Kindergarten Art & Music Curriculum


Art Introduction:

Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Students rely on their perceptions of the environment, developed through increasing visual awareness and sensitivity to surroundings, memory, imagination, and life experiences, as a source for creating artworks. They express their thoughts and ideas creatively, while challenging their imagination, fostering reflective thinking, and developing disciplined effort and problem-solving skills.

By analyzing artistic styles and historical periods students develop respect for the traditions and contributions of diverse cultures. Students respond to and analyze artworks, thus contributing to the development of lifelong skills of making informed judgments and evaluations.

Perception. The student develops and organizes ideas from the environment. The student is expected to:

  • glean information from the environment, using the five senses
  • identify colors, textures, forms, and subjects in the environment

Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to:

  • create artworks, using a variety of colors, forms, and lines
  • arrange forms intuitively to create artworks
  • develop manipulative skills when drawing, painting, printmaking, and constructing artworks, using a variety of materials

Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to:

  • identify simple subjects expressed in artworks
  • share ideas about personal artworks and the work of others, demonstrating respect for differing opinions
  • relate art to everyday life

Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to:

  • express ideas about personal artworks
  • express ideas about original artworks, portfolios, and exhibitions by peers and artists

19 TAC, Title 19, Part II
Texas Essential Knowledge & Skills for Art
Chapter §117.2. (Kindergarten)
Subchapter A. Elementary
http://www.tea.state.tx.us


For Art Curriculum, please click here.



Music Introduction:

Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire.  I(n music, students develop their intellect and refine their emotions, understanding the cultural and creative nature of musical artistry and making connections among music, the other arts, technology, and other aspects of social life. Through creative performance, students apply the expressive technical skills of music and critical-thinking skills to evaluate multiple forms of problem solving

By reflecting on musical periods and styles, students understand music's role in history and are able to participate successfully in a diverse society. Students analyze and evaluate music, developing criteria for making critical judgments and informed choices.

Perception. The student describes and analyzes musical sound and demonstrates musical artistry. The student is expected to:

  • identify the difference between the singing and speaking voice
  • identify the timbre of adult voices and instruments

Creative expression/performance. The student performs a varied repertoire of music. The student is expected to:

  • sing or play classroom instruments independently or in a group
  • sing songs from diverse cultures and styles or play such songs on musical instruments 

Historical/cultural heritage. The student relates music to history, to society, and to culture. The student is expected to:

  • sing songs and play musical games from different cultures
  • identify simple relationship between music and other subjects

Response/evaluation. The student responds to and evaluates music and musical performance. The student is expected to:

  • identify steady beat in musical performances
  • identify higher/lower, louder/softer, and same/different in musical performances

19 TAC, Title 19, Part II
Texas Essential Knowledge & Skills for Music
Chapter §117.3. (Kindergarten)
Subchapter A. Elementary
http://www.tea.state.tx.us
                  


For Music Curriculum, please click here.




 
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