Access Art Grade 1 (#7701025) 

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Course Standards

Name Description
VA.1.C.1.1: Create and discuss works of art that convey personal interests.
VA.1.C.1.2: Gather clues to help interpret and reflect on works of art.
VA.1.C.2.1: Describe visual imagery used to complete artwork.
VA.1.C.2.2: Use various media or techniques to learn how changes affect the completed artwork.
VA.1.C.3.1: Identify vocabulary that is used in both visual art and other contexts.
e.g., pattern: art, math, science; texture: art, science; main idea: art, music, language arts; shape: art, math, science
VA.1.C.3.2: Distinguish between artwork, utilitarian objects, and objects from nature.
VA.1.F.1.1: Use various art media and real or imaginary choices to create artwork.
VA.1.F.1.2: Identify how classmates solve artistic problems.
VA.1.F.2.1: Explain how artists impact the appearance of items for sale in stores.
VA.1.F.3.1: Describe the use of art to share community information.
VA.1.F.3.2: Follow directions for completing classroom tasks in a specified timeframe to show early development of 21st-century skills.
e.g., set-up, clean-up, use of materials
VA.1.H.1.1: Discuss how different works of art communicate information about a particular culture.
VA.1.H.1.2: Discuss suitable behavior expected of audience members.
e.g., museum visits, artist presentations, school programs, assemblies
VA.1.H.1.3: Describe ways in which artists use their work to share knowledge and life experiences.
VA.1.H.2.1: Compare artworks from different cultures, created over time, to identify differences in style and media.
VA.1.H.2.2: Identify objects of art that are used every day for utilitarian purposes.
e.g., plates, clothing, teapots
VA.1.H.2.3: Identify places in which artworks may be viewed by others.
e.g., museums, schools, businesses
VA.1.H.3.1: Identify connections between visual art and other content areas.
e.g., illustrations in storybooks, art in music class materials, art created by people of other cultures in social studies
VA.1.O.1.1: Identify and use the structural elements of art and organizational principles of design to support artistic development.
VA.1.O.2.1: Create imagery and symbols to express thoughts and feelings.
VA.1.O.3.1: Use personal symbols in artwork to document surroundings and community.
VA.1.S.1.1: Experiment with art processes and media to express ideas.
e.g., brush: type, pressure; monoprint; stitch; weave; oil pastel; sculpture: additive, subtractive
VA.1.S.1.2: Use varied processes to develop artistic skills when expressing personal thoughts, feelings, and experiences.
e.g., media-specific techniques
VA.1.S.1.3: Create works of art to tell a personal story.
VA.1.S.1.4: Use accurate art vocabulary to communicate ideas about art.
VA.1.S.2.1: Practice correct use of tools with various art media, techniques, and processes.
VA.1.S.2.2: Describe the steps used in art production.
VA.1.S.3.1: Practice skills and techniques to create with two- and/or three-dimensional media.
e.g., eye-hand coordination, fine-motor skills
VA.1.S.3.2: Discuss the qualities of good craftsmanship.
VA.1.S.3.3: Demonstrate safety procedures for using art tools and materials.
VA.1.S.3.4: Identify and be respectful of artwork that belongs to others and represents their ideas.
e.g., positive comments, proper handling of others' work and materials, encouragement, courtesy
LAFS.1.RL.1.2 (Archived Standard): Retell stories, including key details, and demonstrate understanding of their central message or lesson.
LAFS.1.SL.1.2 (Archived Standard): Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
LAFS.1.SL.1.3 (Archived Standard): Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
LAFS.1.SL.2.5 (Archived Standard): Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
MAFS.1.G.1.2 (Archived Standard): Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.
MAFS.1.G.1.3 (Archived Standard): Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.
HE.1.C.2.4: Recognize health consequences for not following rules.
Injuries, arguments, hurt feelings, and pollution.
SC.1.L.14.1: Make observations of living things and their environment using the five senses.
SS.1.A.2.1: Understand history tells the story of people and events of other times and places.

General Course Information and Notes


Access Courses: Access courses are intended only for students with a significant cognitive disability. Access courses are designed to provide students with access to the general curriculum. Access points reflect increasing levels of complexity and depth of knowledge aligned with grade-level expectations. The access points included in access courses are intentionally designed to foster high expectations for students with significant cognitive disabilities.

Access points in the subject areas of science, social studies, art, dance, physical education, theatre, and health provide tiered access to the general curriculum through three levels of access points (Participatory, Supported, and Independent). Access points in English language arts and mathematics do not contain these tiers, but contain Essential Understandings (or EUs). EUs consist of skills at varying levels of complexity and are a resource when planning for instruction.

The purpose of this course is to enable students with disabilities to develop awareness and appreciation of the visual and performing arts. Art instruction includes experimenting with a variety of concepts and ideas in art while using materials correctly and safely to convey personal interests. Students learn to use accurate art vocabulary during the creative process to describe and talk about their work. Observation skills, prior knowledge and art criticism skills are employed to reflect on and interpret works of art. During the creative process, students use accurate art terms and procedures, as well as time-management and collaborative skills.

English Language Development ELD Standards Special Notes Section:

Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Language Arts. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: .

For additional information on the development and implementation of the ELD standards, please contact the Bureau of Student Achievement through Language Acquisition at

General Information

Course Number: 7701025 Course Path: Section: Exceptional Student Education > Grade Group: Elementary > Subject: Academics - Subject Areas >
Abbreviated Title: ACCESS ART GRADE 1
Course Attributes:
  • Class Size Core Required
Course Status: Course Approved

Educator Certifications

Exceptional Student Education (Elementary and Secondary Grades K-12)
Mentally Handicapped (Elementary and Secondary Grades K-12)
Varying Exceptionalities (Elementary and Secondary Grades K-12)
Emotionally Handicapped (Elementary and Secondary Grades K-12)
Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Art (Elementary and Secondary Grades K-12)
Art Education (Elementary Grades 1-6)

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