Georgia Standards of Excellence for Kindergarten
Math Standards
MGSEK.CC.1 Count to 100 by ones and by tens.
MGSEK.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
MGSEK.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20(with 0 representing a count of no objects).
MGSEK.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
MGSEK.CC.5 Count to answer “how many?” questions.
MGSEK.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
MGSEK.CC.7 Compare two numbers between 1 and 10 presented as written numerals.
MGSEK.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
MGSEK.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
MGSEK.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation. (drawings need not include an equation).
MGSEK.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
MGSEK.OA.5 Fluently add and subtract within 5.
MGSEK.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones to understand that these numbers are composed of ten ones and one, two, three, four, five, six , seven, eight, or nine ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8).
MGSEK.MD.1 Describe several measurable attributes of an object, such as length or weight.
MGSEK.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference.
MGSEK.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
MGSEK.G.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
MGSEK.G.2 Correctly name shapes regardless of their orientations or overall size.
MGSEK.G.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).
MGSEK.G.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).
MGSEK.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
MGSEK.G.6 Compose simple shapes to form larger shapes.
Reading Literacy
Key Ideas and Details
ELAGSEKRL1 With prompting and support, ask and answer questions about key details in a text.
ELAGSEKRL2 With prompting and support, retell familiar stories, including key details.
ELAGSEKRL3 With prompting and support, identify characters, settings, and major events in a story.
Craft and Structure
ELAGSEKRL4 With prompting and support, ask and answer questions about unknown words in a text.
ELAGSEKRL5 Recognize common types of texts (e.g., storybooks, poems).
ELAGSEKRL6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story .
Integration of Knowledge and Ideas
ELAGSEKRL7 With prompting and support, describe the relationship between illustrations and the story (how illustrations support the text).
ELAGSEKRL9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
Range of Reading and Level of Text Complexity
ELAGSEKRL10 Actively engage in group reading activities with purpose and understanding.
Reading Informational
Key Ideas and Details
ELAGSEKRI1 With prompting and support, ask and answer questions about key details in a text.
ELAGSEKRI2 With prompting and support, identify the main topic (main idea) and retell key details of a text (supporting details).
ELAGSEKRI3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
Craft and Structure
ELAGSEKRI4 With prompting and support, ask and answer questions about unknown words in a text.
ELAGSEKRI5 Identify the front cover, back cover, and title page of a book.
ELAGSEKRI6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
Integration of Knowledge and Ideas
ELAGSEKRI7 With prompting and support, describe the relationship between illustrations and the text (how the illustrations support the text).
ELAGSEKRI8 With prompting and support, identify the reasons an author gives to support points in a text.
ELAGSEKRI9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
Range of Reading and Level of Text Complexity
ELAGSEKRI10 Actively engage in group reading of informational text with purpose and understanding.
Reading Foundational
Print Concepts
ELAGSEKRF1 Demonstrate understanding of the organization and basic features of print.
1. Follow words from left to right, top to bottom, and page-by-page.
2. Recognize that spoken words are represented in written language by specific sequences of letters.
3. Understand that words are separated by spaces in print.
4. Recognize and name all upper- and lowercase letters of the alphabet.
Phonological Awareness
ELAGSEKRF2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
1. Recognize and produce rhyming words.
2. Count, pronounce, blend, and segment syllables in spoken words.
3. Blend and segment onsets and rimes of single syllable spoken words.
4. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
5. Add or substitute individual sounds (phonemes) in simple, one- syllable words to make new words.
Phonics and Word Recognition
ELAGSEKRF3 Know and apply grade-level phonics and word analysis skills in decoding words.
- Demonstrate basic knowledge of one to one letter-sound correspondences for each consonant.
- Demonstrate basic knowledge of long and short sounds for the given major vowels.
- Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Fluency
ELAGSEKRF4 Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does); read emergent-reader texts with purpose and understanding.
Text Types and Purpose
ELAGSEKW1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are “writing” about and state an opinion or preference about the topic or book (e.g., My favorite book is...).
