Okla. Admin. Code § 210:15-3-114.4

Current through Vol. 42, No. 8, January 2, 2025

Section 210:15-3-114.4 - Dance, Drama/Theatre, Music, and Visual Art Standards for Second Grade

(a)Dance.

(1)Performing.

(A) Develop and refine dance techniques and work for presentation.

(i) Repeat movements with an awareness of self and others in space. Self-adjust and modify movements or placement upon request.

(ii) Demonstrate a range of locomotor and non-locomotor movements, body patterning, and dance sequences using a variety of levels and body pathways.

(iii) Utilize spatial awareness to coordinate with a partner or other dancers to safely change levels, directions, and pathway designs.

(iv) Recognize the good health balance of nutrition and physical activity.

(B) Select, analyze, and interpret dance for presentation.

(i) Present clear directionality, focus, and intent when performing locomotor and non-locomotor movements to change body shapes, facings, and pathways in space. Recognize symmetrical and asymmetrical body shapes and examine relationships between body parts. Differentiate between circling and turning as two separate ways of continuous directional change.

(ii) Identify the length of time a move or phrase takes (e.g., whether it is long or short). Identify and move on the downbeat and in varying meters. Match movement phrasing with musical phrasing.

(iii) Demonstrate movement qualities along with movement vocabulary (e.g., use adverbs and adjectives applied to movement such as a bouncy leap, a floppy fall, a jolly jump, and joyful spin).

(C) Convey meaning through the presentation of dance.

(i) Understand the role of an audience member in a performance.

(ii) Use limited technical elements (e.g., props, simple scenery, or media projections) to enhance performance.

(2)Creating.

(A) Generate and conceptualize dance ideas and work.

(i) Explore movement inspired by a variety of stimuli (e.g., music/sound, text, objects, images, symbols, observed dance, experiences) and suggest additional sources for movement ideas.

(ii) Combine a variety of movements to create a sequence while manipulating the elements of dance.

(B) Organize and develop dance work.

(i) Organize a dance phrase with a beginning, a middle with a main idea, and a clear end.

(ii) Choose movements to express a main idea or emotion or follow a musical phrase. Explain reasons for movement choices.

(C) Refine and complete dance work.

(i) Explore suggestions and make choices to change movement from guided improvisation and/or short remembered sequences.

(ii) Depict the levels in a variety of dance movements by drawing a picture or using symbols (e.g., high, middle, low).

(3)Responding.

(A) Perceive and analyze dance.

(i) Identify a dance style within the pattern of a dance.

(ii) Demonstrate and describe movements in dances from a specific dance style or cultural movement practice.

(B) Construct meaningful interpretations of dance.

(i) Select context cues from movement to identify meaning and intent in a dance, using fundamental terminology.

(C) Apply criteria to evaluate dance.

(i) Observe or demonstrate dances from a specific style or cultural movement practice. Discuss characteristics of the style or cultural dance.

(4)Connecting.

(A) Synthesize and relate knowledge and personal experiences to make dance.

(i) Describe, create, and/or perform a dance expressing personal meaning and explain how certain movements express this personal meaning.

(ii) Respond to a dance work using an inquiry-based set of questions (e.g., see-think-wonder). Create movement using ideas from responses and explain how certain movements express a specific idea.

(B) Relate dance ideas and works with societal, cultural and historical contexts to deepen understanding.

(i) Observe a dance and relate the movement to the people or environment in which the dance was created and performed, including dances of Oklahoma American Indian Tribes and communities.

(b)Drama/Theatre.

(1)Creating.

(A) Generate and conceptualize dramatic ideas and work.

(i) Conceptualize and sequence a unified piece of drama/theatre by imagining variations of classroom literature or creating new, independent stories.

(ii) Imagine and collaborate with peers to conceptualize technical elements for a unified drama/theatre concept by using non-representational materials to create props, puppets, etc., and describing, illustrating, and/or physically arranging playing spaces.

(iii) Develop characters authentic to the drama/theatre work by demonstrating voice, body language, gestures, movements, and using clear speaking, rate, expression, and appropriate vocabulary to impact the development of characters and story.

