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The Arts
THE ARTS
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25.A
Example Performance Descriptors: Drama
EXPLORING DEVELOPING BUILDING
Participate in or dramatize familiar
songs (e.g., imitate teacher in moving
like various animals during a song
about farm animals).
Act out r
oles in the dramatic play area
(e.g., pretend to be a doctor, mother,
cashier, or police oicer).
Use a pretend play to represent
known or anticipated situations
(e.g., reenact a visit to the dentist).
Be
gin to dramatize character by
changing speech, facial expression,
gestures, and body movement
(e.g.,“washing animals” like Mrs.
Wishy Washy with a teacher during
aread-aloud).
Begin to coordinate roles in dramatic
play with others who take on roles
(e.g., enters dramatic play about the
grocery store and agrees with other
children regarding who will play
which role).
Pr
oactively organize dramatic play
with others (e.g., assigning roles,
props, and laying out rules for
the play).
View the dramatic performances of
the teacher retelling a story or acting
out a puppet play.
V
ie
w the dramatic performances
of other children attentively
(e.g., watches other children reenact
a familiar story).
Appreciate the dramatic
performances of others (e.g., may
clap, laugh at, or verbally praise the
comedic performance of others).
Example Performance Descriptors: Music
EXPLORING DEVELOPING BUILDING
Listen to music representing a variety
of rhythms, styles, and cultures.
Play various musical instruments
to explore the type of sound
each makes.
Identify di
erences in styles of music
or sounds of musical instruments
(e.g., “
That music is slower
.” “
The flut
e
sounds high.”)
Show appr
eciation for music
through body language and facial
expressions (e.g., clap when a favorite
song is played).
Request favorite songs to sing, dance
with, or listen to.
Request favorite songs to sing, dance
with, or listen to and describe favorite
features of the song.
Example Performance Descriptors: Visual Arts
EXPLORING DEVELOPING BUILDING
Explore various ways to use visual
arts such as painting materials
(e.g., combine paint colors, paint
with large brushes as well as with
cotton swabs).
Manipulat
e play dough or clay
in dierent ways, such as rolling,
pinching, or squeezing.
Create two- and three-dimensional
works of art while experimenting with
color, line, shape, form, texture, and
space (e.g., use paint, markers, crayon,
clay, pipe cleaners, found
art materials).
Use a variety of visual art materials
independently (e.g., get out paper,
glue, and scissors to create a collage;
get clay, water bowl, and clay tools
from shelves and bring to table
to work; use digital camera to
capture images).
Use a wide variety of tools and
techniques to create art (e.g., use
fine-bristled brush to paint fine lines
and dots).
B
e
gin to revise and expand on ideas
by revisiting art projects (e.g., add
more detail to a drawing, use another
media to elaborate on the original
over several days in the art area).
Use the visual arts to represent
(not necessarily with appropriate
details) a person, place, thing, or
event (e.g., draw a picture of Mommy
or form a three-dimensional figure
using clay).
Begin to coordinate the features of
objects and their spatial relationship
to one another (e.g., eyes are enclosed
in circle that represents head, arms
are connected to the body).
Use details to accurately represent
some details of objects, people,
places, or things (e.g., pictures of
person include clothing, hair, and the
correct number of fingers).