Grade 5 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

Identify and discuss, using background knowledge of structure and personal experience, concepts and themes in dance pieces.

Learn and produce movement sequences, assisted by the teacher, with speed and accuracy.

Demonstrate the use of time, space, effort, and energy to express feelings and ideas through movement.

Demonstrate how one or more dance elements are used to express feelings or ideas through movement.

Learn movement quickly and accurately through application of learning strategies.

Recognize selected basic elements of dance.

Repeat simple movements from a model.

Imitate how one or more dance elements are used to express feelings or ideas through movement.

Repeat simple movements from verbal cueing.

Visualize and experiment with a variety of potential solutions to a given dance problem and explore the effects of each option.

Demonstrate the ability to share objective, positive feedback and constructive criticism, and apply suggested changes with the guidance of others.

Use defined criteria to suggest changes in the performance of self and others.

Use a teacher-selected criterion to select preferred dance performances.

Use a teacher-selected criterion to suggest changes in the performance of self and others.

Critique a dance piece using established criteria.

Use defined criteria to respond to dance pieces.

Select a preferred dance piece.

Use a teacher-selected criterion to respond to a dance piece.

Evaluate the effectiveness of combining other works of art with specified works of dance.

Evaluate the impact of technology on a specified work of dance.

Incorporate creative risk-taking when improvising or developing a dance phrase.

Identify other works of art associated with specified works of dance.

Use a variety of technology tools to produce and experience dance performances.

Interpret and improvise dance phrases.

Recognize another work of art within a specified work of dance.

Associate a technology tool with dance performances.

Contribute to the improvisation of dance phrases.

Recognize other works of art associated with specified works of dance.

Use one or more technology tools to produce and experience dance performances.

Improvise dance phrases.

Identify dance and dance-related businesses in the community and describe their impact.

Identify community opportunities in or related to dance for employment or leisure.

Associate dance with employment opportunities.

Recognize two or more community opportunities in or related to dance for employment or leisure.

Show leadership by sharing ideas or by demonstrating or teaching skills to others.

Prioritize and complete tasks related to individual or collaborative dance projects.

Participate in tasks related to individual or collaborative dance projects.

Complete tasks related to individual or collaborative dance projects.

Share and perform dances from diverse cultural or historical backgrounds and describe their significance within their original context.

Describe the dances, music, and authentic costumes from specified world cultures.

Identify dances, music, and authentic costumes from specified world cultures.

Recognize selected dances or music from specified world cultures.

Recognize selected dances, music, and authentic costumes from specified world cultures.

Describe historical developments and the continuing evolution of various dance forms.

Classify a dance performance or repertoire piece by origin, genre, or period.

Identify cultural or historical influences on dance choreography.

Classify a dance performance by origin or genre.

Associate dance examples with cultures or times.

Recognize cultural or historical influences on dance choreography.

Identify the origin or genre of a dance performance.

Create a dance, inspired by another art form, which shows one or more connections between the two disciplines.

Demonstrate how math and science concepts may be used in dance.

Describe how the self-discipline required in dance training can be applied to other areas of study.

Perform a movement study based on a personal interpretation of a work of art.

Identify the use of world languages in various dance genres.

Use movement sequences to represent concepts in other fields.

Identify similarities between skills required for dance and those required for other areas of study.

Practice using vocabulary common to the study of dance.

Associate movements with a concept from another field.

Recognize a skill that dance and another area of study have in common.

Recognize selected dance vocabulary.

Use movement to represent concepts in other fields.

Recognize similarities between skills required for dance and those required for other areas of study.

Practice using selected dance vocabulary.

Analyze individual elements of a choreographic work to determine how they comprise the structure of a dance piece.

Review and apply the procedures and structures of class and performance to gain respect for their purposes and the traditions of the discipline.

Identify and explain the positions and movements within a given step or combination.

Experiment with given elements to develop knowledge of their characteristics.

Demonstrate appropriate audience awareness in class and at performances.

Explore a variety of dance elements.

Demonstrate awareness of appropriate audience etiquette.

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

Demonstrate awareness of expectations in class and at informal performances.

Make one or more revisions to a given dance phrase and explain how the meaning or feeling was altered.

Identify ways in which dance innovators contributed to new directions in the art form.

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

Recognize dance characteristics of selected innovative artists.

