Kindergarten Fine Arts B.E.S.T. Standards

Actively participate in effortful learning both individually and collectively.

Apply art knowledge and contextual information to analyze how content and ideas are used in works of art.

Analyze challenges and identify solutions for three-dimensional structural problems.

Examine and revise artwork throughout the art-making process to refine work and achieve artistic objective.

Classify artworks, using accurate art vocabulary and knowledge of art history to identify and categorize movements, styles, techniques, and materials.

Compare artwork, architecture, designs, and/or models to understand how technical and utilitarian components impact aesthetic qualities.

Use descriptive terms and varied approaches in art analysis to explain the meaning or purpose of an artwork.

Manipulate or synthesize established techniques as a foundation for individual style initiatives in two-, three-, and/or four-dimensional applications.

Examine career opportunities in the visual arts to determine requisite skills, qualifications, supply-anddemand, market location, and potential earnings.

Follow directions and use effective time-management skills to complete the art-making process and show development of 21st-century skills.

Use appropriately cited sources to document research and present information on visual culture.

Analyze the various functions of audience etiquette to formulate guidelines for conduct in different art venues.

Describe the significance of major artists, architects, or masterworks to understand their historical influences.

Research the history of art in public places to examine the significance of the artwork and its legacy for the future.

Use materials, ideas, and/or equipment related to other content areas to generate ideas and processes for the creation of works of art.

Use the structural elements of art and the organizational principles of design in works of art to establish an interpretive and technical foundation for visual coherence.

Investigate the use of space, scale, and environmental features of a structure to create three-dimensional form or the illusion of depth and form.

Construct new meaning through shared language, ideation, expressive content, and unity in the creative process.

Create works of art that include symbolism, personal experiences, or philosophical view to communicate with an audience.

Demonstrate effective and accurate use of art vocabulary throughout the art-making process.

Demonstrate organizational skills to influence the sequential process when creating artwork.

Manipulate materials, techniques, and processes through practice and perseverance to create a desired result in two- and/or three-dimensional artworks.

Develop skill in sketching and mark-making to plan, execute, and construct two-dimensional images or three-dimensional models.

Store and maintain equipment, materials, and artworks properly in the art studio to prevent damage and/or cross-contamination.

Develop competence and dexterity, through practice, in the use of processes, tools, and techniques for various media.

Review, discuss, and demonstrate the proper applications and safety procedures for hazardous chemicals and equipment during the art-making process.

Demonstrate personal responsibility, ethics, and integrity, including respect for intellectual property, when accessing information and creating works of art.

Use and maintain tools and equipment to facilitate the creative process.

Mathematicians who apply mathematics to real-world contexts:

Mathematicians who assess the reasonableness of solutions: Estimate to discover possible solutions.

Mathematicians who use patterns and structure to help understand and connect mathematical concepts:

Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others: Communicate mathematical ideas, vocabulary and methods effectively.

Mathematicians who complete tasks with mathematical fluency:

Mathematicians who demonstrate understanding by representing problems in multiple ways:

Mathematicians who participate in effortful learning both individually and with others:

Cite evidence to explain and justify reasoning.

Read and comprehend grade-level complex texts proficiently.

Make inferences to support comprehension.

Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.

Use the accepted rules governing a specific format to create quality work.

Use appropriate voice and tone when speaking or writing.

English language learners communicate for social and instructional purposes within the school setting.

Actively participate in effortful learning both individually and collectively.

Analyze the problem in a way that makes sense given the task.

Ask questions that will help with solving the task.

Build perseverance by modifying methods as needed while solving a challenging task.

Stay engaged and maintain a positive mindset when working to solve tasks.

Help and support each other when attempting a new method or approach.

Demonstrate understanding by representing problems in multiple ways.

Build understanding through modeling and using manipulatives.

Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.

Progress from modeling problems with objects and drawings to using algorithms and equations.

Express connections between concepts and representations.

Choose a representation based on the given context or purpose.

Complete tasks with mathematical fluency.

Select efficient and appropriate methods for solving problems within the given context.

