Grade 2 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

Explain, using accurate dance terminology, how teacher-specified elements of dance are used in a phrase or dance piece.

Demonstrate listening, observing, and following skills while learning dance movements; and perform them with the teacher and alone.

Express creatively, using pictures, symbols, and/or words, the meaning or feeling of a dance piece.

Associate dance terminology with specified elements of dance.

Re-create modeled dance movements.

Match the meaning or feeling of a dance movement to pictures, symbols, and/or words.

Attend to dance terminology.

Respond to modeled movements.

Respond to directions using dance terminology.

Re-create modeled, selected movements

Associate selected movements with emotions.

Decide which of two movements will express a desired result.

Match movements to intended results.

Explore a variety of movements.

Associate selected movements with an intended effect.

Share personal opinions about a dance piece, using a mix of accurate dance and non-dance terminology.

Recognize characteristics of a variety of dances.

Respond to preferred dance performances.

Share personal opinions about a dance piece.

Create dances that interpret animals and storybook or other imagined characters.

Create, interpret, or respond to movements that represent a story character.

Explore a variety of movements.

Imitate movements that represent a story character.

Follow directions given by the teacher or peers, and work successfully in small-group, cooperative settings.

Follow teacher directions and collaborate with peers in tasks related to dance.

Follow teacher directions.

Follow teacher directions and explore tasks related to dance.

Perform a variety of dances to explore their origins, cultures, and themes.

Explore essential movement characteristics of specified dances.

Explore rhythm in dance.

Explore movement in dance.

Create a dance phrase using numbers, shapes, and patterns.

Describe connections between creating in dance and creating in other content areas.

Re-create a dance phrase using numbers, shapes, and patterns.

Explore a variety of gross-motor movements.

Explore a variety of dance movements.

Identify the elements of dance in planned and improvised dance pieces to show early awareness of structure.

Identify and practice specified procedures and etiquette in dance class and at performances.

Improvise a short phrase based on the elements of dance.

Improvise a short phrase based on the elements of dance.

Practice specified procedures and audience etiquette.

Practice specified procedures and audience etiquette.

Practice specified movements.

Respond to informal performances.

Imitate a short phrase based on the elements of dance.

Practice a specified element of audience etiquette at performances.

Change the feeling, meaning, or look of a movement phrase by altering the elements of dance.

Imitate dance sequences having different elements.

Identify preferred dance movements.

Imitate dance movements.

Use movement to interpret feelings, stories, pictures, and songs.

Describe a dancer or dance piece using words, pictures, or movements.

Demonstrate dance movement to communicate feelings or ideas.

Identify words, pictures, or movements that describe a dancer or dance piece.

Associate a selected movement with an emotion.

Associate a word, picture, or movement with a dancer or dance piece.

Associate selected movements with emotions.

Associate words, pictures, or movements with a dancer or dance piece.

Demonstrate basic movement through kinesthetic exploration.

Explore dance sequences by creating and imitating images that move through space.

Follow body-part initiation through space to increase kinesthetic awareness.

Re-create a variety of movements related to dance.

Explore basic fine-motor movements.

Re-create gross- and fine-motor movements.

Demonstrate focus and concentration while listening to instructions and observing others' movement.

Demonstrate simple dance sequences to show memorization and presentation skills.

Follow and repeat movement on opposite sides of the body.

Re-create a variety of movements related to dance.

Follow simple dance sequences to completion.

Explore basic fine-motor movements.

Re-create gross- and fine-motor movements.

Re-create gross- and fine-motor movement routines.

Replicate basic positions with clear body lines and correct alignment.

Perform bending and reaching exercises to increase strength, stamina, flexibility, and range of motion.

Repeat given movements to show coordination between body parts.

Maintain a demonstrated rhythm in time to musical accompaniment.

Maintain balance in basic positions and in shifting weight through plié.

Repeat movement sequences.

Demonstrate the safe practice of dance movements, techniques, and processes.

Explore basic fine-motor movements.

Re-create fine- and gross-motor movement sequences.

Explore a variety of dance elements.

Participatory

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

Identify appropriate listening skills for learning about musical examples selected by the teacher.

Respond to a piece of music and discuss individual interpretations.

Classify unpitched instruments into metals, membranes, shakers, and wooden categories.

Identify child, adult male, and adult female voices by timbre.

