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

(a) use resources to generate creative ideas for media artworks;

(b) use ideas to create plans and models for media arts productions;

(c) describe expressive effects in altering, refining, and completing media artworks;

(d) combine a variety of art and media content into unified media artworks;

(e) use experimentation skills and various roles in creating media arts presentations;

(f) identify and describe the experience of presenting media artworks;

(g) describe the components and messages in media artworks;

(h) define the purposes and meanings of media artworks;

(i) discuss the effectiveness of and improvements for media artworks;

(j) create media artworks and discuss their meaning and purpose; and

(k) identify how media artworks and ideas relate to everyday life and culture.

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

(a) discover multiple approaches and solutions to an art or design problem;

(b) demonstrate personal interest in an artwork or design using various materials, tools, and everyday objects;

(c) discuss choices made in creating artwork;

(d) categorize artwork based on a theme or concept for an exhibit;

(e) describe different materials or artistic techniques for preparing artwork for presentation;

(f) describe how exhibited art, in a variety of venues, contributes to communities;

(g) describe aesthetic characteristics of the natural world and constructed environments based on expressive properties;

(h) describe the mood suggested by an artwork;

(i) use art vocabulary to express preferences about artwork;

(j) create artworks about events in home, school, or community life; and

(k) discuss cultural uses of artwork from different times and places.

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

(a) identify ways in which voice and sounds may be used to create or retell a story;

(b) develop dialogue in creative drama;

(c) contribute to the adaptation of dialogue in a creative drama;

(d) alter voice and body to expand and articulate character in creative drama experiences;

(e) identify the basic design elements in creative drama experiences;

(f) contribute original ideas or choices to group creative drama experiences;

(g) describe the artistic choices made in creative drama experiences;

(h) describe how setting influences character actions and consequences in creative drama;

(i) discuss design elements in guided creative drama;

(j) compare character experiences to personal experiences in creative drama; and

(k) compare similarities and differences in stories from multiple cultures through creative drama experiences.

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

(a) explore rhythmic musical ideas for a purpose;

(b) discuss the expressive intent of patterns and ideas for music;

(c) interpret changes in musical ideas;

(d) identify expressive qualities and the purpose of musical selections;

(e) evaluate the expressiveness of musical performances;

(f) perform music with expression and technical accuracy;

(g) explain responses to musical selections;

(h) explain how expressive qualities support intent in music;

(i) discuss personal preferences in evaluating musical selections;

(j) discuss emotions when experiencing music; and

(k) describe musical expressions in terms of patterns and connections to daily life.

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

(a) explore movement inspired by a variety of sources;

(b) create a dance sequence with a beginning, middle, and end;

(c) make choices to change movement in a dance sequence;

(d) correlate movement to music;

(e) coordinate body movements and alignment with other dancers;

(f) integrate basic production elements to perform a dance sequence for and with others;

(g) identify movements in a dance that develop a pattern;

(h) identify meaning and intent from the movement in a dance;

(i) use criteria to describe dance movements from a specific genre;

(j) create and perform a dance that expresses personal meaning; and

(k) discuss dances and the relationship between the types of movement and the dancers.