Grade 1 Fine Arts B.E.S.T. Standards

Actively participate in effortful learning both individually and collectively.

Apply art knowledge and contextual information to analyze how content and ideas are used in works of art.

Analyze challenges and identify solutions for three-dimensional structural problems.

Examine and revise artwork throughout the art-making process to refine work and achieve artistic objective.

Classify artworks, using accurate art vocabulary and knowledge of art history to identify and categorize movements, styles, techniques, and materials.

Compare artwork, architecture, designs, and/or models to understand how technical and utilitarian components impact aesthetic qualities.

Use descriptive terms and varied approaches in art analysis to explain the meaning or purpose of an artwork.

Manipulate or synthesize established techniques as a foundation for individual style initiatives in two-, three-, and/or four-dimensional applications.

Examine career opportunities in the visual arts to determine requisite skills, qualifications, supply-anddemand, market location, and potential earnings.

Follow directions and use effective time-management skills to complete the art-making process and show development of 21st-century skills.

Use appropriately cited sources to document research and present information on visual culture.

Analyze the various functions of audience etiquette to formulate guidelines for conduct in different art venues.

Describe the significance of major artists, architects, or masterworks to understand their historical influences.

Research the history of art in public places to examine the significance of the artwork and its legacy for the future.

Use materials, ideas, and/or equipment related to other content areas to generate ideas and processes for the creation of works of art.

Use the structural elements of art and the organizational principles of design in works of art to establish an interpretive and technical foundation for visual coherence.

Investigate the use of space, scale, and environmental features of a structure to create three-dimensional form or the illusion of depth and form.

Construct new meaning through shared language, ideation, expressive content, and unity in the creative process.

Create works of art that include symbolism, personal experiences, or philosophical view to communicate with an audience.

Demonstrate effective and accurate use of art vocabulary throughout the art-making process.

Demonstrate organizational skills to influence the sequential process when creating artwork.

Manipulate materials, techniques, and processes through practice and perseverance to create a desired result in two- and/or three-dimensional artworks.

Develop skill in sketching and mark-making to plan, execute, and construct two-dimensional images or three-dimensional models.

Store and maintain equipment, materials, and artworks properly in the art studio to prevent damage and/or cross-contamination.

Develop competence and dexterity, through practice, in the use of processes, tools, and techniques for various media.

Review, discuss, and demonstrate the proper applications and safety procedures for hazardous chemicals and equipment during the art-making process.

Demonstrate personal responsibility, ethics, and integrity, including respect for intellectual property, when accessing information and creating works of art.

Use and maintain tools and equipment to facilitate the creative process.

Mathematicians who apply mathematics to real-world contexts:

Mathematicians who assess the reasonableness of solutions: Estimate to discover possible solutions.

Mathematicians who use patterns and structure to help understand and connect mathematical concepts:

Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others: Communicate mathematical ideas, vocabulary and methods effectively.

Mathematicians who complete tasks with mathematical fluency:

Mathematicians who demonstrate understanding by representing problems in multiple ways:

Mathematicians who participate in effortful learning both individually and with others:

Cite evidence to explain and justify reasoning.

Read and comprehend grade-level complex texts proficiently.

Make inferences to support comprehension.

Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.

Use the accepted rules governing a specific format to create quality work.

Use appropriate voice and tone when speaking or writing.

English language learners communicate for social and instructional purposes within the school setting.

Actively participate in effortful learning both individually and collectively.

Analyze the problem in a way that makes sense given the task.

Ask questions that will help with solving the task.

Build perseverance by modifying methods as needed while solving a challenging task.

Stay engaged and maintain a positive mindset when working to solve tasks.

Help and support each other when attempting a new method or approach.

Demonstrate understanding by representing problems in multiple ways.

Build understanding through modeling and using manipulatives.

Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.

Progress from modeling problems with objects and drawings to using algorithms and equations.

Express connections between concepts and representations.

Choose a representation based on the given context or purpose.

Complete tasks with mathematical fluency.

