Grade 8 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

Examine and discuss exemplary works to gain ideas for creating dance studies with artistic intent.

Process, sequence, and demonstrate new material quickly and accurately with energy, expression, and clarity.

Evaluate, using personal and established criteria, how choreographic structures and/or production elements were designed to impact mood or aesthetic value within a dance piece.

Identify and discuss the function and importance of physical and cognitive rehearsal in the retention, recall, and performance of movement.

Identify artistic intent of the choreographer/performer within a dance performance.

Re-create movement sequences with energy, expression, and clarity.

Use defined criteria to evaluate how choreographic structures and/or production elements impact mood or aesthetic value within a dance piece.

Indicate the intent of the performer from selected dance examples.

Re-create a variety of movement sequences related to dance.

Use a teacher-selected criterion to evaluate how a choreographic structure and/or production element impact mood or aesthetic value within a dance piece.

Recognize the artistic intent of the choreographer/performer within a variety of dance performances.

Re-create movement in short sequences with energy, expression, and clarity.

Use a teacher-selected criterion to evaluate how choreographic structures and/or production elements impact mood or aesthetic value within a dance piece.

Solve challenges in technique and composition by visualizing and applying creative solutions.

Reflect on critiques from a variety of sources to improve technique and the creative process, and to make decisions about one's work.

Use defined criteria and feedback from others to revise personal dance performances.

Use a teacher-selected criterion to judge dance performances.

Use a teacher-selected criterion and feedback from others to revise personal dance performances.

Analyze an artist's work, using selected criteria, and describe its effectiveness in communicating meaning and specific intent.

Evaluate key elements observed in historically significant, exemplary works of dance.

Use defined criteria to respond to an artist's work.

Use defined criteria to respond to dance performances of a specified period or genre.

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

Select preferred dance performances of a specified period or genre.

Use teacher-selected criteria to respond to an artist's work.

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

Interpret and respond to works by master choreographers who have used innovative technology and integrated information from non-dance content areas.

Explore use of technology as a tool for creating, refining, and responding to dance.

Practice creative risk-taking through dance improvisation and performance.

Individually or collaboratively demonstrate the use of a variety of technology tools to produce, store, or view dance performances as a citizen, consumer, or worker.

Collaboratively demonstrate the use of selected technology tools to produce or experience dance performances.

Individually or collaboratively demonstrate the use of selected technology tools to produce or experience dance performances as a citizen, consumer, or worker.

Explain the roles of dance production personnel.

Identify local or regional resources to understand their importance to dancers.

Identify employment and leisure opportunities in or relating to dance and pair with the necessary skills and training.

Recognize an employment or leisure opportunity related to dance.

Recognize employment and leisure opportunities in or relating to dance.

Demonstrate leadership, preparedness, and adaptability by sharing ideas or teaching skills to others in small and large groups.

Investigate and make use of a broad array of resources to update and strengthen skills and/or knowledge in the field.

Prepare auditions and audition skills for schools, companies, and/or commercial work in dance.

Maintain documentation of dance-related activities, including a repertory sheet, to prepare for résumé-writing.

Describe basic functions of skeletal and muscular systems.

Research and reference common dance injuries.

Prioritize, monitor, and complete tasks related to individual or collaborative projects.

Create and respond to a variety of dance that integrates experiences or resources from outside dance class.

Identify high school opportunities to participate in dance activities and pair with the necessary skills and training.

Identify safe practices or injury prevention related to dance performances.

Complete a task related to individual or collaborative dance projects.

Respond to a variety of dance that integrates experiences or resources from outside dance class.

Recognize a high school opportunity to participate in dance activities.

Recognize a safe practice related to dance performances.

Organize and execute dance projects having three or more components.

Create or respond to a variety of dance that integrates experiences or resources from outside dance class.

Recognize high school opportunities to participate in dance activities and pair with the necessary skills, training, or prerequisites.

Recognize safe practices or injury prevention related to dance performances.

Identify and execute characteristic rhythms in dances representing one or more cultures.

Research and discuss the influence that social dances have had on the development of classical, theatrical, modern, and contemporary dance genres.

Discuss issues related to plagiarism and appropriation of choreographic works and other intellectual property.

Identify similarities and differences in dances produced by different cultures.

Recognize the influence of social dances on culture.

Recognize that plagiarism is illegal and applies to choreographic work.

Recognize similarities and differences in dances.

Recognize a variety of dances.

Recognize that choreographic work has an owner.

Recognize similarities and differences in dances produced by different cultures.

Recognize a variety of dance genres.

Recognize that choreographic work can be the property of others.

Analyze dance in various cultural and historical periods, and discuss how it has changed over time.

Compare the roles of dance in various cultures.

Predict, using one's imagination and knowledge of history and technology, how dance may be designed and/or presented in the future.

Demonstrate response and reaction, through movement sequences, to various sources of inspiration.

Compare elements and principles of composition with elements and principles of other art forms.

