Grade 3 Fine Arts Arkansas Standards

Students will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Students will synthesize and relate knowledge and personal experiences to make art.

Connecting

Students will apply criteria to evaluate artistic work.

Students will interpret intent and meaning in artistic work.

Students will perceive and analyze artistic work.

Responding

Students will convey meaning through the presentation of artistic work.

Students will develop and refine artistic techniques and work for presentation.

Students will analyze, interpret, and select artistic work for presentation.

Performing

Students will refine and complete artistic work.

Students will organize and develop artistic ideas and work.

Students will generate and conceptualize artistic ideas and work.

Creating

I can share stories of people who work in the field of music.

I can experience different cultures through listening, singing, moving, and playing.

I can identify connections between art forms and subjects.

I can discuss the manner in which other people’s experiences inspire musical works.

I can use guidelines to evaluate musical works and performances and describe why the music sounds the way it does.

I can explain the creator’s expressive choices using musical terms.

I can explore how a musical idea supports different styles of music.

I can choose music based on specific musical ideas.

I can demonstrate with guidance appropriate stage and listening skills in rehearsal, as an audience member, or as a performer.

I can identify simple conducting patterns.

I can identify music symbols.

I can sing and play a variety of music with expression with guidance.

I can explain to others the context of the music I choose.

I can recognize forms.

I can identify musical instruments by sight and sound.

I can create and share a composition based on personal musical ideas.

I can improve my musical ideas based on feedback.

I can identify repeat signs, bar lines, dynamic levels, dotted half notes, whole notes and whole rests.

I can name the lines and spaces of the treble clef.

I can create short melodic patterns with ideas I’ve explored.

I can create musical ideas within given guidelines.

I can improvise through collaboration to arrange rhythmic and melodic ideas.

I can identify career opportunities in music.

I can experience different periods of history through listening, singing, moving, and playing.

I can identify multiple connections between art forms and subjects.

I can discuss the manner in which my experiences influence my interpretation of the work of others.

I can use a teacher-provided rubric to evaluate musical works or performances.

I can describe how personal interpretations and the performer’s interpretations reflect expressive intent.

I can tell why I respond to music based on specific musical ideas.

I can choose music for listening based on experience and context.

I can demonstrate with guidance appropriate performance standards in rehearsal or on stage.

I can respond to simple conducting patterns.

I can use music symbols and terms in preparing for a performance.

I can sing and play a variety of music with expression independently.

I can select music to perform based on personal influence and technical skill.

I can recognize more complex forms.

I can hear differences in musical texture.

I can share a personal composition using the correct sequence.

I can revise my musical work based on teacher and peer feedback.

I can distinguish between the treble and bass clef.

I can identify four sixteenth notes and triplets and compose using a variety of rhythmic patterns.

I can create a phrase with ideas I’ve explored using musical expression.

I can use ostinato to arrange rhythmic and melodic ideas.

I can improvise rhythmic, melodic, and harmonic ideas.

Connecting

Students will synthesize and relate knowledge and personal experiences to make art.

Relate: Students will relate personal, cultural, and global perspectives and beliefs to theatrical works.

I can determine the ways a theatrical work reflects what is happening in my family, community, or culture.

I can identify how theatrical works share information, as well as thoughts and feelings, with others.

I can compare how the ideas presented in a theatrical work may support or conflict with my beliefs or the beliefs of others.

Relate: Students will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Incorporate: Students will recognize and incorporate multiple art forms, cultural traditions, and social themes in theatrical works.

I can include cultural and/or historical traditions in a scene or play.

I can respond to social issues through an improvised or scripted theatrical work.

I can identify social issues that are addressed in a theatrical work.

Research: Students will investigate historical contexts and/or cultural influences in theatrical works.

I can collaborate with others to create a short scene based on a fictional literary source.

I can explore stories and folk tales from various cultures or time periods.

I can examine how artists have historically presented the same stories using different art forms or genres.

I can create an improvised or scripted scene based on historical or cultural information.

I can collaborate with others to create a short scene based on a historical or cultural literary source.

Creating

Students will generate and conceptualize artistic ideas and work.

Imagine: Students will conceive plot, characters, dialogue, and stage movement through exploration.

I can collaborate with others to plan and improvise the plot, characters, and dialogue for a scene.

I can collaborate with others to improvise dialogue for a scene.

I can collaborate with others to plan and improvise the plot, characters, dialogue, and basic stage movement for a scene.

Design: Students will design and create technical elements for a drama/theatre work.

I can explore how a story’s mood and setting can be shown in props, costumes, and scenery.

I can work with others to design a costume, prop, or scenery for a story and explain how my choices are appropriate to the story

Characterize: Students will explore characters and describe vocal qualities, physical qualities, and movement that reveal the character’s traits.

I can work with others and use details from a story to plan how a character should move and talk.

I can describe how a movement or vocal quality can reflect a character’s traits and personality.

I can use dialogue and stage directions to make decisions about how characters should move and speak in a scene.

Students will organize and develop artistic ideas and work.

Develop: Students will explore story elements to develop and write original material.

I can identify the story elements in a given story.

I can work with others to develop a new or dramatized version of a familiar story using dialogue.

I can work with others and use the story elements to plan a scene and write it in script format.

Collaborate: Students will collaborate with a creative team to prepare for a drama/theatre work.

I can collaborate with others to make decisions when creating a story or scene.

I can identify the team members and their respective responsibilities needed to present a theatrical work.

Students will refine and complete artistic work.