Use a teacher-selected sensory skill to recognize specified musical characteristics.

Respond to a musical work in a variety of ways.

Identify a variety of unpitched instruments.

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

Explore a variety of music.

Explore differences in pitch.

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

Respond to a musical work.

Explore unpitched classroom instruments.

Identify strengths and needs in classroom performances of familiar songs.

Identify preferred and non-preferred performances of familiar songs.

Respond to performances of familiar songs.

Select preferred performances of familiar songs.

Discuss why musical characteristics are important when forming and discussing opinions about music.

Recognize characteristics of a variety of music.

Attend to a variety of music characteristics.

Respond to a variety of music characteristics.

Create a musical performance that brings a story or poem to life.

Create, interpret, or respond to a musical performance that brings a story or poem to life.

Explore a variety of sounds and movements that represent a story character, setting, or theme.

Imitate sounds or movements that represent a story character, setting, or theme.

Describe how people participate in music.

Identify a variety of ways people participate in music.

Explore different ways people participate in music.

Recognize different ways people participate in music.

Collaborate with others in a music presentation and discuss what was successful and what could be improved.

Demonstrate a variety of collaborative skills.

Contribute to a class musical performance.

Demonstrate a collaborative skill.

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

Identify the primary differences between composed and folk music.

Imitate songs, games, dances, and simple instrumental accompaniments from a variety of cultures.

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

Imitate songs, games, and dances from a variety of cultures.

Discuss how music is used for celebrations in American and other cultures.

Identify music used for celebrations in American and other cultures.

Explore music used for celebrations in American and other cultures.

Match musical examples to their function.

Perform and compare patterns, aurally and visually, found in songs, finger plays, or rhymes to gain a foundation for exploring patterns in other contexts.

Recognize the use of patterns in music to gain a foundation for exploring patterns in other contexts.

Explore the use of instruments and vocal sounds.

Explore the use of patterns in music to gain a foundation for exploring patterns in other contexts.

Identify basic elements of music in a song or instrumental excerpt.

Identify the form of a simple piece of music.

Recognize basic elements of music in a song or instrumental excerpt.

Identify similarities and differences in melodic phrases and/or rhythm patterns.

Respond to a variety of music.

Demonstrate awareness of beat and rhythm.

Describe changes in tempo and dynamics within a musical work.

Respond to music to demonstrate how it makes one feel.

Explore a variety of music.

Demonstrate awareness of beat and rhythm.

Improvise short phrases in response to a given musical question.

Create simple ostinati to accompany songs or poems.

Perform simple vocal or instrumental musical patterns or songs.

Respond to a variety of simple vocal or instrumental patterns or songs.

Imitate simple vocal or instrumental patterns or songs.

Sing or play songs, which may include changes in dynamics, lyrics, and form, from memory.

Sing or play songs from memory.

Respond to familiar songs.

Sing or play songs from a model.

Sing songs in an appropriate range, using head voice and maintaining pitch.

Play simple melodies and/or accompaniments on classroom instruments.

Sing simple la-sol-mi-do patterns at sight.

Compare aural melodic patterns with written patterns to determine whether they are the same or different.

Show visual, gestural, and traditional representation of simple melodic patterns performed by someone else.

Sing songs of limited range using the head voice.

Perform simple songs and accompaniments.

Sing simple la-sol-mi-do patterns from a model.

Identify visual, gestural, and traditional representation of simple melodic patterns performed by the teacher or a peer.

Explore familiar songs.

Recognize visual, gestural, or traditional representation of simple melodic patterns performed by the teacher or a peer.

Sing or play songs from a model.

Imitate visual, gestural, or traditional representation 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

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

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

Attend to tasks related to theatre.

Describe a character in a story and tell why the character is important to the story.

Respond to a play by drawing and/or writing about a favorite aspect of it.

Identify an important character in the story.

Respond to a play by drawing a picture.

Associate a character to a story.

Respond to a play by identifying a favorite aspect of it.

Identify a character in a story.

Respond to a play by communicating a favorite aspect of it.

Discuss the purpose of a critique.

Describe how an actor in a play, musical, or film creates a character.

Identify the purpose of a critique.

Pretend to be someone or something else.

Recognize the purpose of a critique.

Associate a part of someone or something with its whole.