Select efficient and appropriate methods for solving problems within the given context.

Maintain flexibility and accuracy while performing procedures and mental calculations.

Complete tasks accurately and with confidence.

Adapt procedures to apply them to a new context.

Use feedback to improve efficiency when performing calculations.

Engage in discussions that reflect on the mathematical thinking of self and others.

Analyze the mathematical thinking of others.

Compare the efficiency of a method to those expressed by others.

Recognize errors and suggest how to correctly solve the task.

Justify results by explaining methods and processes.

Construct possible arguments based on evidence.

Use patterns and structure to help understand and connect mathematical concepts.

Focus on relevant details within a problem.

Create plans and procedures to logically order events, steps or ideas to solve problems.

Decompose a complex problem into manageable parts.

Relate previously learned concepts to new concepts.

Look for similarities among problems.

Connect solutions of problems to more complicated large-scale situations.

Assess the reasonableness of solutions.

Use benchmark quantities to determine if a solution makes sense.

Check calculations when solving problems.

Verify possible solutions by explaining the methods used.

Evaluate results based on the given context.

Apply mathematics to real-world contexts.

Connect mathematical concepts to everyday experiences.

Use models and methods to understand, represent and solve problems.

Perform investigations to gather data or determine if a method is appropriate.

Redesign models and methods to improve accuracy or efficiency.

Integrate curiosity, range of interests, attentiveness, complexity, and artistic intention in the art-making process to demonstrate self-expression.

Apply art knowledge and contextual information to analyze how content and ideas are used in works of art.

Examine and revise artwork throughout the art-making process to refine work and achieve artistic objective.

Assess the challenges and outcomes associated with the media used in a variety of one’s own works.

Use descriptive terms and varied approaches in art analysis to explain the meaning or purpose of an artwork.

Make connections between timelines in other content areas and timelines in the visual arts.

Demonstrate flexibility and adaptability throughout the innovation process to focus and re-focus on an idea, deliberately delaying closure to promote creative risk-taking.

Use technological tools to create art with varying effects and outcomes.

Examine career opportunities in the visual arts to determine requisite skills, qualifications, supply-and- demand, market location, and potential earnings.

Apply rules of convention to create purposeful design.

Follow directions and use effective time-management skills to complete the art-making process and show development of 21st-century skills.

Apply background knowledge and personal interpretation to discuss cross-cultural connections among various artworks and the individuals, groups, cultures, events, and/or traditions they reflect.

Analyze and compare works in context, considering economic, social, cultural, and political issues, to define the significance and purpose of art.

Describe the significance of major artists, architects, or masterworks to understand their historical influences.

Identify transitions in art media, technique, and focus to explain how technology has changed art throughout history.

Synthesize knowledge and skills learned from non-art content areas to support the processes of creation, interpretation, and analysis.

Use the structural elements of art and the organizational principles of design in works of art to establish an interpretive and technical foundation for visual coherence.

Solve aesthetic problems, through convergent and divergent thinking, to gain new perspectives.

Create works of art that include symbolism, personal experiences, or philosophical view to communicate with an audience.

Investigate the use of technology and other resources to inspire art-making decisions. VA.912.S.1.4: Demonstrate effective and accurate use of art vocabulary throughout the art-making process. VA.912.S.1.6: Describe processes and techniques used to record visual imagery.

Focus on visual information and processes to complete the artistic concept.

Manipulate materials, techniques, and processes through practice and perseverance to create a desired result in two- and/or three-dimensional artworks.

Store and maintain equipment, materials, and artworks properly in the art studio to prevent damage and/or cross-contamination.

Review, discuss, and demonstrate the proper applications and safety procedures for hazardous chemicals and equipment during the art-making process.

Demonstrate personal responsibility, ethics, and integrity, including respect for intellectual property, when accessing information and creating works of art.

Use and maintain tools and equipment to facilitate the creative process.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

The 21st-century skills necessary for success as citizens, workers, and leaders in a global economy are embedded in the study of the arts.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Creating, interpreting, and responding in the arts stimulate the imagination and encourage innovation and creative risk-taking.

