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

(a) develop ideas for media artworks using a variety of tools, methods, and materials;

(b) make plans and models for media arts productions;

(c) demonstrate how the use of different elements alters media artworks;

(d) integrate varied art forms and media content into media artworks;

(e) exhibit a variety of skills and roles to create new content in media arts presentations;

(f) discuss ways to improve media artworks presentations;

(g) describe how messages are created by components in media artworks;

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

(i) identify basic criteria to evaluate media artworks;

(j) demonstrate how media artworks influence popular media; and

(k) explain how media artworks and ideas can influence everyday life.

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

(a) apply knowledge of available resources to enhance personal ideas through the art-making process;

(b) create artwork using a variety of artistic processes and materials;

(c) elaborate on artwork by adding details to enhance meaning;

(d) research and discuss the possibilities and limitations of physical and digital spaces for exhibiting artwork;

(e) prepare artworks for presentation;

(f) explain how and where different cultures record and illustrate stories and history of life through art;

(g) identify processes an artist uses to create artwork;

(h) discuss the use of media to create subject matter, form, and mood in artwork;

(i) evaluate artwork based on criteria;

(j) develop artwork based on observations and details of surroundings; and

(k) compare how responses to art change based on knowledge of the artwork's cultural and historical context.

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

(a) experiment with character choices in creative drama;

(b) devise original ideas for a creative drama experience;

(c) collaborate to revise ideas of creative drama;

(d) determine how movement and voice are incorporated into creative drama experiences;

(e) describe design elements in a creative drama experience;

(f) rehearse and discuss reflections about a drama experience;

(g) discuss artistic choices and how they shape reactions to drama and theatre works;

(h) discuss ways to develop a character for a creative drama;

(i) compare design elements in creative drama;

(j) discuss personal experiences and knowledge to make connections to community and culture in creative drama; and

(k) describe how stories are adapted from literature to become drama or theatre works.

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

(a) identify the connection between rhythmic and melodic ideas;

(b) identify expressive intent of selected musical ideas;

(c) explain revisions to musical ideas;

(d) discuss how intent is conveyed through expressive qualities;

(e) evaluate the effectiveness of musical performances;

(f) perform music for a purpose with expression and technical accuracy;

(g) evaluate responses to musical selections;

(h) describe how expressive qualities determine intent in music;

(i) identify criteria to evaluate musical performances;

(j) explain emotions experienced when creating, performing, and responding to music;

(k) discuss patterns and connections between music, arts, and daily life.

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

(a) experiment with movement using a variety of sources;

(b) identify movement patterns and sequences;

(c) describe differences in movement changes in dance sequences;

(d) choose specific movements to express intent in a dance sequence;

(e) identify technical dance skills that coordinate with other dancers;

(f) create production elements for a dance performance;

(g) discuss a movement pattern that creates a dance sequence;

(h) explain how specific movements relate to the main idea of a dance;

(i) use criteria to identify characteristic movements in dances from a variety of genres;

(j) create movement based on an event or issue; and

(k) explain what the movements of a dance may communicate about culture.