Special Education Visual And Performing Arts
Visual and Performing Arts are essential to the education of all students. Arts promotes creativity, thinking skills, and enjoyment. Students who are able to appreciate the arts and express themselves artistically gain self confidence and so become more fully able to participate in society. Visual and Performing Arts education is of particular value to students who have special needs because it encourages and rewards that which cannot be expressed in words or numbers.
The purpose of this Visual and Performing Arts Curriculum Guide is to enable teachers and parents to assist students with moderate to severe disabilities in development of essential skills in artistic appreciation and expression
Coming Soon This Summer
Instructional materials to help you teach the objectives you selected
Many of the Idea Statements contain comments and suggestions of how to teach them. They are followed by suggested instructional materials to help your students accomplish the skills you are teaching. Click on the item name for a picture and a full description. If you purchase the item, it will be delivered in a few days. Parents can also select appropriate fun projects for your children, by the skills you want your children to learn.
The Idea Statements
Music- Artistic Perception
Listen To And Analyze Music Critically
turning head toward source
| By month/year, given a teacher selected piece
of music, THE STUDENT will demonstrate
attention to the music by of music 2 out of 5
times for4 out of 10 days as observed and
recorded by staff.
By month/year, given a teacher selected piece of music, THE STUDENT will demonstrate attention to the music by turning head toward source of music 3 out of 5 times for 6 out of 10 days as observed and recorded by staff. By month/year, given a teacher selected piece of music, THE STUDENT will demonstrate attention to the music by turning head toward source of music 4 out of 5 times for 8 out of 10 days as observed and recorded by staff. |
THE STUDENT will demonstrate attention
to the music by of music
10% accuracy by November |
indicate by pointing, eye gazing verbally labeling
| By month/year, given a teacher selected piece
of music, THE STUDENT will indicate by
pointing, eye gazing verbally labeling, etc.)
Different elements of music ( loud, soft, fast,
slow) 2 out of 5 times for 4 out of 10 days as
observed and recorded by staff.
By month/year, given a teacher selected piece of music, THE STUDENT will indicate by pointing, eye gazing verbally labeling, etc.) Different elements of music ( loud, soft, fast, slow) 3 out of 5 times for 6 out of 10 days as observed and recorded by staff. By month/year, given a teacher selected piece of music THE STUDENT will indicate by pointing, eye gazing verbally labeling, etc.) Different elements of music, ( loud, soft, fast, slow) 4 out of 5 times for 8 out of 10 days as observed and recorded by staff. |
Given a teacher selected piece of music, THE
STUDENT will indicate by pointing, eye
gazing verbally labeling, etc.) Different
elements of music
1 out of 8 times by January |
keep time to the music using an instrument
| By month/year, given a teacher selected piece
of music, THE STUDENT will keep time to
the music using a instrument 2 out of 5 times
for 4 out of 10 days as observed and recorded
by staff.
By month/year, given a teacher selected piece of music, THE STUDENT will keep time to the music using a instrument 3 out of 5 times for 6 out of 10 days as observed and recorded by staff. By month/year, given a teacher selected piece of music THE STUDENT will keep time to the music using a instrument 4 out of 5 times for 8 out of 10 days as observed and recorded by staff |
THE STUDENT will keep time to the music
using a instrument
4 verbal reminders by June |
.
differentiate by change in body movement
By month/year, given a teacher selected piece
of music, THE STUDENT will differentiate
by change in body movement between kinds
of music ( classical, jazz, R& B, rock,
country, hard rock, big band etc.) 3 out of 5
times for 6 out of 10 days as observed and
recorded by staff. By month/year, given a teacher selected piece
of music THE STUDENT will differentiate
by change in body movement between kinds
of music ( classical, jazz, R& B, rock,
country, hard rock, big band etc.) 4 out of 5
times for 8 out of 10 days as observed and
recorded by staff 2 out of 8 observed opportunities by June
By month/year, given a teacher selected piece
of music, THE STUDENT will differentiate
by change in body movement between kinds
of music ( classical, jazz, R& B, rock,
country, hard rock, big band etc.) 2 out of 5
times for 4 out of 10 days as observed and
recorded by staff.
