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).



Students know and apply the arts disciplines, techniques and processes to communicate in original or interpretive work.


• 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


• 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


• 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


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.


• 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


• 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


• 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


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.


• 3AM-F2. Explain personal preferences for specific musical works and styles


• PO 1. Analyze how music is used to reflect particular moods and feelings

Social Studies Standards


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


• 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



• 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



Students understand and interpret written and spoken communication on a variety of topics in the target language.


• 1FL-R1. Respond to simple commands


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.


• 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


• 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


• 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


• 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


Students use the target language and authentic sources to reinforce and/or learn other content from the other subject areas.


• 5FL-R2. Read or listen to and talk about age-appropriate folk tales, short stories, poems and songs that are written for native speakers


Students develop insights into their own language and their own culture through the study of the target language.


• 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)


• 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


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