentic performances and the role of music and musicians related to the cultures and times.

3.9.3

Learn folk dances from other eras and cultures.

3.9.4

Discuss the roles of musicians in contemporary media.