Introduction Kentucky’s Vision

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  Uses a variety of media and materials for exploration (e.g. paint, glue, three-dimensional materials, technology, etc.).
  

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  Uses a variety of art forms, elements and materials for representing people, places, and things in the environment.
  

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  Observes and responds to artwork produced by other individuals and/or cultures.
  

1. Kenny chooses to paint at the easel three days in a row. He paints with one color, covering the entire page.

2. Sally uses finger paint to make swirls on black paper.

3. Shavon uses glue and ribbon on paper.

4. The teacher puts Q-tips at the art table and Monica dips them in paint to make spots on paper.

5. Ben uses a computer program to create a picture then glues on a tree-twigs picture frame after printing the picture.

2. Jarrad paints a picture of his dog at the easel.

3. Maggie sticks leaves she has gathered outside to a tree trunk shaped from play-dough.

4. Trina builds her house with Popsicle sticks and glue.

5. Kyle draws a picture of his brother, including facial features, hair, arms/hands, legs/toes, and a belly button.
1. Katie watches a classmate making a snake out of clay and then makes one herself.

2. Brian looks intently at the picture of the farm. He says, "The horses are running and the sheep are eating the grass."

3. Michelle comments that some of the trees in the photograph are green and some are orange.

4. After the teacher reads the story about Native American mask making, Mark paints a Native American mask using watercolors.

Example Behaviors

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  Explores various ways of moving with or without music.
  

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  Performs simple patterns of dance while exploring with the element of beat.
  

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  Describes movement after participating in or watching others perform games or songs.
  

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  Responds to dance performance produced by other individuals and/or cultures.
  

1. Lydia copies the teacher as she waves her arms in time to the music.

2. Nicki uses a scarf to pretend to be a wave as the ocean's roar plays on the tape.

3. Gina moves her body and waves her arms pretending to be a tree in the wind.

4. Kendra marches faster as the music speeds up.

5. Geno sways gently to the classical music, but shakes wildly to the country music.

6. Eddie moves like an elephant, swinging his arms like a trunk and stomping heavily around the circle while listening to jungle music.
1. Stephen gallops to the beat of the song and then twirls as the beat changes.

2. Juan claps in time to the song the children are singing.

3. Emilio performs “Head, Shoulders, Knees, and Toes” with his classmates.

4. Deidra marches to the beat of a Sousa march.

2. Erin says, “Gina looked like a tree, she waved her arms like branches.”

3. Eddie excitedly says, “I really stomped my feet hard.”

1. Steven watches hula dancing and imitates the movement.

2. Kelly says, “That ballerina stood on her toes a long time,” while watching a performance of The Nutcracker.

3. After watching Beauty and the Beast at their home, the girls dance in dramatic play.

Example Behaviors

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  Explores various forms of musical expression through his/her senses.
  

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  Performs simple songs using voice and/or instruments. Experiments with beat and time.
  

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  Responds to musical performances produced by other individuals and/or cultures (e.g., concerts, CDs, tapes, videos, theatrical performances, etc.).
  

1. Jose tries to strum his father's guitar.

2. Timmy puts on the earphones and turns on the tape player during free choice time.

3. Marcus nods to the beat of the music.

4. Austin uses maracas, bells, xylophones and drums to make music.
1. While singing “Old McDonald” at circle time, Jenny suggests that they add a rooster to the song.

2. Tessa waves her fingers as the teacher sings “Where is Thumbkin?”.

3. Sarah sings “Ring Around the Rosy”, while she makes a circle with classmates.

4. Pam uses sticks to repeat the rhythm that her sister beats.

5. Hector uses rhythm instruments to play the ‘Good Morning’ song during large group time.
1. Callie smiles as the teacher starts the Raffi record.

2. During choice time, Bertie listens to concert music with headphones and dances to the music.

3. After seeing a performance of Cinderella, Mykala pretends to be a princess.

Developmental Continuum

Example Behaviors

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  Uses a variety of actions or sounds to explore drama.
  

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  Performs simple elements of drama (e.g. audience, actors, stage, etc.).
  

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  Attends and responds to drama performed by other individuals and/or cultures.
  

1. Leia puts on a fire hat, takes the steering wheel, sits on a block, and makes siren noises.

2. Marcus and Tyler ride tricycles and pull up to the pretend gas pump and fill up their cars.

3. Eva pretends to be a cat in dramatic play. She crawls on the floor and says “meow”.

2. Teddy uses the flannel board pieces to tell the story of "The Very Hungry Caterpillar."

3. Pam says, "You be the prince. I'll be Cinderella. Here's some clothes we can wear."

4. During a puppet play, Paul uses a squeaky voice to depict the voice of Goldilocks.

5. In the housekeeping area, Megan directs other children to be the Mom, the Dad, the cat and the dog.
1. Kyle listens intently as his father reads the story of "Billy Goats Gruff", using voice inflections for the characters.

2. The younger children in Emily's center watch as the older children act out "Goldilocks and the Three Bears."

3. Earl and Trevor clap spontaneously after classmates perform “Where The Wild Things Are.”

4. After watching “The Wizard of Oz,” Luis says, That witch scared me.”