Grade 4 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

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

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

Create a tableau, theme, or main idea in a dance piece to explore the potential of shapes and space.

Learn and produce short movement sequences, assisted by the teacher, using observation, imitation, and musical cues.

Identify points within a dance piece at which mood, character, or meaning change abruptly or evolve.

Use movement sequences to express an idea.

Identify points within a dance piece at which character changes abruptly or evolves.

Contribute to movement sequences that express an idea.

Respond to change within a dance piece.

Imitate movement sequences that express an idea.

Recognize significant changes within a dance piece.

Apply knowledge of the basic elements of dance to suggest changes in a movement piece.

Demonstrate the ability to participate in objective feedback sessions as a means of evaluating one's own and others' work.

Suggest changes in a movement piece based on selected elements of dance.

Suggest changes in a movement piece based on the feedback of others.

Express a dance preference.

Use the feedback of others to make adjustments to movements.

Recognize basic dance elements to provide a foundation for improvement.

Use the feedback of others to make adjustments to a movement piece.

Evaluate a dance by examining how effectively two or more elements were used in the piece.

Evaluate a dance by examining how effectively an element is used in the piece.

Express a dance preference.

Recognize basic dance elements to provide a foundation for evaluation.

Collaborate with others to create dance pieces that show innovative movement options.

Create, interpret, and respond to movements that represent a variety of story elements.

Imitate movements that represent a story element.

Create, interpret, or respond to movements that represent a variety of story elements.

Describe the various roles and responsibilities associated with careers in dance.

Identify opportunities in or related to dance for employment.

Associate dance with an employment opportunity.

Recognize an opportunity in or related to dance for employment or leisure.

Be on time, prepared, and focused in classes, and share skills and ideas with peers appropriately.

Be prepared for class and share skills and ideas with peers appropriately.

Collaborate with peers in tasks related to dance.

Share skills and ideas with peers appropriately.

Perform dances from different cultures, emulating the essential movement characteristics and traditions.

Discuss why people of various ages and cultures dance and how they benefit from doing so.

Re-create essential movement characteristics of specified dances.

Identify common uses of dance within specified cultures.

Explore specified movement in dance.

Recognize a use of dance common to cultures.

Explore essential movement characteristics of specified dances.

Recognize common uses of dance within specific cultures.

Identify and examine important figures, historical events, and trends that have helped shape dance.

Identify influences of persons, culture, and history on dance.

Recognize a function of dance.

Recognize influences of persons, culture, or history on dance.

Create a dance with student-selected components from other content areas and/or personal interests.

Use improvisation and movement studies to explore concepts from other content areas.

Describe how dance and music can each be used to interpret and support the other.

Use movement sequences to explore concepts from other content areas.

Attend to movements paired with content from other areas.

Imitate movements to explore concepts from other content areas.

Describe how the elements of dance are used in class and in dance pieces.

Describe how the procedures and structures in a dance class help create a positive and healthful environment for learning.

Investigate the positions, initiations, and movements within a given step.

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

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

Imitate a movement sequence based on the elements of dance.

Practice a specified element of audience etiquette at performances.

Participate in a movement sequence based on the elements of dance.

Improvise a movement sequence based on the elements of dance.

Practice specified procedures and audience etiquette.

Experiment with a dance phrase by using a variety of elements to create a variation on the original work.

Describe how the contributions of one or more selected innovators changed a particular genre or dance form.

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

Associate dance characteristics with selected innovative artists.

Imitate dance movements.

Imitate dance sequences having different elements.

Express ideas through movements, steps, and gestures.

Use accurate dance terminology as a means of asking questions, discussing dances, and learning new dance pieces.

Respect varying interpretations of a dance, recognizing that viewer perspectives may be different.

Use movement and gestures to convey meaning.

Use previously taught dance terminology to learn a dance piece.

Respond to dance performance with proper audience etiquette.

Recognize the meaning of selected movements and gestures.

Recognize selected dance movements.

Recognize a characteristic of proper audience etiquette.

Imitate movement and gestures that convey meaning.

Use previously taught selected dance terminology to communicate about dance.

Imitate proper audience etiquette.

Create movement sequences that are personally meaningful and/or express an idea.

Improvise to music, using choreographic principles, and match tempo, phrasing, style, and emotion.

Use kinesthetic awareness to explore movement in personal space and relative to other dancers.

Change isolations, level, direction, or tempo to explore movement choices.

Create movement sequences to express feelings or story characteristics.

Adjust movement sequences to respond to music's tempo, phrasing, style, and emotion.

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

Imitate movement sequences.

Adjust movement sequences to respond to music's tempo.

