Access Visual and Performing Arts (#7967010) 


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Course Standards

Name Description
VA.912.C.1.1: Integrate curiosity, range of interests, attentiveness, complexity, and artistic intention in the art-making process to demonstrate self-expression.
Related Access Points
Name Description
VA.912.C.1.In.a: Express a range of interests and contextual connections in the art-making process.
VA.912.C.1.Su.a: Integrate ideas during the art-making process to convey meaning in personal works of art.
VA.912.C.1.Pa.a: Use the art-making process to communicate personal interests and self-expression.

VA.912.C.1.3: Evaluate the technical skill, aesthetic appeal, and/or social implication of artistic exemplars to formulate criteria for assessing personal work.
Related Access Points
Name Description
VA.912.C.1.In.b: Identify qualities of exemplary artworks that are evident and transferable to the judgment of personal work.
VA.912.C.1.Su.b: Examine exemplary artworks to identify qualities that make the work unique or appealing.
VA.912.C.1.Pa.b: Examine exemplary artworks to recognize qualities that make the work unique or appealing.
VA.912.F.1.3: Demonstrate flexibility and adaptability throughout the innovation process to focus and re-focus on an idea, deliberately delaying closure to promote creative risk-taking.
VA.912.F.1.4: Use technological tools to create art with varying effects and outcomes.
VA.912.H.1.1: Analyze the impact of social, ecological, economic, religious, and/or political issues on the function or meaning of the artwork.
Related Access Points
Name Description
VA.912.H.1.In.a: Compare historical and cultural influences that have inspired artists to produce works of art.
VA.912.H.1.Su.a: Recognize ideas important to people, groups, cultures, or time periods that are reflected in their artworks.
VA.912.H.1.Pa.a: Recognize similar themes in visual art from a variety of cultures and times.
VA.912.H.1.3: Examine the significance placed on art forms over time by various groups or cultures compared to current views on aesthetics.
Related Access Points
Name Description
VA.912.H.1.In.c: Compare art forms of various cultures and times.
VA.912.H.1.Su.c: Recognize similarities and differences between art forms across cultures and times.
VA.912.H.1.Pa.a: Recognize similar themes in visual art from a variety of cultures and times.
VA.912.H.2.1: Identify transitions in art media, technique, and focus to explain how technology has changed art throughout history.
Related Access Points
Name Description
VA.912.H.2.In.a: Describe how technology has led to the development of new art styles over time.
VA.912.H.2.Su.a: Recognize how technology influences the creation of visual art.
VA.912.H.2.Pa.a: Recognize structural elements of art and organizational principles of design to create and respond to artworks.
VA.912.H.2.2: Analyze the capacity of the visual arts to fulfill aesthetic needs through artwork and utilitarian objects.
Related Access Points
Name Description
VA.912.H.2.In.b: Explain the impact artwork and utilitarian objects have on the human experience.
VA.912.H.2.Su.b: Identify influences of visual art and utilitarian objects on the human experience.
VA.912.H.2.Pa.b: Recognize an influence of visual art or utilitarian objects on the human experience.
VA.912.O.1.3: Research and use the techniques and processes of various artists to create personal works.
Related Access Points
Name Description
VA.912.O.1.In.a: Create artworks that demonstrate skilled use of media to convey personal vision.
VA.912.O.1.Su.a: Select and use structural elements of art and organizational principles of design to create artworks.
VA.912.O.1.Pa.a: Use teacher-selected structural elements of art and principles of design to create artworks.
VA.912.O.1.5: Investigate the use of space, scale, and environmental features of a structure to create three-dimensional form or the illusion of depth and form.
Related Access Points
Name Description
VA.912.O.1.In.c: Explore the use of space, scale, and environmental features to create three-dimensional form or the illusion of depth and form.