Imitate a change in tempo or level.

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

Practice movements, steps, pantomime, and gestures as a means of communicating ideas or intent without using words.

Use accurate dance terminology as a means of identifying, communicating, and documenting movement vocabulary.

Use accurate dance terminology and/or movement vocabulary to respond to movement based on personal ideas, values, or point of view.

Practice movements and gestures as a means of communicating ideas or intent.

Use dance terminology to identify and communicate dance movements.

Imitate movements and gestures that communicate intent.

Recognize dance movements.

Imitate movements and gestures that communicate ideas or intent.

Match selected dance terminology to dance movements.

Apply choreographic principles to create dance steps or sequences.

Demonstrate dynamic changes in response to one or more sources.

Manipulate given elements of a phrase to produce variations and expand movement choices.

Use kinesthetic awareness to respond to shared movement with one or more dancers.

Create dance sequences using everyday gestures and/or movements.

Experiment with given elements to develop knowledge of their characteristics.

Experiment with given elements to develop knowledge of their characteristics.

Explore shared movement with others.

Imitate movement using everyday gestures and/or movements.

Explore a variety of dance elements.

Imitate movement in space to increase kinesthetic awareness.

Create movement sequences using everyday gestures and/or movements.

Imitate movements or phrases based on the elements of dance.

Imitate movements or phrases based on the elements of dance.

Explore movement in space to increase kinesthetic awareness.

Demonstrate the ability to focus and maintain presence during dance classes and performances.

Practice purposefully, over time, to improve technique and performance in a choreographed piece.

Follow and repeat movement on the opposite side of the body or in reverse order.

Adapt and apply ensemble corrections to personal work.

Re-create movement sequences to improve technique and performance.

Use teacher and peer feedback to revise performance of movement sequences.

Re-create a variety of movements related to dance.

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

Re-create movement in short sequences to improve technique and performance.

Use teacher and peer feedback to revise performance of movements.

Demonstrate basic posture, engage abdominal muscles, lengthen the spine, and show awareness of shoulder-to-hip line.

Increase strength, flexibility, and range of motion in the joints based on an awareness of safe practices and knowledge of basic anatomy and physiology.

Practice shifting weight from one leg to another using space and various levels and shapes.

Perform a phrase that uses complex changes in rhythms and meters.

Apply understanding of support, weight placement, and center of gravity to attain balance.

Change the expression or intention of a given dance sequence by applying two contrasting dynamic elements.

Dissect dance sequences to understand how movement is initiated, articulated, and practiced, and to develop agility and coordination.

Explore the use of sagittal, vertical, and horizontal line.

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

Maintain balance during movement transitions.

Experiment with given elements to develop knowledge of their characteristics.

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

Imitate basic movements and postures.

Practice movement transitions.

Explore a variety of dance elements.

Imitate a movement sequence based on the elements of dance.

Imitate safe practice exercises for improving posture, strength, flexibility, and range of motion.

Maintain balance in basic positions and shifting weight.

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

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

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

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

Discuss and apply listening strategies to support appreciation of musical works.

Hypothesize and discuss, using correct music vocabulary, the composer's intent for a specific musical work.

Identify, aurally, selected instruments of the band and orchestra.

Identify, aurally, the four primary voice parts, i.e., soprano, alto, tenor, bass, of a mixed choir.

Identify and use appropriate sensory skills to support appreciation of musical works.

Identify the musical intent of the composer for a specific musical work.

Identify families of orchestral and band instruments.

Identify the four primary voice parts: soprano, alto, tenor, and bass.

Use sensory strategies to support appreciation of musical works.

Recognize that music examples convey meaning.

Recognize selected orchestral and band instruments.

Distinguish between two voices.

Recognize and use teacher-selected sensory skills to support appreciation of musical works.

Match the musical intent of the composer to a specific musical work.

Identify a variety of orchestral and band instruments.

Recognize differences between different voice parts.

Define criteria, using correct music vocabulary, to critique one's own and others' performance.

Describe changes, using correct music vocabulary, in one's own and/or others' performance over time.

Use defined criteria to analyze one's own and others' performance.

Use defined criteria to analyze and revise one's own performance.

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

Use a teacher-selected criterion to analyze and revise personal performances with guidance from teachers and peers.

Use a teacher-selected criterion to analyze one's own and others' performance.