Maintain flexibility and accuracy while performing procedures and mental calculations.

Complete tasks accurately and with confidence.

Adapt procedures to apply them to a new context.

Use feedback to improve efficiency when performing calculations.

Engage in discussions that reflect on the mathematical thinking of self and others.

Analyze the mathematical thinking of others.

Compare the efficiency of a method to those expressed by others.

Recognize errors and suggest how to correctly solve the task.

Justify results by explaining methods and processes.

Construct possible arguments based on evidence.

Use patterns and structure to help understand and connect mathematical concepts.

Focus on relevant details within a problem.

Create plans and procedures to logically order events, steps or ideas to solve problems.

Decompose a complex problem into manageable parts.

Relate previously learned concepts to new concepts.

Look for similarities among problems.

Connect solutions of problems to more complicated large-scale situations.

Assess the reasonableness of solutions.

Use benchmark quantities to determine if a solution makes sense.

Check calculations when solving problems.

Verify possible solutions by explaining the methods used.

Evaluate results based on the given context.

Apply mathematics to real-world contexts.

Connect mathematical concepts to everyday experiences.

Use models and methods to understand, represent and solve problems.

Perform investigations to gather data or determine if a method is appropriate.

Redesign models and methods to improve accuracy or efficiency.

Integrate curiosity, range of interests, attentiveness, complexity, and artistic intention in the art-making process to demonstrate self-expression.

Apply art knowledge and contextual information to analyze how content and ideas are used in works of art.

Examine and revise artwork throughout the art-making process to refine work and achieve artistic objective.

Assess the challenges and outcomes associated with the media used in a variety of one’s own works.

Use descriptive terms and varied approaches in art analysis to explain the meaning or purpose of an artwork.

Make connections between timelines in other content areas and timelines in the visual arts.

Demonstrate flexibility and adaptability throughout the innovation process to focus and re-focus on an idea, deliberately delaying closure to promote creative risk-taking.

Use technological tools to create art with varying effects and outcomes.

Examine career opportunities in the visual arts to determine requisite skills, qualifications, supply-and- demand, market location, and potential earnings.

Apply rules of convention to create purposeful design.

Follow directions and use effective time-management skills to complete the art-making process and show development of 21st-century skills.

Apply background knowledge and personal interpretation to discuss cross-cultural connections among various artworks and the individuals, groups, cultures, events, and/or traditions they reflect.

Analyze and compare works in context, considering economic, social, cultural, and political issues, to define the significance and purpose of art.

Describe the significance of major artists, architects, or masterworks to understand their historical influences.

Identify transitions in art media, technique, and focus to explain how technology has changed art throughout history.

Synthesize knowledge and skills learned from non-art content areas to support the processes of creation, interpretation, and analysis.

Use the structural elements of art and the organizational principles of design in works of art to establish an interpretive and technical foundation for visual coherence.

Solve aesthetic problems, through convergent and divergent thinking, to gain new perspectives.

Create works of art that include symbolism, personal experiences, or philosophical view to communicate with an audience.

Investigate the use of technology and other resources to inspire art-making decisions. VA.912.S.1.4: Demonstrate effective and accurate use of art vocabulary throughout the art-making process. VA.912.S.1.6: Describe processes and techniques used to record visual imagery.

Focus on visual information and processes to complete the artistic concept.

Manipulate materials, techniques, and processes through practice and perseverance to create a desired result in two- and/or three-dimensional artworks.

Store and maintain equipment, materials, and artworks properly in the art studio to prevent damage and/or cross-contamination.

Review, discuss, and demonstrate the proper applications and safety procedures for hazardous chemicals and equipment during the art-making process.

Demonstrate personal responsibility, ethics, and integrity, including respect for intellectual property, when accessing information and creating works of art.

Use and maintain tools and equipment to facilitate the creative process.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

The 21st-century skills necessary for success as citizens, workers, and leaders in a global economy are embedded in the study of the arts.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Creating, interpreting, and responding in the arts stimulate the imagination and encourage innovation and creative risk-taking.