Use knowledge of the body, acquired in dance, science, and/or physical education, to improve health and strength.

Create or perform a dance piece using ideas and principles common to dance and another art form.

Practice using world languages and accurate dance terminology suitable to each dance genre.

Use movement sequences to represent real or imagined characters or events.

Use movement sequences to represent real or imagined characters or events.

Integrate dance with skills and concepts from other fields.

Integrate dance with skills and concepts from other fields.

Practice using vocabulary appropriate to the study of a dance genre.

Practice using vocabulary appropriate to the study of a dance genre.

Associate movements with characters or events.

Associate movements with characters or events.

Use movement to represent information from other fields.

Use movement to represent information from other fields.

Practice using selected dance vocabulary.

Practice using selected dance vocabulary.

Use movement to represent real or imagined characters or events.

Use movement to represent real or imagined characters or events.

Integrate dance with selected skills and concepts from other fields.

Integrate dance with selected skills and concepts from other fields.

Practice using vocabulary common to the study of dance.

Practice using vocabulary common to the study of dance.

Compare characteristics of two dance forms.

Demonstrate, without prompting, procedures expected in class, rehearsal, and performance with independence.

Dissect a dance step or combination to reveal the underlying steps, positions, related steps, and possible variations.

Explain the order and purpose of a logical and healthful dance class.

Identify, define, and give examples of the elements of dance and/or principles of design to show how they give structure to a dance piece.

Identify characteristics of a variety of dance forms.

Demonstrate specified procedures and audience etiquette.

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

Identify the order of a logical and healthful dance class.

Recognize a characteristic of a dance form.

Practice a specified element of audience etiquette at performances.

Imitate a movement sequence based on the elements of dance.

Recognize safe practice for injury prevention in dance performances.

Recognize a characteristic of a variety of dance forms.

Practice specified procedures and audience etiquette.

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

Recognize safe practices or injury prevention related to dance performances.

Create a dance phrase and revise one or more elements to add interest and diversity to the piece.

Explain how the innovations of selected dance pioneers transformed specified dance genres.

Research and discuss examples of dance performed in venues other than the conventional proscenium theater and analyze how they were adapted to fit the space.

Revise one or more elements of a dance phrase to add interest and diversity.

Identify dance characteristics of selected innovative artists.

Analyze a space to determine if a dance piece needs to be adapted to fit.

Identify preferred dance examples.

Participatory

Re-create a dance phrase.

Associate dance characteristics with selected innovative artists.

Recognize whether a space is adequate for a given dance piece.

Express concrete and abstract concepts through dance using ideas and experiences of personal significance.

Create physical images to communicate the intent of a movement, phrase, or dance piece.

Record dance sequences using accurate dance terminology to identify movements, positions, and shapes.

Research existing methods of recording or documenting dance as a way of sharing and preserving it.

Use accurate dance, theatre, and anatomical terminology to communicate with others in and related to the field of dance.

Use movement sequences to represent real or imagined characters or events.

Use dance terminology to identify dance movements and positions.

Identify a variety of technology tools to store or view dance performances.

Associate movements with characters or events.

Match dance terminology to dance movement.

Recognize a selected technology tool to experience dance performances.

Use movement to represent real or imagined characters or events.

Identify dance terminology related to dance sequences.

Recognize selected technology tools to store or experience dance performances.

Explore dance phrases to investigate choreographic principles and structures.

Experiment with improvisational exercises to develop creative risk-taking capacities.

Analyze the possibilities and limitations of the body through short dance sequences.

Use kinesthetic knowledge to demonstrate comprehension of partnering and movement relationships between two or more dancers.

Imitate dance phrases to investigate choreographic principles and structures.

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

Imitate movement sequences to investigate choreographic principles.

Explore movement in space to increase kinesthetic awareness.

Imitate dance phrases to investigate choreographic principles.

Explore shared movement with others.

Sustain focused attention, respect, and discipline during classes and performances.

Memorize and replicate movement sequences with speed and accuracy in class or audition settings.

Explore the complexity of sequencing through reversing and reordering movement sequences.

Transfer corrections or concepts from the execution of one class exercise to another.

Rehearse to improve the performance quality of dance pieces.

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

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

Adapt and apply ensemble corrections to personal work.

Re-create a variety of movements related to dance.

Re-create a variety of movement sequences related to dance.

Use teacher and peer feedback to revise performance of movements.

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

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

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

Use and maintain principles of alignment in locomotor and non-locomotor movements.

Develop strength, stamina, flexibility, and range of motion through safe practices and knowledge of basic anatomy and physiology.

Apply the mechanics of movement transitions and weight changes.

Perform, using dance technique, with musical accuracy and expression.

Perform a variety of movements while vertical, off-vertical, or balancing on one leg.

Change the expression or intention of a dance sequence by manipulating one or more dynamic elements.

Practice a variety of dance sequences to increase agility and coordination in movement patterns.

