Kindergarten VPA

NECAP Standards
Cycle of Review and Revision
K-8 Curriculum Alignment
YHS Syllabi
Curriculum Brochures
Curriculum Maps
YHS Program of Studies
Maine Learning Results 

Office hours are 8:00 am to 4:00 pm. Monday through Friday, except holidays

Barbara Maling
Director of Curriculum and Instruction

Call Us:
 
207- 363-3403

Grade Kindergarten Visual & Performing Arts
Scope and Sequence


Students will be actively involved in learning experiences focused on:

Music
  • Movement
  • Rhythm
  • Song 
  • Elements of Music
Integrated Music Experiences
  • Mexico
  • Dairy Farm
  • Water Cycle
  • Culminating Performance

Art

Creative Expression-Creating Art
  • Shape and organization of shapes
  • Line and Shape become pattern 
  • Color and its Uses
Building an Artwork- Balance and Composition
  • Cutting and assembling
  • Tempera painting
  • Drawing
  • Printmaking
  • Watercolor painting
  • Cray-pas drawing
  • Working with Clay

YORK SCHOOL DEPARTMENT
CURRICULUM ALIGNMENT
SUBJECT AREA: VISUAL & PERFORMING ARTS GRADE: K

Visual and Performing Arts
Crosswalk Content Standards
Performance Indicators
Instructional Practice
Assessment Tools
Reporting Tools
A. DISCIPLINARY LITERACY - DANCE: Students show literacy in the discipline through understanding and demonstrating concepts, skills, terminology, and processes.
A.1. Terminology
Students identify space, time, and energy concepts.
a. Identify elements of space: high/low, forward/backward, near/far, and personal space, and wide, narrow and stretched/curled/twisted shape(s).
b. Identify elements of time: steady and fast/slow beat.
Demonstrate by movement (walking, marching, skipping, etc.)
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
c. Identify elements of energy: hard/soft, light/strong, and resting moving.
A.2. Space
Students demonstrate space concepts including high/low, forward/backward, near/far, and personal space and wide/narrow, and stretched/curled/twisted shape(s).
A.3. Time  
Students replicate tempo change using body movement.

Demonstrate the song through movement alone

Express story lines through dance, drama, and song through classroom improvisation
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
A.4. Energy   
Students recognize and demonstrate  hard/soft, light/strong, and resting/moving movements to show differences in energy qualities.
A.5.  Locomotor and Non-locomotor Movement
Students identify and demonstrate locomotor and non-locomotor/axial skills.  
a. Identify the difference between a locomotor and non-locomotor/axial skill.
b. Demonstrate locomotor patterns using change in direction, level, and pathway.
c. Demonstrate non-locomotor skills.
Repeat rhythmic patterns through clapping, tapping, etc.
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
A.6. Compositional Forms
Students replicate, with a partner, the dance composition forms of copying, mirroring, leading, and following.
A.  DISCIPLINARY LITERACY - MUSIC: Students show literacy in the discipline by understanding and demonstrating concepts, skills, terminology, and processes.
A.1. Music Difficulty
Students accurately perform a short musical selection, both instrumentally and vocally, while modeling proper posture and technique, alone or with others.
Participatie in square dancing and circle games

Listen to and sing a variety of songs that express feelings and emotions

Experiment with echo singing and rhythm clapping

Distinguish the difference between a singing voice and a speaking voice

Participate in  seasonal performances/assemblies
 
Listen to and reproduce songs, rhythms and movements for group and solo performances
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
A.2. Notation and Terminology  Students identify and read musical notation, symbols, and terminology of dynamics.
a. Read whole and half notes in 4/4 meter signatures.
b. Identify symbols and traditional terms referring to dynamics.
Compare syllables of the written word to the beats/rests of musical notation
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
A.3. Listening and Describing
Students listen to and identify elements of music including meter and simple form and attributes including loud/soft, fast/slow, high/low, and long/short beat and steady/strong beat.
Propose new endings to story lines and create new lyrics.
Identify different notations and explain what they mean