Innovation, Technology, and the Future

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Connections among the arts and other disciplines strengthen learning and the ability to transfer knowledge and skills to and from other fields.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Through study in the arts, we learn about and honor others and the worlds in which they live(d).

Historical and Global Connections

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Every art form uses its own unique language, verbal and non-verbal, to document and communicate with the world.

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

The structural rules and conventions of an art form serve as both a foundation and departure point for creativity.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Understanding the organizational structure of an art form provides a foundation for appreciation of artistic works and respect for the creative process.

Organizational Structure

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Development of skills, techniques, and processes in the arts strengthens our ability to remember, focus on, process, and sequence information.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art.

Skills, Techniques, and Processes

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

The processes of critiquing works of art lead to development of critical-thinking skills transferable to other contexts.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Assessing our own and others' artistic work, using critical-thinking, problem-solving, and decision-making skills, is central to artistic growth.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Cognition and reflection are required to appreciate, interpret, and create with artistic intent.

Critical Thinking and Reflection

Identify and respond to the feelings expressed in movement pieces.

Repeat simple movements from verbal cueing.

Recognize and respond to the feelings expressed in movement pieces.

Repeat simple movements from a model.

Explore selected movements.

Associate selected movements with feelings.

Respond to directions.

Make movement choices, using one or more given elements, to complete a short phrase.

Imitate a variety of movements to explore elements of movement.

Explore basic gross-motor movements.

Imitate gross- and fine-motor movements.

Share personal opinions on selected movement pieces, recognizing that individual opinions often vary.

Express an opinion about selected dance performances.

Explore dance performances.

Identify preferred simple dances.

Create dances, with or without manipulatives, which imitate animated shapes, letters, animals, and/or storybook characters.

Demonstrate a variety of movements with or without manipulatives.

Attend to a variety of movements with or without manipulatives.

Explore a variety of movements with or without manipulatives.

Follow directions given by the teacher or by peers in small groups.

Follow teacher directions and explore tasks related to dance.

Respond to teacher directions.

Follow teacher directions.

Practice children's dances from around the world.

Practice specified movement sequences in dance using associated traditional music.

Respond to dance and music.

Explore specified movement in dance.

Perform movement that infuses music, language, and numbers.

Explore a variety of dance movements.

Practice selected gross-motor movements.

Explore a variety of gross-and fine-motor movements.

Experiment with given elements to develop knowledge of their characteristics.

Demonstrate awareness of expectations in class and at informal performances.

Experiment with movements or phrases based on the elements of dance.

Demonstrate awareness of appropriate audience etiquette.

Explore dance movements.

Attend to informal performances.

Explore a variety of movement tempos and levels.

Respond respectfully to informal performances.

Select and apply a change in tempo or level to transform the meaning, feeling, or look of a movement or phrase.

Imitate a change in tempo or level to transform the meaning, feeling, or look of a movement or phrase.

Explore dance movements.

Explore a variety of movement tempos and levels.

Create movement phrases to express a feeling, idea, or story.

Use accurate dance terminology to describe specified movements and shapes.

Imitate movement phrases to express a feeling, idea, or story.

Associate dance terminology with specified movements and shapes.

Respond to selected movements.

Attend to dance terminology.

Imitate movements.

Respond to directions.

Discover movement through exploration, creativity, self-discovery, and experimentation in dance.

Explore how body parts move by using imitation and imagery.

Imitate a variety of movements related to dance.

Explore basic gross-motor movements.

Imitate gross- and fine-motor movements.

Listen attentively and follow directions when learning movement skills and sequences.

Practice simple dance sequences with assistance.

Perform simple movements on both sides of the body.

Imitate a variety of movements related to dance.

Explore basic gross-motor movements.

Imitate gross- and fine-motor movements.

Imitate basic body postures and maintain a pose in a held stance.