Develop and demonstrate a sense of line that is appropriate to the style of a given dance form.

Practice the principles of alignment in locomotor and non-locomotor movements.

Improve posture, strength, flexibility, and range of motion through safe practice exercises.

Practice a variety of movement transitions and weight changes.

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

Imitate the principles of alignment in selected movements.

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

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

Maintain balance in basic positions and shifting weight.

Repeat movement sequences to musical accompaniment.

Practice the principles of alignment in selected movements.

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

Maintain balance during movement transitions.

Replicate a demonstrated rhythm in time to musical accompaniment.

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.

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 strategies for listening to unfamiliar musical works.

Compare, using correct music vocabulary, the aesthetic impact of a performance to one's own hypothesis of the composer's intent.

Identify, aurally, instrumental styles and a variety of instrumental ensembles.

Identify, aurally, a variety of vocal styles and ensembles.

Develop effective sensory strategies and describe how they support appreciation of familiar musical works.

Identify the composer's intent and aesthetic impact of a performance.

Identify selected instrumental styles and ensembles.

Identify selected vocal styles and ensembles.

Use the senses to support appreciation of familiar musical works.

Recognize the aesthetic impact of a performance.

Recognize selected instrumental styles.

Recognize selected vocal styles.

Use appropriate sensory skills to support appreciation of familiar musical works.

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

Recognize selected instrumental styles and ensembles.

Recognize selected vocal styles and ensembles.

Critique personal performance, experiment with a variety of solutions, and make appropriate adjustments with guidance from teachers and peers.

Critique, using correct music vocabulary, changes in one's own or others' musical performance resulting from practice or rehearsal.

Critique personal composition and/or improvisation, using simple criteria, to generate improvements with guidance from teachers and/or peers.

Analyze and revise personal performance to meet established criteria with guidance from teachers and peers.

Identify areas of improvement in one's own or others' performances after practice or rehearsal using selected music vocabulary.

Use a teacher-selected criterion to recognize improvement in one's own or others' performances after practice or rehearsal.

Use defined criteria to analyze and revise personal performances with guidance from teachers and peers.

Use defined criteria to recognize improvement in one's own or others' performances after practice or rehearsal using selected music vocabulary.

Apply specific criteria to evaluate why a musical work is an exemplar in a specific style or genre.

Use defined criteria to evaluate characteristics of exemplary musical work from a specific period or genre.

Use a teacher-selected criterion to respond to characteristics of exemplary musical work from a specific period or genre.

Use teacher-selected criteria to identify characteristics of exemplary musical work from a specific period or genre.

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

Create an original composition that reflects various performances that use "traditional" and contemporary technologies.

Create new interpretations of melodic or rhythmic pieces by using visual, kinesthetic, digital, and/or acoustic means to manipulate musical elements.

Create, interpret, and respond to music that integrates traditional and contemporary technologies.

Participate in the production of changes in sounds and movements of melodic or rhythmic pieces.

Explore music that integrates traditional and contemporary technologies.

Change the feeling of melodic or rhythmic pieces using visual, kinesthetic, digital, and/or acoustic means to manipulate musical elements.

Create, interpret, or respond to music that integrates traditional and contemporary technologies.

Describe several routes a composition or performance could travel from creator to consumer.

Describe how concert attendance can financially impact a community.

Identify two or more employment and leisure opportunities in or relating to music and pair with the necessary skills and training.

Distinguish employment or leisure opportunities that are music-related vs. non-music-related.

Recognize two or more employment and leisure opportunities in or relating to music and pair with a prerequisite.

Describe how studying music can enhance citizenship, leadership, and global thinking.

Investigate and discuss laws that protect intellectual property, and practice safe, legal, and responsible acquisition and use of musical media.

Identify the tasks involved in the compositional process and discuss how the process might be applied in the work place.

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

Individually or collaboratively demonstrate the safe, legal, and responsible use of a variety of technology tools to produce, store, or listen to music.

Prioritize, monitor, and complete tasks related to individual or collaborative projects.

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

Select technology tools to access music as a citizen, consumer, or worker.

Contribute to the organization and execution of a music project.

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

Individually or collaboratively demonstrate the safe, legal, and responsible use of selected technology tools to produce or listen to music as a citizen, consumer, or worker.

Individually or collaboratively organize and execute music projects having three or more components.

Describe the functions of music from various cultures and time periods.

Identify the works of representative composers within a specific style or time period.

Describe how American music has been influenced by other cultures.

Classify authentic stylistic features in music originating from various cultures.

Using representative musical works by selected composers, classify compositional characteristics common to a specific time period and/or genre.

Identify the functions of music from various cultures and time periods.

Identify a characteristic of music from another culture in selected American music.

Identify authentic stylistic features in music originating from various cultures.

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

Recognize a similarity between a selected American piece and that of a selected piece from another culture.

Recognize a selected authentic stylistic feature in music originating from various cultures.

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

Recognize a characteristic of music from another culture in selected American music.