ELAGSEKW2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
ELAGSEKW3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
Production and Distribution of Writing
ELAGSEKW5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
ELAGSEKW6 With guidance and support from adults, use a variety of tools to produce and publish writing, including digital tools in collaboration with peers.
Research to Build and Present Knowledge
ELAGSEKW7 With guidance and support, participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
ELAGSEKW8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Speaking and Listening
Comprehension and Collaboration
ELAGSEKSL1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
1. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
2. Continue a conversation through multiple exchanges.
ELAGSEKSL2 Confirm understanding of written texts read aloud or information presented orally or through media by asking and answering questions about key details and requesting clarification if something is not understood.
ELAGSEKSL3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
Presentation of Knowledge and Ideas
ELAGSEKSL4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
ELAGSEKSL5 Add drawings or other visual displays to descriptions as desired to provide additional detail.
ELAGSEKSL6 Speak audibly and express thoughts, feelings, and ideas clearly.
Language
Conventions of Standard English
ELAGSEKL1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
1. Print many upper- and lowercase letters.
2. Use frequently occurring nouns and verbs.
3. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes) when speaking.
4. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
5. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
6. Produce and expand complete sentences in shared language activities.
ELAGSEKL2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
1. Capitalize the first word in a sentence and the pronoun I.
2. Recognize and name end punctuation.
3. Write a letter or letters for most consonant and short-vowel sounds (phonemes).
4. Spell simple words phonetically, drawing on knowledge of sound- letter relationships.
Vocabulary Acquisition and Use
ELAGSEKL4 With guidance and support, determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
1. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck as a bird and learning the verb to duck).
2. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.
ELAGSEKL5 With guidance and support from adults, explore word relationships and nuances in word meanings.
1. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
2. Demonstrate understanding of frequently occurring verbs and adjectives by relating themto their opposites (antonyms).*
3. c. Identify real-life connections between words and their use (e.g., note places at school that are colorful).
4. d. Begin to distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
ELAGSEKL6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
Social Studies
Foundations of America
Historical Understandings
SSKH1 Identify the national holidays and describe the people and/or events celebrated.
1. Christmas
2. Columbus Day
3. Independence Day
4. Labor Day
5. Martin Luther King, Jr. Day
6. Memorial Day
7. New Year’s Day
8. Presidents Day (George Washington, Abraham Lincoln, and the current president)
9. Thanksgiving Day
10. Veterans Day
SSKH2 Identify the following American symbols:
1. The national and state flags (United States and Georgia flags)
2. Pledge of Allegiance
3. Star Spangled Banner (identify as the national anthem)
4. The bald eagle
5. The Statue of Liberty
6. Lincoln Memorial (identify image and associate with Abraham Lincoln and Presidents Day)
7. Washington Monument (identify image and associate with George Washington and Presidents Day)
8. White House (identify image and associate with Presidents Day and the current president)
SSKH3 Correctly use words and phrases related to chronology and time. (Note: These elements should be integrated into discussions about historical events and figures.)
1. Now, long ago
2. Before, after
3. Today, tomorrow, yesterday
4. First, last, next
5. Day, week, month, year
6. Past, present, future
Geographic Understandings
SSKG1 Describe the diversity of American culture by explaining the customs and celebrations of various families and communities.
SSKG2 Explain that a map is a drawing of a place and a globe is a model of Earth.
1. Differentiate land and water features on simple maps and globes.
2. Explain that maps and globes show a view from above.
3. Explain that maps and globes show features in a smaller size.
SSKG3 State the street address, city, state, and country in which the student lives.
Government/Civic Understandings.
SSKCG1 Demonstrate an understanding of good citizenship.
1. Explain how rules are made and why.
2. Explain why rules should be followed.
SSKCG2 Describe examples of positive character traits exhibited by good citizens such as honesty, patriotism, courtesy, respect, pride, and self-control.
Economic Understandings
SSKE1 Describe the work that people do such as: police officer, fire fighter, soldier, mail carrier, farmer, doctor, teacher, etc.