Innovation, Technology, and the Future

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

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

Explore a variety of dance elements.

Participatory

Associate and identify words of action or feeling with watching or performing simple dances.

Perform creative movement in a specific order.

Associate selected movements with actions or emotions.

Imitate a sequence of movements.

Attend to selected movements.

Associate a selected movement with an action or emotion.

Imitate selected movements.

Explore movement possibilities to solve problems by experiencing tempo, level, and directional changes.

Explore tempo, level, and directional changes.

Attend to a variety of movements.

Imitate a variety of movements.

Express preferences from among a teacher-selected set of dances.

Identify preferred dances.

Attend to dance performances of others.

Respond to simple dances.

Create free-form dances, using manipulatives, which are personally pleasing and show exploration and imagination.

Imitate movements using manipulatives.

Attend to movements related to dance.

Explore dance-related movements using manipulatives.

Follow classroom instructions given by the teacher.

Follow teacher directions.

Attend to teacher directions.

Respond to teacher directions.

Dance to music from a wide range of cultures.

Explore specified movement in dance.

Attend to dance and music.

Respond to dance and music.

Improvise a short phrase based on the elements of dance.

Imitate a short phrase based on the elements of dance.

Attend to dance movements.

Explore a variety of dance movements.

Improvise a short dance phrase with a clear beginning and ending.

Imitate dance sequences having a beginning and ending.

Attend to dance movements.

Explore a variety of dance movements.

Use movement to express a feeling, idea, or story.

Respond to a dance through movement and words.

Associate selected movements with emotions.

Attend to selected movements.

Associate a selected movement with an emotion.

Discover movement through exploration, creativity, and imitation.

Discover new ways to move by using imitation and imagery.

Explore a variety of movements related to dance.

Attend to basic gross-motor movements.

Explore gross- and fine-motor movements.

Follow classroom directions.

Retain simple sequences and accurate dance terminology over time.

Follow a one-step direction.

Explore a variety of movements related to dance.

Attend to directions.

Attend to basic gross-motor movements.

Respond to a one-step direction.

Explore gross- and fine-motor movements.

Refine gross- and fine-locomotor skills through repetition.

Imitate simple exercises for strengthening and stretching the body.

Develop kinesthetic awareness by maintaining personal space and moving in pathways through space.

Move to various musical and rhythmic accompaniments, responding to changes in tempo and dynamics.

Refine basic gross-motor movements through repetition.

Move to various musical and rhythmic accompaniments.

Attend to basic gross-motor movements.

Explore basic gross-motor movements.

Refine basic gross-motor movements through repetition.

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.

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

Respond to music from various sound sources to show awareness of steady beat.

Identify various sounds in a piece of music.

Identify, visually and aurally, pitched and unpitched classroom instruments.

Identify singing, speaking, and whispering voices.

Demonstrate awareness of a steady beat or pulse.

Recognize selected sounds from various sound sources.

Distinguish between singing, speaking, and whispering voices.

Attend to sounds from various sources.

Respond to music from various sources.

Respond to a variety of sounds from various sound sources.

Explore sounds from various sound sources.

Identify similarities and/or differences in a performance.

Explore different performances of familiar songs.

Attend to performances of familiar songs.

Respond to performances of familiar songs.

Share opinions about selected pieces of music.

Identify preferred musical examples.

Attend to a variety of music.

Respond to a variety of music.

Respond to and explore music through creative play and found sounds in the music classroom.

Explore music through creative play and found sounds in the music classroom.

Attend to a variety of sounds in the classroom.

Explore a variety of sounds in the classroom.

Exhibit age-appropriate music and life skills that will add to the success in the music classroom.

Demonstrate cooperative musical, classroom, and play behaviors.

Cooperate in guided musical activities.

Cooperate in guided musical, classroom, and play activities.

Respond to music from diverse cultures through singing and movement.

Respond to music from a variety of cultures and musical periods.

Attend to music from a variety of cultures and musical periods.