THE STUDENT will differentiate by change
in body movement between kinds of music (
classical, jazz, R& B, rock, country, hard
rock, big band etc.) 2 out of 5 times
2 out of 8 observed opportunities by October
2 out of 8 observed opportunities by December
2 out of 8 observed opportunities by April
express by facial expression, gesture how the music makes him/her feel
| By month/year, given a teacher selected piece
of music, THE STUDENT will express
(picture, facial expression, gesture how the
music makes him/her feel 4 out of 10 days as
observed and recorded by staff.
By month/year, given a teacher selected piece of music, THE STUDENT will express (picture, facial expression, gesture how the music makes him/her feel 3 out of 5 times for 6 out of 10 days as observed and recorded by staff. By month/year, given a teacher selected piece of music, THE STUDENT will express ( picture, facial expression, gesture how the music makes him/her feel 4 out of 5 times for 8 out of 10 days as observed and recorded by staff. |
THE STUDENT will express (picture, facial
expression, gesture how the music makes
him/her feel
1 out of 6 requests by June |
exhibit appropriate audience behavior
| By month/year, given a teacher selected piece
of music, THE STUDENT will exhibit
appropriate audience behavior (sitting
quietly, applauding at the right times,
participating as requested). 2 out of 5 times
for 4 out of 10 days as observed and recorded
by staff.
By month/year, given a teacher selected piece of music, THE STUDENT will exhibit appropriate audience behavior (sitting quietly, applauding at the right times, participating as requested). 3 out of 5 times for 6 out of 10 days as observed and recorded by staff. By month/year, given a teacher selected piece of music THE STUDENT will exhibit appropriate audience behavior (sitting quietly, applauding at the right times, participating as requested). 4 out of 5 times for 8 out of 10 days as observed and recorded by staff. |
THE STUDENT will exhibit appropriate
audience behavior (sitting quietly, applauding
at the right times, participating as requested).
2 minutes to 4 minutes without reinforcement by
January |
Suggested Activities
Use a class library of various types of music
Attend concerts and musical events
Use musical instruments
Share favorite kinds of music
Invite musicians to perform in class
Play musical games
Move to music
Learn To Recognize/Read Musical Notes And Symbols
point to the picture of the whole note
| By month year, given a picture of whole note
and a half note, THE STUDENT will point to
the picture of the whole note on request 40%
of opportunities for 2 consecutive weeks as
observed and recorded by staff.
By month year, given a picture of whole note and a half note, THE STUDENT will point to the picture of the whole note on request 60% of opportunities for 3 consecutive weeks as observed and recorded by staff. By month year, given a picture of whole note and a half note, THE STUDENT will point to the picture of the whole note on request 80% of opportunities for 4 consecutive weeks as observed and recorded by staff. |
THE STUDENT will point to the picture of
the whole note on request 60% of
opportunities
4 verbal reminders by June |
point to music symbols
| By month year, given a picture of whole note
and a half note, THE STUDENT will point to
music symbols ( rest, repeat, treble ,bass,
forte, piano, etc) on a piece of sheet music
40% of opportunities for 2 consecutive weeks
as observed and recorded by staff.
By month year, given a picture of whole note and a half note, THE STUDENT will point to music symbols ( rest, repeat, treble ,bass, forte, piano, etc) on a piece of sheet music 660% of opportunities for 3 consecutive weeks as observed and recorded by staff. By month year, given a picture of whole note and a half note, THE STUDENT will point to music symbols ( rest, repeat, treble ,bass, forte, piano, etc) on a piece of sheet music 80% of opportunities for 4 consecutive weeks as observed and recorded by staff. |
THE STUDENT will point to music symbols
( rest, repeat, treble ,bass, forte, piano, etc) on
a piece of sheet music 40% of opportunities
1 out of 8 times by January |
respond appropriately sing loud or soft
| By month year, given a picture of whole note
and a half note, THE STUDENT will respond
appropriately sing loud or soft stop, begin,
pause to the instructors hand signals 40% of
opportunities for 2 consecutive weeks as
observed and recorded by staff.