VA.912.O.1.Su.c: Re-create three-dimensional form or the illusion of depth and form from a model.
VA.912.O.1.Pa.c: Explore and use a variety of visual art media to create three-dimensional form.
VA.912.O.2.1: Construct new meaning through shared language, ideation, expressive content, and unity in the creative process.
Related Access Points
Name Description
VA.912.O.2.In.a: Select various media and techniques to communicate personal symbols and ideas through the organization of the structural elements of art.
VA.912.O.2.Su.a: Apply basic structural elements of art and organizational principles of design to create artworks with a new meaning.
VA.912.O.2.Pa.a: Use basic structural elements of art to create and respond to artworks.
VA.912.O.2.4: Concentrate on a particular style, theme, concept, or personal opinion to develop artwork for a portfolio, display, or exhibition.
Related Access Points
Name Description
VA.912.O.2.In.a: Select various media and techniques to communicate personal symbols and ideas through the organization of the structural elements of art.
VA.912.O.2.Su.a: Apply basic structural elements of art and organizational principles of design to create artworks with a new meaning.
VA.912.O.2.Pa.a: Use basic structural elements of art to create and respond to artworks.
VA.912.O.3.1: Create works of art that include symbolism, personal experiences, or philosophical view to communicate with an audience.
Related Access Points
Name Description
VA.912.O.3.In.a: Use vocabulary, symbols, and symbolism unique to visual art to communicate and document a variety of ideas in artworks.
VA.912.O.3.Su.b: Use selected vocabulary, symbols, and symbolism unique to visual art to communicate and document a variety of ideas in artworks.
VA.912.O.3.Pa.c: Use selected vocabulary, symbols, or symbolism unique to visual art to communicate and document ideas in artworks.
VA.912.S.1.1: Use innovative means and perceptual understanding to communicate through varied content, media, and art techniques.
Related Access Points
Name Description
VA.912.S.1.In.a: Manipulate content, media, techniques, and processes to achieve communication with artistic intent.
VA.912.S.1.Su.a: Manipulate tools and media to enhance communication in personal artworks.
VA.912.S.1.Pa.a: Experiment with art tools and media to express ideas.
VA.912.S.1.2: Investigate the use of technology and other resources to inspire art-making decisions.
Related Access Points
Name Description
VA.912.S.1.In.b: Use media, technology, and other resources to derive ideas for personal art-making decisions.
VA.912.S.1.Su.b: Use media, technology, and other resources to inspire personal art-making decisions.
VA.912.S.1.Pa.b: Use diverse resources to inspire artistic expression and achieve varied results.
VA.912.S.1.3: Interpret and reflect on cultural and historical events to create art.
Related Access Points
Name Description
VA.912.S.1.In.c: Explore various subject matter, themes, and historical or cultural events to develop an image that communicates artistic intent.
VA.912.S.1.Su.c: Create artworks to depict personal, cultural, and/or historical themes.
VA.912.S.1.Pa.c: Use art exemplars for specified time periods and cultures to inspire personal artworks.
TH.912.C.1.2: Create, refine, and sustain complex and believable characters for performance through the integration and application of artistic choices based on research, rehearsal, feedback, and refinement.
Related Access Points
Name Description
TH.912.C.1.In.b: Create a character for a performance-based rehearsal, feedback, and refinement.
TH.912.C.1.Su.b: Re-create a character based rehearsal, feedback, and refinement.
TH.912.C.1.Pa.b: Change a characteristic in a character for a performance based on feedback.
TH.912.C.1.5: Make and defend conscious choices in the creation of a character that will fulfill anticipated audience response.
Related Access Points
Name Description
TH.912.C.1.In.d: Select the physical/visual elements necessary to create a specific historical and/or geographical play.
TH.912.C.1.Su.d: Describe the selection of specific criteria in the creation of a character that will fulfill audience response.