Explore music from a variety of cultures and musical periods.

Respond to and/or perform folk music of American cultural sub-groups.

Respond to music of American cultural sub-groups.

Attend to music of American cultural sub-groups.

Explore music of American cultural sub-groups.

Perform simple songs, finger plays, and rhymes to experience connections among music, language, and numbers.

Respond to simple songs, finger plays, and rhymes to experience connections among music, language, and numbers.

Attend to simple songs, finger plays, and rhymes to experience connections among music, language, and numbers.

Explore simple songs, finger plays, and rhymes to experience connections among music, language, and numbers.

Respond to beat, rhythm, and melodic line through imitation.

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

Demonstrate awareness of beat and rhythm.

Attend to a variety of music.

Explore a variety of music.

Respond to a variety of music.

Respond to music to demonstrate how it makes one feel.

Demonstrate awareness of beat and rhythm.

Attend to a variety of music.

Explore a variety of music.

Improvise a response to a musical question sung or played by someone else.

Respond to simple vocal or instrumental patterns or songs.

Attend to simple vocal or instrumental patterns or songs.

Explore simple vocal or instrumental patterns or songs.

Sing or play songs from memory.

Sing or play songs from a model.

Attend to familiar songs.

Explore familiar songs.

Sing songs of limited range appropriate to the young child and use the head voice.

Perform simple songs and accompaniments.

Match pitches in a song or musical phrase in one or more keys.

Imitate simple rhythm patterns played by the teacher or a peer.

Sing or play songs from a model.

Attend to familiar songs.

Explore familiar songs.

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.

Historical and Global Connections

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Every art form uses its own unique language, verbal and non-verbal, to document and communicate with the world.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

The structural rules and conventions of an art form serve as both a foundation and departure point for creativity.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Understanding the organizational structure of an art form provides a foundation for appreciation of artistic works and respect for the creative process.

Organizational Structure

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Development of skills, techniques, and processes in the arts strengthens our ability to remember, focus on, process, and sequence information.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art.

Skills, Techniques, and Processes

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

The processes of critiquing works of art lead to development of critical-thinking skills transferable to other contexts.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Assessing our own and others' artistic work, using critical-thinking, problem-solving, and decision-making skills, is central to artistic growth.

Participatory

Supported

Independent

Access Point for Students with Significant Cognitive Disabilities

Cognition and reflection are required to appreciate, interpret, and create with artistic intent.

Critical Thinking and Reflection

Create a story about an everyday event involving family members and/or pets using body movements, sounds, and imagination.

Associate sounds and movements with story characters.

Attend to selected character sounds and movements.

Explore selected character sounds and movements.

Respond to a performance and share personal preferences about parts of the performance.

Respond to performances of familiar simple theatre in a variety of media.

Attend to a variety of theatre productions and media.

Explore different types of theatre performances and media.

Recognize that individuals may like different things about a selected story or play.

Share reactions to a live theatre performance.

Identify preferred theatre performances and media.

Attend to theatre performances of others.

Respond to simple theatre performances and media.

Pretend to be an animal by imitating its movements and sounds.

Explore a variety of characters.

Attend to story characters.

Attend to a variety of story characters.

Exhibit age-appropriate dramatic play behaviors.

Demonstrate cooperative dramatic play behaviors.

Attend to theatrical performances.

Contribute to cooperative dramatic play.

Identify how the elements of place and time can change a story.

Identify changes in place and time in a story.

Attend to setting in a story.

Recognize place in a story.

Describe feelings related to watching a play.

Express a personal feeling related to a performance.

Attend to performances.

Recognize a personal feeling related to a performance.

Share opinions about a story with classmates.

Identify preferred performances.

Attend to performances of others.

Respond to simple performances.

Draw a picture of a favorite scene from a play.

Describe a favorite scene from a story or performance.

Attend to a representation of a story or performance.

Recognize a representation of a story or performance.

Compare a story that is read to one that is acted out.

Recognize a similarity between a performance and a story.

Attend to the reading of stories.

Explore theatrical performances of stories.