SSKE2 Explain that people earn income by working.
SSKE3 Explain how money is used to purchase goods and services.
1. Distinguish goods from services.
2. Identify that U.S. coins and dollar bills (paper money) are used as currency.
SSKE4 Explain that people must make choices because they cannot have everything they want.
Science
Earth and Space Science
SKE1. Obtain, evaluate, and communicate observations about time patterns (day to night and night to day) and objects (sun, moon, stars) in the day and night sky.
1. Ask questions to classify objects according to those seen in the day sky, the night sky, and both.
2. Develop a model to communicate the changes that occur in the sky during the day, as day turns into night, during the night, and as night turns into day using pictures and words. (Clarification statement: Students are not expected to understand tilt of the Earth, rotation, or revolution.)
SKE2. Obtain, evaluate, and communicate information to describe the physical attributes of earth materials (soil, rocks, water, and air).
1. Ask questions to identify and describe earth materials—soil, rocks, water, and air.
2. Construct an argument supported by evidence for how rocks can be grouped by physical attributes (size, weight, texture, color).
3. Use tools to observe and record physical attributes of soil such as texture and color.
Physical Science
SKP1. Obtain, evaluate, and communicate information to describe objects in terms of the materials they are made of and their physical attributes.
1. Ask questions to compare and sort objects made of different materials. (Common materials include clay, cloth, plastic, wood, paper, and metal.)
2. Use senses and science tools to classify common objects, such as buttons or swatches of cloth, according to their physical attributes (color, size, shape, weight, and texture).
3. Plan and carry out an investigation to predict and observe whether objects, based on their physical attributes, will sink or float.
SKP2. Obtain, evaluate, and communicate information to compare and describe different types of motion.
1. Plan and carry out an investigation to determine the relationship between an object’s physical attributes and its resulting motion (straight, circular, back and forth, fast and slow, and motionless) when a force is applied. (Examples could include toss, drop, push, and pull.)
2. Construct an argument as to the best way to move an object based on its physical attributes.
Life Science
SKL1. Obtain, evaluate, and communicate information about how organisms (alive and not alive) and non-living objects are grouped.
1. Construct an explanation based on observations to recognize the differences between organisms and nonliving objects.
2. Develop a model to represent how a set of organisms and nonliving objects are sorted into groups based on their attributes.
SKL2. Obtain, evaluate, and communicate information to compare the similarities and differences in groups of organisms.
1. Construct an argument supported by evidence for how animals can be grouped according to their features.
2. Construct an argument supported by evidence for how plants can be grouped according to their features.
3. Ask questions and make observations to identify the similarities and differences of offspring to their parents and to other members of the same species.
Music
Creating
ESBC.CR.1 Generate and conceptualize musical ideas and works.
1. Improvise simple rhythmic and melodic patterns.
2. Create basic rhythmic and melodic accompaniments to support other elements of musical performance (e.g. ostinato).
3. Create physical movements for warm-ups and repertoire to distinguish various musical ideas.
4. Set short poetic phrases and texts to music.
5. Compose original rhythms and melodies.
ESBC.CR.2 Organize, develop, and revise musical ideas and works.
1. Share improvised, composed, or arranged pieces.
2. Use teacher-created criteria to refine improvised or composed pieces.
Performing
ESBC.PR.1 Analyze, interpret, and select musical works for presentation.
1. Utilize a rhythmic and melodic system to read and sing music appropriate to ability.
2. Identify basic music vocabulary and symbols representing tempo, meter, dynamics, and other expressive elements.
3. Notate simple rhythms and melodies from aural examples utilizing a dictation method.
4. Read and notate music using available technology.
ESBC.PR.2 Develop and refine musical techniques and works for presentation.
1. Demonstrate appropriate singing posture and breathing techniques.
2. Identify basic vocal anatomy.
3. Identify aspects of vocal range and tone.
4. Demonstrate pure vowel sounds and articulate voiced and unvoiced consonants.
5. Utilize aural skills to match pitch, improve intonation, and sing with attention to ensemble balance and blend, in one or more vocal parts.