TH.912.C.1.Pa.d: Identify a physical/visual element necessary to create a specific historical and/or geographical play.
TH.912.C.1.6: Respond to theatrical works by identifying and interpreting influences of historical, social, or cultural contexts.
Related Access Points
Name Description
TH.912.C.1.In.e: Explain specific criteria chosen in the creation of a character that will fulfill anticipated audience response.
TH.912.C.1.Su.e: Use a selected criterion to respond to a variety of theatrical performances.
TH.912.C.1.Pa.e: Identify selection of characteristics in the creation of a character for a specific audience.
TH.912.C.2.7: Accept feedback from others, analyze it for validity, and apply suggestions appropriately to future performances or designs.
Related Access Points
Name Description
TH.912.C.2.In.f: Implement feedback and suggestions from others in future performances.
TH.912.C.2.Su.f: Use feedback from others to refine future performances.
TH.912.C.2.Pa.f: Follow feedback from others on future performances.
TH.912.F.1.2: Solve short conflict-driven scenarios through improvisation.
Related Access Points
Name Description
TH.912.F.1.In.b: Create, interpret, and respond to theatre that uses improvised storytelling.
TH.912.F.1.Su.b: Create, interpret, or respond to theatre that uses improvised storytelling.
TH.912.F.1.Pa.b: Create, interpret, or respond to props, costumes, or dialogue that support a story.
TH.912.F.1.3: Stimulate imagination, quick thinking, and creative risk-taking through improvisation to create written scenes or plays.
Related Access Points
Name Description
TH.912.F.1.In.b: Create, interpret, and respond to theatre that uses improvised storytelling.
TH.912.F.1.Su.b: Create, interpret, or respond to theatre that uses improvised storytelling.
TH.912.F.1.Pa.b: Create, interpret, or respond to props, costumes, or dialogue that support a story.
TH.912.H.1.1: Analyze how playwrights’ work reflects the cultural and socio-political framework in which it was created.
Related Access Points
Name Description
TH.912.H.1.In.a: Compare theatre works from a variety of playwrights from diverse culture and historical periods.
TH.912.H.1.Su.a: Identify similarities and differences in theatrical work produced by people of different cultures and historical periods.
TH.912.H.1.Pa.a: Recognize a variety of theatrical works.
TH.912.H.1.2: Study, rehearse, and discuss a broad range of theatre works by diverse playwrights to enrich one’s perspective of the world.
Related Access Points
Name Description
TH.912.H.1.In.a: Compare theatre works from a variety of playwrights from diverse culture and historical periods.
TH.912.H.1.Su.a: Identify similarities and differences in theatrical work produced by people of different cultures and historical periods.
TH.912.H.1.Pa.a: Recognize a variety of theatrical works.
TH.912.O.3.4: Create a performance piece to document a significant issue or event.
Related Access Points
Name Description
TH.912.O.1.In.c: Apply selected principles of dramatic structure to support a dramatic scene.
TH.912.O.1.Su.c: Apply a principle of dramatic structure to support a dramatic scene.
TH.912.O.1.Pa.c: Contribute a principle of dramatic structure to support a scene.
TH.912.O.3.5: Design technical elements to document the progression of a character, plot, or theme.
Related Access Points
Name Description
TH.912.O.3.In.b: Describe how the staging or technical design for a scene supports the artistic intent.
TH.912.O.3.Su.b: Identify how the staging or technical design for a scene supports the artistic intent.
TH.912.O.3.Pa.b: Recognize how a selected staging or technical design characteristic for a scene supports the artistic intent.
TH.912.S.1.1: Describe the interactive effect of audience members and actors on performances.
Related Access Points
Name Description
TH.912.S.1.In.a: Describe the proper audience etiquette at live and recorded performances.
TH.912.S.1.Su.a: Demonstrate proper audience etiquette at live and recorded performances.
TH.912.S.1.Pa.a: Recognize a characteristic of proper audience etiquette at live and recorded performances.
TH.912.S.1.5: Write monologues, scenes, and/or short plays using principles and elements of writing found in dramatic literature.