Recall the purpose of a critique.

Demonstrate a characteristic of someone or something else.

Identify important characteristics to discuss when sharing opinions about theatre.

Identify important characteristics about theatre.

Select preferred‚ familiar theatrical media.

Critique a variety of familiar theatrical productions using a teacher-selected criterion.

Create and sustain a character inspired by a class reading or activity.

Create a character inspired by a class reading.

Create a character from an activity.

Create a character from a story.

Identify the jobs people can have in a theater.

Recognize jobs people may have in a theatre.

Attend to a person working in a theatre.

Recognize a person working in a theatre.

Identify what was successful about a collaborative theatre activity.

Demonstrate a variety of collaborative skills.

Participate in class performance.

Demonstrate a collaborative skill.

Read and dramatize stories with similar themes to show developing knowledge of, and respect for, cultural differences.

Explain how to respond as an audience member in a different way, depending on the style of performance.

Listen to stories with similar themes to gain knowledge of, and respect for, cultural differences.

Demonstrate respect and appreciation for a performance.

Listen to stories from different cultures.

Respond to a performance.

Listen to stories with similar themes from different cultures.

Show appreciation for a performance.

Identify universal characters in stories from different cultures.

Recognize similar qualities in characters from different cultures.

Recognize a quality of a story character.

Recognize qualities in a variety of story characters.

Create dialogue for characters from a story.

Create dialogue for a character from a story.

Select a character from a story for the creation of dialogue.

Identify the dialogue for a character from a story.

Compare the differences between reading a story and seeing it as a play.

Explain the difference between the stage, backstage, and audience areas.

Identify similarities and differences between the reading of a story and seeing a performance.

Identify vocabulary appropriate for theatre.

Participate in a variety of art forms.

Recognize vocabulary related to theatre.

Recognize a similarity and difference between the reading of a story and seeing a performance.

Identify selected vocabulary appropriate for theatre.

Re-tell what happened in the beginning, middle, and end of a story after viewing a play.

Sequence the beginning and end of a performance.

Attend to major events in a performance.

Recognize a major event in a performance.

Identify theatrical elements and vocabulary found in everyday life.

Recognize theatrical elements in everyday life.

Attend to theatrical elements found in everyday life.

Associate a theatrical element with everyday life.

Exhibit the behavior necessary to establish audience etiquette, response, and constructive criticism.

Compare, explain, and exhibit the differences between play-acting, pretending, and real life.

Explain, using specific examples, why some individuals may or may not like a particular performance.

Demonstrate respect and appreciation for a performance.

Pretend to be someone or something else.

Respond to a performance.

Associate a part of someone or something with its whole.

Show appreciation for a performance.

Demonstrate a characteristic of someone or something else.

Collaborate with others to perform a scene and solve challenges.

Identify a skill necessary for cooperative activities.

Attend to skills necessary for cooperative interaction.

Recognize a skill necessary for cooperative activities.

Create imagined characters, relationships, and environments using basic acting skills.

Communicate with others the concept of dramatic conflict and resolution in stories using dramatic play.

Create the stage space to communicate character and action in specific locales.

Pretend to be someone or something else using basic acting skills.

Describe the stage space to communicate character and action.

Associate a part of someone or something with its whole.

Identify stage space and audience space.

Demonstrate a characteristic of someone or something else.

Distinguish stage space from 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

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

Use the art-making process to communicate personal interests and self-expression.

Reflect on and discuss various possible meanings in works of art.

Use various media or techniques to communicate personal interests and self-expression.

Identify various possible meanings in works of art.

Attend to various media or techniques used to create artwork.

Attend to various features in works of art.

Explore various media or techniques to communicate personal interests and self-expression.

Recognize various features in works of art.

Use appropriate decision-making skills to meet intended artistic objectives.

Identify skillful techniques used in works by peers and others.

Use suggestions from others to modify the structural elements of art.

Use defined criteria to meet intended artistic objectives.

Explore the use of skillful techniques in works by peers and others.

Explore various media or techniques used to create artwork.

Attend to basic techniques in works by peers and others.

Explore various structural elements of art.

Use a teacher-selected criterion to meet intended artistic objectives.

Explore the use of basic techniques in works by peers and others.

Use accurate art vocabulary to identify connections among visual art and other contexts.