Recognize authentic stylistic features in music originating from various cultures.

Describe the influence of historical events and periods on music composition and performance.

Analyze how technology has changed the way music is created, performed, acquired, and experienced.

Classify the literature being studied by genre, style, and/or time period.

Identify the influence of historical events and periods on music composition and performance.

Identify a variety of technologies to create, perform, acquire, and experience music.

Classify selected music by genre, style, and/or time period.

Associate music with significant historical or cultural events.

Recognize selected ways to create, perform, acquire, and experience music.

Recognize the genre of selected music.

Recognize the influence of selected historical or cultural events on music of the time.

Recognize selected technologies to create, perform, acquire, and experience music.

Recognize the genre, style, and/or time period of selected music.

Identify connections among music and other content areas and/or contexts through interdisciplinary collaboration.

Discuss how the absence of music would affect other content areas and contexts.

Integrate music with skills and concepts from other content areas and contexts.

Select music to enhance other content areas or contexts.

Integrate music with selected skills and concepts from other content areas or contexts.

Compare performances of a musical work to identify artistic choices made by performers.

Compare musical elements in different types of music using correct music vocabulary.

Identify elements of music in different types of music.

Create a composition, manipulating musical elements and exploring the effects of those manipulations.

Demonstrate knowledge of major and minor tonalities through performance and composition.

Manipulate the elements of a musical piece and explore the effects of those manipulations.

Select an element to change in a musical phrase.

Change the feeling of a musical phrase by altering an element of music.

Describe how the combination of instrumentation and expressive elements in a musical work can convey a specific thought, idea, mood, and/or image.

Perform the expressive elements of a musical work indicated by the musical score and/or conductor, and transfer new knowledge and experiences to other musical works.

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

Apply expressive elements to a vocal or instrumental piece.

Match instrumentation or expressive elements to mood or emotion.

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

Change an expressive element in a vocal or instrumental piece and identify the result.

Improvise rhythmic and melodic phrases to accompany familiar songs and/or standard harmonic progressions.

Compose a short musical piece.

Arrange a short musical piece by manipulating melody, form, rhythm, and/or voicing.

Sing or play melodies by ear with support from the teacher and/or peers.

Perform melodies with chord progressions.

Compose a melody, with or without lyrics, over a standard harmonic progression.

Explain and employ basic functions of MIDI for sequencing and/or editing, including interface options and types of controllers.

Demonstrate specified mixing and editing techniques using selected software and hardware.

Describe the function and purposes of various types of microphones and demonstrate correct set-up and use of two or more microphones for recording a music performance.

Improvise rhythmic or melodic phrases to accompany familiar songs and/or standard harmonic progressions.

Improvise phrases using familiar songs.

Perform a familiar melody with instrumental musical patterns.

Imitate simple vocal or instrumental patterns or songs.

Participate in simple instrumental patterns.

Improvise vocal or instrumental patterns using familiar songs.

Perform simple instrumental musical patterns.

Perform music from memory to demonstrate knowledge of the musical structure.

Transfer performance techniques from familiar to unfamiliar pieces.

Perform musical patterns or music from memory.

Match a musical pattern or phrase to a given musical example.

Re-create musical phrases or music from a given musical example.

Sing and/or play age-appropriate repertoire expressively.

Demonstrate proper vocal or instrumental technique.

Sight-read standard exercises and simple repertoire.

Compare written notation to aural examples and analyze for accuracy of rhythm and pitch.

Notate rhythmic phrases and/or melodies, in varying simple meters, performed by someone else.

Develop and demonstrate efficient rehearsal strategies to apply skills and techniques.

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

Perform melodies and accompaniments on classroom instruments.

Sight-read notes and/or simple rhythmic phrases.

Notate simple rhythmic phrases and/or melodies using traditional notation.

Select rehearsal strategies to apply skills and techniques.

Select notes, simple melodies, and/or accompaniments to perform.

Participate in a rehearsal strategy to apply to a skill or technique.

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

Perform simple melodies and/or accompaniments on classroom instruments.

Match aurally presented notes to traditional notation.

Copy simple rhythmic and melodic patterns using traditional notation.

Identify a rehearsal strategy to apply a skill or technique.

Identify, aurally, selected instruments of the world.

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 work based on a community issue that explores various solutions to a problem.

Develop a character analysis to support artistic portrayal.

Determine the purpose(s), elements, meaning, and value of a theatrical work based on personal, cultural, or historical standards.

Create and present a design, production concept, or performance and defend artistic choices.

Describe how a theatrical activity can entertain or instruct an audience.

Analyze selections from the canon of great world drama as a foundation for understanding the development of drama over time.

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

Select specific criteria in the creation of a character that will fulfill anticipated audience response.

Identify elements necessary to portray reality in a theatrical performance.

Describe preferences chosen in creating a performance.

Examine the purpose, elements, and meaning of a theatrical work to determine its value.

Use defined criteria to analyze the development of drama over time.