Related Access Points
Name Description
TH.912.S.1.In.d: Create, re-create, and refine a variety of theatrical performances.
TH.912.S.1.Su.d: Re-create and refine selected theatrical performances.
TH.912.S.1.Pa.d: Contribute to the creation, or re-creation, and refinement of a variety of theatrical performances.
TH.912.S.2.4: Sustain a character or follow technical cues in a production piece to show focus.
Related Access Points
Name Description
TH.912.S.2.In.c: Refine memorized scenes to establish successful interpretation, expression, and believability.
TH.912.S.2.Su.c: Refine memorized scenes to establish successful interpretation, expression, and believability.
TH.912.S.2.Pa.c: Contribute selected lines or actions to scenes to establish successful interpretation, expression, and believability.
TH.912.S.2.5: Perform memorized theatrical literature in contrasting pieces to show ability to apply principles and structure, focus on details of performance, and processing skills to establish successful interpretation, expression, and believability.
Related Access Points
Name Description
TH.912.S.2.In.c: Refine memorized scenes to establish successful interpretation, expression, and believability.
TH.912.S.2.Su.c: Refine memorized scenes to establish successful interpretation, expression, and believability.
TH.912.S.2.Pa.c: Contribute selected lines or actions to scenes to establish successful interpretation, expression, and believability.
DA.912.C.1.2: Apply replication, physical rehearsal, and cognitive rehearsal to aid in the mental and physical retention of patterns, complex steps, and sequences performed by another dancer.
Related Access Points
Name Description
DA.912.C.1.In.1: Process, sequence, and demonstrate new steps accurately with energy, expression, and clarity.
DA.912.C.1.Su.1: Re-create movement sequences with energy, expression, and clarity.
DA.912.C.1.Pa.1: Re-create movement in short sequences with energy, expression, and clarity.
DA.912.C.1.4: Weigh and discuss the personal significance of using both physical and cognitive rehearsal over time to strengthen one’s own retention of patterns, complex steps, and sequences for rehearsal and performance.
Related Access Points
Name Description
DA.912.C.1.In.1: Process, sequence, and demonstrate new steps accurately with energy, expression, and clarity.
DA.912.C.1.Su.1: Re-create movement sequences with energy, expression, and clarity.
DA.912.C.1.Pa.1: Re-create movement in short sequences with energy, expression, and clarity.
DA.912.F.1.1: Study and/or perform exemplary works by choreographers who use new and emerging technology to stimulate the imagination.
Related Access Points
Name Description
DA.912.F.1.In.0: Demonstrate the use of a variety of technology tools to produce, store, or view dance performances as a citizen, consumer, or worker.
DA.912.F.1.Su.0: Individually or collaboratively demonstrate the use of selected technology tools to produce, store, or experience dance performances as a citizen, consumer, or worker.
DA.912.F.1.Pa.0: Use selected technology tools to access dance as a citizen, consumer, or worker.
DA.912.F.1.2: Imagine, then describe and/or demonstrate, ways to incorporate new, emerging, or familiar technology in the creation of an innovative dance project or product.
Related Access Points
Name Description
DA.912.F.1.In.0: Demonstrate the use of a variety of technology tools to produce, store, or view dance performances as a citizen, consumer, or worker.
DA.912.F.1.Su.0: Individually or collaboratively demonstrate the use of selected technology tools to produce, store, or experience dance performances as a citizen, consumer, or worker.
DA.912.F.1.Pa.0: Use selected technology tools to access dance as a citizen, consumer, or worker.
DA.912.H.1.2: Study dance works created by artists of diverse backgrounds, and use their work as inspiration for performance or creating new works.
Related Access Points
Name Description
DA.912.H.1.In.0: Compare influences of dance on cultures over time.
DA.912.H.1.Su.0: Recognize the influence of dance on culture.
DA.912.H.1.Pa.0: Recognize a variety of culturally significant dances.