Re-create gross- and fine-motor movements.

Imitate movement sequences to express feelings or story characteristics.

Adjust movement sequences to respond to music's tempo and emotion.

Re-create a variety of movements related to dance.

Display attention, cooperation, and focus during class and performance.

Recall and perform movement in short sequences to improve memorization and speed of replication.

Replicate movement sequences on opposite sides of the body or in the opposite direction.

Demonstrate application and memorization of corrections given by the teacher.

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

Re-create movement in short sequences to improve memorization.

Use teacher feedback to revise performance of movement sequences.

Re-create gross- and fine-motor movements.

Use teacher feedback to revise gross- and fine-motor movements.

Re-create a variety of movements related to dance.

Use teacher feedback to revise performance of movements.

Observe and practice appropriate alignment of the torso, arms, and legs in a given dance sequence, using assisted correction, allegory, and/or imagery to support understanding and successful repetition.

Identify weaknesses in personal strength, flexibility, and range of motion, and apply basic, safe practice exercises to address the need.

Practice weight shift and transitions through plié, élévation, piqué, and chassé.

Replicate timing, rhythm, and accents demonstrated by the teacher and peers.

Maintain center of balance in various positions.

Practice varying expression and intention by moving in dance sequences using direct and indirect space and active and passive energy.

Repeat dance sequences with increasing speed and articulation to develop agility and coordination.

Practice given movements to show coordination between body parts.

Demonstrate the safe practice of a variety of dance techniques and processes.

Replicate a demonstrated rhythm in time to musical accompaniment.

Maintain balance in basic positions and in shifting weight.

Imitate a sequence of two or more movements related to dance.

Maintain stable basic positions.

Demonstrate the safe practice of dance skills and techniques.

Repeat movement sequences to musical accompaniment.

Maintain balance in basic positions.

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

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

Develop effective listening strategies and describe how they can support appreciation of musical works.

Describe, using correct music vocabulary, what is heard in a specific musical work.

Classify orchestral and band instruments as strings, woodwinds, brass, percussion, or keyboard.

Identify and describe the four primary voice parts, i.e., soprano, alto, tenor, bass.

Identify and use appropriate sensory skills to recognize specified musical characteristics.

Recognize families of orchestral and band instruments

Identify and use appropriate sensory skills to distinguish voice parts.

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

Recognize selected orchestral and band instruments.

Distinguish between two voice types.

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

Recognize a variety of orchestral and band instruments.

Use a teacher-selected sensory skill to recognize differences in voice parts.

Identify and describe basic music performance techniques to provide a foundation for critiquing one's self and others.

Critique specific techniques in one's own and others' performances using teacher-established criteria.

Identify selected basic music performance techniques to provide a foundation for critiquing self and others.

Use defined criteria to critique specified techniques in performances of one's self and others.

Select a characteristic that makes music appealing.

Recognize a selected basic music performance technique to provide a foundation for critiquing self and others.

Use a teacher-selected criterion to critique specified techniques in performances of one's self and others.

Describe characteristics that make various musical works appealing.

Identify characteristics that make various musical works appealing.

Select a characteristic that makes a musical work appealing.

Recognize characteristics that make various musical works appealing.

Create new interpretations of melodic or rhythmic pieces by varying or adding dynamics, timbre, tempo, lyrics, and/or movement.

Change the feeling of melodic or rhythmic pieces by varying or adding dynamics, timbre, tempo, lyrics, and/or movement.

Explore changes in sounds and movements of melodic or rhythmic pieces.

Imitate changes in sounds and movements of melodic or rhythmic pieces.

Describe roles and careers of selected musicians.

Identify two or more community opportunities in or related to music for employment or leisure.

Associate music with leisure or recreation.

Recognize two or more community opportunities to participate in activities related to music.

Identify the characteristics and behaviors displayed by successful student musicians, and discuss how these qualities will contribute to success beyond the music classroom.

Discuss the safe, legal way to download songs and other media.

Identify a personal quality that supports success in music that can be applied to other fields.

Recognize a personal quality that supports success in life.

Recognize the property of others

Recognize a personal quality that supports success in music that can be applied to other fields.

Recognize and respect the property of others.

Examine and describe a cultural tradition, other than one's own, learned through its musical style and/or use of authentic instruments.

Describe the influence of selected composers on the musical works and practices or traditions of their time.

Identify pieces of music that originated from cultures other than one's own.

Identify common uses of music within specific cultures.

Recognize pieces of music that originated from cultures other than one's own.

Recognize a use of music common to cultures or times.

Associate a piece of music with a specified culture.

Recognize common uses of music within specific cultures.