Use a teacher-selected criterion to analyze and revise one's own performance.

Develop criteria to evaluate an exemplary musical work from a specific period or genre.

Use defined criteria to respond to musical work of a specified period or genre.

Select preferred musical work of a specified period or genre.

Use a teacher-selected criterion to respond to musical work of a specified period or genre.

Create a performance, using visual, kinesthetic, digital, and/or acoustic means to manipulate musical elements.

Select and use visual, kinesthetic, digital, and/or acoustic means to manipulate musical elements.

Explore selected visual, kinesthetic, digital, and/or acoustic means to manipulate musical elements.

Use selected visual, kinesthetic, digital, and/or acoustic means to manipulate musical elements.

Describe jobs associated with various types of concert venues and performing arts centers.

Explain why live performances are important to the career of the artist and the success of performance venues.

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

Recognize a community opportunity in or related to music for employment or leisure.

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

Examine and discuss the characteristics and behaviors displayed by successful student musicians that can be applied outside the music classroom.

Practice safe, legal, and responsible acquisition and use of music media, and describe why it is important to do so.

Identify personal qualities that support success in music that can be applied to other fields.

Follow safe, legal, and responsible practices to use a variety of technology tools to produce and listen to music.

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

Recognize and respect the property of others.

Recognize selected personal qualities that support success in music that can be applied to other fields.

Follow safe, legal, and responsible practices to use a technology tool to produce or listen to music.

Identify the purposes for which music is used within various cultures.

Compare and describe the compositional characteristics used by two or more composers whose works are studied in class.

Compare stylistic and musical features in works originating from different cultures.

Identify the purpose for which specified music is used within various cultures.

Identify similarities and differences between styles and features of music produced by different cultures.

Recognize the purpose of specified music.

Recognize similarities or differences in musical compositions.

Recognize the purpose for which specified music is used within various cultures.

Recognize similarities or differences between styles or features of music produced by different cultures.

Examine the contributions of musicians and composers for a specific historical period.

Describe how technology has changed the way audiences experience music.

Identify musicians and composers for a specific historical period.

Identify and use a variety of technologies to experience music.

Explore music from a specific historical period.

Use a selected technology to experience music.

Recognize selected music for a specific historical period.

Recognize and use selected technologies to experience music.

Examine critical-thinking processes in music and describe how they can be transferred to other disciplines.

Examine the steps of a critical-thinking process in music and apply them to another teacher-selected discipline.

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

Examine selected steps in critical-thinking processes in music and apply them to another teacher-selected discipline.

Analyze, using correct music vocabulary, the use of musical elements in various styles of music as a foundation for understanding the creative process.

Identify the musical elements in various styles of music using correct music vocabulary.

Recognize a selected element in a piece of music.

Recognize a selected element in a piece of music.

Recognize basic elements in various styles of music.

Create a new melody from two or more melodic motifs.

Rearrange melodic or rhythmic patterns to generate new phrases.

Select preferred simple melodic or rhythmic patterns.

Rearrange simple melodic or rhythmic patterns to generate new phrases.

Examine and explain how expressive elements, when used in a selected musical work, affect personal response.

Perform expressive elements in a vocal or instrumental piece as indicated by the score and/or conductor.

Discuss how expressive elements can change the mood or emotion of a piece of music.

Practice performing expressive elements in a vocal or instrumental piece.

Respond to music to demonstrate how it makes one feel.

Respond to music to demonstrate how it makes one feel.

Identify the mood or emotion of a piece of music.

Improvise rhythmic and melodic phrases to create simple variations on familiar melodies.

Compose short vocal or instrumental pieces using a variety of sound sources.

Arrange a familiar song by manipulating specified aspects of music.

Sing or play simple melodic patterns by ear with support from the teacher.

Improvise rhythmic or melodic phrases to create variations on familiar melodies.

Participate in simple rhythmic or melodic patterns.

Imitate simple rhythmic or melodic patterns.

Improvise simple rhythmic or melodic patterns to create variations on familiar melodies.

Use expressive elements and knowledge of musical structure to aid in sequencing and memorization and to internalize details of rehearsals and performance.

Apply performance techniques to familiar music.

Perform simple diatonic melodies at sight.

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

Re-create musical patterns from familiar music.

Play melodies and accompaniments on classroom instruments.

