Creative arts

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Music

• May seek out opportunities to hear different genres of music representing different cultures (e.g. listens to reggae music on headphones after being read a story about Jamaica).
• Sings complex songs and plays an instrument alone as well as with group (e.g. learns newly introduced songs by memory in a day or two).
• Uses music to reflect thoughts and feelings (e.g. starts buzzing like a bee while looking through a storybook on insects).
• Regards music as a part of daily life (e.g. gets out mat for nap upon hearing soft music being played, puts away toys when clean-up song is sung).
• Can understand basic principles of tone, tempo, genre, pitch. (e.g. can describe which songs are fast and slow or high and low).

Art

• Begins to create art that is more realistic and includes some details of objects, animals or people. Such details are typically remembered features that have made an impression, but do not include all that is seen or known (e.g. draws a picture of a car with four wheels but no windows).
• Uses art to reflect thoughts and feelings (e.g. makes a mobile with words written by teacher and with cut out pictures of favourite foods).
• Builds on knowledge of basic art techniques to do activities like printing, etching, puppetry and weaving (e.g. joins in a preschool class project to weave ribbons into a fence).
• Can describe what is pleasing about others’ artwork and how the art makes her feel (e.g. finds pleasure in the bright colours and bold lines of artwork viewed on a trip to an art gallery).

Movement

• Imitates the movements of different people, animals and objects on request (e.g. moves like an elephant, a frog or a field of wheat when asked to do so).
• Uses movement and dance to reflect thoughts and feelings. For example, when asked, ‘Show me with your body how this music makes you feel’ performs an interpretive dance.
• May understand and be able to explain the importance of movement to one's personal wellbeing. For example, says, ‘My daddy runs because it’s good for his heart’.

Dramatic play

• Explores the world beyond the home and classroom through dramatic play scenarios (e.g. recreates space travel seen on TV by pretending to be an astronaut).
• Communicates thoughts and feelings through role-playing (e.g. play acts being a kitten seeking affection and hugs).
• Uses objects as symbolic props (e.g. places a shell on top of a doll’s house and declares it to be a satellite dish).

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