Grade 1 Fine Arts Oregon Standards

Explore movement inspired by a variety of stimuli and identify the sources of movement inspiration.

Share a personal experience and express it through dance movement.

Watch and/or perform a dance from a different culture and discuss or demonstrate the types of movement danced.

Create a series of movements with a beginning, middle, and end.

Draw a picture of the movement.

Explore suggestions to change movement within short remembered sequences.

Recognize steady beat and move to beats at varying speeds.

Demonstrate movement that interprets descriptive words (e.g., use adverbs and adjectives that apply to movement such as a bouncy leap, a floppy fall, a jolly jump, and a joyful spin).

Demonstrate a range of locomotor and non-locomotor movements, body shapes, and directionality with spatial awareness.

Demonstrate balance while stationary and in motion safely, while maintaining personal space.

Dance for others in a space where audience and performers occupy different areas.

Identify a movement in a dance that repeats.

Describe it using simple dance terminology (e.g., march, tip-toe, jump).

Identify several movements in a dance and describe the characteristics that make the movements interesting.

Talk about why they were chosen.

Apply criteria to evaluate artistic work.

Develop and refine artistic techniques and work for presentation.

Perceive and analyze artistic work. Interpret intent and meaning in artistic work.

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

Synthesize and relate knowledge and personal experiences to make art.

Select, analyze and interpret artistic work for presentation.

Organize and develop artistic ideas and work.

Generate and conceptualize artistic ideas and work.

Convey meaning through the presentation of artistic work.

Refine and complete artistic work.

Express and share ideas for media artworks through sketching and modeling.

Use personal experiences, interests, and models in creating media artworks.

Discuss and describe media artworks in everyday life, such as popular media, and connections with family and friends.

Interact appropriately with media arts tools and environments, considering safety, rules, and fairness.

With guidance, use identified ideas to form plans and models for media arts productions.

Create, capture, and assemble media arts content for media arts productions, identifying basic principles, such as pattern and repetition.

Practice and identify the effects of making changes to the content, form, or presentation, in order to refine and finish media artworks.

Combine varied academic, arts, and media content in media artworks, such as an illustrated story.

Describe and demonstrate various artistic skills and roles, such as technical steps, planning, and collaborating in media arts productions.

Describe and demonstrate basic creative skills within media arts productions, such as varying techniques.

Experiment with and share different ways to use tools and techniques to construct media artworks.

With guidance, discuss presentation conditions and perform a task in presenting media artworks.

With guidance, discuss the experience of the presentation of media artworks.

Identify components and messages in media artworks.

With guidance, identify the meanings of a variety of media artworks.

Identify the effective parts of and possible changes to media artworks, considering viewers.

Generate and conceptualize artistic ideas and work.

Synthesize and relate knowledge and personal experiences to make art.

Develop and refine artistic techniques and work for presentation.

Apply criteria to evaluate artistic work.

Refine and complete artistic work.

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

Organize and develop artistic ideas and work.

Develop and refine artistic techniques and work for presentation.

Convey meaning through the presentation of artistic work.

Perceive and analyze artistic work.

Interpret intent and meaning in artistic work.

With limited guidance, create musical ideas (such as answering a musical question) for a specific purpose.

With limited guidance, generate musical ideas in multiple tonalities (such as major and minor) and meters (such as duple and triple).

With limited guidance, demonstrate and discuss personal reasons for selecting musical ideas that represent expressive intent.

With limited guidance, use iconic or standard notation and/or recording technology to document and organize personal musical ideas.

With limited guidance, discuss and apply personal, peer, and teacher feedback to refine personal musical ideas.

With limited guidance, convey expressive intent for a specific purpose by presenting a final version of personal musical ideas to peers or informal audience.

Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.

Convey meaning through the presentation of artistic work.

Synthesize and relate knowledge and personal experiences to make art.

Demonstrate and describe music's expressive qualities (such as dynamics and tempo).

Apply criteria to evaluate artistic work.

When analyzing selected music, read and perform rhythmic patterns using iconic or standard notation.

With limited guidance, perform music for a specific purpose with expression.

Perceive and analyze artistic work.

Develop and refine artistic techniques and work for presentation.

With limited guidance, demonstrate and identify how specific music concepts (such as beat or pitch) are used in various styles of music for a purpose.

With limited guidance, demonstrate knowledge of music concepts (such as beat and melodic contour) in music from a variety of cultures selected for performance.

Refine and complete artistic work.

Perform appropriately for the audience and purpose.

Organize and develop artistic ideas and work.

With limited guidance, apply personal, teacher, and peer feedback to refine performances.

Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

With limited guidance, apply personal and expressive preferences in the evaluation of music for specific purposes.

With limited guidance, identify and demonstrate how personal interests and experiences influence musical selection for specific purposes.

Synthesize ideas from research, script analysis, and context to create a performance that is believable, authentic, and relevant in a drama/theatre work.

Generate and conceptualize artistic ideas and work.