Notate simple rhythmic phrases using traditional notation.

Contribute to the performance of group songs.

Match musical patterns to a model.

Sing or play songs or patterns from memory.

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

Imitate a variety of musical patterns.

Play simple melodies and/or accompaniments on classroom instruments.

Sing part songs in an appropriate range, using proper vocal technique and maintaining pitch.

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

Play melodies and accompaniments, by ear, using classroom instruments.

Notate rhythmic phrases and simple diatonic melodies using traditional notation.

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 an original performance piece based on an age-appropriate theme or social issue relevant to the school climate and explore different solutions and endings.

Create an original pantomime using instrumental music created or found to set the mood.

Create an original performance piece based on an age-appropriate theme or social issue relevant to the school climate.

Create an original pantomime piece with a musical instrument.

Participate in an original performance piece based on an age-appropriate theme or social issue relevant to the school climate.

Participate in the creation of a pantomime piece with a musical instrument.

Contribute to the creation of an original performance piece based on an age-appropriate theme or social issue relevant to the school climate.

Contribute to the creation of a pantomime piece with a musical instrument.

Change and strengthen one's own performance based on coaching from a director.

Write a self-critique of a performance.

Defend an artistic choice for a theatrical work.

Identify correct vocabulary used in a formal theatre critique.

Change a performance after receiving a critique.

Use defined criteria to refine personal theatrical performances.

Use vocabulary appropriate for theatre production and review.

Change a simple performance according to adult feedback.

Follow prompts to refine theatrical performances.

Use selected vocabulary appropriate for theatre.

Refine a simple performance using feedback from others.

Use a selected criterion to refine personal theatrical performances.

Use selected vocabulary appropriate for theatre production.

Discuss alternate performance possibilities of the same character in the same play.

Use a photograph, sculpture, or two-dimensional work of art to inspire creation of an original scene or monologue.

Define the visual elements that must be conveyed dramatically to make a scene effective.

Recognize the effect of an alternate performance possibility on the production.

Create lines or actions for a monologue or scene.

Identify elements necessary to portray artistic intent in a theatrical performance.

Recognize change in a production.

Contribute selected lines or actions to a monologue or scene.

Recognize a selected element in a theatrical performance.

Recognize that changing a production element changes the outcome.

Re-create lines or actions from a monologue or scene.

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

Create a character based on a literary figure and respond to questions, posed by the audience, using information inferred in the story.

Create a new ending for a familiar story.

Take creative risks through improvisation, using sensory skills to explore characters' feelings and environments.

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

Suggest alternate story endings for a familiar story.

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

Create a character from a story.

Recognize the end in familiar story.

Create a character inspired by a class reading.

Identify alternate story endings for a familiar story.

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

Identify jobs in the community that are associated with or impacted by having a theater in the neighborhood.

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

Recognize a community opportunity in or related to theatre for employment or leisure.

Recognize two or more community opportunities in or related to theatre for employment

Examine and discuss the characteristics displayed by directors, actors, and technicians that can be applied to jobs outside the theatre classroom.

Identify personal qualities that support success in theatre and can be applied to other fields.

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

Recognize selected personal qualities that support success in theatre and can be applied to other fields.

Research and describe the context in which a specified playwright wrote a particular dramatic work.

Participate in a performance to explore and celebrate a variety of human experiences.

Contribute to a performance piece to share an experience.

Participate in a performance piece to tell a story.

Contribute to a performance piece to tell a story.

Recognize theatre works as a reflection of societal beliefs and values.

Identify types of early American theatre.

Connect culturally significant beliefs and values to the related theatrical period.

Associate theatre with cultures or times.

Recognize cultural or historical influences on theatrical works.

Identify symbolism in a play that is found in other art forms.

Compare theatre to other modes of communication.

Demonstrate how the use of movement and sound enhance the telling of a story.

Act out a character learned about in another content area.

Recognize the artistic intent of symbolic representations.

Identify similarities and differences between theatre and other modes of communication.

Demonstrate a variety of character qualities.

Describe a character learned about in another content area.

Recognize that a symbol can represent information.

Recognize theatre as a mode of communication.

Attend to a variety of story characters.

Recognize a character learned about in another content area.

Recognize the artistic intent of a selected symbolic representation.

Recognize similarities and differences between theatre and other modes of communication.

