1. (1) The media arts content standards for second grade are that each student will:

   1. (a) use resources to generate creative ideas for media artworks;
   2. (b) use ideas to create plans and models for media arts productions;
   3. (c) describe expressive effects in altering, refining, and completing media artworks;
   4. (d) combine a variety of art and media content into unified media artworks;
   5. (e) use experimentation skills and various roles in creating media arts presentations;
   6. (f) identify and describe the experience of presenting media artworks;
   7. (g) describe the components and messages in media artworks;
   8. (h) define the purposes and meanings of media artworks;
   9. (i) discuss the effectiveness of and improvements for media artworks;
   10. (j) create media artworks and discuss their meaning and purpose; and
   11. (k) identify how media artworks and ideas relate to everyday life and culture.

2. (2) The visual arts content standards for second grade are that each student will:

   1. (a) discover multiple approaches and solutions to an art or design problem;
   2. (b) demonstrate personal interest in an artwork or design using various materials, tools, and everyday objects;
   3. (c) discuss choices made in creating artwork;
   4. (d) categorize artwork based on a theme or concept for an exhibit;
   5. (e) describe different materials or artistic techniques for preparing artwork for presentation;
   6. (f) describe how exhibited art, in a variety of venues, contributes to communities;
   7. (g) describe aesthetic characteristics of the natural world and constructed environments based on expressive properties;
   8. (h) describe the mood suggested by an artwork;
   9. (i) use art vocabulary to express preferences about artwork;
   10. (j) create artworks about events in home, school, or community life; and
   11. (k) discuss cultural uses of artwork from different times and places.

3. (3) The theatre arts content standards for second grade are that each student will:

   1. (a) identify ways in which voice and sounds may be used to create or retell a story;
   2. (b) develop dialogue in creative drama;
   3. (c) contribute to the adaptation of dialogue in a creative drama;
   4. (d) alter voice and body to expand and articulate character in creative drama experiences;
   5. (e) identify the basic design elements in creative drama experiences;
   6. (f) contribute original ideas or choices to group creative drama experiences;
   7. (g) describe the artistic choices made in creative drama experiences;
   8. (h) describe how setting influences character actions and consequences in creative drama;
   9. (i) discuss design elements in guided creative drama;
   10. (j) compare character experiences to personal experiences in creative drama; and
   11. (k) compare similarities and differences in stories from multiple cultures through creative drama experiences.

4. (4) The music content standards for second grade are that each student will:

   1. (a) explore rhythmic musical ideas for a purpose;
   2. (b) discuss the expressive intent of patterns and ideas for music;
   3. (c) interpret changes in musical ideas;
   4. (d) identify expressive qualities and the purpose of musical selections;
   5. (e) evaluate the expressiveness of musical performances;
   6. (f) perform music with expression and technical accuracy;
   7. (g) explain responses to musical selections;
   8. (h) explain how expressive qualities support intent in music;
   9. (i) discuss personal preferences in evaluating musical selections;
   10. (j) discuss emotions when experiencing music; and
   11. (k) describe musical expressions in terms of patterns and connections to daily life.

5. (5) The dance content standards for second grade are that each student will:

   1. (a) explore movement inspired by a variety of sources;
   2. (b) create a dance sequence with a beginning, middle, and end;
   3. (c) make choices to change movement in a dance sequence;
   4. (d) correlate movement to music;
   5. (e) coordinate body movements and alignment with other dancers;
   6. (f) integrate basic production elements to perform a dance sequence for and with others;
   7. (g) identify movements in a dance that develop a pattern;
   8. (h) identify meaning and intent from the movement in a dance;
   9. (i) use criteria to describe dance movements from a specific genre;
   10. (j) create and perform a dance that expresses personal meaning; and
   11. (k) discuss dances and the relationship between the types of movement and the dancers.

Authorizing statute(s): Mont. Const. Art. X, sec. 9, 20-2-114, MCA

Implementing statute(s): Mont. Const. Art. X, sec. 9, 20-1-501, 20-2-121, 20-3-106, 20-7-101, 20-9-309, MCA

History: NEW, 2016 MAR p. 1387, Eff. 7/1/17.