Standards-Based Teaching and Learning
The following standards are supported by the ¡Fiesta!
(HISPANIC HERITAGE MONTH) and ¡Fiesta! (CINCO DE MAYO)
programs as appropriate to the grade level and size of
audience. If you would like a particular standard
emphasized, please contact “Sticks and Tones” prior to the
day of the performance(s).
MUSIC
STANDARD 1: CREATING ART
Students know and apply the arts disciplines, techniques
and processes to communicate in original or interpretive
work.
READINESS
• 1AM-R2. Maintain a steady beat
• PO 1. Move to music
• PO 2. Demonstrate a steady beat while music is playing
• 1AM-R4. Echo short rhythms and melodic patterns
• 1AM-R5. Improvise simple rhythmic and melodic ostinato
accompaniments on a variety of classroom instruments and
materials
• 1AM-R6. Identify the sound of a variety of band,
orchestra and classroom instruments
• PO 3. Identify instruments by family (woodwind,
percussion, brass, strings)
• 1AM-R7. Show respect for personal work and the work of
others
• PO 1. Listen attentively while others perform
• PO 2. Acknowledge the efforts of self and others
FOUNDATIONS
• 1AM-F1. Sing/play a varied repertoire of songs from
different genres and diverse cultures
• PO 2. Identify folk songs from various cultures
• PO 3. Sing and/or play folk songs from diverse
• PO 1. Listen to and describe the elements of expressive
music
• PO 2. Perform a piece with expression
• PO 1. Identify a variety of elements for a given style
• PO 2. Perform a song in the specific style chosen for PO
1
• 1AM-F10. Listen to musical examples with sustained
attention and self-discipline
ESSENTIALS
• PO 1. Explain the nature of sound as vibration
• PO 2. Describe the effect an instrument’s physical
properties will have upon its sound
• PO 3. Analyze the qualities that differentiate one
instrument or voice from another
STANDARD 2: ART IN CONTEXT
Students demonstrate how interrelated conditions (social,
economic, political, time and place) influence and give
meaning to the development and reception of thought, ideas
and concepts in the arts.
READINESS
• 2AM-R1. Describe various musical styles from diverse
cultures
• PO 2. Use classroom instruments to create moods through
various tempos and dynamics
• 2AM-R4. Demonstrate audience behavior appropriate for the
context and style of music performed
• PO 2. Discuss appropriate audience behavior
• PO 3. Demonstrate appropriate audience behavior
FOUNDATIONS
• 2AM-F1. Identify various uses (e.g., songs of
celebration, game songs, marches, dance music, work songs)
of music in daily experiences and describe characteristics
that make certain music suitable for each use
• PO 2. List and classify songs used in different settings
• PO 3. Describe characteristics that make music suitable
for each setting
• 2AM-F4. Explain personal preference for a specific
musical work, using appropriate terminology
• PO 1. Describe characteristics that make music suitable
for each setting
ESSENTIALS
• PO 1. Describe characteristics of various musical genres
and cultures
• PO 1. Identify characteristics of various musical genres
and styles
• 2AM-E3. Discuss diverse functions which music serves
• PO 1. Identify various settings where music is used
• PO 1. Compare/contrast music’s function in various
settings
STANDARD 3: ART AS INQUIRY
Students demonstrate how the arts reveal universal concepts
and themes. Students reflect upon and assess the
characteristics and merits of their work and the work of
others.
FOUNDATIONS
• 3AM-F2. Explain personal preferences for specific musical
works and styles
ESSENTIALS
• PO 1. Analyze how music is used to reflect particular
moods and feelings
Social Studies Standards
STANDARD 1: HISTORY
Students analyze the human experience through time,
recognize the relationships of events and people, and
interpret significant patterns, themes, ideas, beliefs, and
turning points in Arizona, American, and world history.