Repeat simple body movements to strengthen and stretch the body.

Practice moving body parts in and through space to develop coordination.

Demonstrate acuity in transferring given rhythmic patterns from the aural to the kinesthetic.

Explore, manipulate, and manage concepts of personal and general space by moving in different levels and directions.

Imitate a variety of rhythmic patterns.

Explore concepts of personal and general space.

Explore basic gross-motor movements.

Attend to a variety of rhythmic patterns.

Imitate gross- and fine-motor movements.

Explore a variety of rhythmic patterns.

Explore a variety of dance elements.

Participatory

Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques.

Development of skills, techniques, and processes in the arts strengthens our ability to remember, focus on, process, and sequence information.

The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art.

Skills, Techniques, and Processes

Every art form uses its own unique language, verbal and non-verbal, to document and communicate with the world.

The structural rules and conventions of an art form serve as both a foundation and departure point for creativity.

Understanding the organizational structure of an art form provides a foundation for appreciation of artistic works and respect for the creative process.

Organizational Structure

Connections among the arts and other disciplines strengthen learning and the ability to transfer knowledge and skills to and from other fields.

Through study in the arts, we learn about and honor others and the worlds in which they live(d).

Historical and Global Connections

The 21st-century skills necessary for success as citizens, workers, and leaders in a global economy are embedded in the study of the arts.

Creating, interpreting, and responding in the arts stimulate the imagination and encourage innovation and creative risk-taking.

Innovation, Technology, and the Future

The processes of critiquing works of art lead to development of critical-thinking skills transferable to other contexts.

Assessing our own and others’ artistic work, using critical-thinking, problem-solving, and decision-making skills, is central to artistic growth.

Cognition and reflection are required to appreciate, interpret, and create with artistic intent.

Critical Thinking and Reflection

Recognize and respond to the feelings expressed in movement pieces.

Repeat simple movements from a model.

Explore selected movements.

Associate selected movements with feelings.

Respond to directions.

Imitate a variety of movements to explore elements of movement.

Explore basic gross-motor movements.

Imitate gross- and fine-motor movements.

Express an opinion about selected dance performances.

Explore dance performances.

Identify preferred simple dances.

Demonstrate a variety of movements with or without manipulatives.

Attend to a variety of movements with or without manipulatives.

Explore a variety of movements with or without manipulatives.

Follow teacher directions and explore tasks related to dance.

Respond to teacher directions.

Follow teacher directions.

Practice specified movement sequences in dance using associated traditional music.

Respond to dance and music.

Explore specified movement in dance.

Explore a variety of dance movements.

Practice selected gross-motor movements.

Explore a variety of gross- and fine-motor movements.

Experiment with movements or phrases based on the elements of dance.

Demonstrate awareness of appropriate audience etiquette.

Explore dance movements.

Attend to informal performances.

Explore a variety of movement tempos and levels.

Respond respectfully to informal performances.

Imitate a change in tempo or level to transform the meaning, feeling, or look of a movement or phrase.

Explore dance movements.

Explore a variety of movement tempos and levels.

Imitate movement phrases to express a feeling, idea, or story.

Associate dance terminology with specified movements and shapes.

Respond to selected movements.

Attend to dance terminology.

Imitate movements.

Respond to directions.

Imitate a variety of movements related to dance.

Explore basic gross-motor movements.

Imitate gross- and fine-motor movements.

Imitate a variety of movements related to dance.

Explore basic gross-motor movements.

Imitate gross- and fine-motor movements.

Imitate basic body postures and movements.

Imitate a variety of rhythmic patterns.

Explore concepts of personal and general space.

Explore basic gross-motor movements.

Attend to a variety of rhythmic patterns.

Imitate gross- and fine-motor movements.

Explore a variety of rhythmic patterns.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

The 21st-century skills necessary for success as citizens, workers, and leaders in a global economy are embedded in the study of the arts.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Careers in and related to the arts significantly and positively impact local and global economies.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Creating, interpreting, and responding in the arts stimulate the imagination and encourage innovation and creative risk-taking.

