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• Creates images that combine a variety of colors, forms, and lines. Can place forms in an orderly arrangement to make designs (e.g., creates a cut or torn-paper collage). Is able to manipulate a variety of materials to create 2-D or 3-D artwork (e.g., combines watercolor with collage, constructs inventive model buildings from cardboard). Selects ideas for works of art. Seeks to increase independence by trying new activities on his or her own. Often appreciates others' ability to depict objects realistically.

• Can remember the words and melodies to a number of songs. Is able to sing or play these songs on instruments in an expressive manner, either alone or with a group. In a group performance, can perform partner songs (two separate songs that can be performed simultaneously), rounds, and short musical patterns that are repeated throughout a song (ostinatos). Will start and stop as directed by a conductor.

• Creates and imitates movement in response to a musical beat. Moves to a rhythmic accompaniment (e.g., drum beat) and responds to changes in the speed of music (tempo). Imitates body shapes (e.g., stretched, curled, angular, twisted). Can perform basic locomotor (e.g., hopping, walking, sliding, etc.) and nonlocomotor (e.g., bending, twisting, swinging, etc.) movements. Shows body awareness when performing movement skills, but has limited concentration and focus. Is able to explore factors of dance's spatial elements (e.g., personal and shared space, movement at different levels above the floor, moving in various directions around a room, size of movement) in response to verbal cues. With adequate exposure to dance instruction, can describe some basic movement elements (e.g., the height of the dancer from the floor, directions of movement). Shows early ability to remember movement sequences.