Grade 1 Fine Arts Minnesota Standards

Generate and develop original artistic ideas.

Demonstrate movement inspired by a variety of stimuli.

Connect a series of locomotor and non-locomotor movements.

Create original artistic work.

Improvise movement that has a beginning, middle and end.

Express an idea, feeling, or image through improvised movement alone and with a partner.

Revise and complete original artistic work.

Apply suggestions to change movement in a guided improvisation.

Document many types of movements by drawing pictures, using symbols, or utilizing technology.**

Develop and refine artistic techniques and work for performance.

Demonstrate a range of actions that move in and through space.

Move safely in space through a range of activities, alone and with a partner.

Make artistic choices in order to convey meaning through performance.

Use simple props and materials as part of a dance.

Analyze and construct interpretations of artistic work.

Identify movements that communicate an idea using dance terminology.

Describe dance movements principles from a specific genre or culture.

Evaluate artistic work by applying criteria.

Describe multiple movements or elements that were observed in a dance.

Demonstrate an understanding that artistic works influence and are influenced by personal, societal, cultural, and historical contexts, including the contributions of Minnesota American Indian tribes and communities.

Discuss a dance from your own culture.

Generate ideas for dance movement based on another content area.

Integrate knowledge and personal experiences while responding to, creating, and presenting artistic work.

Make a personal connection to a dance or movement. Identify the movements that explain the connection.

Identify a personal sensation or emotion when dancing.

Use foundational knowledge and skills while responding to, creating, and presenting artistic work.

Generate and develop original artistic ideas.

Plan and prototype a media artwork idea. For example: Group brainstorm; draw a picture of idea; practice using the camera.

Create original artistic work.

Choose and use a media arts tool to capture an idea. For example: Camera; digital drawing; sound recording.

Revise and complete original artistic work.

After reviewing media artwork, make changes to the form of the work. For example: The order of sequencing photos; the color of objects and images.

Develop and refine artistic techniques and work for presentation.

Sort media artwork by styles and types. For example: Comparing work by a single artist.

Make artistic choices in order to convey meaning through presentation.

Identify where you see media arts in the community. For example: Bank kiosk, billboards.

Analyze and construct interpretations of artistic work.

Identify components and messages in media artworks. For example: List parts of a movie such as beginning, middle and end, and identify how these parts tell stories or share messages.

Evaluate artistic work by applying criteria.

Identify effective parts and possible changes to media artworks. For example: Utilize a process to provide and use feedback such as praise/polish/ponder activities.

Demonstrate an understanding that artistic works influence and are influenced by personal, societal, cultural, and historical contexts, including the contributions of Minnesota American Indian tribes and communities.

Describe media art from various times and places. For example: Describe how media arts has changed over time, such as hand drawn cel animation to computer generated animations; describe how media arts has existed in theaters and television, but now also exist online, within apps, social media, personal devices, smartphones, etc.; describe how media arts exists across the world.

Integrate knowledge and personal experiences while responding to, creating, and presenting artistic work.

Use personal experiences and interests in creating media artworks. For example: Personal stories; media art works that display personal life experience; or media artworks that exhibit choices of content/tools.

Use foundational knowledge and skills while responding to, creating, and presenting artistic work.

Create original artistic work.

Choose musical ideas to share using a limited set of rhythms or pitches.

Revise and complete original artistic work.

Change selected musical ideas using teacher feedback.

Develop and refine artistic techniques and work for performance.

Demonstrate moving, singing, and playing instruments with others, and alone.

Make artistic choices in order to convey meaning through performance.

Follow the teacher to start, stop and stay together throughout an established musical form.

Analyze and construct interpretations of artistic work.

Identify steady beat while listening to and interacting with a variety of music.

Evaluate artistic work by applying criteria.

Identify differences between two contrasting musical selections.

Demonstrate an understanding that artistic works influence and are influenced by personal, societal, cultural, and historical contexts, including the contributions of Minnesota American Indian tribes and communities.

Sing, play instruments or listen to music from various cultures, including music from Minnesota American Indian tribes and communities.

Integrate knowledge and personal experiences while responding to, creating, and presenting artistic work.

Identify an emotion experienced when singing, playing instruments or listening to music.

Use foundational knowledge and skills while responding to, creating, and presenting artistic work.

Generate and develop original artistic ideas.

Suggest character choices in a guided drama experience.

Collaborate with peers to suggest costumes and props for a guided drama experience.

Identify ways gestures and movement may be used to create or retell a story.

Create original artistic work.

Contribute to the development of a sequential plot in a guided drama experience.

Participate and work with peers in a guided drama experience.

Revise and complete original artistic work.

Contribute to the adaptation of a story for a guided drama experience.

Identify similarities and differences among sounds and movements in a guided drama experience.

Select different design and technical (using available technology) choices for a guided drama experience.**

Develop and refine artistic techniques and work for performance.

Use movement and voice to communicate emotions in a guided drama experience for an audience of peers.

Use body, voice and imagination to convey character traits and emotions in a guided drama experience.

Make artistic choices in order to convey meaning through performance.

Identify the use of basic physical movements in a guided drama experience.

Identify technical elements (including available technology) that can be used in a guided drama experience.

Analyze and construct interpretations of artistic work.

Describe how personal emotions, actions, and choices compare with the emotions, actions and choices of characters in a guided drama experience.

Evaluate artistic work by applying criteria.

Describe the props and costumes used in a guided drama experience.

Identify artistic choices made in a work through participation and observation.

Demonstrate an understanding that artistic works influence and are influenced by personal, societal, cultural, and historical contexts, including the contributions of Minnesota American Indian tribes and communities.

Analyze skills and knowledge from other areas of study to a guided drama experience.

Integrate knowledge and personal experiences while responding to, creating, and presenting artistic work.

Identify character emotions in a guided drama experience and relate it to personal experience.

Use foundational knowledge and skills while responding to, creating, and presenting artistic work.

Generate and develop original artistic ideas.

Identify multiple ideas for an artistic prompt.

Use observation and investigation in preparation for making a work of art.

Create original artistic work.

Identify and use symbols when creating art.

Practice safe use of art materials and tools while making art.

Revise and complete original artistic work.

Discuss possibilities for revision of an original artwork using artistic foundations.

Develop and refine artistic techniques and work for presentation.

Identify why artwork should be prepared for presentation.

Make artistic choices in order to convey meaning through presentation.

Identify places where art may be displayed or saved.

Identify what an art museum is and distinguish how an art museum is different from other art spaces. For example: Physical and digital spaces.

Analyze and construct interpretations of artistic work.

Select artworks, objects or artifacts that share a common idea or theme.

Evaluate artistic work by applying criteria.

Compare artworks that represent the same subject using artistic foundations.

Classify artwork based on different criteria for preferences, including artistic foundations.

Demonstrate an understanding that artistic works influence and are influenced by personal, societal, cultural, and historical contexts, including the contributions of Minnesota American Indian tribes and communities.

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

Integrate knowledge and personal experiences while responding to, creating, and presenting artistic work.

Identify times, places, and reasons by which students make art outside of school.

Use foundational knowledge and skills while responding to, creating, and presenting artistic work.

Create

Connect

Create

Foundations

Foundations

Create

Connect

Connect

Connect

Perform

Create

Connect

Respond

Present

Respond

Respond

Foundations

Create

Perform

Respond

Present

Foundations

Foundations

Respond

Perform