Innovation, Technology, and the Future

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Connections among the arts and other disciplines strengthen learning and the ability to transfer knowledge and skills to and from other fields.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Through study in the arts, we learn about and honor others and the worlds in which they live(d).

Historical and Global Connections

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Every art form uses its own unique language, verbal and non-verbal, to document and communicate with the world.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Understanding the organizational structure of an art form provides a foundation for appreciation of artistic works and respect for the creative process.

Organizational Structure

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Development of skills, techniques, and processes in the arts strengthens our ability to remember, focus on, process, and sequence information.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art.

Skills, Techniques, and Processes

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

The processes of critiquing works of art lead to development of critical-thinking skills transferable to other contexts.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Assessing our own and others' artistic work, using critical-thinking, problem-solving, and decision-making skills, is central to artistic growth.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Cognition and reflection are required to appreciate, interpret, and create with artistic intent.

Critical Thinking and Reflection

Respond to specific, teacher-selected musical characteristics in a song or instrumental piece.

Respond to music from various sound sources to show awareness of differences in musical ideas.

Classify instruments into pitched and unpitched percussion families.

Differentiate between music performed by one singer and music performed by a group of singers.

Recognize teacher-selected musical characteristics in a song or instrumental piece.

Distinguish between pitched and unpitched classroom instruments.

Distinguish between instrumental music and vocal music.

Explore sounds from various sound sources.

Attend to teacher-selected musical characteristics in a song or instrumental piece.

Recognize differences in pitch.

Identify the similarities and differences between two performances of a familiar song.

Recognize similarities and/or differences between two performances of a familiar song.

Explore a variety of familiar songs.

Explore different performances of familiar songs.

Share different thoughts or feelings people have about selected pieces of music.

Express an opinion about selected pieces of music.

Explore a variety of music.

Select preferred musical examples.

Create sounds or movement freely with props, instruments, and/or found sounds in response to various music styles and/or elements.

Imitate a variety of sounds or movements using props, instruments, and/or found sounds.

Attend to a variety of sounds or movements using props, instruments, and/or found sounds.

Explore a variety of sounds or movements using props, instruments, and/or found sounds.

Describe how he or she likes to participate in music.

Identify preferred ways to participate in music.

Attend to a variety of ways of participating in music.

Explore a variety of ways to participate in music.

Demonstrate appropriate manners and teamwork necessary for success in a music classroom.

Contribute to collaborative tasks related to music.

Attend to tasks related to music.

Cooperate in classroom and play activities.

Perform simple songs, dances, and musical games from a variety of cultures.

Explain the work of a composer.

Respond to simple songs, dances, and musical games from a variety of cultures.

Attend to simple songs, dances, and musical games from a variety of cultures.

Explore simple songs, dances, and musical games from a variety of cultures.

Identify and perform folk music used to remember and honor America and its cultural heritage.

Respond to folk music used to remember and honor America and its cultural heritage.

Attend to folk music used to remember and honor America and its cultural heritage.

Explore folk music used to remember and honor America and its cultural heritage.

Explore the use of instruments and vocal sounds to replace or enhance specified words or phrases in children's songs, choral readings of poems and stories, and/or chants.

Recognize the use of instruments and vocal sounds to enhance specified words or phrases in children's songs, choral readings of poems and stories, and/or chants.

Attend to the use of instruments and vocal sounds.

Explore the use of instruments and vocal sounds to enhance specified words or phrases.

Respond to contrasts in music as a foundation for understanding structure.

Identify patterns of a simple, four-measure song or speech piece.

Recognize contrasts in music as a foundation for understanding structure.

Imitate patterns of a simple, four-measure song or speech piece.

Explore a variety of music.

Recognize a contrast in music as a foundation for understanding structure.

Demonstrate awareness of beat or rhythm.

Respond to changes in tempo and/or dynamics within musical examples.

Demonstrate awareness of changes in tempo and/or dynamics within musical examples.