By month year, given a picture of whole note and a half note, THE STUDENT will respond appropriately sing loud or soft stop, begin, pause to the instructors hand signals 60% of opportunities for 4 consecutive weeks as observed and recorded by staff. By month year, given a picture of whole note and a half note, THE STUDENT will respond appropriately sing loud or soft stop, begin, pause to the instructors hand signals 80% of opportunities for 6 consecutive weeks as observed and recorded by staff. |
THE STUDENT will respond appropriately
sing loud or soft stop, begin, pause to the
instructors hand signals
4 verbal reminders by June |
Suggested Activities
Play a matching or bingo games using musical notes
Take turns being musical conductor
Make a collage out of musical symbols
Music- Creative Expression
Sing or perform on instruments A Varied Repertoire Of Music.
move the instrument to make a sound
| By month/year, given a simple instrument,
THE STUDENT will move the instrument to
make a sound 2 out of 5 trials for 4 out of 10
trials as observed and recorded by staff.
By month/year, given a simple instrument, THE STUDENT will move the instrument to make a sound 3 out of 5 trials for 6 out of 10 trials as observed and recorded by staff By month/year, given a simple instrument, THE STUDENT will move the instrument to make a sound 4 out of 5 trials for 8 out of 10 trials as observed and recorded by staff |
THE STUDENT will move the instrument to
make a sound
2 out of 8 observed opportunities by June |
vocalize along with a song
| By month/year, THE STUDENT will
vocalize along with a song 2 out of 5 trials for
4 out of 10 trials as observed and recorded by
staff.
By month/year, THE STUDENT will vocalize along with a song 3 out of 5 trials for 6 out of 10 trials as observed and recorded by staff By month/year, THE STUDENT will vocalize along with a song 4 out of 5 trials for 8 out of 10 trials as observed and recorded by staff |
THE STUDENT will vocalize along with a
song
1 out of 6 requests by June |
play a simple instrument
| By month/year, THE STUDENT will play a
simple instrument as part of the class band 2
out of 5 trials for 4 out of 10 trials as
observed and recorded by staff.
By month/year, THE STUDENT will play a simple instrument as part of the class band 3 out of 5 trials for 6 out of 10 trials as observed and recorded by staff By month/year, THE STUDENT will play a simple instrument as part of the class band 4 out of 5 trials for 8 out of 10 trials as observed and recorded by staff |
THE STUDENT will play a simple
instrument as part of the class band
2 minutes to 4 minutes without reinforcement by
January |
verbally label
| By month/year, THE STUDENT will choose
verbally label point, eye gaze, picture
exchange a musical selection ( country, rock
classical, etc) 2 out of 5 trials for 4 out of 10
trials as observed and recorded by staff.
By month/year, THE STUDENT will choose verbally label point, eye gaze, picture exchange a musical selection ( country, rock classical, etc) 3 out of 5 trials for 6 out of 10 trials as observed and recorded by staff By month/year, THE STUDENT will choose verbally label point, eye gaze, picture exchange a musical selection ( country, rock classical, etc) 4 out of 5 trials for 8 out of 10 trials as observed and recorded by staff |
THE STUDENT will choose verbally label
point, eye gaze, picture exchange a musical
selection ( country, rock classical, etc)
1 out of 8 times by January |
Suggested Activities
Participate in class sing a long
Make your own instruments
Perform for other classes
Participate in school assembly
Improvise melodies, variations and accompaniments
play several different keys
| By month/year, given as electronic keyboard,
THE STUDENT will play several different
keys to form a simple melody 5 out of 10
opportunities for 3 consecutive weeks as
observed and recorded by staff.
By month/year, given as electronic keyboard, THE STUDENT will play several different keys to form a simple melody 6 out of 10 opportunities for 4 consecutive weeks as observed and recorded by staff. By month/year, given as electronic keyboard, THE STUDENT will play several different keys to form a simple melody 7 out of 10 opportunities for 5 consecutive weeks as observed and recorded by staff. |
THE STUDENT will play several different
keys to form a simple melody
10% accuracy by November |
beat a drum
| By month/year, THE STUDENT will beat a
drum along with a recorded song to form a
simple melody 5 out of 10 opportunities for 3
consecutive weeks as observed and recorded
by staff.
