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(A) express ideas about personal artworks or portfolios;
(B) express ideas found in collections such as real or virtual art museums, galleries,
portfolios, or exhibitions using original artworks created by artists or peers; and
(C) compile collections of artwork such as physical artwork, electronic images, sketchbooks,
or portfolios for the purposes of self-evaluations or exhibitions.
§117.103. Music, Kindergarten, Adopted 2013.
(a) Introduction.
(1) The fine arts incorporate the study of dance, music, theatre, and the visual arts to offer unique
experiences and empower students to explore realities, relationships, and ideas. These disciplines
engage and motivate all students through active learning, critical thinking, and innovative
problem solving. The fine arts develop cognitive functioning and increase student academic
achievement, higher-order thinking, communication, and collaboration skills, making the fine arts
applicable to college readiness, career opportunities, workplace environments, social skills, and
everyday life. Students develop aesthetic and cultural awareness through exploration, leading to
creative expression. Creativity, encouraged through the study of the fine arts, is essential to
nurture and develop the whole child.
(2) Four basic strands--foundations: music literacy; creative expression; historical and cultural
relevance; and critical evaluation and response--provide broad, unifying structures for organizing
the knowledge and skills students are expected to acquire. The foundation of music literacy is
fostered through reading, writing, reproducing, and creating music, thus developing a student's
intellect. Through creative expression, students apply their music literacy and the critical-thinking
skills of music to sing, play, read, write, and/or move. By experiencing musical periods and
styles, students will understand the relevance of music to history, culture, and the world,
including the relationship of music to other academic disciplines and the vocational possibilities
offered. Through critical listening, students analyze, evaluate, and respond to music, developing
criteria for making critical judgments and informed choices.
(3) Statements that contain the word "including" reference content that must be mastered, while those
containing the phrase "such as" are intended as possible illustrative examples.
(b) Knowledge and skills.
(1) Foundations: music literacy. The student describes and analyzes musical sound. The student is
expected to:
(A) identify the differences between the five voices, including singing, speaking, inner,
whispering, and calling voices;
(B) identify the timbre of adult and child singing voices;