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

Contribute to selection of characteristics in the creation of a character.

Recognize a selected element to portray reality in a theatrical performance.

Identify a choice made to create a performance.

Recognize the purpose of a theatrical work.

Identify specific selections of drama in the development of drama over time.

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

Select specific criteria in the creation of a character.

Recognize selected elements necessary to portray reality in a theatrical performance.

Identify the choices made in creating a performance.

Use specific criteria to explain the development of drama over time.

Use group-generated criteria to critique others and help strengthen each other's performance.

Keep a rehearsal journal to document individual performance progress.

Ask questions to understand a peer's artistic choices for a performance or design.

Defend personal responses to a theatre production.

Use defined criteria to evaluate and revise personal theatrical performances.

Keep a journal to document activities at rehearsals.

Ask a question about a peer's artistic choices for a performance.

Use selected criteria to defend personal response to a theatre production.

Use a selected criterion to judge theatrical performances.

Follow a schedule in a journal.

Identify a peer's artistic choices for a performance.

Repeat a personal response to a theatrical production.

Use a selected criterion to evaluate and revise personal theatrical performances.

Indicate entries to insert into a rehearsal journal.

Describe a peer's artistic choices for a performance.

State a personal response to a theatre production.

Discuss how visual and aural design elements communicate environment, mood, and theme in a theatrical presentation.

Compare a film version of a story to its original play form.

Determine personal strengths and challenges, using evaluations and critiques to guide selection of material for a portfolio.

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

Compare the telling of a story in two different media.

Use defined criteria to select examples of their best theatrical performances.

Select an element in a theatrical performance.

Recognize a similarity or difference between the telling of a story in two different media.

Use a teacher-selected criterion to judge theatrical performances.

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

Identify similarities and differences between the telling of a story in two different media.

Use a selected criterion to select examples of their best theatrical performances.

Manipulate various design components to imagine the world of the character.

Use vocal, physical, and imaginative ideas, through improvisation, as a foundation to create new characters and to write dialogue.

Demonstrate creative risk-taking by incorporating personal experiences in an improvisation.

Survey an aspect of theatre to understand the ways in which technology has affected it over time.

Create, interpret, and respond to theatre that uses improvised storytelling.

Describe ways in which technology is used in theatre.

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

Identify a way in which technology is used in theatre.

Create, interpret, or respond to theatre that uses improvised storytelling.

Identify ways in which technology is used in theatre.

Research careers in the global economy that are not directly related to the arts, but include skills that are arts-based or derive part of their economic impact from the arts.

Identify industries within the state of Florida that have a significant impact on local economies, in which the arts are either directly or indirectly involved in their success.

Identify businesses that are directly or indirectly associated with school and community theatre, and calculate their impact on the local and/or regional economy.

Identify two or more employment and leisure opportunities in or relating to theatre and pair with the necessary skills and training.

Recognize a positive economic impact, individual or communal, of employment opportunities in or related to theatre.

Distinguish employment or leisure opportunities that are theatre-related vs. non-theatre-related.

Recognize two or more employment and leisure opportunities in or relating to theatre and pair with a prerequisite.

Recognize a positive economic impact, individual or communal of employment opportunities in or related to theatre.

Practice safe, legal, and responsible use of copyrighted, published plays to show respect for intellectual property and the playwright.

Develop a list of line items that would typically be found in a production budget for a performance.

Recognize the concept of intellectual property and the use of copyright.

Describe the cost of production for a hypothetical performance and the cost of a ticket for a hypothetical audience.

Recognize and respect the property of others.

Recognize that theatrical performances have costs to produce and attend.

Show respect for the ideas and property of others.

Recognize that theatrical productions have a cost that has to be recovered by selling tickets to an audience.

Explore potential differences when performing works set in a variety of historical and cultural contexts.

Analyze the impact of one's emotional and social experiences when responding to, or participating in, a play.

Identify significant contributions of playwrights, actors, and designers and describe their dramatic heritage.

Create a monologue or story that reflects one's understanding of an event in a culture different from one's own.

Describe one's own personal responses to a theatrical work and show respect for the responses of others.

Discuss how a performer responds to different audiences.

Connect cultural and historical beliefs and values to the related theatrical period.

Describe physical and emotional qualities that define one or more major characters in a theatrical production.

Create lines for a monologue or scene.

Identify similarities and differences among audiences.

Associate theatre with cultures or times.

Recognize a physical or emotional quality that defines one or more major characters in a theatrical production.

Contribute selected lines for a monologue or scene.

Recognize a characteristic of an audience.

Recognize cultural or historical influences on theatrical works.

Identify physical and emotional qualities that define one or more major characters in a theatrical production.

Re-create lines from a monologue or scene.

Recognize characteristics of various types of audiences.

Compare western theatre traditions with those of other cultures.

Identify examples of American musical theatre productions that reflect specific correlations to American history and culture.

Analyze theatre history and dramatic literature in the context of societal and cultural history.

