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

(a) develop original media artworks using a variety of creative methods;

(b) discuss, test, and assemble models for media arts productions;

(c) demonstrate intentional effect in refining media artworks;

(d) demonstrate how a variety of forms and content can be mixed and coordinated into media artworks;

(e) apply a variety of skills and knowledge to solve problems while creating media arts presentations;

(f) explain results of and improvements for presenting media artworks;

(g) explain how various forms, methods, and styles influence the message of a media artwork;

(h) explain reactions to a variety of media artworks considering their purpose and context;

(i) apply basic criteria to evaluate and improve media artworks and production processes;

(j) examine how media artworks affect meanings, situations, and cultural experiences in popular media; and

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

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

(a) collaborate on multiple approaches to a creative art or design problem and develop a plan from concept to completion for an artwork;

(b) apply research to art-making for the purpose of communicating about constructed environments;

(c) revise artwork on the basis of insights gained through discussion;

(d) describe how past, present, and emerging technologies impact the preservation and presentation of artwork;

(e) analyze considerations for presenting and protecting artworks;

(f) compare purposes of art museums, art galleries, and other venues with the types of experiences they provide;

(g) compare components of visual imagery;

(h) analyze subject matter, form, and use of media in artwork;

(i) apply criteria to analyze artworks;

(j) create artworks that reflect community cultural traditions; and

(k) interpret artworks through observation and information about context.

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

(a) design technical elements that support the story and drama experiences;

(b) develop original ideas for characters and plot in a theatre performance;

(c) revise an improvised or scripted theatre work;

(d) make physical and vocal choices to develop a character in a drama experience;

(e) discuss the use of technical elements to enhance a drama experience;

(f) perform small-group drama and theatre works to an audience;

(g) identify artistic choices made through participation in and observation of drama and theatre works;

(h) compare character qualities in drama or theatre works;

(i) propose criteria to evaluate drama and theatre works;

(j) identify the ways drama and theatre work reflect the perspectives of a community or culture; and

(k) discuss cross-cultural approaches to storytelling in drama and theatre works.

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

(a) explain the connection between rhythmic, melodic, and harmonic ideas;

(b) organize musical ideas for an express purpose;

(c) identify revisions for personal musical ideas;

(d) identify the structure and elements in music selected for performance;

(e) evaluate accuracy and expressiveness of musical performances;

(f) perform music with expression, technical accuracy, and interpretation;

(g) explain connections to responses, musical structure, and elements;

(h) explain how expressive qualities help performers interpret music;

(i) use established criteria to evaluate musical works and performances;

(j) convey personal emotions using elements of music; and

(k) demonstrate understanding of the connection between music and its historical and cultural context.

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

(a) use elements of dance to create a series of movements;

(b) plan a dance sequence with a variety of movement patterns and structures;

(c) revise and explain choices made in movement changes within dance sequences;

(d) demonstrate shapes and expand the range of movements in a dance sequence;

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

(f) use a variety of production elements to create a formal dance performance space;

(g) compare movement patterns within a genre or style;

(h) identify intent of a dance by relating the movements, ideas, and context using dance vocabulary;

(i) discuss and demonstrate the movement characteristics of a dance;

(j) explain how the main idea of a dance is similar to or different from personal experience; and

(k) describe how specific movements of a dance relate to culture and time period.