ESBC.PR.3 Convey meaning through the presentation of musical works as the school setting permits.
1. Demonstrate technical accuracy and expressive qualities in performance of a varied repertoire of music.
2. Demonstrate and respond to basic conducting patterns and gestures representing tempo, expression, and vocal technique.
3. Sing selected music from memory for public performance at least twice per year.
4. Exhibit appropriate rehearsal and performance etiquette.
Responding
ESBC.RE.1 Perceive, analyze, and interpret meaning in musical works.
1. Describe a musical score in terms of rhythm, melody, and form.
2. Listen to and describe the elements of a musical performance including form, voicing, and dynamic contrast.
3. Describe the emotions and thoughts that music conveys.
4. Discuss how the basic elements of music, including mood, tempo, contrast, and repetition, in selected examples (e.g. aural, written, performed), are important to a performance.
ESBC.RE.2 Apply criteria to evaluate musical works.
1. Using self-reflection and peer feedback, listen to and evaluate group music performances with attention to vocal technique, accuracy of pitch, and rhythm, diction, and dynamics.
Connecting
ESBC.CN.1 Synthesize and relate knowledge and personal experiences to make music.
1. Discuss how music relates to personal development and enjoyment of life.
2. Describe how a musician’s interests, knowledge, and skills determine how they create, perform, and respond to music.
ESBC.CN.2 Relate musical ideas and works with societal, cultural, and historical contexts to deepen understanding.
1. Identify historical and cultural characteristics of a varied repertoire, including world music.
2. Demonstrate stylistic characteristics of a varied repertoire, including world music, through vocal performance.
3. Identify the historical period, composer, culture, and style of music presented in class.
4. Discuss and apply appropriate audience etiquette and active listening in selected musical settings.
Media Arts for Audio and Music
Creating
MAAMK.CR.1 Generate and conceptualize artistic ideas and work.
1. Discover, explore, and share ideas for media arts music productions and/or projects through a variety of methods including, but not limited to, play and experimentation.
MAAMK.CR.2 Organize and develop artistic ideas and work.
1. With guidance, use ideas to form plans or models for media arts music productions and/or projects.
MAAMK.CR.3 Refine and complete artistic work.
1. With guidance, create, edit, and share media arts content for expression and meaning in media arts music productions and/or projects.
Presenting/Producing
MAAMK.PR.1 Select, analyze, and interpret artistic work for presentation.
1. With guidance, combine art forms and media content (e.g. recording sound, film) to create media arts music productions and/or projects.
MAAMK.PR.2 Develop and refine artistic techniques and work for presentation.
1. Explore basic artistic and technical skills (e.g. selecting and properly handling creation tools, making choices, cooperating) when creating media arts music productions and/or projects.
2. Identify and demonstrate creative skills (e.g. problem solving, performing) within media arts music productions and/or projects.
MAAMK.PR.3 Convey meaning through the presentation of media arts music productions and/or projects.
1. With guidance, identify and share how time and place affect the presentation of mediaarts music productions and/or projects.
2. With guidance, identify and share reactions to the presentation of media arts music productions and/or projects.
3. Title and sign finished media arts music productions and/or projects.
Responding
MAAMK.RE.1 Perceive and analyze artistic work.
1. Recognize and share components and messages in media arts music productions and/or projects.
2. With guidance, identify how different media arts music productions and/or projects create different experiences.
MAAMK.RE.2 Interpret intent and meaning in artistic work.
1. With guidance, share observations regarding a variety of media arts music productions and/or projects.
MAAMK.RE.3 Apply criteria to evaluate artistic work.
1. Share thoughts about positive and negative qualities of a media arts music production and/or project.
Connecting
MAAMK.CN.1 Relate artistic ideas and works with societal, cultural, and historical contexts to deepen understanding.
1. With guidance, share ideas about the relationship between media arts music productions and/or projects and everyday life.
2. With guidance, begin building digital citizenship skills by interacting safely and appropriately with media arts tools and environments.