DA.912.H.1.4: Observe, practice, and/or discuss a broad range of historical, cultural, or social dances to broaden a personal perspective of the world.
Related Access Points
Name Description
DA.912.H.1.In.0: Compare influences of dance on cultures over time.
DA.912.H.1.Su.0: Recognize the influence of dance on culture.
DA.912.H.1.Pa.0: Recognize a variety of culturally significant dances.

DA.912.O.1.1: Compare dances of different styles, genres, and forms to show understanding of how the different structures and movements give the dance identity.
Related Access Points
Name Description
DA.912.O.1.In.0: Compare characteristics of two dance forms.
DA.912.O.1.Su.0: Identify characteristics of a variety of dance forms.
DA.912.O.1.Pa.0: Recognize a characteristic of a variety of dance forms.
DA.912.O.1.3: Dissect or assemble a step, pattern, or combination to show understanding of the movement, terminology, and progression.
Related Access Points
Name Description
DA.912.O.1.In.2: Dissect a dance step or combination to reveal the underlying steps and positions.
DA.912.O.1.Su.2: Investigate the positions, initiations, and movements within a given step.
DA.912.O.1.Pa.2: Recognize specified elements of dance in planned dance pieces to show awareness of structure.
MU.912.C.1.1: Apply listening strategies to promote appreciation and understanding of unfamiliar musical works.
Related Access Points
Name Description
MU.912.C.1.In.a: Develop effective sensory strategies and describe how they support appreciation of unfamiliar musical works.
MU.912.C.1.Su.a: Use appropriate sensory strategies to support appreciation of unfamiliar musical works.
MU.912.C.1.Pa.a: Use sensory strategies to support appreciation of unfamiliar musical works.
MU.912.C.1.3: Analyze instruments of the world and classify them by common traits.
Related Access Points
Name Description
MU.912.C.1.In.c: Identify, aurally, selected instruments of the world.
MU.912.C.1.Su.c: Recognize selected instruments of the world.
MU.912.C.1.Pa.c: Recognize a variety of instruments.
MU.912.F.1.2: Incorporate or adapt new, emerging, or previously unfamiliar technology to create an innovative composition, music project, or related product.
Related Access Points
Name Description
MU.912.F.1.In.a: Demonstrate the use of a variety of technology tools to produce, store, or listen to music as a citizen, consumer, or worker.
MU.912.F.1.Su.a: Demonstrate the use of selected technology tools to produce, store, or listen to music as a citizen, consumer, or worker.
MU.912.F.1.Pa.a: Collaboratively demonstrate the use of selected technology tools to produce, store, or listen to music as a citizen, consumer, or worker.
MU.912.F.3.4: Design and implement a personal learning plan, related to the study of music, which demonstrates self-assessment, brain-storming, decision-making, and initiative to advance skills and/or knowledge.
Related Access Points
Name Description
MU.912.F.3.In.c: Prioritize, monitor, and complete tasks related to individual and collaborative music projects.
MU.912.F.3.Su.c: Organize and complete music projects having three or more components.
MU.912.F.3.Pa.c: Contribute to the organization and execution of music projects.
MU.912.H.1.3: Compare two or more works of a composer across performance media.
Related Access Points
Name Description
MU.912.H.1.In.b: Compare stylistic and musical features in works originating from different cultures.
MU.912.H.1.Su.b: Identify similarities and differences between styles and features of music produced by different cultures.
MU.912.H.1.Pa.b: Recognize similarities or differences between styles or features of music produced by different cultures.
MU.912.H.2.1: Evaluate the social impact of music on specific historical periods.
Related Access Points
Name Description
MU.912.H.2.In.a: Examine the social impact of music on historical periods or cultural evolution.
MU.912.H.2.Su.a: Recognize the social impact of selected music on historical periods or cultural events.
MU.912.H.2.Pa.a: Match selected music with significant historical periods or cultural events
MU.912.S.1.1: Improvise rhythmic and melodic phrases over harmonic progressions.
Related Access Points
Name Description
MU.912.S.1.In.a: Improvise rhythmic and melodic phrases to accompany familiar songs and/or standard harmonic progressions.
MU.912.S.1.Su.a: Improvise rhythmic or melodic phrases to accompany familiar songs and/or standard harmonic progressions.
MU.912.S.1.Pa.a: Participate in an improvisation with vocal or instrumental patterns using familiar songs.
MU.912.S.1.4: Perform and notate, independently and accurately, melodies by ear.
Related Access Points
Name Description
MU.912.S.1.In.a: Improvise rhythmic and melodic phrases to accompany familiar songs and/or standard harmonic progressions.
MU.912.S.1.Su.a: Improvise rhythmic or melodic phrases to accompany familiar songs and/or standard harmonic progressions.
MU.912.S.1.Pa.a: Participate in an improvisation with vocal or instrumental patterns using familiar songs.
MA.K12.MTR.1.1: Actively participate in effortful learning both individually and collectively.  