Discuss the differences between presentational and representational theatre styles.

Compare decorum, environments, and manners from a variety of cultures and historical periods to discover and influence historical acting styles and design choices.

Describe historical and cultural influences leading to changes in theatre performance spaces and technology.

Define theatre genres from different periods in history, giving examples of each.

Identify and describe theatrical resources in the community, including professional and community theatres, experts, and sources of scripts and materials.

Identify societal and cultural influences on theatrical productions.

Identify similarities and differences among audiences.

Identify theatrical resources in the community.

Identify a variety of theatre genres.

Explore socially and culturally significant theatre.

Recognize a characteristic of an audience.

Recognize a theatrical resource in the community.

Recognize a theatre genre.

Recognize societal and cultural influences on theatrical productions.

Recognize characteristics of various types of audiences.

Recognize theatrical resources in the community.

Recognize a variety of theatre genres.

Identify principles and techniques that are shared between the arts and other content areas.

Read plays from a variety of genres and styles and compare how common themes are expressed in various art forms.

Use brainstorming as a method to discover multiple solutions for an acting or technical challenge.

Describe the importance of wellness and care for the actor's physical being as a performance instrument.

Describe how social skills learned through play participation are used in other classroom and extracurricular activities.

Discuss ways in which dance, music, and the visual arts enhance theatrical presentations.

Identify similarities in principles and skills used in theatre and other fields.

Suggest multiple solutions for a performance.

Demonstrate maintenance of a health-enhancing level of personal fitness.

Recognize a similarity in a selected principle or skill used in theatre and other fields.

Explore a solution for a performance.

Select a health-enhancing activity to promote personal fitness.

Recognize similarities in selected principles and skills used in theatre and other fields.

Explore multiple solutions for a performance.

Participate in the maintenance of a health-enhancing level of personal fitness.

Recognize and practice cooperative, interpersonal social skills in a variety of classroom and extracurricular activities.

Compare different processes an actor uses to prepare for a performance.

Discuss how color, line, shape, and texture are used to show emotion in technical theatre elements.

Explain the impact of choices made by directors, designers, and actors on audience understanding.

Discuss how the whole of a theatre performance is greater than the sum of its parts.

Demonstrate processes an actor uses to prepare for a performance.

Identify the impact of alternative production choices on a performance.

Name the major parts of a play.

Recognize a process an actor uses to prepare for a performance.

Recognize the effect of an alternative production choice on a performance.

Distinguish between a play and other theatrical media.

Identify processes an actor uses to prepare for a performance.

Recognize the impact of alternative production choices on a performance.

Recognize selected parts of a play.

Diagram the major parts of a play and their relationships to each other.

Explain how a performance would change if depicted in a different location, time, or culture.

Write alternate endings for a specified play.

Perform a scene or pantomime to demonstrate understanding of blocking and stage movement.

Explain how the contributions of significant playwrights, performers, directors, designers, and producers from various cultures and historical periods have influenced the creative innovations of theatre.

Identify similarities and differences between a theatrical performance if depicted in a different location, time, or culture.

Suggest alternate story endings for a specified theatrical production.

Demonstrate theatrical skills and techniques appropriate for selected dramatizations.

Identify significant playwrights and performers from various cultures and historical periods.

Recognize a similarity or difference between a theatrical performance if depicted in a different location, time, or culture.

Recognize a story ending in a specified theatrical production.

Contribute to creating or re-creating theatrical performances.

Recognize the role of playwrights and performers.

Recognize similarities and differences between a theatrical performance if depicted in a different location, time, or culture.

Identify alternate story endings for a specified theatrical production.

Re-create basic theatrical skills and techniques appropriate for selected dramatizations.

Recognize selected playwrights and performers from various cultures and historical periods.

Compare theatre and its elements and vocabulary to other art forms.

Explore how theatre and theatrical works have influenced various cultures.

Discuss the collaborative nature of theatre and work together to create a scene or play, respecting group members' ideas and differences.

Identify similarities and differences between theatre and other art forms.

Explore how theatre has influenced various cultures.

Identify each individual's role in a collaborative project.

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

Recognize the influence of theatre in various cultures.

Recognize a performance as a collection of parts.

Recognize similarities and differences between theatre and other art forms.

Identify the influence of theatre in various cultures.

Identify a role in a collaborative project.

Describe the responsibilities of audience members, to the actors and each other, at live and recorded performances and demonstrate appropriate behavior.

Invent a character with distinct behavior(s) based on observations of people in the real world and interact with others in a cast as the invented characters.

Describe criteria for the evaluation of dramatic texts, performances, direction, and production elements.

Discuss the ways in which theatre experiences involve empathy and aesthetic distance.

Describe the proper audience etiquette at live and recorded performances.

Create and refine selected theatrical performances.

Use defined criteria to evaluate theatrical performances of self and others.

Recognize a characteristic of proper audience etiquette at live and recorded performances.

