Grade 2 Fine Arts New Hampshire Standards

create and arrange short songs and instrumental pieces within specified guidelines;

describe in simple terms how elements of music are used in various world cultures;

compare how ideas and emotions are expressed in theatre, dramatic media, dance, music, and visual arts;

describe how people's experiences influence the development of specific art works;

identify a variety of professions in the visual arts;

create a dance project that reveals understanding of a concept or idea from another discipline, such as pattern in dance and science;

read whole, half, dotted half, quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures;

discuss interpretations of and reactions to a dance;

observe and describe the action and movement elements of space, time, and energy, in a brief movement study.

Understand the range of careers in the field of visual arts and identify careers associated with this field.

Visual Arts K-12

identify New Hampshire theatre resources (play groups, theatres, playhouses).

describe the ways in which participation in dance enhances everyday life;

identify the sounds of different instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children's voices and male and female adult voices;

create a work of art that reflects an understanding of how history or culture can influence visual art.

articulate emotional responses to and explain personal preferences about the whole as well as the parts of dramatic performances;

identify personal wellness goals and how aspects of dance can be used to meet those goals;

describe how the visual arts are used in the world around us and how they are part of our everyday life;

demonstrate accuracy in moving to a musical beat and responding to changes in tempo;

Perform on instruments, alone and with others, a varied repertoire of music.

Sing, alone and with others, a varied repertoire of music.

identify and describe the visual, aural, oral, and kinetic elements of classroom dramatizations and dramatic performances;

create shapes at low, middle, and high levels;

perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo;

Evaluate music and music performances.

describe how different techniques, media, and processes produce different effects and personal responses;

demonstrate axial movements;

identify similarities and differences in the meanings of common terms used in the various arts;

Students will research, evaluate and apply cultural and historical information to make artistic choices.

identify various purposes for creating works of art;

improvise simple rhythmic variations and simple melodic embellishments on familiar melodies;

create art, selecting and using appropriate subject matter, symbols, and ideas to communicate meaning.

Identify and demonstrate movement elements and skills in performing dance.

Improvise melodies, variations, and accompaniments.

use improvisation to discover and invent movement and to solve movement problems;

use a system (that is, syllables, numbers, or letters) to read simple pitch notation in the treble clef in major keys;

observe two dances and discuss how they are similar and different in terms of the basic components used to create a dance.

Read and notate music.

demonstrate movements in straight and curved pathways;

identify symbols and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing;

communicate and express ideas symbolically.

Identify and apply the elements of visual art and principles of design.

identify local resources where people can take part in singing;

identify a variety of art objects, artists, and resources specific to New Hampshire;

explain how the wants and needs of characters are similar to, and different than, their own;

Students will design and produce the technical elements of theatre through artistic interpretation and execution.

Make connections between dance and healthful living.

recognize that people evaluate music and music performances.

use a variety of sound sources when composing.

perform easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic, melodic, and harmonic classroom instruments;

Recognize dance as a way to create and communicate meaning.

discuss how creating theatre takes the efforts of many people with many different skills;

Apply and demonstrate critical and creative thinking skills in dance.

describe the way music has been a continuous part of the history of human culture.

create a dance phrase, accurately repeat it, and then vary it;

identify many uses of music in their daily experiences and describe characteristics that make certain music suitable for each use;

visualize environments and construct designs to communicate locale and mood;

improvise "answers" in the same style to given rhythmic and melodic phrases;

improvise simple rhythmic and melodic ostinato accompaniments;

Students will demonstrate an understanding of context by analyzing and comparing theatre in various cultures, historical periods and everyday life.

collaboratively plan and prepare improvisations

Select and apply a range of subject matter, symbols and ideas.

identify specific works of art in particular cultures, times, and places;

articulate the ways in which participation in theatre arts enhances daily lives.

identify and compare similar characters and situations in stories and dramas from and about various cultures, illustrate with classroom dramatizations, and discuss how theatre reflects life;

Compose and arrange music within specified guidelines.

describe visual, aural, oral, and kinetic ( involving movement) elements in theatre, dramatic media, dance, music, and visual arts;

identify possible improvements in the process of creating their own work.

perform expressively a varied repertoire of music representing diverse genres and styles;

sing independently, on pitch and in rhythm, with appropriate timbre, diction, and posture, and maintain a steady tempo;

Analyze, interpret and evaluate their own and others' artwork.

describe their personal responses to specific works of art using visual art terminology;

identify and describe the roles of musicians in music settings and cultures;

identify simple music forms when presented aurally;

Identify the range of careers in the field of music

sing from memory a varied repertoire of songs representing genres and styles from diverse cultures;

sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor.

identify connections among the visual arts and other arts disciplines;

describe the principles of design including balance, unity and rhythm;

Students will analyze, critique and construct meanings from works of theatre.

use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher.

perform folk dances from various cultures and communities within New Hampshire;

demonstrate the following partner skills: copying, mirroring, leading and following.