(B) Organize, develop, and rehearse dramatic ideas and work.

(i) Create and communicate ideas, sequence events/plot, propose details, contribute dialogue, and use words and actions to refine characters contributing to a completed story in a guided drama experience.

(ii) Demonstrate collaborative and interdisciplinary skills by working with peers and accepting the ideas of others to plan setting and/or technical elements for dramatic play or a guided drama experience.

(C) Revise, refine, and complete dramatic work.

(i) Prepare a unified drama/ theatre work for presentation and convey meaning by using basic theatre vocabulary and demonstrating imagination, focus, and concentration.

(ii) Use the body to create a vivid character using energy, gestures, shape, body language, and movement and use voice to create a vivid character by manipulating volume, pitch, tone, rate, and clarity, and justify character choices.

(iii) Integrate technical elements to create an emotional impact or convey meaning by creating puppets, masks, props, scenery, and sound effects to support the story.

(2)Performing.

(A) Select, analyze, and interpret dramatic work for presentation.

(i) Demonstrate multiple choices for an aspect of drama/theatre work (e.g., character, character traits, locomotor/non-locomotor movement, speaking voice, facial expressions, set, props, costumes) and select the most supportable choice for the moment.

(B) Develop and refine dramatic techniques and work for presentation.

(i) Assume roles in a variety of dramatic forms, modifying body (energy, body language, etc.) and voice (volume, pitch, etc.) to convey meaning and create an emotional impact.

(ii) Explore the basic technical elements that can be used in a drama/ theatre work to create the most effective emotional impact and to convey meaning.

(C) Convey meaning through the presentation of a dramatic work.

(i) Present a non-exhibitional drama work with a defined purpose or intent with characters representing various people/cultures; use personal and partner space to convey meaning about characters, relationships, mood, and story.

(3)Responding.

(A) Perceive and analyze dramatic work.

(i) Demonstrate audience skills of observing attentively, responding appropriately, and sharing personal responses about artistic choices made in classroom dramatizations and developmentally appropriate theatrical performances viewed.

(B) Interpret intent and meaning in dramatic work.

(i) Interact with others to compare and contrast personal feelings about the content of dramatic play, guided drama, and/or developmentally appropriate theatrical performances viewed.

(C) Apply criteria to dramatic work.

(i) Develop and implement a plan for making informed evaluations of a drama/theatre work.

(ii) Analyze the appropriateness and effectiveness of the technical elements (e.g., costumes, props, sets, sound effects, etc.) in a drama/theatre work.

(iii) Identify, discuss, and demonstrate appropriate audience or performer etiquette and analyze problems and situations for a variety of drama/theatre experiences.

(4)Connecting.

(A) Synthesize and relate knowledge and personal experiences to drama/theatre.

(i) Relate character experiences and emotions to personal experiences and emotions through dramatic play or guided drama experiences, and/or in developmentally appropriate theatrical performances viewed.

(B) Relate dramatic ideas and works with societal, cultural, and historical context to deepen understanding.

(i) Explore drama/theatre works, connecting artistic ideas to personal, societal, cultural, or historical context.

(ii) Recognize that the stories and storytelling contributions of Oklahoma American Indian Tribes can influence the creation and understanding of drama/theatre works.

(C) Research and relate dramatic ideas/works and societal, cultural, and historical context to deepen understanding.

(i) Research and identify grade- appropriate stories and texts as sources for guided drama, devised drama, and theatrical works.

(c)Music.

(1)Creating.

(A) Generate musical ideas through reading, notating, and/or interpreting music.

(i) Recognize the elements of music, including:

(I) Beat/Meter (2/4 and 4/4 meter and rhythm patterns in songs and ostinati)

(II) Pitch (high/middle/low)

(III) Tempo (allegro, moderato, largo)

(IV) Dynamics (fortissimo/pianissimo and crescendo/decrescendo)

(V) Melody (steps/skips/leaps)

(V) Harmony (sing accompanied, using ostinati, chordal accompaniment, and body percussion)

(VI) Form (coda and ABA)

(VII) Tone Color (classroom percussion instruments, identify instrument families of the orchestra, as well as some individual instruments, and the timbre of a solo verses an ensemble)

(ii) Improvise melodic and rhythmic answers with or without a system of syllables, numbers or basic notation using voice, classroom instruments, or technology to demonstrate basic notation.