Explore a variety of music.

Respond to a variety of music.

Improvise a four-beat response to a musical question sung or played by someone else.

Create short melodic and rhythmic patterns based on teacher-established guidelines.

Imitate simple vocal or instrumental musical patterns or songs.

Explore simple vocal or instrumental patterns or songs.

Respond to simple vocal or instrumental patterns or songs.

Sing or play songs, which may include changes in verses or repeats, from memory.

Sing or play songs from a model, including changes in verses or repeats.

Explore familiar songs.

Respond to familiar songs.

Sing simple songs in a group, using head voice and maintaining pitch.

Play three- to five-note melodies and/or accompaniments on classroom instruments.

Sing simple la-sol-mi patterns at sight.

Match simple aural rhythm patterns in duple meter with written patterns.

Show visual representation of simple melodic patterns performed by the teacher or a peer.

Sing or play songs from memory.

Imitate simple vocal or instrumental patterns and/or accompaniments on classroom instruments.

Imitate traditional or non-traditional representations of simple melodic patterns performed by the teacher or a peer.

Respond to familiar songs.

Explore simple vocal or instrumental patterns and/or accompaniments.

Explore traditional or non-traditional representations of simple melodic patterns performed by the teacher or a peer.

Sing or play songs from a model.

Respond to simple vocal or instrumental patterns and/or accompaniments.

Respond to traditional or non-traditional representations of simple melodic patterns performed by the teacher or a peer.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

The 21st-century skills necessary for success as citizens, workers, and leaders in a global economy are embedded in the study of the arts.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Creating, interpreting, and responding in the arts stimulate the imagination and encourage innovation and creative risk-taking.

Innovation, Technology, and the Future

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Connections among the arts and other disciplines strengthen learning and the ability to transfer knowledge and skills to and from other fields.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Through study in the arts, we learn about and honor others and the worlds in which they live(d).

Historical and Global Connections

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Every art form uses its own unique language, verbal and non-verbal, to document and communicate with the world.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

The structural rules and conventions of an art form serve as both a foundation and departure point for creativity.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Understanding the organizational structure of an art form provides a foundation for appreciation of artistic works and respect for the creative process.

Organizational Structure

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Development of skills, techniques, and processes in the arts strengthens our ability to remember, focus on, process, and sequence information.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art.

Skills, Techniques, and Processes

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

The processes of critiquing works of art lead to development of critical-thinking skills transferable to other contexts.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Assessing our own and others' artistic work, using critical-thinking, problem-solving, and decision-making skills, is central to artistic growth.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Cognition and reflection are required to appreciate, interpret, and create with artistic intent.

Critical Thinking and Reflection

Create a story and act it out, using a picture of people, animals, or objects as the inspiration.

Draw a picture from a favorite story and share with the class why the scene was important to the story.

Create a story from a picture of people, animals, and/or objects.

Draw a picture from a favorite story and share with the class.

Attend to pictures, objects, or dramatizations related to a story.

Select a picture from a favorite story.

Recognize the primary character or feature in a picture related to a story.

Draw a picture from a favorite story.

Discuss what worked well and what didn't work well after acting out a story.

Identify elements of an effective performance.

Express an opinion about selected theatre performances.

Identify an element of an effective performance.

Attend to stories that are acted out.

Recognize elements of a performance.

Participate in acting out a story.

Recognize an element of an effective performance.

Share opinions about selected plays.

Express an opinion about selected theatre performances and media.

Explore theatre performances and media.

Identify preferred simple theatre performances and media.

Pretend to be an animal or person living in an imagined place.

Demonstrate a variety of character qualities.

Attend to a variety of story characters.

Explore a variety of story characters.

Describe and discuss how to work together as actors.

Contribute to collaborative tasks related to theatre.

Attend to tasks related to theatre.

Demonstrate cooperative dramatic play behaviors.

Identify characters in stories from various cultures.

Describe how people respond to special events in the community.