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

  • 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.

 

Clarifications:
Teachers who encourage students to participate actively in effortful learning both individually and with others:
  • Cultivate a community of growth mindset learners. 
  • Foster perseverance in students by choosing tasks that are challenging. 
  • Develop students’ ability to analyze and problem solve. 
  • Recognize students’ effort when solving challenging problems.
MA.K12.MTR.2.1: Demonstrate understanding by representing problems in multiple ways.  

Mathematicians who 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.
Clarifications:
Teachers who encourage students to demonstrate understanding by representing problems in multiple ways: 
  • Help students make connections between concepts and representations.
  • Provide opportunities for students to use manipulatives when investigating concepts.
  • Guide students from concrete to pictorial to abstract representations as understanding progresses.
  • Show students that various representations can have different purposes and can be useful in different situations. 
MA.K12.MTR.3.1: Complete tasks with mathematical fluency. 

Mathematicians who 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. 
Clarifications:
Teachers who encourage students to complete tasks with mathematical fluency:
  • Provide students with the flexibility to solve problems by selecting a procedure that allows them to solve efficiently and accurately.
  • Offer multiple opportunities for students to practice efficient and generalizable methods.
  • Provide opportunities for students to reflect on the method they used and determine if a more efficient method could have been used. 
MA.K12.MTR.4.1: Engage in discussions that reflect on the mathematical thinking of self and others. 

Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:

  • Communicate mathematical ideas, vocabulary and methods effectively.
  • 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. 
Clarifications:
Teachers who encourage students to engage in discussions that reflect on the mathematical thinking of self and others:
  • Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
  • Create opportunities for students to discuss their thinking with peers.
  • Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
  • Develop students’ ability to justify methods and compare their responses to the responses of their peers. 
MA.K12.MTR.5.1: Use patterns and structure to help understand and connect mathematical concepts. 

Mathematicians who 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. 
Clarifications:
Teachers who encourage students to use patterns and structure to help understand and connect mathematical concepts:
  • Help students recognize the patterns in the world around them and connect these patterns to mathematical concepts.
  • Support students to develop generalizations based on the similarities found among problems.
  • Provide opportunities for students to create plans and procedures to solve problems.
  • Develop students’ ability to construct relationships between their current understanding and more sophisticated ways of thinking.
MA.K12.MTR.6.1: Assess the reasonableness of solutions. 

Mathematicians who assess the reasonableness of solutions: 

  • Estimate to discover possible 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. 
Clarifications:
Teachers who encourage students to assess the reasonableness of solutions:
  • Have students estimate or predict solutions prior to solving.
  • Prompt students to continually ask, “Does this solution make sense? How do you know?”
  • Reinforce that students check their work as they progress within and after a task.
  • Strengthen students’ ability to verify solutions through justifications. 
MA.K12.MTR.7.1: Apply mathematics to real-world contexts. 

Mathematicians who 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. 
Clarifications:
Teachers who encourage students to apply mathematics to real-world contexts:
  • Provide opportunities for students to create models, both concrete and abstract, and perform investigations.
  • Challenge students to question the accuracy of their models and methods.
  • Support students as they validate conclusions by comparing them to the given situation.
  • Indicate how various concepts can be applied to other disciplines.
ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
Clarifications:
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.

2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.

4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor. 

6-8 Students continue with previous skills and use a style guide to create a proper citation.

9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.

ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
Clarifications:
See Text Complexity for grade-level complexity bands and a text complexity rubric.
ELA.K12.EE.3.1: Make inferences to support comprehension.
Clarifications:
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page. Students will use the terms and apply them in 2nd grade and beyond.
ELA.K12.EE.4.1: Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
Clarifications:
In kindergarten, students learn to listen to one another respectfully.

In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.

In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.

ELA.K12.EE.5.1: Use the accepted rules governing a specific format to create quality work.
Clarifications:
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.
Clarifications:
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.



General Course Information and Notes

VERSION DESCRIPTION

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.


GENERAL NOTES

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 for social and instructional purposes within the school setting.   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: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf.


General Information

Course Number: 7967010 Course Path: Section: Exceptional Student Education > Grade Group: Senior High and Adult > Subject: Academics - Subject Areas >
Abbreviated Title: ACCESS VIS/PERF ARTS
Number of Credits: Course may be taken for up to two credits
Course Attributes:
  • Class Size Core Required
Course Type: Core Academic Course
Course Status: Draft - Course Pending Approval
Grade Level(s): 9,10,11,12,30,31
Graduation Requirement: Performing/Fine Arts



Educator Certifications

Art Education (Secondary Grades 7-12)
Music (Elementary and Secondary Grades K-12)
Drama (Grades 6-12)
Art (Elementary and Secondary Grades K-12)
English (Grades 6-12)
Middle Grades English (Middle Grades 5-9)
Speech (Grades 6-12)
Instrumental Music (Secondary Grades 7-12)
Instrumental Music (Elementary and Secondary Grades K-12)
Dance (Elementary and Secondary Grades K-12)


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