(iii) Improvise movement (non-locomotor and locomotor) appropriate for the musical elements heard in various listening examples.

(iv) Use an identified system of syllables, numbers, or letters to demonstrate basic notation:

(I) Rhythmic (half note, half rest, and beamed sixteenth)

(II) Melodic (sol mi la do re)

(2)Performing.

(A) Present or demonstrate an existing musical work, formally or informally, with appropriate expressive and technical skills.

(i) Participate in music through singing (individually and in groups, as well as accompanied and unaccompanied) and playing traditional and/or non-traditional instruments (i.e., found sounds).

(ii) Match pitches, sing in tune (C, D, F, or G-pentatone), and use appropriate tone and expression.

(iii) Perform simple ostinati using instruments or body percussion to accompany songs and rhythm activities.

(iv) Perform simple patterns with voice or on pitched or unpitched traditional or non-traditional instruments.

(3)Responding.

(A) Respond to music while demonstrating respect for others' music preferences and music performances.

(i) Respond to the beat or rhythm in music by using non-locomotor or locomotor movement, body percussion, and playing classroom instruments.

(ii) Recognize and practice appropriate audience and performer behavior appropriate for the context and style of music performed.

(iii) Respond, using directional movements or manipulatives, to the melodic contour of familiar and unfamiliar songs.

(iv) Discuss likes and dislikes of music in different styles.

(4)Connecting.

(A) Recognize the development of music from a social, cultural, and historical context.

(i) Sing and perform songs, chants, rhymes, singing games, and dances from a variety of cultures.

(ii) Experience American music, including work songs, holiday songs, and patriotic music.

(iii) Identify music and instruments from different cultures.

(d)Visual Arts.

(1)Creative Process.

(A) Learn and use vocabulary and concepts related to visual arts.

(i) With support, discuss and explain multiple approaches to an imaginative idea referencing various elements of art and basic principles of design.

(ii) Describe the visual qualities and content of works of art while referencing various elements of art and principles of design.

(B) Practice and refine techniques and skills related to visual arts.

(i) Experiment with various materials and tools to explore personal interests in a work of art or design.

(ii) Practice the use of common tools and materials in art making (e.g., cutting lines and curves, measuring with a ruler, using stencils, etc.).

(C) Apply concepts, vocabulary, techniques, and skills to make creative choices and practice individual expression.

(i) Discuss and reflect with peers about choices made in creating artwork.

(ii) Use appropriate vocabulary to express how art can portray emotions.

(2)Production.

(A) Utilize a variety of ideas and subject matter in creation of original works of visual art.

(i) Gather references from diverse sources and create works using various subject matter utilizing a concept or theme.

(ii) Repurpose objects to make something new.

(B) Use different media, supplies, and tools in an appropriate and safe manner in the creation of original visual artworks.

(i) Demonstrate using a variety of art materials, supplies, and tools in various media (materials).

(ii) Use supplies and tools in a safe and responsible manner to create original art.

(C) Demonstrate appropriate skill level in the application of knowledge, techniques, skills, and concepts, through the creation of original visual artworks.

(i) Engage in art-making, applying knowledge of art vocabulary, materials, techniques, and skills.

(D) Revise and refine artworks to create finished works of art.

(i) Use observation and teacher established criteria to refine a piece of original artwork until its completion.

(3)Cultural and Historical Perspectives.

(A) Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

(i) Compare and contrast cultural uses of an artwork from different times and places.

(ii) Explore the variety of motivations and materials used to create art.

(4)Aesthetic Response and Critique Methodologies.

(A) Perceive, analyze, interpret, and evaluate artistic work.

(i) Demonstrate respect for personal artwork and the artwork of others.

(ii) Describe choices made in personal works of art.

(iii) Explore potential art-related careers.

(iv) Select and collect personal works of art in a portfolio.

Okla. Admin. Code § 210:15-3-114.4

Adopted by Oklahoma Register, Volume 40, Issue 24, September 1, 2023, eff. 9/11/2023