READINESS (Kindergarten)
• 1SS-R1. Describe how history is the story of events,
people, and places in the past, with emphasis on:
• PO 2. the people and events honored in national holidays,
including Thanksgiving, Presidents’ Day, and Martin Luther
King, Jr. Day
FOUNDATIONS
• 1SS-F2. Describe everyday life in the past and recognize
that some aspects change and others stay the same, with
emphasis on:
• PO 3. how past cultural exchanges influence present-day
life, including food, art, shelter, and language
• 1SS-F3. Use stories to describe past events, people, and
places, with emphasis on:
• PO 1. contributions from past events and cultures
• PO 2. examples of individual action, character, and
values
• ISS-F4. Describe the stories of important American heroes
and their contributions to our society
• PO 7. Latin America’s wars of independence
STANDARD 3: GEOGRAPHY1
FOUNDATIONS
• 3SS-F1. Construct and interpret maps and other geographic
tools, including the use of map elements to organize
information about people, places, and environments, with
emphasis on:
• PO 1. identifying the characteristics and purposes of
maps, globes, and other geographic tools
• PO 2. identifying and using symbols, the compass rose,
cardinal directions, and a grid system to locate places of
significance on maps and globes
• 3SS-F2. Identify natural and human characteristics of
places and how people interact with and modify their
environment, with emphasis on:
• PO 1. natural characteristics of places, including land
forms, bodies of water, natural resources, and weather
FOREIGN AND NATIVE LANGUAGE STANDARDS
STANDARD 1: COMMUNICATION
Students understand and interpret written and spoken
communication on a variety of topics in the target
language.
READINESS
• 1FL-R1. Respond to simple commands
STANDARD 4: CULTURE
Students know “what to do when” and “what to say while
doing it” in the culture and use this knowledge to interact
appropriately. They also understand the relationships
between cultural perspectives, products and practices
within cultures.
READINESS
• 4FL-R1. Use appropriate gestures and oral expressions for
greetings, leave-takings and courtesy phrases
• 4FL-R2. Participate in age-appropriate cultural
activities such as games, songs, celebrations and short
dialogues
• 4FL-R4. Identify parts of the world where the target
language is spoken
FOUNDATIONS
• 4FL-F1. Identify and discuss (in English, if necessary)
typical behaviors from the target culture in a variety of
specific settings
• 4FL-F2. Identify on a map the countries where the target
language is spoken and the major cities and geographical
features
ESSENTIALS
• 4FL-E3. Identify, experience or produce expressive
products of the culture, e.g., advertisements, stories,
poems
• 4FL-E4. Recognize simple themes, ideas or perspectives of
the culture and the relationships to socially acceptable
behavior
• 4FL-E5. Identify the areas in the U.S. where the target
language is most commonly spoken, noting the impacts
• 4FL-E6. Recognize how the target language and its culture
add to the richness of our own cultural diversity
PROFICIENCY
• 4FL-P1. Explain how the target language and its culture
add to the richness of our cultural diversity
• 4FL-P3. Identify, analyze and discuss various patterns of
behavior or interactions typical of the culture studied
• 4FL-P5. Identify the target culture's masterpieces and
their creators
STANDARD 5: CONNECTIONS
Students use the target language and authentic sources to
reinforce and/or learn other content from the other subject
areas.
READINESS
• 5FL-R2. Read or listen to and talk about age-appropriate
folk tales, short stories, poems and songs that are written
for native speakers
STANDARD 6: COMPARISONS
Students develop insights into their own language and their
own culture through the study of the target language.
READINESS
• 6FL-R1. Recognize that words are borrowed from one
language by another
• 6FL-R2. Make basic comparisons between the celebrations
of the target culture and their own culture (e.g.,
Independence Day)
FOUNDATIONS
• 6FL-F1. Identify and compare (in English, if necessary)
cultural perspectives of people in both their own culture
and the culture being studied relating to family, school,
work and play
• 6FL-F2. Recognize (in English, if necessary) the process
of word/idea borrowing from one language by another
STANDARD 7: COMMUNITIES
Students use the target language within and beyond the
school setting.
READINESS (Kindergarten)
Students know and are able to do the following:
• 7FL-R1. Participate in a school or community celebration