MAAMK.CN.2 Synthesize and relate knowledge and personal experiences to make media arts music productions and/or projects.
1. Use personal experiences to make choices when creating media arts music productions and/or projects.
2. Share memorable experiences of media arts music productions and/or projects.
Theatre Art
Creating
TAK.CR.1 Organize, design, and refine theatrical works.
1. Use imagination to create, revise, and/or add to ideas.
2. Demonstrate skills of the mind (e.g. imagination, focus, concentration).
3. Follow directions for and contribute in planning theatre experiences.
4. Listen to others with respect and courtesy in an ensemble.
5. Identify basic theatre vocabulary (e.g. setting, character, problem, resolution, plot, beginning, middle, end).
TAK.CR.2 Develop scripts through theatrical techniques.
1. Retell stories.
2. Sequence plot events for dramatizations.
3. Generate original ideas for dramatizations.
Performing
TAK.PR.1 Act by communicating and sustaining roles in formal and informal environments.
1. Use voice to communicate emotions.
2. Use body to communicate emotions.
3. Cooperate in theatre experiences.
4. Assume roles in a variety of dramatic forms (e.g. narrated story, pantomime, puppetry, dramatic play).
TAK.PR.2 Execute artistic and technical elements of theatre.
1. Identify playing space and audience space.
2. Use simple objects in dramatizations.
3. Use sound in dramatizations.
Responding
TAK.RE.1 Engage actively and appropriately as an audience member.
1. Participate as audience.
2. Identify the basic elements of theatre etiquette.
TAK.RE.2 Critique various aspects of theatre and other media.
1. Describe what is seen, felt, and heard in a theatre or performance experience.
2. Ask questions about what is seen, felt, and heard in a theatre or performance experience.
3. Express personal preferences about theatre or performance experiences.
Connecting
TAK.CN.1 Explore how theatre connects to life experience, careers, and other content.
1. Identify how theatre experiences, settings, and characters are like and unlike real life.
2. Explore the connections between theatre and careers.
3. Identify connections to other content areas.
TAK.CN.2 Examine the role of theatre in a societal, cultural, and historical context.
1. Describe why people dramatize stories.
2. Identify theatre experiences in the community (e.g. community theatres, local middle and high school theatre programs, teaching artist
Media Arts for Theatre
Creating
MATK.CR.1 Generate and conceptualize artistic ideas and work.
1. Discover, explore, and share ideas for media arts theatre productions and/or projects through a variety of methods including, but not limited to, play and experimentation.
MATK.CR.2 Organize and develop artistic ideas and work.
1. With guidance, use ideas to form plans or models for media arts theatre productions and/or projects.
MATK.CR.3 Refine and complete artistic work.
1. With guidance, create, edit, and share media arts content for expression and meaning in media arts theatre productions and/or projects.
Presenting/Producing
MATK.PR.1 Select, analyze, and interpret artistic work for presentation.
1. With guidance, combine art forms and media content to create media arts theatre productions and/or projects.
MATK.PR.2 Develop and refine artistic techniques and work for presentation.
1. Explore basic artistic and technical skills (e.g. selecting and properly handling creation tools, making choices, cooperating) when creating media arts theatre productions and/or projects.
2. Identify and demonstrate creative skills (e.g. problem solving, performing) within media arts theatre productions and/or projects.
MATK.PR.3 Convey meaning through the presentation of media arts theatre productions and/or projects.
1. With guidance, identify and share how time and place affect the presentation of media arts theatre productions and/or projects.
2. With guidance, identify and share reactions to the presentation of media arts theatre productions and/or projects.
3. Title and sign finished media arts theatre productions and/or projects.
Responding
MATK.RE.1 Perceive and analyze artistic work.
1. Recognize and share components and messages in media arts theatre productions and/or projects.
2. With guidance, identify how different media arts theatre productions and/or projects create different experiences.
MATK.RE.2 Interpret intent and meaning in artistic work.
