Grade 3 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

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.

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 one or more elements and, using accurate dance terminology, discuss how they are used to shape a piece into a dance.

Learn movement quickly and accurately through application of learning strategies.

Identify and demonstrate changes made in various elements of a movement piece.

Identify the basic elements of dance.

Repeat simple movements from verbal cueing.

Explore selected basic elements of dance.

Respond to directions.

Recognize selected basic elements of dance.

Repeat simple movements from a model.

Apply knowledge of basic elements of dance to identify examples in a dance piece.

Share and apply feedback to improve the quality of dance movement.

Identify the basic elements of dance.

Use defined criteria to identify strengths and weaknesses of dance movement.

Explore selected basic elements of dance.

Select a strength or weakness of a dance movement.

Recognize selected basic elements of dance.

Use a defined criterion to recognize a strength or weakness of dance movement.

Examine one element of a dance piece and judge how well it expressed or supported the given intent.

Identify selected elements of dance to provide a foundation for evaluation.

Recognize a characteristic of dance.

Recognize selected elements of dance.

Create dance pieces that interpret characters from stories, poems, and other literature sources.

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

Respond to a variety of movements.

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

Be on time and prepared for classes, and work successfully in small- and large-group cooperative settings, following directions given by the teacher or peers.

Be prepared for class and collaborate with peers in tasks related to dance.

Explore collaborative tasks related to dance.

Collaborate with peers in tasks related to dance.

Practice and perform social, cultural, or folk dances, using associated traditional music, to identify commonalities and differences.

Practice and perform social, cultural, or folk dances using associated traditional music.

Explore movement in dance.

Practice specified movement sequences in dance using associated traditional music.

Discuss the roles that dance has played in various social, cultural, and folk traditions.

Identify roles that dance plays in society.

Explore the roles dance plays in social gatherings.

Recognize a role dance plays in society.

Create and perform a dance, inspired by developmentally appropriate literature, stories, or poems, that has a beginning, middle, and end.

Identify connections between the skills required to learn dance and the skills needed in other learning environments.

Create movement sequences inspired by developmentally appropriate literature, stories, or poems that have a beginning, middle, and end.

Identify skills learned in dance needed in other contexts.

Respond to movement sequences inspired by developmentally appropriate literature, stories, or poems that have a beginning, middle, and end.

Recognize a skill used in dance.

Re-create movement sequences inspired by developmentally appropriate literature, stories, or poems that have a beginning, middle, and end.

Recognize a skill learned in dance needed in other contexts.

Relate how the elements of dance are applied in classwork to how they are used in dance pieces.

Identify the procedures and structures common to dance classes.

Experiment with given elements to develop knowledge of their characteristics.

Demonstrate awareness of expectations in class and at informal performances.

Explore a variety of dance elements.

Imitate a specified procedure at performances.

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

Demonstrate awareness of appropriate audience etiquette.

Select an element to change within a phrase and discuss the results.

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

Explore a variety of movement tempos and levels.

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

Translate words, pictures, or movements into dance to express ideas or feelings.

Use accurate dance terminology to respond to and communicate about dance.

Share, using accurate dance terminology, ways in which dance communicates its meaning to the audience.

Use movements or gestures to convey meaning.

Use previously taught dance terminology to communicate about dance.

Recognize the meaning of selected movements or gestures.

Respond to dance movements.

Imitate movements or gestures that convey meaning.

Recognize selected terminology unique to dance.

Create movement to express feelings, images, and stories.

Respond to improvisation prompts, as an individual or in a group, to explore new ways to move.

Explore positive and negative space to increase kinesthetic awareness.

Create dance sequences, based on expanded, everyday gestures and/or movements.

Create movement to express feelings or story characteristics.

Explore movement in space to increase kinesthetic awareness.

Imitate movements.

Imitate movement to express feelings or story characteristics.

Imitate movement in space to increase kinesthetic awareness.

Explain why focus and cooperation are important in class and performance.

Learn and repeat movement using observation and listening skills.

Practice simple dance movements on both sides and facing in different directions.

Use learning strategies to remember movement between classes and rehearsals.

Demonstrate a variety of cooperative skills in class and performance.

Follow a variety of movement sequences to completion.