Match pieces of characteristic music to specified cultures.

Perform, listen to, and discuss music related to Florida's history.

Identify ways in which individuals of varying ages and cultures experience music.

Identify and listen to music related to Florida's history.

Identify a variety of venues to experience music.

Associate musical examples with Florida culture or history.

Recognize a way to interact with music.

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

Recognize a variety of venues to experience music.

Identify connections among music and other contexts, using correct music and other relevant content-area vocabulary, and explore how learning in one academic area can help with knowledge or skill acquisition in a different academic area.

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

Respond to the use of patterns in music and another teacher-selected context.

Connect the use of pattern, line, and form found in music with another teacher-selected context.

Compare musical elements in different types of music, using correct music vocabulary, as a foundation for understanding the structural conventions of specific styles.

Identify elements of music in different types of music as a foundation for understanding the structural conventions of specific styles.

Demonstrate awareness of beat and rhythm.

Recognize selected elements of music in different types of music.

Create variations for selected melodies.

Change the feeling of a musical phrase by altering the elements of music.

Respond to a change in a musical phrase.

Select an element to change in a musical phrase.

Identify how expressive elements and lyrics affect the mood or emotion of a song.

Apply expressive elements to a vocal or instrumental piece and, using correct music vocabulary, explain one's choices.

Recognize how a change in an expressive element affects the mood or emotion of a song.

Change an expressive element to a vocal or instrumental piece and discuss the result

Recognize the mood or emotion expressed in a musical piece.

Match expressive elements and lyrics to mood or emotion.

Improvise phrases, using familiar songs.

Create melodic patterns using a variety of sound sources.

Arrange a familiar song for voices or instruments by manipulating form.

Improvise vocal or instrumental patterns using familiar songs.

Imitate simple vocal or instrumental patterns or songs.

Perform simple vocal or instrumental patterns or songs.

Apply knowledge of musical structure to aid in sequencing and memorization and to internalize details of rehearsal and performance.

Recognize patterns in music.

Recognize a musical pattern.

Imitate musical patterns.

Sing rounds, canons, and/or partner songs in an appropriate range, using proper vocal technique and maintaining pitch.

Play rounds, canons, or layered ostinati on classroom instruments.

Perform extended pentatonic melodies at sight.

Play simple ostinati, by ear, using classroom instruments.

Notate simple rhythmic phrases and extended pentatonic melodies using traditional notation.

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

Perform simple melodies and/or accompaniments on classroom instruments.

Copy simple rhythmic and melodic patterns using traditional notation.

Sing or play songs or patterns from a model.

Sing or play songs or patterns from a cue.

Sing songs of limited range using the head voice.

Perform simple songs and accompaniments.

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

Devise a story about an age-appropriate issue and explore different endings.

Describe choices made to create an original pantomime based on a fable, folk tale, or fairy tale.

Create or re-create a story about an age-appropriate social issue.

Create a character based on a fable, folk tale, or fairy tale.

Associate with stories about age-appropriate social issues.

Associate a characteristic with a fable, folk tale, or fairy tale.

Contribute to the creation or re-creation of a story about an age-appropriate social issue.

Re-create a character based on a fable, folk tale, or fairy tale.

Provide a verbal critique to help strengthen a peer's performance.

Reflect on the strengths and needs of one's own performance.

Describe the choices perceived in a peer's performance or design.

Use defined criteria to describe the strengths and weaknesses of a theatrical performance.

Recognize a strength of a theatrical performance.

Use a selected criterion to describe the strength and weakness of a theatrical performance.

Identify the characteristics of an effective acting performance.

Create an original scene or monologue based on a historical event or person.

Define the elements of a selected scene that create an effective presentation of an event or person.

Identify a characteristic of a believable acting performance.

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

Identify elements of a selected scene that support an effective presentation of an event or person.

Recognize acting as "not real."

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

Recognize an element of a selected scene that supports an effective presentation of an event or person.

Recognize a characteristic of a believable acting performance.

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

Recognize elements of a selected scene that support an effective presentation of an event or person.

Create a character based on a historical figure and respond to questions, posed by the audience, about that character.

Create sound and lighting effects to suggest the mood of a story.

Create, re-create, and respond to props, costumes, and dialogue that support a story.

Contribute to the creation or re-creation of a well-known story.

Create, re-create, or respond to props, costumes, and dialogue that support a story.

Identify the types of jobs related to putting on a theatre production and compare them with other arts-related and non-arts performances or events.

Identify two or more community opportunities in or related to theatre for employment or leisure.

Associate theatre with leisure or recreation.

Identify two or more community opportunities to participate in activities related to theatre.