1. With guidance, share observations regarding a variety of media arts theatre productions and/or projects.
MATK.RE.3 Apply criteria to evaluate artistic work.
1. Share thoughts about positive and negative qualities of a media arts theatre production and/or project.
Connecting
MATK.CN.1 Relate artistic ideas and works with societal, cultural, and historical contexts to deepen understanding.
1. With guidance, share ideas about the relationship between media arts theatre productions and/or projects and everyday life.
2. With guidance, begin building digital citizenship skills by interacting safely and appropriately with media arts tools and environments.
MATK.CN.2 Synthesize and relate knowledge and personal experiences to make media arts theatre productions and/or projects.
1. Use personal experiences to make choices when creating media arts theatre productions and/or projects.
2. Share memorable experiences of media arts theatre productions and/or projects.
Visual Art
VAK.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.
1. Generate individual and group ideas in response to visual images and personal experiences.
2. Produce visual images using observation, experience, and imagination using a variety of art materials.
VAK.CR.2 Create works of art based on selected themes.
1. Create works of art emphasizing one or more elements of art and/or principles of design.
2. Use pictures to tell a story.
VAK.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.
1. Attempt to fill the space in an art composition.
2. Experiment in the printmaking process (e.g. stamping).
3. Create drawings and paintings with a variety of media.
4. Experiment with color mixing.
5. Develop manual dexterity to develop fine motor skills.
VAK.CR.4 Understand and apply media, techniques, and processes of three-dimensional art.
1. Create sculpture using a variety of media and techniques.
2. Experiment with clay to create forms (e.g. rolling, pinching, modeling).
3. Create works of art using traditional and/or contemporary craft materials and methods.
VAK.CR.5 Demonstrate an understanding of the safe and appropriate use of materials, tools, and equipment for a variety of artistic processes.
Presenting
VAK.PR.1 Participate in appropriate exhibition(s) of works of art to develop identity of self as artist.
1. Complete works of art.
2. Sign a finished work of art.
Responding
VAK.RE.1 Discuss personal works of art and the artwork of others to enhance visual literacy.
1. Use a variety of strategies for art criticism.
2. Discuss works of art using art vocabulary with an emphasis on the elements of art.
3. Demonstrate an appreciation for art and art making processes by communicating thoughts and feelings.
Connecting
VAK.CN.1 Investigate and discover the personal relationships of artists to community, culture, and the world through making and studying art.
1. Recognize self as an artist.
2. Recognize the unique contributions of contemporary and/or historical artists and art forms, including Georgia artists.
3. Discuss art from a variety of eras and world cultures.
VAK.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.
1. Explore universal concepts (e.g. self, family, community, world) inspired by other subject areas.
VAK.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).
Media Art
Creating
MAK.CR.1 Generate and conceptualize artistic ideas and work.
1. Discover, explore, and share ideas for media artworks through a variety of methods including, but not limited to, play and experimentation.
MAK.CR.2 Organize and develop artistic ideas and work.
1. With guidance, use ideas to form plans or models for media arts productions.
MAK.CR.3 Refine and complete artistic work.
1. With guidance, create, edit, and share media arts content for expression and meaning in media arts productions.
Presenting/Producing
MAK.PR.1 Select, analyze, and interpret artistic work for presentation.
1. With guidance, combine art forms and media content (e.g. dance, video) to create media artworks.
MAK.PR.2 Develop and refine artistic techniques and work for presentation.
1. Explore basic artistic and technical skills (e.g. selecting and properly handling creation tools, making choices, cooperating when creating media artworks).
2. Identify and demonstrate creative skills (e.g. problem solving, performing within media arts productions).
MAK.PR.3 Convey meaning through the presentation of media artworks.
1. With guidance, identify and share how time and place affect the presentation of media arts.
2. With guidance, identify and share reactions to the presentation of media arts.
3. Title and sign finished media artworks.
Responding
MAK.RE.1 Perceive and analyze artistic work.
1. Recognize and share components and messages in media artworks.
2. With guidance, identify how different media artworks create different experiences.
MAK.RE.2 Interpret intent and meaning in artistic work.