Cooperate with peers and staff.

Imitate a sequence of two or more movements.

Demonstrate selected cooperative skills in class.

Imitate familiar movement sequences.

Demonstrate appropriate posture with strength in the abdomen and length in the spine.

Perform safe practice exercises for increasing strength, flexibility, and range of motion.

Perform far-reach exercises to demonstrate knowledge of the use of line in movement.

Identify and demonstrate an understanding of the elements of time.

Maintain center line of balance in place, in transfer of weight, and while changing levels.

Execute a movement sequence, in and through space, with a specific expression.

Rehearse movements and dance sequences to develop coordination and agility in muscular groups.

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

Practice selected body movements.

Imitate basic movements and postures.

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

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

Describe listening skills and how they support appreciation of musical works.

Respond to a musical work in a variety of ways and compare individual interpretations.

Identify families of orchestral and band instruments.

Discriminate between unison and two-part singing.

Use a variety of teacher-selected sensory skills to recognize specified musical characteristics.

Respond to musical work in a variety of ways to show awareness of differences in musical ideas.

Identify a variety of orchestral and band instruments.

Differentiate between music performed by one singer or in unison, and music performed by a group of singers.

Explore a variety of teacher-selected musical characteristics in a song or instrumental piece.

Attend using senses to a variety of orchestral and band instruments.

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

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

Recognize selected orchestral and band instruments.

Distinguish between music and song.

Evaluate performances of familiar music using teacher-established criteria.

Identify a reason for preferring one performance of a familiar song over another.

Select preferred familiar songs.

Use a teacher-selected criterion to evaluate performances of familiar music.

Identify musical characteristics and elements within a piece of music when discussing the value of the work.

Recognize that musical characteristics influence our opinion of the piece.

Recognize a characteristic of music.

Recognize a variety of music characteristics.

Enhance the meaning of a story or poem by creating a musical interpretation using voices, instruments, movement, and/or found sounds.

Use sounds and movements to represent or enhance story or poem characteristics.

Respond to a variety of sounds and movements that represent or enhance story or poem characteristics.

Imitate sounds and movements to represent or enhance story or poem characteristics.

Identify musicians in the school, community, and media.

Describe opportunities for personal music-making.

Identify musicians in the school, community, or media.

Identify opportunities in the school, home, or community for participating in music making.

Recognize that people who make music are called musicians.

Recognize an opportunity in the school, home, or community for participating in music-making.

Recognize musicians in the school, community, or media.

Recognize opportunities in the school, home, or community for participating in music making.

Collaborate with others to create a musical presentation and acknowledge individual contributions as an integral part of the whole.

Sequence two or more components related to individual or collaborative musical projects.

Contribute to collaborative tasks related to music.

Complete one or more components of individual or collaborative musical projects.

Compare indigenous instruments of specified cultures.

Identify significant information about specified composers and one or more of their musical works.

Identify timbre(s) in music from a variety of cultures.

Identify indigenous instruments of specified cultures.

Recognize characteristic musical sounds from a variety of cultures.

Explore indigenous instruments of specified cultures.

Explore characteristic musical sounds from a variety of cultures.

Match selected instruments to specified cultures.

Match characteristic musical sounds to specified cultures.

Discuss how music in America was influenced by people and events in its history.

Recognize influences of culture and history on American music.

Associate musical examples with American culture or history.

Recognize a variety of music that represents American culture or history.

Experience and discuss, using correct music and other relevant content-area vocabulary, similarities in the use of pattern, line, and form in music and other teacher-selected contexts.

Experience similarities in the use of pattern, line, or form in music and other teacher-selected contexts.

Respond to the use of patterns in music.

Explore the use of pattern, line, and form in music and other teacher-selected contexts.

Identify, using correct music vocabulary, the elements in a musical work.

Identify and describe the musical form of a familiar song.

Recognize basic elements in a piece of music.

Identify patterns in familiar songs.

Respond to rhythmic production.

Demonstrate awareness of beat or rhythm.

Recognize a selected element in a piece of music.

Imitate patterns in familiar songs.

Rearrange melodic or rhythmic patterns to generate new phrases.

Rearrange simple melodic or rhythmic patterns to generate new phrases.