Contribute to creating or responding to theatrical performances.

Use a teacher-selected criterion to judge theatrical performances of self and others.

Demonstrate proper audience etiquette at live and recorded performances.

Re-create and refine selected theatrical performances.

Use a selected criterion to evaluate theatrical performances of self and others.

Discuss the value of collaboration in theatre and work together to create a theatrical production.

Discuss and apply the theatrical production process to create a live performance.

Analyze the relationships of plot, conflict, and theme in a play and transfer the knowledge to a play that contrasts in style, genre, and/or mood.

Memorize and present a character's lines from a monologue or scene.

Identify each individual's role in a collaborative project.

Re-create and refine selected theatrical processes.

Memorize lines or actions from a monologue or scene.

Recognize that a performance is a collection of parts.

Contribute to creating or responding to theatrical performances.

Contribute selected lines or actions to scenes.

Identify the role of self in a collaborative project.

Contribute to re-creating selected theatrical processes.

Memorize selected lines or actions from a monologue or scene.

Develop characterizations, using basic acting skills, appropriate for selected dramatizations.

Use the elements of dramatic form to stage a play.

Lead rehearsals of improvised and scripted scenes, communicating with cast and crew to create appropriate characterization and dramatic environments.

Lead small groups to safely select and create elements of technical theatre to signify a character or setting.

Demonstrate theatrical skills and techniques appropriate for selected dramatizations.

Contribute to creating or re-creating theatrical performances.

Re-create basic theatrical skills and techniques appropriate for selected dramatizations.

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.

Apply a range of interests and contextual connections to influence the art-making and self-reflection processes.

Use visual evidence and prior knowledge to reflect on multiple interpretations of works of art.

Identify qualities of exemplary artworks that are evident and transferable to the judgment of personal work.

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.

Examine exemplary artworks to identify qualities that make the work unique or appealing.

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

Recognize selected visual or tactile characteristics of artworks.

Examine exemplary artworks to recognize a quality that makes the work unique or appealing.

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.

Examine exemplary artworks to recognize qualities that make the work unique or appealing.

Assess personal artwork during production to determine areas of success and needed change for achieving self-directed or specified goals.

Evaluate artwork objectively during group assessment to determine areas for refinement.

Examine artworks to form ideas and criteria by which to judge/assess and inspire personal works and artistic growth.

Use constructive criticism as a purposeful tool for artistic growth.

Analyze and revise artworks to meet established criteria.

Use constructive criticism to improve artwork.

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

Use suggestions from peers and adults to improve personal artworks.

Use defined criteria to analyze and revise artworks.

Use feedback from peers and adults to improve artwork.

Incorporate accurate art vocabulary during the analysis process to describe the structural elements of art and organizational principles of design.

Examine and compare the qualities of artworks and utilitarian objects to determine their aesthetic significance.

Use analytical skills to understand meaning and explain connections with other contexts.

Compare the uses for artwork and utilitarian objects to determine their significance in society.

Use accurate vocabulary to describe the structural elements of art and organizational principles of design.

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.

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

Recognize similarities and differences between artworks and utilitarian objects.

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

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.

Use non-traditional thinking and various techniques to create two-, three-, and/or four-dimensional artworks.

Use creative risk-taking strategies learned from artists' works to incorporate artistic solutions in the creation of new personal artworks.

Investigate and describe how technology inspires and affects new applications and adaptations in art.

Use technology skills to create an imaginative and unique work of art.

Select and use structural elements of art and organizational principles of design to create artworks in different or unusual ways.

Individually or collaboratively demonstrate the use of a variety of technology to produce visual art.

Use a teacher-selected structural element of art or organizational principle of design to create artworks in different or unusual ways.

Individually or collaboratively demonstrate the use of a selected technology to produce visual art.

Use teacher-selected structural elements of art and organizational principles of design to create artworks in different or unusual ways.

Individually or collaboratively demonstrate the use of selected technology to produce visual art.

Investigate career opportunities available in the visual arts to determine requisite skills and qualifications for each field.

Identify careers in support industries related to the art-making process, industrial design, digital media, and/or graphic design.

Identify art careers that have a financial impact on local communities.

Present research on the works of local artists and designers to understand the significance of art in the community.

Create an artist statement to reflect on personal artwork for a portfolio or exhibition.

Identify two or more employment and leisure opportunities in or relating to visual art and pair them with the necessary skills and training.

Recognize a positive economic impact of employment opportunities in or related to visual art on individuals or communities.

Use defined criteria to select personal artwork for a portfolio.

Distinguish among employment or leisure opportunities that are art-related vs. non-art-related.

Select preferred personal artwork.

Recognize two or more employment and leisure opportunities in or relating to visual art and pair with a prerequisite.

Recognize a positive economic impact of employment opportunities in or related to visual art on individuals and communities.

Use a teacher-selected criterion to select personal artwork for a portfolio.

Use technology applications through the art-making process to express community or global concerns.

