0440.K3 Exploring Music - Grades K-3

Exploring Music in kindergarten through grade three is based on the Indiana Academic Standards for Music. Students are provided a balanced, comprehensive music curriculum that is developmentally appropriate in the psychomotor, cognitive, and affective domains. Instruction is designed to enable students to perform and create music, respond to music, and integrate music study into other subject areas. Activities and experiences in music are designed to develop students’ appreciation of music as an art form, to build the foundation for music literacy, and to understand music as it relates to history, culture, and the community.

Exploring Music in grades four through six is based on the Indiana Academic Standards for Music. Students are provided a balanced, comprehensive music curriculum that is developmentally appropriate in the psychomotor, cognitive, and affective domains. Instruction is designed to enable students to perform and create music, respond to music, and integrate music study into other subject areas. Activities and experiences in music are designed to develop students’ appreciation of music as an art form, to build the foundation for music literacy, and to understand music as it relates to history, culture, and the community. Beginning in grade six, along with the current academic standards, the Science/Technical Studies Content Area Literacy Standards are incorporated in the teaching of this subject with the expectation of a continuum of reading and writing skills development.

Physical Education in kindergarten is based on the Indiana Academic Standards for Physical Education. Students in the kindergarten physical education program build on the sequential learning experiences of the early childhood program with an emphasis on how students move in the environment. Students learn fundamental locomotor (walking, running, hopping, skipping, jumping, sliding, galloping), non-locomotor (bending, twisting, turning, rocking, swaying, rolling, balancing, stretching, pushing, and pulling), and manipulative (rolling, throwing, catching/collecting, bouncing, kicking, dribbling, volleying ,and striking) skills through a wide variety of activities. These experiences include initial exposure to fitness concepts and fitness development exercises. Activities encourage socialization, feelings of personal success, expressing ideas through movement, and the integration and reinforcement of a variety of educational concepts. Ongoing assessment is conducted throughout the curriculum.

Physical Education in grade one is based on the Indiana Academic Standards for Physical Education. Students in grade one physical education participate in a wide variety of movement experiences with an emphasis on moving through space and time. As they perform a variety of fundamental locomotor and nonlocomotor skills students learn to move in different spaces, at varying speeds, with different amounts of force, and using different levels, directions, and pathways. Students learn how to purposely manipulate objects. Skills are developed through application in games, rhythmic activities and developmental exercises. Students learn playground rules and safety practices for self and others. The subject fosters fitness and interdisciplinary connections. Ongoing assessment is conducted throughout the curriculum.

Physical Education in grade two is based on the Indiana Academic Standards for Physical Education. Students in grade two physical education participate in a wide variety of activities and games where they learn to move with one another in space and to work cooperatively with a partner. Activities integrate and reinforce educational concepts. Students learn to combine fundamental locomotor and nonlocomotor skills and to apply basic strategy in active games. Students learn to manipulate objects with a partner (throwing, catching, striking, kicking, bouncing, and rolling). Students learn how to use fitness and sport equipment safely and to identify opportunities for involvement in family and community recreation and sport. Students learn fitness concepts (cardio-respiratory endurance, body composition, flexibility, muscular strength, and endurance) and participate in fitness activities with more intensity. Ongoing assessment is conducted throughout the curriculum.

Physical Education in grade three is based on the Indiana Academic Standards for Physical Education. Students in grade three physical education participate in experiences designed to refine fundamental movement patterns and combinations of movements. The emphasis is on how students react and respond to others as they apply strategies in situations such as games, gymnastics, and rhythmic activities. Students learn to analyze their performance in order to learn or improve a movement skill. Students learn rules related to the use of equipment, safety, and games. Students continue to learn fitness concepts, set personal fitness goals, and apply fitness to daily living. Ongoing assessment is conducted throughout the curriculum.

Physical Education in grade four is based on the Indiana Academic Standards for Physical Education. Students in grade four physical education participate in experiences designed to refine movement patterns and combinations while placing emphasis on manipulating objects. Students develop more mature techniques for throwing, catching, striking, kicking, trapping, and dribbling, and applying combinations of specialized skills through activities like gymnastics, dance, adventure, and individual, dual, and team sports games and activities. Students learn to analyze their performance in order to improve their skill level. Students continue to learn fitness concepts, take self-assessments, and set goals to improve personal fitness levels. Students strengthen cooperation skills, learn to work as part of a group, appreciate personal differences, and value the rights of others. Ongoing assessment is conducted throughout the curriculum.

Physical Education in grade five is based on the Indiana Academic Standards for Physical Education. Students in grade five physical education further develop their understanding of movement concepts (body awareness, spatial awareness, qualities of movement, relationships) and mature (proficient) movement forms in order to analyze their performance and improve their skill level. Students continue to refine and develop complex movement patterns and skills through games, rhythmic activities, and sports. The emphasis is on manipulating objects with accuracy and speed. Students continue to learn fitness concepts, participate in fitness activities at school and home, assess their fitness level by comparing their scores to a health-related standard, and set  goals for improvement. Students learn to work independently and together and accept varying abilities and interests. Ongoing assessment is conducted throughout the curriculum.