Explore a variety of story characters.

Identify a character learned about in another content area.

Explain an actor's choices in the creation of a character for a scene or play.

Make a list of the types of props that might be found in a play.

Evaluate how an actor or designer's choices about a character affect the audience's understanding of a play.

Use defined criteria to respond to an actor's choices about a character.

Name props that might be found in a play.

Select preferred theatrical performances.

Select a prop that might be found in a play.

Use a selected criterion to respond to an actor's choices about a character.

Identify props that might be found in a play.

Create a story board of the major events in a play.

Make a list of types of props that might be found in a play.

Predict the ending of a play or performance.

Collaborate with others to develop and refine original scripts, and justify writing choices.

Contribute to the creation of a story board.

Name props that might be found in a play.

Participate in the creation of a story board.

Select a prop that might be found in a play.

Identify the major events in a play for a story board.

Identify props that might be found in a play.

Describe a variety of theatrical methods and/or conventions that a group of individuals can use to communicate with audiences.

Explore how theatre can communicate universal truths across the boundaries of culture and language.

Identify a method of collaboration in a theatrical production.

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

Imitate sharing in a task in a theatrical production.

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

Explore a method of collaboration in a theatrical production.

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

Describe the difference in responsibilities between being an audience member at live or recorded performances.

Weigh the use of "fourth wall" and "willing suspension of disbelief" in effectively creating the illusion of real life in specified theatre performances.

Evaluate a performance, using theatre terminology, and articulate emotional responses to the whole and parts of dramatic performances.

Describe proper audience etiquette for a variety of performances.

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

Use vocabulary appropriate for theatre production and review.

Select a characteristic of proper audience etiquette.

Identify selected elements in a theatrical performance.

Use selected vocabulary appropriate for theatre.

Identify proper audience etiquette.

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

Use selected vocabulary appropriate for theatre production.

Collaborate with others to create productions and solve challenges.

Identify a method of collaboration in a theatrical production.

Imitate sharing in a task in a theatrical production.

Explore a method of collaboration in a theatrical production.

Create and sustain imagined characters and relationships, using basic acting skills, to tell an original story based on historical, literary, or everyday situations.

Use information gained from research to shape acting choices in the re-telling of a favorite scene from a well-known literary piece.

Use elements of dramatic and technical performance designed to produce an emotional response in an audience.

Manipulate, based on research, the relationships between scenery, properties, lighting, sound, costumes, and makeup in dramatic scenes and informal play productions to create an environment.

Create an original performance piece, using basic acting skills, to tell a story.

Participate in an original performance piece to tell a story.

Contribute to the creation of an original performance piece, using basic acting skills, to tell 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.

Develop a range of interests in the art-making process to influence personal decision-making.

Use prior knowledge and observation skills to reflect on, analyze, and interpret exemplary works of art.

Examine and discuss exemplary works of art to distinguish which qualities may be used to evaluate personal works.

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

Use defined criteria to analyze and interpret exemplary works of art.

Explore the art-making process to communicate personal interests.

Use a teacher-selected criterion to analyze and interpret exemplary works of art.

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

Use teacher-selected criteria to analyze and interpret exemplary works of art.

Revise artwork as a necessary part of the creative process to achieve an artistic goal.

Analyze personal artworks to articulate the motivations and intentions in creating personal works of art.

Apply established criteria to the art-making process to measure artistic growth.

Identify examples of constructive criticism and use them to improve artworks and enhance artistic growth.

Use defined criteria to analyze and revise personal artworks.

Describe the artistic intent of personal artworks.

Use feedback from others to revise personal artworks.

Convey the meaning of personal artworks.

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

Identify the artistic intent of personal artworks.

Use the structural elements of art and organizational principles of design when engaged in art criticism.

Use art-criticism processes to form a hypothesis about an artist's or designer's intent when creating artworks and/or utilitarian objects.

Critique works of art to understand the content and make connections with other content areas.

Use defined criteria to compare the use of structural elements of art and organizational principles of design in works of art.

Use a teacher-selected criterion to examine a variety of familiar visual art.

Use defined criteria to examine a variety of works of art.

Examine and experiment with traditional or non-traditional uses of media to apply imaginative techniques in two- and/or three-dimensional artworks.