Respond to a variety of simple melodic or rhythmic patterns.

Imitate simple melodic or rhythmic patterns.

Describe how tempo and dynamics can change the mood or emotion of a piece of music.

Identify the mood or emotion of a piece of music.

Respond to music to demonstrate how it makes one feel.

Improvise rhythms or melodies over ostinati.

Create an alternate ending to a familiar song.

Improvise simple vocal or instrumental musical patterns over ostinati.

Improvise simple vocal or instrumental musical patterns.

Respond to a variety of simple vocal or instrumental patterns over ostinati.

Recognize an alternate ending to a familiar song.

Imitate simple vocal or instrumental patterns over ostinati.

Imitate an alternate ending to a familiar song.

Identify patterns in songs to aid the development of sequencing and memorization skills.

Imitate a variety of musical patterns in songs.

Recognize familiar songs.

Sing or play familiar songs from memory.

Sing rounds, canons, or ostinati in an appropriate range, using head voice and maintaining pitch.

Play melodies and layered ostinati, using proper instrumental technique, on pitched and unpitched instruments.

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

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

Notate simple rhythmic and melodic patterns using traditional notation.

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

Play simple melodies and/or accompaniments on classroom instruments.

Sing simple la-sol-mi-do patterns.

Imitate simple rhythm patterns in duple and triple meter.

Match aurally presented notes to traditional notation.

Sing or play songs from a model.

Sing or play songs or patterns.

Sing or play songs or patterns from memory.

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

Create an imaginative costume piece or prop out of everyday items found around the classroom or at home and use it as the basis to tell an original story.

Watch a play and describe how the elements of light, costumes, props, and sound influence the mood of the production.

Create a costume piece or prop out of everyday items found around the classroom or at home and use it to tell a story.

Identify story characters or features by their sounds and movements.

Contribute to the creation of a costume piece or prop out of everyday items found around the classroom or at home.

Associate selected sounds and movements with story characters or features.

Create a costume piece or prop out of everyday items found around the classroom or at home.

Recognize story characters or features by their sounds and movements.

Revise a formal or informal performance after receiving a critique.

Discuss the meaning of an artistic choice to support development of critical thinking and decision-making skills.

Refine a variety of simple performances using feedback from others.

Identify an artistic choice to support development of decision-making skills.

Refine communication skills using feedback from others.

Recognize an artistic choice.

Refine simple presentations using feedback from others.

Examine an artistic choice that supports a decision.

Discuss the techniques that help create an effective theatre work.

Identify props, costumes, and dialogue that support a story.

Respond to props or costumes that support a story.

Recognize props, costumes, and dialogue that support a story.

Create and/or collect appropriate props and costumes and use them to help tell a story.

Arrange classroom furniture to create an environment for a story.

Create, interpret, and respond to props and costumes that support a story.

Explore a variety of props and costumes that support a story.

Create, interpret, or respond to props and costumes that support a story.

Identify non-theatre professions that require the same skills as are used in theatre.

Transfer a skill necessary for cooperative activities to another field.

Attend to skills necessary for cooperative interaction.

Associate a skill necessary for cooperative activities with another field.

Participate in a collaborative project to create a theatrical performance and reflect on the experience.

Sequence two or more components related to individual or collaborative theatrical projects.

Contribute to collaborative tasks related to theatre.

Complete one or more components of individual or collaborative theatrical projects.

Understand how cultural differences are expressed through character, environment, and theme.

Interview an adult and create a story from his or her life using any theatrical form.

Recognize the influence of culture on character and environment.

Create a simple story based on an experience of self or other.

Recognize different characters and environments.

Contribute to the creation of a simple story based on an experience of self or other.

Associate character and environment with selected cultures.

Re-tell a simple story based on an experience of self or other.

Identify geographical or cultural origins of stories.

Create and tell a story, fable, or tale.

Recognize the influence of culture on character and environment.

Create a simple story based on an experience of self or other.

Recognize different characters and environments.

Contribute to the creation of a simple story based on an experience of self or other.

Associate character and environment with selected cultures.

Re-tell a simple story based on an experience of self or other.

Identify interpersonal skills that are learned through participation in a play.

Discuss differences between stories that are presented in different modes or time periods.