Demonstrate appropriate audience behavior at a live performance.

Describe play-acting, pretending, and real life.

Describe personal preferences related to a performance.

Imitate an audience response to a theatrical production.

Participate in playacting.

Identify preferred theatre performances and media.

Attend to theatrical performances.

Interact with others.

Attend to theatre performances of others.

Attend to audience behaviors during theatrical performances.

Participate in play activities.

Respond to simple theatre performances and media.

Pretend to be a character from a given story.

Imitate movements and expressions of familiar story characters.

Attend to story dramatizations.

Explore story dramatizations.

Use imagination to show a person at work, using the body and voice to communicate ideas.

Describe the concept of beginning, middle, and ending in stories using dramatic play.

Demonstrate use of the stage space using dramatic play.

Explore a variety of story characters.

Imitate movements and expressions of familiar story characters.

Attend to a variety of stories.

Attend to story dramatizations.

Explore a variety of story 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

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.

Create and share personal works of art with others.

Create personal works of art.

Attend to images and media for artwork.

Explore images and media for artwork.

Describe personal choices made in the creation of artwork.

Identify media used by self or peers.

Create personal works of art.

Attend to images and media for artwork.

Explore images and media for artwork.

Experiment with art media for personal satisfaction and perceptual awareness.

Identify real and imaginary subject matter in works of art.

Explore visual art tools and media.

Re-create basic shapes.

Explore sensory stimulation related to visual art.

Attend to basic shapes.

Explore visual art media.

Explore basic shapes.

Describe where art ideas or products can be found in stores.

Recognize visual art in the environment.

Attend to sensory stimulation related to visual art.

Attend to visual art in the environment.

Create artwork that communicates an awareness of self as part of the community.

Use a variety of visual art media to create artwork that communicates awareness of self.

Attend to a variety of visual art media.

Explore a variety of visual art media.

Describe art from selected cultures and places.

Follow directions for suitable behavior in an art audience.

Explain how art-making can help people express ideas and feelings.

Respond to visual art from selected cultures and places.

Demonstrate awareness of appropriate audience etiquette.

Respond to a variety of visual art.

Attend to visual art in activities and environments.

Attend respectfully to the artwork of others.

Explore visual art from selected cultures and places.

Attend respectfully to artwork of others.

Explore a variety of visual art.

Compare selected artworks from various cultures to find differences and similarities.

Explore everyday objects that have been designed and created by artists.

Describe where artwork is displayed in school or other places.

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

Explore visual art in common activities and environments.

Attend to visual art in activities and environments.

Attend to a variety of visual art.

Explore the visual art of diverse cultures and historical periods.

Attend to visual art in common activities and environments.

Express ideas related to non-art content areas through personal artworks.

Explore different representations of familiar themes in visual art.

Attend to visual art.

Respond to visual art representations of familiar themes.

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

Explore basic structural elements of art.

Attend to a variety of visual art.

Explore a variety of visual art.

Generate ideas and images for artworks based on memory, imagination, and experiences.

Generate ideas and images for artwork that communicate awareness of self.

Attend to images for artwork.

Explore ideas and images for artwork.

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

Recognize and use structural elements of art.

Attend to basic structural elements of art.

Explore basic structural elements of art.

Explore art processes and media to produce artworks.

Produce artwork influenced by personal decisions and ideas.

Recognize basic art processes and media.

Create artwork that communicates awareness of self.

Attend to basic art processes and media.

Attend to images for artwork.

Explore basic art processes and media.

Explore ideas and images for artwork.

Develop artistic skills through the repeated use of tools, processes, and media. e.g., media-specific techniques, eye-hand coordination, fine-motor skills

Recognize basic art tools and media.

Attend to basic art tools and media.

Explore basic art tools and media.

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

Practice skills to develop craftsmanship.

Handle art tools and media safely in the art room.

Explore a variety of visual art tools and media.

Attend to a variety of visual art media.

Explore a variety of visual art media.

Identify artwork that belongs to others and represents their ideas.