Recognize how notation is grouped

Compare syllables of the written word to the beats/rests of notations

Differentiate between a chorus and verses in songs

Express story lines through dance, drama, and song

Compare major/minor modes and emotions they invoke

Listen to and sing a variety of songs that express feelings and emotions (including various modalities)

Identify feelings and ideas evoked through music

Explore story lines within songs

Experiment with classroom improvisation using high/low, fast/slow, loud/soft, tempo, rhythm and beat
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
A. DISCIPLINARY LITERACY - THEATER - Students show literacy in the art discipline by understanding and demonstrating concepts, skills, terminology, and processes.
A.1. Terminology
Students identify the "who, what, where, when, and why" of a dramatic performance they have participated in or seen.
A.2. Production
Studentselect or make props, costumes, set pieces, and/or puppets, and practice using them appropriately.
A. DISCIPLINARY LITERACY - VISUAL ARTS: Students show literacy in the art discipline by understanding and demonstrating concepts, skills, terminology, and processes.
A.1.  Artist's Purpose
Students recognize a variety of purposes for making art, including telling a story, communicating emotion, or beautifying functional objects.
Describe   an artwork, including telling a story, communicating emotion, and beautifying a functional object

Discuss patterns in nature and every day functionsl objects

Use appropriate art vocabulary
Illustrate an understanding of functions and expressive qualities of art and artists
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
A.2. Elements of Art and Principles of Design
Students identify features of composition.
a. Identify Elements of Art: color, form, line, shape, space, texture, and value
Recognize elements of art in  2d and 3d artworks
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
b. Identify Principles of Design including pattern and balance.
Recognize principles of design including pattern and balance in a 2d and 3d artwork
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
A.3. Media, Tools, Techniques, and Processes
Students name art media and associated tools, for multiple art forms and genres.
Identify and use art media and art techniques

Appreciate the special properties of different art tools

Apply the elements of art and the principles of design through the manipulation of 2d and 3d art materials
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
B. CREATION, PERFORMANCE, AND EXPRESSION - DANCE: Students create, perform, and express ideas through the art discipline.
B.1. Communication
No performance indicator.
Although no performance indicators are stated students are expected to have instructional experiences that help them to express themselves through movement.
B.2. Sequencing
Students develop a short dance sequence with a beginning, middle, and end.
B.3. Solving Challenges  
Students solve a variety of movement challenges alone or in a group.
B.4. Technical Aspects
Students identify possible props or costumes to enhance a short dance phrase.
B. CREATION, PERFROMANCE, AND EXPRESSION - MUSIC: Students create, perform, and express through the art discipline.
B.1. Style/Genre  
Students create or perform short musical selections of various styles and genres accurately applying selected knowledge and skills of: proper posture and technique; notation; symbols; and terminology of dynamics.
Experiment with tempo, rhythm and dynamics using classroom instruments to teacher-posed problems
complete the ending of an existing song with original rhyming words
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
B.2. Composition
Students use knowledge and skills of standard and non-standard notation, symbols, and terminology of dynamics.
Identify and locate examples of pattern and balance in an art work or functional object
  • Identify and name elements arts in a given work of art.
  • Find examples of art elements with in artwork and functional objects.
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
B.3. Media, Tools, Techniques, and Processes  Students name art media and associated tools, for multiple art forms and genres.
Distinguish and use different media and techniques to create 2d and 3d art work