Physical Education in grade six is based on the Indiana Academic Standards for Physical Education. Students in grade six physical education continue to develop psychomotor skills through participation in a variety of developmentally appropriate sports (individual, dual, and team), rhythmic activities, lifetime recreational activities, and fitness activities. The focus is on the development of complex movement skill combinations and knowledge. The focus is on the development of complex movement skill combinations and knowledge. Students develop an understanding of physiological changes, which occur as a result of physical activity. Students expand their knowledge of fitness concepts, principles, and strategies as well as how other concepts like self-responsibility, positive social interaction, and group dynamics affect learning and performance. Students learn to work cooperatively toward a common goal. Ongoing assessment is conducted throughout the curriculum. Along with the current academic standards, the Science/Technical Studies Content Area Literacy Standards are incorporated in the teaching of this subject with the expectation of a continuum of reading and writing skills development.

Visual Arts for kindergarten through grade three is based on the Indiana Academic Standards for Visual Arts. Students first encounter visual art at the kindergarten level as an integral part of a variety of creative and developmentally appropriate experiences in music, dramatics, movement, arts, and crafts. As they progress through grades one through three, students receive sequential learning experiences in the early childhood art education program that encompass art history, art criticism, aesthetics, and production. Through self-reflection,which includes dialogue, reading, and writing, students analyze each component of their arts education as well as their own personal growth. Throughout the program, students engage in various forms of communication, utilizing a rich art vocabulary and a variety of technological resources. As part of this process, students make connections between art and other disciplines, and they explore the various roles the arts play in their communities.

Visual Arts for kindergarten through grade three is based on the Indiana Academic Standards for Visual Arts. Students first encounter visual art at the kindergarten level as an integral part of a variety of creative and developmentally appropriate experiences in music, dramatics, movement, arts, and crafts. As they progress through grades one through three, students receive sequential learning experiences in the early childhood art education program that encompass art history, art criticism, aesthetics, and production. Through self-reflection,which includes dialogue, reading, and writing, students analyze each component of their arts education as well as their own personal growth. Throughout the program, students engage in various forms of communication, utilizing a rich art vocabulary and a variety of technological resources. As part of this process, students make connections between art and other disciplines, and they explore the various roles the arts play in their communities.

Visual Arts for kindergarten through grade three is based on the Indiana Academic Standards for Visual Arts. Students first encounter visual art at the kindergarten level as an integral part of a variety of creative and developmentally appropriate experiences in music, dramatics, movement, arts, and crafts. As they progress through grades one through three, students receive sequential learning experiences in the early childhood art education program that encompass art history, art criticism, aesthetics, and production. Through self-reflection, which includes dialogue, reading, and writing, students analyze each component of their arts education as well as their own personal growth. Throughout the program, students engaged in various forms of communication, utilizing a rich art vocabulary and a variety of technological resources. As part of this process, students make connections between art and other disciplines, and they explore the various roles the arts play in their communities.

Visual Arts for kindergarten through grade three is based on the Indiana Academic Standards for Visual Arts. Students first encounter visual art at the kindergarten level as an integral part of a variety of creative and developmentally appropriate experiences in music, dramatics, movement, arts, and crafts. As they progress through grades one through three, students receive sequential learning experiences in the early childhood art education program that encompass art history, art criticism, aesthetics, and production. Through self-reflection,which includes dialogue, reading, and writing, students analyze each component of their arts education as well as their own personal growth. Throughout the program, students engage in various forms of communication, utilizing a rich art vocabulary and a variety of technological resources. As part of this process, students make connections between art and other disciplines, and they explore the various roles the arts play in their communities.

Visual Arts in grades four through six is based on the Indiana Academic Standards for Visual Arts. Students in the elementary art education program build on the sequential learning experiences of the early childhood program that encompass art history, criticism, aesthetics,and production. Through self-reflection, which includes dialogue, reading, and writing, students analyze each component of their arts education as well as their own personal growth. Throughout the program, students engage in various forms of communication, utilizing a rich vocabulary and a variety of technological resources. Students make connections between art and other disciplines. Students also utilize art community resources, explore career opportunities in art, and identify opportunities for involvement in the arts community. Beginning in grade six, along with the current academic standards for this subject, the Science/Technical Studies Content Area Literacy Standards are incorporated with the expectation of a continuum of reading and writing skills development.

Visual Arts in grades four through six is based on the Indiana Academic Standards for Visual Arts. Students in the elementary art education program build on the sequential learning experiences of the early childhood program that encompass art history, criticism, aesthetics, and production. Through self-reflection, which includes dialogue, reading, and writing, students analyze each component of their arts education as well as their own personal growth. Throughout the program, students engage in various forms of communication, utilizing a rich vocabulary and a variety of technological resources. Students make connections between art and other disciplines. Students also utilize art community resources, explore career opportunities in art, and identify opportunities for involvement in the arts community. Beginning in grade six, along with the current academic standards for this subject, the Science/Technical Studies Content Area Literacy Standards are incorporated with the expectation of a continuum of reading and writing skills development.

Visual Arts in grades four through six is based on the Indiana Academic Standards for Visual Arts. Students in the elementary art education program build on the sequential learning experiences of the early childhood program that encompass art history, criticism, aesthetics,and production. Through self-reflection, which includes dialogue, reading, and writing, students analyze each component of their arts education as well as their own personal growth. Throughout the program, students engage in various forms of communication, utilizing a rich vocabulary and a variety of technological resources. Students make connections between art and other disciplines. Students also utilize art community resources, explore career opportunities in art, and identify opportunities for involvement in the arts community. Beginning in grade six, along with the current academic standards for this subject, the Science/Technical Studies Content Area Literacy Standards are incorporated with the expectation of a continuum of reading and writing skills development.