Common Planner
K–12 Standards

Fine Arts: Grade 4 (Art, Music, & Theatre)

Other Texas Fine Arts sets

Subchapter D. Elementary

  •  

    Art

    1. (1)

      Foundations: observation and perception. The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating artworks. The student is expected to:

      1. (A)

        explore and communicate ideas drawn from life experiences about self, peers, family, school, or community and from the imagination as sources for original works of art;

      2. (B)

        use appropriate vocabulary when discussing the elements of art, including line, shape, color, texture, form, space, and value, and the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity; and

      3. (C)

        discuss the elements of art as building blocks and the principles of design as organizers of works of art.

    2. (2)

      Creative expression. The student communicates ideas through original artworks using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills. The student is expected to:

      1. (A)

        integrate ideas drawn from life experiences to create original works of art;

      2. (B)

        create compositions using the elements of art and principles of design; and

      3. (C)

        produce drawings; paintings; prints; sculpture, including modeled forms; and other art forms such as ceramics, fiber art, constructions, mixed media, installation art, digital art and media, and photographic imagery using a variety of art media and materials.

    3. (3)

      Historical and cultural relevance. The student demonstrates an understanding of art history and culture by analyzing artistic styles, historical periods, and a variety of cultures. The student develops global awareness and respect for the traditions and contributions of diverse cultures. The student is expected to:

      1. (A)

        compare content in artworks for various purposes such as the role art plays in reflecting life, expressing emotions, telling stories, or documenting history and traditions;

      2. (B)

        compare purpose and content in artworks created by historical and contemporary men and women, making connections to various cultures;

      3. (C)

        connect art to career opportunities for positions such as architects, animators, cartoonists, engineers, fashion designers, film makers, graphic artists, illustrators, interior designers, photographers, and web designers; and

      4. (D)

        investigate the connections of visual art concepts to other disciplines.

    4. (4)

      Critical evaluation and response. The student responds to and analyzes artworks of self and others, contributing to the development of lifelong skills of making informed judgments and reasoned evaluations. The student is expected to:

      1. (A)

        evaluate the elements of art, principles of design, intent, or expressive qualities in artworks of self, peers, and historical and contemporary artists;

      2. (B)

        use methods such as written or oral response or artist statements to identify emotions found in collections of artworks created by self, peers, and major historical or contemporary artists in real or virtual portfolios, galleries, or art museums; and

      3. (C)

        compile collections of personal artworks for purposes of self-assessment or exhibition such as physical artworks, electronic images, sketchbooks, or portfolios.

  •  

    Music

    1. (1)

      Foundations: music literacy. The student describes and analyzes musical sound. The student is expected to:

      1. (A)

        categorize and explain a variety of musical sounds, including those of children's voices and soprano and alto adult voices;

      2. (B)

        categorize and explain a variety of musical sounds, including those of woodwind, brass, string, percussion, keyboard, electronic instruments, and instruments of various cultures;

      3. (C)

        use known music symbols and terminology referring to rhythm; melody; timbre; form; tempo; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato, to explain musical sounds presented aurally; and

      4. (D)

        identify and label small and large musical forms such as, abac, AB, ABA, and rondo presented aurally in simple songs and larger works.

    2. (2)

      Foundations: music literacy. The student reads, writes, and reproduces music notation. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:

      1. (A)

        read, write, and reproduce rhythmic patterns using standard notation, including separated eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned note values in 2/4, 4/4, and 3/4 meters as appropriate;

      2. (B)

        read, write, and reproduce extended pentatonic melodic patterns using standard staff notation; and

      3. (C)

        identify new and previously learned music symbols and terms referring to tempo; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato.

    3. (3)

      Creative expression. The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to:

      1. (A)

        sing and play classroom instruments with accurate intonation and rhythm, independently or in groups;

      2. (B)

        sing or play a varied repertoire of music such as American and Texan folk songs and folk songs representative of local cultures, independently or in groups;

      3. (C)

        move alone and with others to a varied repertoire of music using gross motor, fine motor, locomotor, and non-locomotor skills and integrated movement such as hands and feet moving together;

      4. (D)

        perform various folk dances and play parties;

      5. (E)

        perform simple part work, including rhythmic and melodic ostinati, derived from known repertoire; and

      6. (F)

        interpret through performance new and previously learned music symbols and terms referring to tempo; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato.