Refine: Students will apply self-reflection and peer feedback to refine artistic work.

I can collaborate with others to revise an improvised or scripted story

I can collaborate with others to adapt dialogue.

I can self-reflect and collaborate with others to revise an improvised or scripted story.

Performing

Students will select, analyze, and interpret artistic work for presentation.

Choose: Students will make appropriate acting and staging choices that advance the story.

I can act out a story with specific characters, relationships, and setting.

I can analyze dialogue and character actions to infer their emotions and objectives.

I can discuss how a character’s thoughts and emotions affect what they say and do.

Select: Students will select voice, movement, and expression to interpret a drama/theatre work.

I can experiment with using my voice and body to communicate a character in a variety of ways.

I can explain how an actor uses his/her body and voice to create a believable character.

I can choose specific vocal changes and body movements to portray a character.

Students will develop and refine artistic techniques and work for presentation.

Prepare: Students will cultivate physical and vocal qualities to develop characters.

I can use a variety of physical and vocal qualities to show emotions and other character traits of a specific and/or familiar character.

I can use appropriate physical and vocal qualities to develop a character in a scripted or improvised drama/ theatre work.

Rehearse: Students will apply theatre exercises to technical acting skills.

I can concentrate and cooperate with others while participating in group theatre games or exercises.

I can choose theatre games and exercises to develop and refine my acting technique.

Prepare: Students will use and design technical elements.

I can identify costume, makeup, and scenic elements of a planned technical design during the rehearsal process for a scripted drama/ theatre work.

I can share ideas about what technical elements might enhance a theatrical work.

I can discuss a planned technical design during the rehearsal process for a scripted drama/ theatre work.

I can identify appropriate vocabulary to describe various stage and technical elements.

Students will convey meaning through the presentation of artistic work.

Share: Students will present a variety of drama/theatre works for diverse audiences.

I can perform a theatrical work informally for peers.

I can perform a theatrical work with personal significance and discuss its meaning with peers.

Responding

Students will perceive and analyze artistic work.

Reflect: The student will analyze artistic and technical choices in an individual or ensemble performance of a drama/theatre work.

I can explain why artists make specific artistic and technical choices when putting together a theatrical work.

I can explain how artistic and technical choices impact my reactions to a theatrical work.

Observe: Students will exhibit appropriate audience behavior.

I can demonstrate with guidance appropriate stage and listening skills in rehearsal, as an audience member, or as a performer.

I can demonstrate with guidance appropriate performance standards in rehearsal or on stage.

Students will interpret intent and meaning in artistic work.

Interpret: Students will analyze the influence of cultural perspectives on the creation and interpretation of a drama/theatre work.

I can recognize there are multiple ways to develop a character that reflects cultural perspectives.

I can identify how technical elements reflect cultural perspectives in a theatrical work.

Interpret: Students will analyze the influence of personal perspectives on the creation and interpretation of a drama/theatre work.

I can compare my personal experiences to those of a character in a given situation.

I can identify the playwright’s personal preferences and beliefs in a drama/theatre work.

Students will apply criteria to evaluate artistic work.

Critique: Students will evaluate theatrical works.

I can form an opinion about a theatrical work based on my personal response as an audience member.

I can describe why and how individuals and groups evaluate a theatrical work.

Impact: Students will examine the impact of a theatrical work on an audience.

I can describe an audience’s reaction to a character’s choices. while observing a theatrical work.

I can observe how an audience responds to a theatrical work.

I can discuss how the problems and situations in a theatrical work influence an audience.

Students will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Students will synthesize and relate knowledge and personal experiences to make art.

Connecting

Students will apply criteria to evaluate artistic work.

Students will interpret intent and meaning in artistic work.

Students will perceive and analyze artistic work.

Responding

Students will convey meaning through the presentation of artistic work.

Students will develop and refine artistic techniques and work for presentation.

Students will select, analyze, and interpret artistic work for presentation.

Presenting

Students will refine and complete artistic work.

Students will organize and develop artistic ideas and work.

Students will generate and conceptualize artistic ideas and work.

Creating

I can investigate times, places, and different cultures by looking at works of art.

I can develop a work of art based on observations of surroundings.

I can evaluate artwork based on given criteria.

I can discuss the manner in which the use of elements and/ or principles forms a certain mood or message.

I can respond to a work of art and imagine how the artist created it.

I can explain how people use art to tell about themselves or their culture.

I can explain the importance of using my art tools safely when preparing artwork for display.

I can consider and discuss options for displaying art.

I can add details to give my artwork more meaning.

I can create an artwork of a place I know by myself or with others.

I can create meaningful art, using many techniques and materials responsibly.

I can use what I know and what I have to create art.

I can add details to an imaginative idea.

I can discuss the manner in which art is used to inform or change beliefs, values, or behaviors of an individual or society.

I can apply my art vocabulary to discuss art and how it relates to the surroundings.

I can articulate differences in criteria used to evaluate various types of art.

I can discuss the manner in which composition and media affect mood and message.

I can compare my interpretation of a work of art with those of my classmates.

I can compare and contrast different places art is displayed and why people go there.

I can prepare and write about my work of art for presentation.

I can describe various jobs related to museums and other art venues.

I can analyze how technology is changing the preservation and presentation of artwork.

I can create an artist statement using art vocabulary

I can make an art piece that shows an important place.

I can develop my craftsmanship by experimenting and practicing different techniques.

I can identify and demonstrate different ways to plan and begin a work of art.

I can combine ideas to create an original idea for art making