Analyze the procedural and divergent thinking skills developed in visual art to identify a purpose for the communication of art ideas.

Collaborate with peers to complete an art task and develop leadership skills.

Follow directions and complete art tasks in a timely manner to show development of 21st-century skills.

Create, interpret, and respond to visual art developed using new or emerging technologies.

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

Associate a selected technology tool with visual art.

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

Create, interpret, or respond to visual art developed using new or emerging technologies.

Sequence and execute visual art projects having three or more steps.

Describe social, ecological, economic, religious, and/or political conditions reflected in works of art.

Identify suitable audience behavior needed to view or experience artworks found in school, art exhibits, museums, and/or community cultural venues.

Analyze and describe the significance of artwork from a selected group or culture to explain its importance to the population.

Explain the significance of personal artwork, noting the connections between the creative process, the artist, and the artist's own history.

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

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

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

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

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

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

Describe how previous cultural trends have led to the development of new art styles.

Explain the impact artwork and utilitarian objects have on the human experience.

Describe the rationale for creating, collecting, exhibiting, and owning works of art.

Explain the purpose of public art in the community.

Identify influences of cultural trends on visual art.

Identify influences of visual art and utilitarian objects on the human experience.

Identify reasons to display artwork in public places.

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

Recognize the use of visual art or utilitarian objects in daily life.

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

Recognize an influence of visual art or utilitarian objects on the human experience.

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

Discuss how knowledge and skills learned through the art-making and analysis processes are used to solve problems in non-art contexts.

Discuss the use of background knowledge and critical-thinking skills, learned in the visual arts, to understand varying concepts, viewpoints, and solutions.

Create imaginative works to include background knowledge or information from other subjects.

Integrate visual art with skills and concepts from other fields.

Use visual art to represent information from other fields.

Integrate visual art with selected skills and concepts from other fields.

Make connections between the structural elements of art and the organizational principles of design to understand how artwork is unified.

Identify the function of structural elements of art and organizational principles of design to create and reflect on artwork.

Combine creative and technical knowledge to produce visually strong works of art.

Create artworks that demonstrate skilled use of media to convey personal vision.

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

Select and use structural elements of art and organizational principles of design to create artworks.

Use structural elements of art in personal artworks.

Use a teacher-selected structural element of art or organizational principle of design to create artworks.

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

Use teacher-selected structural elements of art and organizational principles of design to create artworks.

Create new meaning in artworks through shared language, expressive content, and ideation.

Investigate the problem-solving qualities of divergent thinking as a source for new visual symbols and images.

Create a work of personal art using various media to solve an open-ended artistic problem.

Select various media and techniques to communicate personal symbols and ideas through the organization of the structural elements of art.

Apply structural elements of art and organizational principles of design to create artworks with a new meaning.

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

Use basic structural elements of visual art to create and respond to visual art.

Select and use the structural elements of art and organizational principles of design to document images in various formats for public audiences.

Discuss the communicative differences between specific two- and three-dimensional works of art.

Select and use structural elements of art and organizational principles of design to create artworks in various media.

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

Use a teacher-selected structural element of art or organizational principle of design to create artworks in selected media.

Use selected vocabulary, symbols, or symbolism unique to visual art to communicate or document ideas.

Use teacher-selected structural elements of art and organizational principles of design to create artworks in selected media.

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

Manipulate content, media, techniques, and processes to achieve communication with artistic intent.

Use media, technology, and other resources to derive ideas for personal art-making.

Use ideas from cultural, historical, and artistic references to create personal responses in personal artwork.

Use accurate art vocabulary to explain the creative and art-making processes.

Explore various subject matter, themes, and historical or cultural events to develop an image that communicates artistic intent.

Manipulate tools and media to enhance communication in personal artworks.

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 art processes.

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

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

Use art vocabulary to communicate ideas about art.

Experiment with art tools and media to express ideas.

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.

Organize the structural elements of art to achieve artistic goals when producing personal works of art.

Create artwork requiring sequentially ordered procedures and specified media to achieve intended results.

Use visual-thinking and problem-solving skills in a sketchbook or journal to identify, practice, develop ideas, and resolve challenges in the creative process.

Create or re-create organizational structures to incorporate in a new work of visual art.

Re-create sequentially ordered procedures to incorporate in a new work of visual art.

Re-create structural elements in works of art.

Follow a selected process in a given medium.

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

Re-create visual art processes in a given medium.

Use two-dimensional or three-dimensional art materials and tools to understand the potential and limitations of each.

Develop spontaneity and visual unity in artwork through repeated practice and refined craftsmanship.

Demonstrate understanding of safety protocols for media, tools, processes, and techniques.

Demonstrate respect for copyright laws and intellectual property ownership when creating and producing works of art.

Apply two-dimensional techniques and media to create or enhance three-dimensional artwork.

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

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

Discuss issues related to plagiarism and appropriation of others' intellectual property.

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.

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

Follow directions for safety procedures in the art room.

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