Pretend to be a character from another culture.

Demonstrate how people respond to a variety of events.

Attend to stories of diverse cultures.

Attend to a variety of events.

Explore stories of diverse cultures.

Respond to a variety of events.

Re-tell a story, demonstrating respect, from a culture other than one's own.

Recognize stories describing cultures other than our own.

Attend to stories of diverse cultures.

Explore stories of diverse cultures.

Identify similarities between plays and stories.

Recognize similarities between plays and stories.

Attend to the reading of stories.

Explore the characters in a play and story.

Demonstrate how the parts of the story go together by acting out a story with a beginning, middle, and end.

Identify the beginning, middle, and end of a story.

Attend to the beginning and end of a story.

Recognize the beginning, middle, and end of a story.

Describe in words or by drawing a picture, the most exciting part in the story line of a play.

Describe, in words or a picture, a major event in a story.

Attend to a major event in a performance.

Recognize a major event in a story.

Compare a play to an animated movie that tells the same story.

Identify characteristics of theatre in television and movies.

Explore television and movies.

Explore theatrical elements in television and movies.

Exhibit appropriate audience etiquette and response.

Demonstrate the differences between play-acting, pretending, and real life.

Explain personal preferences related to a performance.

Identify audience behavior required to attend a theatrical performance.

Participate in play-acting and pretending.

Express an opinion about selected theatre performances.

Attend to audience behaviors during theatrical performances.

Participate in pretend activities.

Explore theatre performances.

Imitate an audience response to a theatrical production.

Participate in play-acting.

Identify preferred simple theatre performances.

Collaborate with others to present scenes from familiar stories.

Contribute to collaborative theatrical performance.

Attend to tasks related to theatre.

Demonstrate cooperative play behaviors.

Use simple acting techniques to portray a person, place, action, or thing.

Describe characters and plot development discovered during dramatic play.

Distinguish stage space from audience space to show understanding of the physical relationship between audience and actor in performance.

Demonstrate qualities of a character, setting, or action.

Distinguish stage space from audience space.

Attend to story characters, settings, and actions.

Recognize stage space.

Explore a variety of story characters, settings, and actions.

Identify stage space and audience space.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

The 21st-century skills necessary for success as citizens, workers, and leaders in a global economy are embedded in the study of the arts.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Careers in and related to the arts significantly and positively impact local and global economies.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Creating, interpreting, and responding in the arts stimulate the imagination and encourage innovation and creative risk-taking.

Innovation, Technology, and the Future

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Connections among the arts and other disciplines strengthen learning and the ability to transfer knowledge and skills to and from other fields.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Through study in the arts, we learn about and honor others and the worlds in which they live(d).

Historical and Global Connections

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Every art form uses its own unique language, verbal and non-verbal, to document and communicate with the world.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

The structural rules and conventions of an art form serve as both a foundation and departure point for creativity.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Understanding the organizational structure of an art form provides a foundation for appreciation of artistic works and respect for the creative process.

Organizational Structure

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Development of skills, techniques, and processes in the arts strengthens our ability to remember, focus on, process, and sequence information.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art.

Skills, Techniques, and Processes

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

The processes of critiquing works of art lead to development of critical-thinking skills transferable to other contexts.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Assessing our own and others' artistic work, using critical-thinking, problem-solving, and decision-making skills, is central to artistic growth.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Cognition and reflection are required to appreciate, interpret, and create with artistic intent.

Critical Thinking and Reflection

Create and discuss works of art that convey personal interests.

Gather clues to help interpret and reflect on works of art.

Create visual imagery and symbols to convey personal interests.

Attend to visual or tactile imagery and symbols that convey personal interest.

Explore visual or tactile imagery and symbols that convey personal interest.

Describe visual imagery used to complete artwork.

Use various media or techniques to learn how changes affect the completed artwork.

Create visual imagery and symbols to complete artwork.

Use various media or techniques to create artwork.

Attend to visual or tactile imagery and symbols in artwork.

