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Oklahoma Administrative Code (Last Updated: March 11, 2021) |
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TITLE 210. State Department of Education |
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Chapter 15. Curriculum and Instruction |
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Subchapter 3. Oklahoma Academic Standards |
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Part 13. THE ARTS |
SECTION 210:15-3-116. The arts for grade 2
Latest version.
- (1) Standard 1 -Language of visual art: "Presenting". The student will identify and communicate using a variety of visual art terms.(A) Use appropriate art vocabulary to describe art.(B) Name and describe elements of art, including: line, color, form, shape, texture, value and space.(C) Name and describe the principles of design, including: rhythm, balance, contrast, movement, center of interest (emphasis) and repetition.(D) Use the elements of art and principles of design to communicate ideas.(2) Standard 2 - Visual art history and culture: "Responding". The student will recognize the development of visual art from a historical and cultural perspective.(A) Understand art reflects the culture of its origin.(B) Identify connections between characteristics of visual art and other art disciplines.(C) Identify specific works of art produced by artists in different cultures, times and places.(D) Use appropriate art terminology to express personal opinions about art.(3) Standard 3 - Visual art expression: "Creating". The students will observe, select, and utilize a variety of ideas and subject matter in creating original works of art.(A) Experiment in color mixing with various media.(B) Use a variety of subjects, basic media and techniques in making visual art, including drawing, painting, weaving, sculpture, ceramics, collage, and mixed media.(C) Demonstrate beginning skills of composition using the elements of art and principles of design.(D) Use art media and tools in a safe and responsible manner to make visual art.(4) Standard 4 - Visual art appreciation: "Connecting". The student will appreciate and utilize visual art to make interdisciplinary connections and informed aesthetic decisions.(A) Demonstrate appropriate behavior while attending a visual art exhibition in a museum or art gallery.(B) Demonstrate respect for personal artwork and the artwork of others.(C) Demonstrate thoughtfulness and care in completion of artworks.(D) Identify learning connections between visual art and concepts from other disciplines, such as mathematics, science, English language arts, social studies and media arts.(b) General music.(1) Standard 1 - Language of music: "Responding". The student meaningfully engages with the artform through reading, notating, and/or interpreting music.(A) Explore the elements of music, including:(i) Melody (e.g., steps, leaps, and repeated tones, melody patterns, high and low, upward and downward, motives, and repeated phrases)(ii) Rhythm (e.g., strong and weak beats, steady beat, meter in 2/4 and 3/4, long and short sounds, and rhythm patterns in songs and ostinatos)(iii) Harmony (e.g., sing accompanied, sing unaccompanied, perform ostinato patterns as accompaniment, sing to chordal accompaniment)(iv) Form (e.g., introduction, coda, repetition/contrast, solo/chorus, and AB)(v) Tone Color (classroom percussion instruments, identify trumpet, clarinet, violin, tympani, different tone quality of an individual or group)(vi) Pitch (e.g., high and low)(vii) Tempo (e.g., fast and slow, gradually faster and slower, and suddenly faster and slower)(viii) Dynamics (e.g., loud and soft, gradually louder and softer, suddenly louder and softer)(B) Identify a system of syllables, numbers, or letters to demonstrate basic notation:(i) Rhythmic (e.g., quarter note, quarter rest, paired eighth notes, half note, half rest, whole note, and whole rest)(ii) Melodic (e.g., sol, mi, la, do or 5, 3, 6, 1)(C) Respond to the beat or rhythm in music by clapping, walking, running, skilling, galloping, hopping, playing classroom instruments, or chanting.(D) While listening to a musical piece, use directional hand movements to follow the melodic contour (sound or progression of single tones).(E) Discuss likes and dislikes of music of different styles.(2) Standard 2 - Music history and culture: "Connecting". The student recognizes the development of music from a historical and cultural perspective.(A) Sing and perform action songs, chants, rhymes, singing games and dances from a variety of cultures.(B) Recognize American music, including work songs, holiday songs and music related to citizenship.(C) Identify music and instruments from different cultures. (e.g., koto, maracas, Native American flute, African talking drum, etc.).(D) Recognize and practice appropriate audience or performer behavior appropriate for the context and style of music performed.(E) Demonstrate respect for music performed by others.(3) Standard 3 - Music expression: "Performing". The student presents or demonstrates an existing work formally or informally with appropriate expressive and technical skills.(A) Participate in music through singing (e.g., echo singing) and/or playing instruments (e.g., body percussion and melodic ostinatos).(B) Match pitches, sing in tune (C-scale range), and use appropriate tone and expression.(C) Play simple rhythmic patterns using sounds and silences on classroom percussion instruments to accompany songs and rhythm activities.(D) Play simple pitch patterns (tones) on instruments, such as bells or xylophones.(E) Perform solos and in groups.(4) Standard 4 - Music appreciation: "Creating". The student understands and uses musical tools, including active listening to create and evaluate original works.(A) Answer unfinished short melodic patterns using voice or classroom instruments (improvisation). appropriate for the context and style of music performed.(B) Improvise with or without a system of syllables, numbers, or letters to demonstrate basic notation.(C) Discuss likes and dislikes of music of different styles.(D) Recognize basic features of familiar and unfamiliar songs.(E) Participate in music through singing (e.g., echo singing, rounds, and partner songs) and/or playing instruments (e.g., body percussion and melodic ostinatos).