Creative Arts

Creative Arts Standard 1: 

​Develops skills in and appreciation of a ​variety of visual art, dance, music, and drama experiences.​

Uses a variety of media and materials for exploration (e.g., paint, glue, three-dimensional materials, technology, etc.).

  • After painting at the easel, Kenny selects 3 feathers from the bin and carefully sticks them onto his wet painting.
  • Sally sticks leaves, twigs and feathers into a ball of clay.
  • Shavon uses easy-squeeze scissors to cut ribbon and yarn, and then glues them on her collage.
  • Ben uses a computer program to create and print a picture and then glues together popsicle sticks to make a frame.

Uses a variety of art forms, elements, and materials for representing people, places, and things in the environment.

  • Monica examines the picture on the wall and asks for some cotton to make clouds like in the picture.
  • At the easel, Jarrad paints a picture of his dog.
  • Akira selected the picture of an easel from her picture schedule, carried it to the art center, and then used chubby chalk and dot markers to create a picture.
  • Trina builds her house with Popsicle sticks and glue.
  • Kyle draws a picture of his brother that includes a head, body, arms, and legs.
  • Max takes leaves he has gathered and sticks them to a tree trunk that he has shaped from playdough.

Observes and responds to artwork produced by others from his/her own culture and other cultures.

  • Maya watches a classmate making a snake out of clay and then makes one herself.
  • Brian looks at the picture of the farm. He says, “The horses are running, and the sheep are eating the grass."
  • Michelle points to the photo and says, “I like the red and orange trees".
  • After the teacher reads the story about Native American mask making, Mark paints a Native American mask using watercolors.

Explores various ways of moving with or without music. 

  • Roberto presses the switch on his wheelchair tray and rocks to the song playing on his musical switch toy.
  • Nicki uses a scarf to pretend to be a wave as the ocean's roar plays through the speaker.
  • Geno sways gently to classical music but shakes wildly to country music. 
  • Eddie moves like an elephant, swinging his arms like a trunk and stomping heavily around the circle while listening to a CD of The Baby Elephant Walk.
  • Lydia copies her interventionist's movements as she waves her arms in the air and marches.

Copies or performs simple patterns of movement and dance while exploring the element of beat.

  • Sasha gallops to the beat of the song and then twirls as the beat changes.
  • Juan claps in time to the music the teacher plays on her guitar.
  • Emilio performs Head, Shoulders, Knees and Toes with his classmates, pointing rather than touching his toes because he is sitting in a wheelchair.
  • Darius marches to the beat of a Sousa march.

Describes or imitates movement after participating in or watching others move as they play games or move to songs and/or music.

  • Cleo marches to the music after watching others move to the song, Marcha, that the teacher is singing.
  • Judy says, “I'm a butterfly" as she flaps her arms to the music.
  • Erin says, “Gina was a tree. Her arms waved like branches."
  • Eddie excitedly says, “I stomped my feet hard."

Watches/listens and responds to dances performed by others from his/her own culture and other cultures.

  • Steven watches hula dancing and imitates the movement.
  • After watching a performance of The Nutcracker, Kya says, “She stood on her toes a lot".
  • As the older children demonstrate the French dancing game, Punchinella, Gabby excitedly says, “I want to do that!"
  • After watching Beauty and the Beast at home, the girls dance “ballroom style" in dramatic play as the music plays.

Explores various forms of music through his/her senses.

  • Jose tries to strum the guitar his teacher is playing.
  • Devon puts on the headphones and listens to music during free choice time.
  • Marcus moves his body to the beat of the music. 
  • Carly points to the picture of the rhythm sticks on her communication board, and then makes music with the rhythm sticks the teacher velcroed to her hands.
  • Sydney uses maracas, bells, xylophones, and drums to make music.

Uses fingerplays and songs to explore the beat and tempo of music.

  • Tessa moves her fingers to the beat of the song, The Itsy-Bitsy Spider.
  • Sarah swings her hands with the beat as she sings Ring Around the Rosy while she makes a circle with her peers.
  • Jenny sings Five Little Pumpkins Sitting on a Fence at different tempos while attempting to move her hands to the beat of the song.
  • Mitch decreases the tempo of his rhythm sticks after his teacher slows the tempo of her sticks.

Watches/listens and responds to music produced by others from his/her own culture and other cultures.

  • Milo smiles as his caregiver starts to play the Raffi album.
  • During choice time, Bertie listens to concert music with headphones and dances to the music.
  • After seeing a performance of Cinderella, Mykala pretends to be a princess while playing with others on the playground.
  • Carlos, Samuel, and Dakta paste beads and feathers on their paper plate shakers following a visit by Native American dancers.

Uses a variety of actions and/or sounds to explore drama through pretend play.

  • Leia puts on a fire hat, takes the steering wheel, sits on a block, and makes siren noises.
  • Emari and Tyler ride tricycles and pull up to the pretend gas pump to fill up their cars.
  • Carlito rolls his wheelchair to the back of the chair train and calls out, “Choo choo!"
  • Eva, pretending to be a cat in dramatic play, crawls on the floor and signs, “Meow. I'm hungry."
  • In the housekeeping area, Megan directs other children to be the baby, the cat and the dog.

Demonstrates simple elements of drama such as roles, characters, and sequence of story lines.

  • Sophie adjusts the pitch of her voice for each of the Three Little Pigs.
  • Teddy uses the flannel board pieces to tell the story of The Very Hungry Caterpillar.
  • Emmy signs the words of Goldilocks during a puppet play.
  • Five children volunteer to be the baby ducks and one child volunteers to be the mother duck.  As the teacher and children recite Five Little Ducks, the children act out their part.

Watches/listens and responds to drama performed by others from his/her own culture and other cultures.

  • Kyle listens as his caregiver reads the story of Three Billy Goats Gruff, using voice inflections for each of the characters.
  • The younger children in Emily's center watch as the older children act out their own play about Pepito the Little Horse.
  • Earl and Jalen clap spontaneously after a dramatic presentation of the Cherokee story, Possum's Tale.