With limited guidance, demonstrate and discuss personal interest in, knowledge about, and purpose of varied musical selections.

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

With limited guidance, use suggested strategies in rehearsal to address interpretive challenges of music.

Interpret intent and meaning in artistic work.

With limited guidance, demonstrate and identify expressive qualities (such as dynamics and tempo) that reflect creators'/performers' expressive intent.

Interpret intent and meaning in artistic work.

Synthesize and relate knowledge and personal experiences to make art.

Generate and conceptualize artistic ideas and work.

Apply criteria to evaluate artistic work.

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

Refine and complete artistic work.

Develop and refine artistic techniques and work for presentation.

Organize and develop artistic ideas and work.

Perceive and analyze artistic work.

Select, analyze, and interpret artistic work for presentation.

Develop and refine artistic techniques and work for presentation.

Propose potential choices characters could make in a guided drama experience (e.g., process drama, story drama, creative drama).

Collaborate with peers to conceptualize costumes and props in a guided drama experience (e.g., process drama, story drama, creative drama).

Identify ways in which gestures and movement may be used to create or retell a story in guided drama experiences (e.g., process drama, story drama, creative drama).

Identify character emotions in a guided drama experience (e.g., process drama, story drama, creative drama) and relate it to personal experience.

Identify similarities and differences in stories from one's own community in a guided drama experience (e.g., process drama, story drama, creative drama).

Collaborate on the creation of a short scene based on a fictional literary source in a guided drama experience (e.g., process drama, story drama, creative drama).

Contribute to the development of a sequential plot in a guided drama experience (e.g., process drama, story drama, creative drama).

With prompting and support, participate in group decision making in a guided drama experience (e.g., process drama, story drama, creative drama).

Contribute to the adaptation of the plot in a guided drama experience (e.g., process drama, story drama, creative drama).

Identify similarities and differences in sounds and movements in a guided drama experience (e.g., process drama, story drama, creative drama).

Collaborate to imagine multiple representations of a single object in a guided drama experience (e.g., process drama, story drama, creative drama).

Describe a story's character actions and dialogue in a guided drama experience (e.g., process drama, story drama, creative drama).

Use body, face, gestures, and voice to communicate character traits and emotions in a guided drama experience (e.g., process drama, story drama, creative drama).

With prompting and support, identify and understand that physical movement is fundamental to guided drama experiences (e.g., process drama, story drama, creative drama).

With prompting and support, identify technical elements that can be used in a guided drama experience (e.g., process drama, story drama, creative drama).

With prompting and support, use movement and gestures to communicate emotions in a guided drama experience (e.g., process drama, story drama, creative drama).

Recall choices made in a guided drama experience (e.g., process drama, story drama, creative drama).

Explain preferences and emotions in a guided drama experience (e.g., process drama, story drama, creative drama), or age-appropriate theatre performance.

Identify causes of character actions in a guided drama experience (e.g., process drama, story drama, or creative drama).

Explain or use text and pictures to describe how personal emotions and choices compare to the emotions and choices of characters in a guided drama experience (e.g., process drama, story drama, creative drama).

Build on others' ideas in a guided drama experience (e.g., process drama, story drama, creative drama).

Identify props and costumes that might be used in a guided drama experience (e.g., process drama, story drama, creative drama).

Compare and contrast the experiences of characters in a guided drama experience (e.g., process drama, story drama, creative drama).

Perceive and analyze artistic work.

Interpret intent and meaning in artistic work.

Organize and develop artistic ideas and work.

Generate and conceptualize artistic ideas and work.

Synthesize and relate knowledge and personal experiences to make art.

Refine and complete artistic work.

Convey meaning through the presentation of artistic work.

Analyze, interpret and select artistic work for presentation.

Develop and refine artistic techniques and work for presentation.

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

Apply criteria to evaluate artistic work.

With support, develop an idea for an artwork based on a theme (e.g. personal or family story).

Use observation and investigation to make a work of art.

Engage in focused mark making.

Use and share personal experiences and interests in creating artwork.

Identify times, places, and reasons by which people make art.

Understand that people from different places and times have made art for a variety of reasons.

Discuss how artworks and ideas relate to everyday and cultural life.

Explore uses of materials and tools to create works of art or design.

Demonstrate safe and proper procedures for using materials, tools, and equipment while making art.

Identify and classify uses of everyday objects through drawings, diagrams, sculptures, or other visual means.

Refine and enhance art skills through repetition and practice.

Using art vocabulary, describe personal artistic choices.

Organize their artwork in a portfolio and explain the process.

Identify and explain the roles and responsibilities of the spaces and people who work in and visit museums and other art venues.

Select art objects for personal portfolio and display and explain why they were chosen.

Explain why some objects, artifacts, and artworks are preferred.

Distinguish between different types of images and real objects and describe what an image represents (i.e. 2D & 3D).

Compare visual imagery that represents the same subject in different media.

Interpret art by categorizing subject matter and identifying basic art elements.

Identify artworks based on different reasons for preferences.