Plan and perform a simple performance based on a theme from another content area.

Identify a skill necessary for cooperative activities.

Identify a difference in a story when told in different modes.

Create a simple story based on another content area.

Attend to skills necessary for cooperative interaction.

Attend to a story told in different modes.

Contribute to the creation of a simple story based on another content area.

Recognize a skill necessary for cooperative activities.

Recognize a difference in a story when told in different modes.

Re-tell a simple story based on another content area.

Describe how an actor creates a character.

Discuss why costumes and makeup are used in a play.

Identify what an actor does in a performance.

Identify costumes and makeup used in a play.

Attend to the action in a performance.

Attend to costumes and makeup used in a play.

Recognize what an actor does in a performance.

Recognize costumes and makeup used in a play.

Describe what happened in a play, using age-appropriate theatre terminology.

Collaborate to create a collage to show the emotion(s) of a particular story or play.

Sequence the beginning, middle, and end of a performance.

Follow steps to create a collage to show an emotion in a particular story or play.

Recognize a major event in a performance.

Identify items to include in the creation of a collage to show an emotion.

Sequence the beginning and end of a performance.

Contribute to the creation of a collage to show the emotion(s) of a particular story or play.

Compare the characteristics of theatre to television and movies.

Identify similarities and differences between theatre and other art forms.

Recognize a variety of art forms.

Recognize a similarity and difference between theatre and other art forms.

Demonstrate effective audience etiquette and constructive criticism for a live performance.

Compare a theatrical performance with real life and discuss how theatre makes pretense seem like real life.

Evaluate a performance, using correct theatre terms, and give specific examples to support personal opinions.

Identify characteristics of proper audience etiquette.

Explain the differences between play-acting, pretense, and real life.

Critique a variety of simple theatrical productions using defined criteria.

Attend to a variety of performances.

Identify differences between play-acting and real life.

Select preferred familiar theatrical media.

Recognize characteristics of proper audience etiquette.

Identify the differences between play-acting, pretense, and real life.

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

Discuss the process and responsibilities in creating a play and then apply them to collaborate and create a simple production.

Complete one or more components related to collaborative theatrical projects.

Explore tasks related to theatre.

Contribute to collaborative theatrical projects.

Create and sustain imagined characters and relationships, using basic acting skills, to tell a simple story.

Use information gained from research to shape the creation of a character.

Describe elements of dramatic performance that produce an emotional response in oneself or an audience.

Describe the relationships between scenery, properties, lighting, sound, costumes, and makeup in dramatic scenes and informal play productions.

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

Create a character from a simple story using basic acting skills.

Identify selected elements of dramatic performance that produce an emotional response in oneself or an audience.

Identify props, costumes, and dialogue that support a story.

Associate a part of someone or something with its whole.

Respond to a character in a simple story.

Associate a selected element of a dramatic performance with an emotional response.

Respond to props or costumes that support a story.

Demonstrate a characteristic of someone or something else.

Re-create a character from a simple story using basic acting skills.

Recognize selected elements of dramatic performance that produce an emotional response in oneself or an audience.

Recognize props, costumes, and dialogue that support a story.

Discuss how selected elements support artistic intent in a theatrical performance.

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

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

Use the art-making process to develop ideas for self-expression.

Reflect on and interpret works of art, using observation skills, prior knowledge, and experience.

Experiment with the art-making process to develop ideas for self-expression.

Identify selected visual or tactile characteristics of artworks.

Explore the art-making process.

Recognize a selected visual or tactile characteristic of artworks.

Explore the art-making process to communicate personal interests.

Recognize selected visual or tactile characteristics of artworks.

Assess personal artworks for completeness and success in meeting intended objectives.

Compare techniques used by peers and established artists as a basis for improving one's own work.

Use constructive criticism to improve artwork.

Use a defined criterion to assess and revise personal artworks.

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

Use a teacher-selected criterion to assess personal artworks.

Explore various techniques used to create artwork.

Use a teacher-selected criterion to assess and revise personal artworks.

Use various techniques to create artwork.

Critique one's own and others' artworks, and identify the use of structural elements of art and organizational principles of design.

Describe the connections between visual art and other contexts through observation and art criticism.

