By Rose Bennett,2014-05-07 10:49
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    GRADE 3

     State of Arizona

    Arizona Department of Education

    Updated 1.19.09


    GRADE 3


The Arts Standard 2006 Grade 3

    Comprehensive Health Education/Physical Activity Standards 1997 Foundations (Grades 1-3)

    Foreign and Native Language Standards 1997 Foundations (Grades 1-3)

    Reading Standard Articulated by Grade Level 2003 Grade 3

    Writing Standard Articulated by Grade Level 2004 Grade 3

    Language Arts Standards 1996 Foundations (Grades 1-3)

     Standard 3: Listening and Speaking

     Standard 4: Viewing and Presenting

    Mathematics Standard Articulated by Grade Level 2008 Grade 3

    Science Standard Articulated by Grade Level 2004 Grade 3

    Social Studies Standard Articulated by Grade Level 2006 Grade 3

    Technology Standards 2000 Foundations (Grades 1-3)

    Workplace Skills Standards 1997 Foundations (Grades 1-3)

Additional information about the Arizona Academic Standards including glossaries of

    terms may be found at

The Arts Standard 2006

Grade 3



Philosophy and Rationale for the Arts

    The arts are essential in education for they provide students with the means to think, feel, and

    understand the world around them in ways unique and distinct from other academic disciplines.

    These skills have been recognized as essential to lifelong success both in and out of school by

    a variety of education and civic leaders, including the National Association of State Boards of

    Education, the Education Commission of the States, the Arts Education Partnership, and


    Arts Education in Arizona

    Arizona has recognized the importance of arts education for its students in a variety of ways,


    ? Requiring music and visual arts be taught in grades K-8

    ? Creating high quality certifications (endorsements) for teachers in the areas of dance,

    music, theatre and visual arts

    ? Requiring a fine arts high school credit for admission to our state’s universities

    ? Adopting Academic Standards in the Arts, with rigorous, sequential guidelines for creating

    quality arts education for Arizona’s students.

    Arts Standards Articulation for Third Grade

    ? The Arts Standards are divided into four discipline areas: dance, music, theatre and visual

    arts. th? The Music Standard is articulated for general music by grade level for Kindergarten 8


    ? The remaining Standards (Dance, Theatre, Visual Arts) are articulated by skill level,

    reflecting the variety of ways in which the arts are taught in Arizona schools. Included in this

    Third Grade packet are the Beginning Skill Level Performance Objectives for Dance,

    Theatre and Visual Arts. If your students are more advanced, or if you would like to see how

    these skill articulated standards build on one other, the Department encourages you to view

    the standards in their entirety at ? All Four Arts Standards are organized under three strands: Create, Relate and Evaluate.

    Create performance objectives refer to the creation and performance within the discipline.

    Relate performance objectives refer to the social/historical/interdisciplinary nature of the


    Evaluate performance objectives refer to the critique and criticism aspects of the discipline.

    Additional Resources for Arts Education

    Additional resources on arts education can be accessed at or

     by calling the Department’s Arts Education Specialist at 602-364-1534.




    Strand 1 - Create

    Concept 1: Body

    Beginning Objectives Healthy Practices PO 101

     Identify and apply healthy and safe dance practices (e.g. alignment,

     strength, endurance, proper nutrition, warming up the body, somatic


    Anatomy PO 102

     Perform isolated and coordinated dance movement for the head, neck,

    joints, and body parts of the torso and limbs. Dynamic Alignment PO 103

    Identify and demonstrate the elements of dynamic alignment through

    basic movement patterns.

    Fundamental PO 104

    Movement Patterns Identify and demonstrate basic fundamental movement patterns

    including breath, head/tail, core/distal, body half, upper/lower,

    front/back and cross/lateral

    Body Skills PO 105

    Identify and demonstrate basic body skills including balance, strength,

    flexibility, coordination, endurance and agility.

    Concept 2: Movement Skills

    Beginning Objectives Axial/Non-PO 101

    locomotor Identify and perform basic axial /non-locomotor movements (e.g.

    bending, twisting, reaching turning). Locomotor PO 102

    Identify and perform basic locomotor movements (e.g. walk, run, hop,

    skip, jump, slide, gallop, leap, crawl, roll). Axial and PO 103

    locomotor Perform basic movement combinations that utilize both axial and

    combinations locomotor movements.

    Articulation of PO 104

    movement skills Identify and use breath support, initiation of movement, connectivity,

    and transition from one movement to another.

    Approved 6.26.06

    Strand 1 Create (continued) ARIZONA ACADEMIC STANDARDS IN THE ARTS


    Concept 3: Elements of Dance

    Beginning Objectives Time: Tempo PO 101

     Demonstrate moving to a steady beat in different tempos.

    See also “Relating

    Dance and Music”

    Time: Meter PO 102

    Demonstrate the ability to organize beats into groups and move in time

    with the beats. (e.g. duple and triple time). Time: Rhythm PO 103

    Demonstrate moving in relation to and coordination with changes in

    rhythms and meters.

    Space: Direction, PO 104

    Facing, Pathway Identify and demonstrate movement in different directions (forward,

    back side).

    Space: Level PO 105

    Identify and demonstrate shapes at low, middle and high level.

    Space: Shapes PO 106

     Demonstrate and create a variety of solo shapes exploring the

     possibility of symmetrical, asymmetrical, twisted, curved, angular, flat


    Space: Size and PO 107

    Range Explore the possibilities of size and range in relation to shape and


    Space: Focus and PO 108

    Intent Discuss and identify various points of focus (e.g. inner/outer, near/far,


    Energy: Movement PO 109

    Qualities Use appropriate terminology to identify and demonstrate the 6 qualities

    of movement (e.g. swing, suspend, sustained, percussive, collapse,


    Energy: Effort PO 110

    Use appropriate terminology to identify and demonstrate the Laban

    effort principles (e.g. bound/free, sudden/sustained, direct/indirect,


    Approved 6.26.06

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