By month/year, THE STUDENT will beat a drum along with a recorded song to form a simple melody 6 out of 10 opportunities for 4 consecutive weeks as observed and recorded by staff. By month/year, THE STUDENT will beat a drum along with a recorded song form a simple melody 7 out of 10 opportunities for 5 consecutive weeks as observed and recorded by staff. |
THE STUDENT will beat a drum along with
a recorded song to form a simple melody
4 verbal reminders by June |
Suggested Activities
Provide a music corner with various instruments THE STUDENTS can explore
Create your own raps
Music- Historical and Cultural Context
Develop knowledge and understanding of the relationship of music to history and world cultures
verbally tells historical significance
| By month/date given 3 different songs, THE
STUDENT verbally tells the historical
significance of a [articular song on request 2
out of 5 trials for 7 our of 10 trial days as
observed And recorded by staff
By month/date given 4 different songs, THE STUDENT verbally tells the historical significance of a [articular song on request 3 out of 5 trials for 7 our of 10 trial days as observed And recorded by staff. THE By month/date given 5 different songs, THE STUDENT verbally tells the historical significance of a [articular song on request 4 out of 5 trials for 7 our of 10 trial days as observed And recorded by staff |
THE STUDENT verbally tells the historical
significance of a [articular song on request 2
out of 5 trials
2 minutes to 4 minutes without reinforcement by
January |
choose 3 different songs
| By month/date given 3 different songs, THE
STUDENT will choose ( point, touch hand
picture an instrument from a particular
country 2 out of 5 trials for 7 our of 10 trial
days as observed And recorded by staff
By month/date given 4 different songs, THE STUDENT will choose ( point, touch hand picture an instrument from a particular country 3 out of 5 trials for 7 our of 10 trial days as observed And recorded by staff. THE By month/date given 5 different songs, THE STUDENT will choose ( point, touch hand picture an instrument from a particular country 4 out of 5 trials for 7 our of 10 trial days as observed And recorded by staff |
THE STUDENT will choose ( point, touch
hand picture an instrument from a particular
country
2 out of 8 observed opportunities by June |
point, touch, hand picture an instrument from a particular country
| By month/date, THE STUDENT will choose
(point, touch hand picture an instrument from
a particular country 2 out of 5 trials for 7 our
of 10 trial days as observed And recorded by
staff
By month/date, THE STUDENT will choose (point, touch hand picture an instrument from a particular country 3 out of 5 trials for 7 our of 10 trial days as observed And recorded by staff. THE By month/date, THE STUDENT will choose (point, touch hand picture an instrument from a particular country 4 out of 5 trials for 7 our of 10 trial days as observed And recorded by staff |
THE STUDENT will choose (point, touch
hand picture an instrument from a particular
country
1 out of 6 requests by June |
reproduce the modeled sound of an instrument
| By month/date, THE STUDENT will
reproduce the modeled sound of an
instrument 2 out of 5 trials for 7 our of 10
trial days as observed And recorded by staff
By month/date, THE STUDENT will reproduce the modeled sound of an instrument 3 out of 5 trials for 7 our of 10 trial days as observed And recorded by staff. By month/date, THE STUDENT will reproduce the modeled sound of an instrument 4 out of 5 trials for 7 our of 10 trial days as observed And recorded by staff |
THE STUDENT will reproduce the modeled
sound of an instrument
4 verbal reminders by June |
Suggested Activities
Invite guest performers to your classroom
Listen to sounds of different instruments using CD- ROM. programs
Play music that correspond to historical lessons.
Music Aesthetic Valuing
Apply knowledge and skills learned to make judgements about music experiences and performances
least three things he/she liked about the selection
| By month/date, after listening to a musical
selection, THE STUDENT will at least three
things he/she liked about the selection 1 out
of 3 trials for 7 out of 10 trials as observed
and recorded by staff.