improvise dialogue to tell stories, then formalize their improvisations by writing or recording the dialogue.

demonstrate concentration, focus and kinesthetic awareness (a sense of movement internalized by the muscles), in performing movement skills;

devise criteria for evaluating performances and compositions;

Identify the range of careers in the field of dance.

identify connections between theatre and other disciplines in the curriculum.

describe how different expressive features, and ways of organizing them, cause different responses;

identify occupations in which people sing or play musical instruments ;

analyze classroom dramatizations and, using appropriate terminology, constructively suggest alternative ideas for dramatizing roles, arranging environments, and developing situations; also suggest means of improving the collaborative processes of planning, playing, responding, and evaluating;

imagine and clearly describe characters, their relationships, and their environments;

demonstrate the eight basic locomotor movements of walk, run, hop, jump, leap, skip, gallop, slide, while moving forward, backward, sideward, diagonally and turning;

sing ostinatos, partner songs, and rounds;

Students will act by developing, improvising, communicating and sustaining characters.

Understand the range of careers in the field of theatre arts and identify careers associated with this field.

demonstrate the ability to define and maintain personal space;

understand that people may respond in different and equally valid ways to specific art works;

identify professions where skills of arranging and composing music are used;

Listen to, analyze, and describe music.

describe a variety of professions in the field of theatre and identify careers that are associated with theatre;

explore and understand prospective content for works of art;

collaborate to select interrelated characters, environments, and situations for classroom dramatizations;

use various materials, techniques, and processes to communicate and express ideas, experiences, and stories;

demonstrate perceptual skills by moving to, inquiring about, and describing aural examples of music from various styles representing diverse cultures;

Students will make curriculum connections among theatre, the arts, and other disciplines.

observe and discuss how dance is different than other forms of human movement;

use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances;

Analyze the visual arts in relation to history and culture.

perform independent instrumental parts while other students sing or play contrasting parts.

demonstrate audience behavior appropriate for the context and style of music performed;

demonstrate various ways of staging classroom dramatizations such as using storytelling, video cameras, or movement

recognize the visual elements including color, shape, form, space, line, value, and texture;

select movement, music, or visual elements to enhance the mood of a classroom dramatization;

create and arrange music to accompany readings or dramatizations;

present their own dances to peers and discuss their meanings.

understand that similarities exist between the visual arts and other disciplines;

improvise short songs and instrumental pieces, using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds, and sounds produced by electronic means.

differentiate between materials, techniques, and processes of making art;

Understand relationships among music, the other arts, and disciplines outside the arts.

organize available materials that suggest scenery, properties, lighting, sound, costumes, and makeup in a collaborative group .

describe how history, culture, and visual arts influence each other;

Dance K-12

Apply appropriate media, techniques, and processes.

respond through purposeful movement to selected prominent features in a piece of music.

Identify choreographic principles.

explain, using appropriate music terminology, personal preferences for specific musical works and styles.

communicate information to peers about people, events, time, and place related to classroom dramatizations.

Students will direct by planning or interpreting works of theatre by organizing and conducting rehearsals.

Students will make connections among the visual arts, other disciplines, and daily life.

explore multiple solutions to a given movement problem; choose their favorite solution and analyze the reasons for that choice;

create works of art that use the elements of art and principles of design to communicate and express ideas.

perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor;

analyze how creating dance events takes the efforts of people with many different skills.

improvise, create and perform movements based on their own ideas and ideas from other sources;

respond to a dance using another arts discipline.

explain how healthy practices, such as nutrition and safety, enhance their ability to dance.

demonstrate the ability to work effectively alone and with a partner or in a small group;

identify ways in which the principles and subject matter of other disciplines are related to those of music.

know that the visual arts have both a history and a specific relationship to various cultures;

Theatre K-12

describe various kinds of artists and fields of art particular to New Hampshire.

Recognize and demonstrate dance in various cultures and historical periods.

create a sequence with a beginning, middle, and end, both with and without a rhythmic accompaniment and identify each part of the sequence;

identify by genre or style aural examples of music from various historical periods and cultures;

Music K-12

use art materials and tools in a safe and responsible manner;

identify and compare the various settings and reasons for creating drama and attending theatre, film, television, and electronic media productions;

assume roles in classroom dramatizations based on personal experience and heritage, imagination, literature, and history.

Students will create theatre through improvising, writing and refining scripts.

identify ways that dance has been a continuous part of the history of human culture.

Understand music in relation to history and culture.

echo short rhythms and melodic patterns;

learn and share a dance from a resource in their own community; describe the cultural and/or historical context;

use variations of locomotor and nonlocomotor movement and vocal pitch, tempo, and tone for different characters;

sing expressively, with appropriate dynamics, phrasing, and interpretation;

examine dance from a particular culture and time period;

describe how the visual art design principles are expressed in multi-media presentations and daily life.

Make connections between dance and other disciplines.