1. With guidance, share observations regarding a variety of media artworks.
MEK.RE.3 Apply criteria to evaluate artistic work.
1. Share thoughts about positive and negative qualities of a media artwork.
Connecting
MAK.CN.1 Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
1. With guidance, share ideas about the relationship between media artworks and everyday life.
2. With guidance, begin building digital citizenship skills by interacting safely and appropriately with media arts tools and environments.
MAK.CN.2 Synthesize and relate knowledge and personal experiences to make art.
1. Use personal experiences to make choices when creating media arts productions.
2. Share memorable experiences of media arts productions.
Dance
Creating
ESDK.CR.1 Demonstrate an understanding of the choreographic process.
1. Explore working independently and collaboratively with others.
2. Create and perform a dance sequence.
3. Explore dance elements through structured improvisation and play (e.g. body, space, time, energy).
4. Respond to a variety of stimuli through movement (e.g. scarves, songs, sounds, images).
ESDK.CR.2 Demonstrate an understanding of dance as a form of communication.
1. Express ideas and feelings through movement, gestures, and facial expressions.
2. Move expressively to music and/or other stimuli (e.g. sound, text).
Performing
ESDK.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance.
1. Identify and demonstrate basic creative and locomotor movements and body isolations.
2. Demonstrate the difference between personal and general space.
3. Demonstrate the ability to perform simple movements in response to oral instruction.
ESDK.PR.2 Understand and model dance etiquette as a classroom participant, performer, and observer.
1. Demonstrate attentiveness, full participation, and awareness of others in the dance learning and performance environments.
2. Understand and demonstrate appropriate behaviors as a dance performer, and as an audience member.
ESDK.PR.3 Recognize the relationship between human anatomy and movement.
1. Identify basic body parts and how they move.
ESDK.PR.4 Understand and apply music concepts to dance.
1. Explore moving to music and responding to changes in tempo and other music qualities.
Responding
ESDK.RE.1 Demonstrate critical and creative thinking in dance.
1. Explain basic features that distinguish one dance from another.
2. Observe movement and describe it using basic dance terminology.
Connecting
ESDK.CN.1 Understand and demonstrate dance throughout history and in various cultures.
1. Explore historical and cultural motivations for dance.
2. Explore the role of dance in various cultures and history.
ESDK.CN.2 Recognize connections between dance, wellness, and safety.
1. Explore the principles of a healthy body (e.g. nutrition, hygiene).
2. Explore moving safely.
ESDK.CN.3 Identify connections between dance and other areas of knowledge.
1. Compare and contrast dance to other art forms and subject areas.
2. Explore elements and styles of dance through the use of technology and media.
Physical Education
PEK.1 The physically educated student demonstrates competency in a variety of motor skills and movement patterns.
Locomotor
1. Performs basic locomotor skills (walk, run, hop, jump, skip, slide, and gallop) while maintaining balance.
2. Performs locomotor skills in response to teacher-led, creative dance.
3. Performs jumping/landing with balance.
Non-Locomotor
4. Performs basic non-locomotor skills (bend, straighten, twist, stretch, swing, sway, and turn) while maintaining balance.
5. Maintains balance on different bases of support (wide, narrow, curled, and twisted body shapes).
Manipulative Skills
6. Throws underhand with opposite foot forward.
7. Catches a self-tossed object (ball, scarf, and bean bag).
8. Drops a ball and catches it after a single bounce.
9. Demonstrates basic dribbling skills with hands attempting multiple contacts.
10. Demonstrates basic dribbling skills with feet attempting multiple contacts.
11. Kicks a stationary ball from a stationary position (keeping eyes on the ball, stepping with the opposite foot next to ball, contacting the ball with dominant foot, and following through).
12. Volleys a lightweight object (beach ball or balloon) upward using a variety of body parts.
13. Strikes a lightweight object (beach ball or balloon) using a short-handled implement.
14. Executes a single jump using a self-turned rope.
15. Executes a single jump of a long rope with teacher assisted turning.
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