Compare artworks with utilitarian objects and use accurate art vocabulary to describe how they are the same and how they are different.

Use selected vocabulary common to art and other contexts.

Identify similarities and differences between artworks and utilitarian objects.

Attend to selected vocabulary common to art and other contexts.

Explore a variety of visual art and utilitarian objects.

Respond to selected vocabulary common to art and other contexts.

Recognize the function of a variety of artworks and utilitarian objects.

Use imagination to create unique artwork incorporating personal ideas and selected media.

Explore the advantages of having multiple solutions to solve an artistic problem.

Create, interpret, or respond to visual art using a variety of media.

Explore a variety of visual art media.

Explore and use a variety of visual art media.

Identify work created by artists and designers.

Identify selected forms of visual art.

Respond to visual art in the environment.

Recognize a selected form of visual art.

Describe the use of art to promote events within the school or community.

Work with peers to complete a task in art.

Use time effectively while focused on art production to show early development of 21st-century skills.

Recognize the purpose of visual art in the community.

Complete one or more steps related to collaborative visual art projects.

Respond to visual art in the environment.

Explore tasks related to visual art.

Recognize that visual art is part of a variety of environments.

Contribute to collaborative tasks related to visual art.

Identify examples in which artists have created works based on cultural and life experiences.

Distinguish between appropriate and inappropriate audience behavior.

Recognize similar themes in visual art from a variety of cultures and times.

Practice specified procedures and audience etiquette.

Explore visual art from a variety of cultures and times.

Respond to artwork.

Recognize that visual art communicates information about culture or times.

Imitate a specified element of audience etiquette to respond to artworks.

Identify differences or similarities in artworks across time and culture.

Identify objects from everyday life that have been designed and created using artistic skills.

Identify the physical features or characteristics of artworks displayed in the community.

Recognize differences or similarities in artworks across time and culture.

Identify the use of visual art in daily life.

Explore the visual art of diverse cultures and historical periods.

Associate a visual art example with its function.

Respond to the visual art of diverse cultures and historical periods.

Connect visual art examples with their function.

Describe connections made between creating with art ideas and creating with information from other content areas.

Recognize the use of pattern, line, and form found in visual art with other teacher-selected contexts.

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

Explore the use of pattern, line, and form found in visual art with other teacher-selected contexts.

Employ structural elements of art and organizational principles of design in personal work to develop awareness of the creative process.

Use structural elements of art in personal works of art.

Explore selected structural elements of art.

Recognize basic structural elements of art.

Use personal experience to convey meaning or purpose in creating artworks.

Generate ideas and images for artworks based on personal experience.

Explore images and symbols representing self and environment.

Create imagery and symbols to document self-perception.

Create personally meaningful works of art to document and explain ideas about local and global communities.

Create works of art to document experiences of self and community.

Recognize a structural element of art.

Recognize and use structural elements of visual art.

Experiment with tools and techniques as part of art-making processes.

Use diverse resources to inspire expression of personal ideas and experiences in works of art.

Explore art from different time periods and cultures as sources for inspiration.

Use accurate art vocabulary to discuss art.

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

Produce artwork influenced by personal decisions and ideas.

Use art vocabulary to communicate about art and the art-making process.

Attend to basic art tools, processes, and media.

Explore ideas and images for artwork.

Respond to selected art vocabulary.

Recognize basic art tools, processes, and media.

Create artwork that communicates awareness of self.

Respond to selected art vocabulary to communicate about art.

Develop artistic skills through repeated experiences with art media, techniques, processes, and tools.

Follow sequential procedures focused on art production.

Develop artistic skills through the repeated use of tools, processes, and media.

Explore basic art tools, processes, and media.

Recognize basic art tools, processes, and media.

Manipulate art materials and refine techniques to create two- and/or three-dimensional personal works.

Demonstrate growth in craftsmanship through purposeful practice.

Follow directions for safety procedures and explain their importance in the art room.

Describe the differences between using one's own ideas, using someone else's ideas as one's own, and drawing inspiration from the works of others.

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

Demonstrate the safe use of a variety of visual art tools, media, techniques, and processes.

Identify artwork that belongs to others and represents their ideas.

Explore a variety of visual art tools and media.

Manipulate a variety of visual art tools and media.

Demonstrate the safe use of selected visual art tools, media, techniques, or processes.