Identify the leadership qualities of directors, actors, and/or technicians.

Identify a personal quality that supports success in theatre and can be applied to other fields.

Recognize a personal quality that supports success in life.

Recognize a personal quality that supports success in theatre and can be applied to other fields.

Re-create a famous character from Florida history.

Define how a character might react to a new set of circumstances in a given story.

Identify playwrights whose lives or careers have a connection with Florida.

Identify stories or performances that have a connection with Florida.

Recognize the setting for a story or performance.

Recognize Florida as the setting for stories or performances.

Discover how the same idea or theme is treated in a variety of cultural and historic periods.

Re-tell stories, fables, and/or tales from cultures that settled in Florida.

Identify similarities and differences between the same story under different circumstances.

Recognize a similarity or difference between the same story under different circumstances.

Recognize similarities and differences between the same story under different circumstances.

Describe how individuals learn about themselves and others through theatre experiences.

Compare a historical play with actual historical events.

Create an original story after listening to music or viewing a work of art.

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

Identify similarities and differences between a historical performance and actual historical facts.

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

Recognize a similarity or difference between a historical performance and actual historical facts.

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

Recognize similarities and differences between a historical performance and actual historical facts.

Describe what a designer and director do to support the actor in creating a performance.

Identify common audience conventions used when viewing a play.

Identify what a director does as part of a performance.

Identify audience behavior required to attend a theatrical performance.

Recognize the role of the actor.

Attend to audience behaviors during theatrical performances.

Recognize what a director does in a performance.

Imitate an audience response to a theatrical production.

Write a summary of dramatic events after reading or watching a play.

Create a mask to show a comic or tragic character.

Sequence the major events in a performance.

Make a happy or sad face mask.

Sequence the beginning and end of a performance.

Identify a happy or a sad face mask.

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

Describe happy and sad face masks.

Explain how theatre and its conventions are used to communicate ideas.

Explore how theatre is used to understand different cultures.

Recognize how theatre is used to express ideas, information, and emotions.

Respond to the informational or emotional intent of a performance.

Recognize that theatre is used to express ideas, information, and emotions.

Exhibit proper audience etiquette, give constructive criticism, and defend personal responses.

Discuss the concept of "willing suspension of disbelief" used in theatre to help create the illusion of real life in performances.

Use theatre terms to evaluate a live performance and discuss the qualities that directly impacted the audience's response to the production.

Respond to performances with proper audience etiquette.

Recognize a characteristic of proper audience etiquette.

Respond to a selected element in a theatrical performance.

Imitate proper audience etiquette.

Discuss how a selected element supports artistic intent in a theatrical performance.

Collaborate with others to share responsibilities for a production.

Cooperate with others in a theatrical production.

Respond to others during a task related to a theatrical production.

Demonstrate sharing in a task related to a theatrical production.

Create and sustain imagined characters and relationships, using basic acting skills, to re-tell a well-known fairy tale, fable, or story.

Use information gained from research to shape acting choices in a simple, historically based scene.

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

Manipulate the relationships between scenery, properties, lighting, sound, costumes, and makeup in dramatic scenes and informal play productions to create different environments for a classroom piece.

Create or re-create a performance piece, using basic acting skills, to re-tell a well-known fairy tale, fable, or story.

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

Participate in a performance piece to re-tell a well-known fairy tale, fable, or story.

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

Contribute to the creation or re-creation of a performance piece, using basic acting skills, to re-tell a well-known fairy tale, fable, or story.

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

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.

Integrate ideas during the art-making process to convey meaning in personal works of art.

Describe observations and apply prior knowledge to interpret visual information and reflect on works of art.

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

Describe works of art using observation skills or tactile sensations, prior knowledge, and experience.

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

Recognize selected visual or tactile characteristics of artworks.

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

Identify selected visual or tactile characteristics of artworks.

Revise artworks to meet established criteria.

Use various resources to generate ideas for growth in personal works.

Develop and support ideas from various resources to create unique artworks.

Use defined criteria to revise artworks.

Identify characteristics that make visual art appealing.

Explore various resources to generate ideas for unique artworks.

Use a teacher-selected criterion to create artworks.

Select a characteristic that makes visual art appealing.

Use a teacher-selected criterion to revise artworks.

Recognize characteristics that make visual art appealing.

Use accurate art vocabulary when analyzing works of art.

Compare purposes for the structural elements of art and organizational principles of design in artworks and utilitarian objects.

Use the art-making process, analysis, and discussion to identify the connections between art and other disciplines.

Use selected vocabulary and symbols unique to visual art to communicate and document ideas.