Attend to various media or techniques used to create artwork.

Explore visual imagery and symbols in artwork.

Explore various media or techniques used to create artwork.

Identify vocabulary that is used in both visual art and other contexts.

Distinguish between artwork, utilitarian objects, and objects from nature.

Recognize selected vocabulary common to art and other contexts.

Identify the purposes of selected artworks and utilitarian objects.

Attend to selected vocabulary common to art and other contexts.

Explore selected artworks and utilitarian objects.

Respond to selected vocabulary common to art and other contexts.

Recognize the function of selected artworks or utilitarian objects.

Use various art media and real or imaginary choices to create artwork.

Identify how classmates solve artistic problems.

Re-create familiar shapes and forms.

Contribute to collaborative tasks related to visual art.

Explore basic shapes.

Attend to tasks related to visual art.

Match basic shapes.

Explore tasks related to visual art.

Explain how artists impact the appearance of items for sale in stores.

Recognize that visual art is created by people and is used to attract attention.

Explore sensory stimulation related to visual art in the environment.

Associate visual art with the environment and products.

Describe the use of art to share community information.

Follow directions for completing classroom tasks in a specified timeframe to show early development of 21st-century skills.

Identify examples of visual art in the environment.

Follow teacher directions and explore tasks related to visual art.

Attend to visual art in the environment.

Respond to teacher directions.

Recognize the use of visual art in the environment.

Follow teacher directions.

Discuss how different works of art communicate information about a particular culture.

Discuss suitable behavior expected of audience members.

Describe ways in which artists use their work to share knowledge and life experiences.

Recognize that visual art communicates information.

Follow directions for suitable behavior in an art audience.

Explore a variety of visual art.

Attend respectfully to the artwork of others.

Respond to visual art from selected cultures and places.

Respond respectfully to the artwork of others.

Compare artworks from different cultures, created over time, to identify differences in style and media.

Identify objects of art that are used every day for utilitarian purposes.

Identify places in which artworks may be viewed by others.

Identify the use of visual art in activities and environments.

Explore a variety of visual art.

Recognize the use of visual art in activities and environments.

Identify connections between visual art and other content areas.

Recognize the use of patterns, line, or form to replace or enhance specified words or phrases.

Attend to the use of patterns, line, or form in visual art.

Explore the use of patterns, line, or form to replace or enhance specified words or phrases.

Identify and use the structural elements of art and organizational principles of design to support artistic development.

Explore the placement of the structural elements of art in personal works of art.

Explore a variety of visual art.

Explore basic structural elements of art.

Create imagery and symbols to express thoughts and feelings.

Create imagery and symbols to document self-perception.

Attend to images and symbols representing self and environment.

Explore imagery and symbols representing self and environment.

Use personal symbols in artwork to document surroundings and community.

Create works of art to document self-perception.

Explore structural elements of art.

Explore basic tools and media.

Experiment with art processes and media to express ideas.

Use varied processes to develop artistic skills when expressing personal thoughts, feelings, and experiences.

Create works of art to tell a personal story.

Use accurate art vocabulary to communicate ideas about art.

Use a variety of visual art processes and media to express ideas.

Create works of art to document self-perception.

Use selected art vocabulary to communicate about art.

Explore visual art media.

Attend to selected art vocabulary.

Explore the use of visual art processes and media.

Respond to selected art vocabulary.

Practice correct use of tools with various art media, techniques, and processes.

Describe the steps used in art production.

Use a variety of visual art tools and media.

Explore visual art media.

Explore the use of visual art tools and media.

Practice skills and techniques to create with two- and/or three-dimensional media.

Discuss the qualities of good craftsmanship.

Demonstrate safety procedures for using art tools and materials.

Identify and be respectful of artwork that belongs to others and represents their ideas.

Use a variety of visual art tools and media to create works of art.

Imitate the safe use of visual art tools, media, techniques, and/or processes.

Explore visual art media.

Explore visual art tools and media.

Explore the use of art tools, processes, and media.