Explain the similarities and differences between artworks and utilitarian objects.

Critique a variety of familiar visual art using defined criteria.

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

Describe the purposes of artworks and utilitarian objects.

Select preferred, familiar visual art products.

Respond to selected vocabulary common to art and other contexts.

Recognize the function of selected artworks or utilitarian objects.

Critique a variety of familiar visual art using a teacher-selected criterion.

Recognize selected vocabulary common to art and other contexts.

Identify the functions of artworks and utilitarian objects.

Manipulate art media and incorporate a variety of subject matter to create imaginative artwork.

Explore the effects and merits of different solutions to solve an artistic problem.

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

Explore and use a variety of visual art media.

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

Identify places where artists or designers have made an impact on the community.

Identify one or more community opportunities in or related to visual art for employment or leisure.

Select preferred visual art activities.

Identify a community opportunity to participate in activities related to visual art.

Create artwork that communicates an awareness of events within the community.

Collaborate to complete a task in art.

Demonstrate the skills needed to complete artwork in a timely manner, demonstrating perseverance and development of 21st-century skills.

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

Sequence two or more steps related to individual or collaborative visual art projects.

Explore and use a variety of visual art media.

Contribute to collaborative tasks related to visual art.

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

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

Describe cultural similarities and differences in works of art.

Describe the importance of displaying suitable behavior as part of an art audience.

Identify and be respectful of ideas important to individuals, groups, or cultures that are reflected in their artworks.

Identify common characteristics in works of art from selected cultures and times.

Identify reasons for respecting the work of others.

Recognize a common characteristic in selected works of art.

Respond respectfully to the artwork of others.

Recognize common characteristics in works of art from selected cultures and times.

Follow directions for suitable behavior in an art audience.

Compare differences or similarities in artworks across time and culture.

Examine artworks and utilitarian objects, and describe their significance in the school and/or community.

Describe various venues in which artwork is on display for public viewing.

Identify common characteristics in artworks across time and culture.

Identify common uses of visual art.

Recognize a common characteristic in selected artworks.

Recognize a function of visual art in activities or environments.

Recognize common characteristics in artworks across time and culture.

Recognize the function of visual art in a variety of activities and environments.

Discuss how knowledge gained in the visual art classroom can serve as prior knowledge in other classrooms.

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

Recognize a pattern in visual art.

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

Demonstrate how the organizational principles of design are used to arrange the structural elements of art in personal work.

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

Explore structural elements of art.

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

Use creative and innovative ideas to complete personal artworks.

Create imagery and symbols to express thoughts and feelings.

Explore images representing personal experience.

Generate ideas and images for artwork that communicate personal experience.

Use symbols, visual language, and/or written language to document self or others.

Use personal symbols in artwork to document surroundings and community.

Explore basic tools and media.

Create works of art to document self-perception.

Manipulate tools and media to enhance communication in personal artworks.

Use diverse resources to inspire artistic expression and achieve varied results.

Incorporate ideas from art exemplars for specified time periods and cultures.

Choose accurate art vocabulary to describe works of art and art processes.

Experiment with art tools and media to express ideas.

Explore diverse resources to inspire artistic expression and achieve varied results.

Use accurate art vocabulary to communicate ideas about art.

Explore the use of visual art tools and media.

Explore a variety of visual art tools and media to express ideas.

Use art vocabulary to communicate ideas about art.

Integrate the structural elements of art and organizational principles of design with sequential procedures and techniques to achieve an artistic goal.

Follow procedures, focusing on the art-making process.

Follow sequential procedures and techniques to achieve an artistic goal.

Explore the use of visual art tools and media.

Use a variety of visual art tools and media.

Use materials, tools, and processes to achieve an intended result in two- and/or three-dimensional artworks.

Develop craftsmanship skills through repeated practice.

Work within safety guidelines while using tools, media, techniques, and processes.

Demonstrate awareness of copyright laws to show respect for the ideas of others when creating art.

Develop two- and three-dimensional skills by using various tools, media, techniques, and processes to create art.

Demonstrate safety procedures for using art tools and materials.

Recognize the difference between one's own ideas and those of others.

Manipulate selected visual art tools and media.

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

Imitate the safe use of art tools and materials.