Compare artworks with utilitarian objects and describe how they are the same and different.

Identify similarities between the art-making process and other disciplines.

Recognize selected vocabulary and symbols unique to visual art to communicate and document ideas.

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

Respond to selected vocabulary common to art and other contexts.

Identify selected vocabulary and symbols unique to visual art to communicate and document ideas.

Identify similarities and differences between artworks and utilitarian objects.

Recognize a similarity between the art-making process and another discipline.

Combine art media with innovative ideas and techniques to create two- and/or three-dimensional works of art.

Examine and apply creative solutions to solve an artistic problem.

Combine art media to create two- and three-dimensional works of art.

Contribute to the creation of two- and three-dimensional works of art.

Create two- and three-dimensional works of art.

Discuss how artists and designers have made an impact on the community.

Identify the work of local artists to become familiar with art-making careers.

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

Associate visual art with leisure or recreation.

Identify two or more community opportunities to participate in activities related to visual art.

Create art to promote awareness of school and/or community concerns.

Collaborate with peers in the art room to achieve a common art goal.

Work purposefully to complete personal works of art in a timely manner, demonstrating development of 21st-century skills.

Create, interpret, and respond to visual art that promotes awareness of school or community concerns.

Organize and execute individual or collaborative visual art projects having three or more steps.

Contribute or respond to visual art that promotes awareness of school or community concerns.

Contribute to a variety of collaborative tasks related to visual art.

Create, interpret, or respond to visual art that promotes awareness of school or community concerns.

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

Identify historical and cultural influences that have inspired artists to produce works of art.

Identify suitable behavior for various art venues and events.

Describe artworks that honor and are reflective of particular individuals, groups, events, and/or cultures.

Identify and practice ways of showing respect for one's own and others' personal works of art.

Identify ideas important to people, groups, cultures, or time periods that are reflected in their artworks.

Identify and practice specified procedures and etiquette as part of an art audience.

Identify common characteristics in works of art from a selected culture.

Practice a specified element of audience etiquette as part of an art audience.

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

Practice specified procedures and etiquette as part of an art audience.

Explore works of art, created over time, to identify the use of the structural elements of art in an historical event or art style.

Identify differences between artworks and utilitarian objects.

Identify reasons to display artwork in public places.

Identify structural elements of art and organizational principles of design to create and respond to artworks.

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

Recognize a selected structural element of art or organizational principle of design.

Connect visual art examples with their functions.

Identify selected structural elements of art to create and respond to artworks.

Identify the use of visual art in daily life.

Discuss how analytical skills and thinking strategies are applied to both art production and problem-solving in other content areas.

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

Recognize patterns in visual art.

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

Use the structural elements of art and organizational principles of design to understand the art-making process.

Identify the structural elements of art used to unite an artistic composition.

Use the structural elements of art and organizational principles of design in personal works of art.

Recognize selected structural elements of art used to unite an artistic composition.

Recognize structural elements of art.

Use structural elements of art in personal works of art.

Use a variety of resources and art skills to overcome visual challenges in personal artworks.

Identify and use the structural elements of art to create and respond to artworks.

Use a teacher-selected structural element of art.

Recognize and use selected structural elements of art and organizational principles of design to create and respond to artworks.

Apply meaning and relevance to document self or others visually in artwork.

Create personally meaningful works of art to document and explain ideas.

Recognize and use structural elements of art.

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

Manipulate tools and materials to achieve diverse effects in personal works of art.

Explore and use media, technology, and other art resources to express ideas visually.

Create artworks that integrate ideas from culture or history.

Use accurate art vocabulary to discuss works of art and the creative process.

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

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

Use accurate art vocabulary to discuss art and the art-making process.

Recognize basic art tools, processes, and media.

Create artwork that communicates awareness of self.

Respond to selected art vocabulary to communicate about art.

Produce artwork influenced by personal decisions and ideas.

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

Organize the structural elements of art to achieve an artistic objective.

Demonstrate the ability to recall art procedures and focus on art processes through to the end of production.

Re-create the organization of selected structural elements of art.

Recognize basic art tools, processes, and media.

Re-create structural elements in works of art.

Experiment with various materials, tools, techniques, and processes to achieve a variety of results in two- and/or three-dimensional artworks.

Plan and produce art through ongoing practice of skills and techniques.

Follow procedures for using tools, media, techniques, and processes safely and responsibly.

Discuss the importance of copyright law in regard to the creation and production of art.

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

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

Recognize that plagiarism is illegal and applies to works of art.

Manipulate selected two- and three-dimensional visual art tools and media.

Demonstrate the safe use of selected visual art tools and media.

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.