    4. (4)

      Creative expression. The student creates and explores new musical ideas. The student is expected to:

      1. (A)

        create rhythmic phrases through improvisation or composition;

      2. (B)

        create melodic phrases through improvisation or composition; and

      3. (C)

        create simple accompaniments through improvisation or composition.

    5. (5)

      Historical and cultural relevance. The student examines music in relation to history and cultures. The student is expected to:

      1. (A)

        perform a varied repertoire of songs, movement, and musical games representative of diverse cultures such as historical folk songs of Texas and Hispanic and American Indian cultures in Texas;

      2. (B)

        perform music representative of America and Texas, including "Texas, Our Texas";

      3. (C)

        identify the relationships between music and interdisciplinary concepts.

      4. (D)

        examine the relationships between music and interdisciplinary concepts.

    6. (6)

      Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performances. The student is expected to:

      1. (A)

        exhibit audience etiquette during live and recorded performances;

      2. (B)

        recognize known rhythmic and melodic elements in aural examples using appropriate vocabulary;

      3. (C)

        describe specific musical events in aural examples such as changes in timbre, form, tempo, dynamics, or articulation using appropriate vocabulary;

      4. (D)

        respond verbally and through movement to short musical examples;

      5. (E)

        describe a variety of compositions and formal or informal musical performances using specific music vocabulary.

      6. (F)

        justify personal preferences for specific music works and styles using music vocabulary.

  •  

    Theatre

    1. (1)

      Foundations: inquiry and understanding. The student develops concepts about self, human relationships, and the environment using elements of drama and conventions of theatre. The student is expected to:

      1. (A)

        integrate sensory and emotional responses in dramatic play;

      2. (B)

        develop body awareness and spatial perception using rhythmic and expressive movement;

      3. (C)

        respond to sound, music, images, language, and literature with voice and movement and participate in dramatic play using actions, sounds, and dialogue;

      4. (D)

        express emotions and ideas using interpretive movements, sounds, and dialogue;

      5. (E)

        imitate and synthesize life experiences in dramatic play;

      6. (F)

        use common objects to represent the setting, enhance characterization, and clarify actions; and

      7. (G)

        define and demonstrate correct use of basic theatrical terms such as dialogue, character, scene, prop, costumes, setting, and theme.

    2. (2)

      Creative expression: performance. The student interprets characters using the voice and body expressively and creates dramatizations. The student is expected to:

      1. (A)

        demonstrate safe use of the voice and body;

      2. (B)

        describe characters, their relationships, and their surroundings;

      3. (C)

        develop characters and assume roles in short improvised scenes using imagination, personal experiences, heritage, literature, and history;

      4. (D)

        dramatize literary selections in unison, pairs, or groups, demonstrating a logical connection of events and describing the characters, their relationships, and their surroundings; and

      5. (E)

        create simple stories collaboratively through imaginative play, improvisations, and story dramatizations, demonstrating a logical connection of events and describing the characters, their relationships, and their surroundings.

    3. (3)

      Creative expression: production. The student applies design, directing, and theatre production concepts and skills. The student is expected to:

      1. (A)

        describe the appropriate use of props, costumes, sound, and visual elements that define character, environment, action, and theme;

      2. (B)

        alter space to create suitable performance environments for playmaking;

      3. (C)

        plan brief dramatizations collaboratively; and

      4. (D)

        interact cooperatively with others in brief dramatizations.

    4. (4)

      Historical and cultural relevance. The student relates theatre to history, society, and culture. The student is expected to:

      1. (A)

        explain theatre as a reflection of life in particular times, places, cultures, and oral traditions specific to Texas;

      2. (B)

        identify the role of live theatre, film, television, and electronic media in American society; and

      3. (C)

        compare theatre artists and their contributions to theatre and society.

    5. (5)

      Critical evaluation and response. The student responds to and evaluates theatre and theatrical performances. The student is expected to:

      1. (A)

        apply appropriate audience behavior at formal and informal performances;

      2. (B)

        compare visual, aural, oral, and kinetic aspects of informal playmaking with formal theatre; and

      3. (C)

        discuss how movement, music, or visual elements enhance ideas and emotions depicted in theatre.

Frequently asked questions

What grade levels do these standards cover?
Grade 4
When were these standards adopted?
2013
Where can I read the official document?
Texas Essential Knowledge and Skills for Fine Arts

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