Develop multiple solutions to solve artistic problems and justify personal artistic or aesthetic choices.

Explore traditional or non-traditional uses of media and techniques to create two- and three-dimensional artworks.

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

Create visual art using a variety of media.

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

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

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

Describe the knowledge and skills necessary for art-making and art-related careers.

Explore careers in which artworks and utilitarian designs are created.

Discuss contributions that artists make to society.

Identify the skills, training, or prerequisites for two or more community opportunities in or related to visual art for employment or leisure.

Associate visual art with leisure, recreation, or a job.

Recognize a prerequisite for two or more community opportunities in or related to visual art for employment or leisure.

Create artwork to promote public awareness of community and/or global concerns.

Create artwork that shows procedural and analytical thinking to communicate ideas.

Work collaboratively with others to complete a task in art and show leadership skills.

Follow directions and complete artwork in the timeframe allotted to show development of 21st-century skills.

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

Prioritize and complete tasks related to individual or collaborative visual art projects.

Contribute or respond to visual art that promotes awareness of community and/or global concerns.

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

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

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

Examine historical and cultural influences that inspire artists and their work.

Use suitable behavior as a member of an art audience.

Identify and describe the importance a selected group or culture places on specific works of art.

Explain the importance of artwork to show why respect is or should be given to the work of peer or specified professional artists.

Identify historically and culturally significant influences in artwork.

Identify ways that respect is shown to personal works of art.

Associate visual art with a culture or time.

Follow directions for suitable behavior in an art audience.

Recognize a cultural or historical influence on artwork.

Recognize reasons for respecting the work of others.

Compare works of art on the basis of style, culture, or artist across time to identify visual differences.

Describe the ways in which artworks and utilitarian objects impact everyday life.

Discuss artworks found in public venues to identify the significance of the work within the community.

Identify similarities and differences in visual art produced across time and cultures.

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

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

Recognize similarities and differences in works of art.

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

Recognize a venue in which artwork is on display for public viewing.

Recognize similarities and differences in visual art produced across time and cultures.

Identify common uses of visual art.

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

Discuss how skills learned through the analysis and art-making process are used to solve problems in non-art areas.

Apply a selected critical-thinking process in visual art to a different curriculum or discipline.

Integrate a teacher-defined pattern from visual art with a different curriculum or discipline.

Apply a teacher-defined critical-thinking process in visual art to a different curriculum or discipline.

Use structural elements of art and organizational principles of design to develop content in artwork.

Organize the structural elements of art to achieve visual unity.

Explain how creative and technical ability is used to produce a work of art.

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

Explore the use of structural elements of art in personal artworks.

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

Analyze works of art that document people and events from a variety of places and times to synthesize ideas for creating artwork.

Use a variety of sources for ideas to resolve challenges in creating original works.

Identify the intent of the artist within visual art examples.

Use creative and innovative ideas to complete personal artworks.

Recognize that visual art examples convey meaning.

Generate ideas and images for artwork that communicate personal experience.

Match the intent of the artist within visual art examples.

Create imagery and symbols to express thoughts and feelings.

Create meaningful and unique works of art to effectively communicate and document a personal voice.

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

Create works of art to document self-perception.

Use personal symbols in artwork to document surroundings and community.

Use various art tools, media, and techniques to discover how different choices change the effect on the meaning of an artwork.

Use media, technology, and other resources to inspire personal art-making decisions.

Create artworks to depict personal, cultural, and/or historical themes.

Use accurate art vocabulary to communicate about works of art and artistic and creative processes.

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.

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

Use selected art vocabulary to communicate about art.

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.

Organize the structural elements of art to support planning, strengthen focus, and implement artistic vision.

Identify sequential procedures to engage in art production.

Visualize the end product to justify artistic choices of tools, techniques, and processes.

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

Re-create visual art processes in given media.

Use a variety of visual art tools and media.

Follow sequential procedures and techniques to achieve an artistic goal.

Use materials, tools, techniques, and processes to achieve expected results in two- and/or three-dimensional artworks.

Use craftsmanship and technical ability in personal works to show refinement of skills over time.

Use tools, media, techniques, and processes in a safe and responsible manner.

Use ethical standards, including copyright laws, when producing works of art.

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

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.

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

Imitate the safe use of art tools and materials.

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

Demonstrate safety procedures for using art tools and materials.

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