Express an ppreciation for the special properties of each media
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
B. CREATION, PERFORMANCE, AND EXPRESSION - THEATER: Students create, perform, and express through the art discipline.
B.1. Movement
Students participate in skits, puppet shows, theater games, and/or show and tell using movement skills.
B.2. Character  
Students demonstrate a character by participating in skits, puppet shows, and/or theater games.
B.3. Improvisation  
Students improvise through theater games by using plot, setting, and characters.
B. CREATION, PERFORMANCE, AND EXPRESSION - VISUAL ARTS: Students create, express, and communicate through the art descipline.
B.1. Media Skills  
Students use basic media, tools and techniques to create original art works.
B.2. Composition Skills
Students use elements of art and Principles of Design to create original art works.
B.3. Making Meaning
Students create art works that communicate ideas and feelings and demonstrate skill in the use of media, tools, and techniques.
B.4. Exhibition
No performance indicator.
Although no performance indicators are stated, students may participate in the preparation of art for display and all students are expected to have instructional experiences that help them to understand how art is prepared for display and why different choices related to preparation may be made.
Select art work for display
Prepare art work for display

Show art work
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
C. CREATIVE PROBLEM SOLVING: Students approach artistice problem solving using multiple solutions and the creative process.
C.1. Application of Creative Process  
Students identify and demonsrtate creative problem-solving skills.
a. Improvise to solve problems in the performing arts.
b. Imagine and share possible solutions to apply to challenges in creating art.
D. Aesthetics and Criticism: Students describe analyze, interpret, and evaluate art (dance, music, theater, and visual arts.
D.1.  Aesthetics and Criticism Students observe, listen to, describe and ask questions about art forms.
a. Describe the art form by applying grade span appropriate arts concepts, terminology, skills, and processes as referenced in Standard A: Disciplinary Literacy.
b. Ask questions about the art form to further understand how the artist created/performed the work of art.
c. Recognize a variety of purposes for making/performing art works, inluding telling a story and communicating emotions and ideas.
E. VISUAL AND PERFORMING ARTS CONNECTIONS: Students understand the relationship among the arts, history and world culture; and they make connections among the arts and to other desciplines, to goal-setting, and to interpersonal interaction.
E.1. The Arts and History and World Cultures
Students identify family or community symbols and celebrations in the visual/performing arts from different world culture.
Recognize art forms  come from different  world cultures
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
E.2. The Arts and Other Disciplines
Students identify connections between and among the arts and other disciplines.
E.3. Goal-Setting
Students identify choices that lead to success in the arts.
E.4.  Impact of the Arts on Lifestyle and Career  
Students identify the arts in life experiences.
a. Identify the activities and careers of a visual or performing artist.
b. Describe common arts activities.
Show appropriate knowledge of common art activities
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
c. Describe the way the arts can make people feel.
E.5. Interpersonal Skills  
Students identify positive interpersonal skills that impact the quality of their art and participation in the arts.
a. Getting along with others
b. Respecting differences.
c. Working as a team/ensemble.
d. Managing conflict.
e. Accepting/Giving/Using Constructive Feedback.
Apply art knowledge in providing feedback to peers in a sensitive way
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
f. Accepting responsibility for personal behavior.
Recognize and demonstrate famous works of art that can be found in museums and galleries

Recognize that personal creative work and the work of famous artists has value
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
g. Demonstrating ethical behavior
demonstrate concert etiquette both as a performer and/or a member of the audience

Demonstrate appropriate conduct in museums and galleries

Show appreciation for all art forms
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
h. Following established rules/etiquette for observing/listening to art.
Recognize and demonstrate famous works of art that can be found in museums and galleries

Recognize that personal creative work and the work of famous artists has value
  • teacher rubrics
  • projects
  • group work
  • work samples
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • email communication
  • student/parent conferences
  • newsletters
  • informational meetings
i. Demonstrating safe behavior.

469 U.S. Route 1 York, Maine | Phone: 207-363-3403 | Fax: 207-363-5602 | Contact Us 

Vision
As the tides of the ocean and the strength of the mountain shape our community, the York Schools' commitment to educational excellence and individual achievement shapes the future of each student. 
Mission
The mission of York Schools is to educate, inspire and challenge all learners to be ethical citizens who will make a difference in a changing and complex world.