By month/date, after listening to a musical selection, THE STUDENT will at least three things he/she liked about the selection 2 out of 3 trials for 7 out of 10 trials as observed and recorded by staff. By month/date, after listening to a musical selection, THE STUDENT will at least three things he/she liked about the selection 3 out of 3 trials for 7 out of 10 trials as observed and recorded by staff. |
THE STUDENT will at least three things
he/she liked about the selection
4 verbal reminders by June |
listen during a musical performance
By month/date, after listening to a musical
selection, THE STUDENT will develop a
checklist criteria for specific elements to
listen for during a musical performance 2 out
of 3 trials for 7 out of 10 trials as observed
and recorded by staff. By month/date, after listening to a musical
selection, THE STUDENT will develop a
checklist criteria for specific elements to
listen for during a musical performance 3 out
of 3 trials for 7 out of 10 trials as observed
and recorded by staff. 10% accuracy by November
By month/date, after listening to a musical
selection, THE STUDENT will develop a
checklist criteria for specific elements to
listen for during a musical performance 1 out
of 3 trials for 7 out of 10 trials as observed
and recorded by staff.
THE STUDENT will develop a checklist
criteria for specific elements to listen for
during a musical performance
15% accuracy by January
20% accuracy by March
25% accuracy by April
30% accuracy by May
compare two musical pieces
| By month/date, after listening to a musical
selection, THE STUDENT will compare two
musical pieces 1 out of 3 trials for 7 out of 10
trials as observed and recorded by staff.
By month/date, after listening to a musical selection, THE STUDENT will compare two musical pieces 2 out of 3 trials for 7 out of 10 trials as observed and recorded by staff. By month/date, after listening to a musical selection, THE STUDENT will compare two musical pieces 3 out of 3 trials for 7 out of 10 trials as observed and recorded by staff. |
THE STUDENT will compare two musical
pieces
1 out of 8 times by January |
Suggested Activities
Brainstorm vocabulary used in music criticism/evaluation
Practice giving constructive criticism to peers using music vocabulary
Evaluate a musical performance as a group
Theater- Artistic Perception
Observe the environment and respond using movement and voice
imitate a movement
By month/date THE STUDENT will imitate a
movement modeled by an adult 3 out of 5
trials for 7 out of 10 days as observed and
recorded by staff. By month/date THE STUDENT will imitate a
movement modeled by an adult 4 out of 5
trials for 8 out of 10 days as observed and
recorded by staff. 4 verbal reminders by June
By month/date THE STUDENT will imitate a
movement modeled by an adult 2 out of 5
trials for 6 out of 10 days as observed and
recorded by staff.
THE STUDENT will imitate a movement
modeled by an adult
3 verbal reminders by November
2 verbal reminders by February
1 verbal reminders by May
use a voice output device
| By month/date THE STUDENT will use a
voice output device to reproduce a sound 2
out of 5 trials for 6 out of 10 days as observed
and recorded by staff.
By month/date THE STUDENT will use a voice output device to reproduce a sound 3 out of 5 trials for 7 out of 10 days as observed and recorded by staff. By month/date THE STUDENT will use a voice output device to reproduce a sound 4 out of 5 trials for 8 out of 10 days as observed and recorded by staff. |
THE STUDENT will use a voice output
device to reproduce a sound
2 minutes to 4 minutes without reinforcement by
January |
use a voice/motion to convey a designated emotion
By month/date THE STUDENT will use a
voice/motion to convey a designated emotion
or character 3 out of 5 trials for 7 out of 10
days as observed and recorded by staff. By month/date THE STUDENT will use a
voice/motion to convey a designated emotion
or character 4 out of 5 trials for 8 out of 10
days as observed and recorded by staff. 2 out of 8 observed opportunities by June
By month/date THE STUDENT will use a
voice/motion to convey a designated emotion
or character 2 out of 5 trials for 6 out of 10
days as observed and recorded by staff.
THE STUDENT will use a voice/motion to
convey a designated emotion or character
2 out of 8 observed opportunities by October
2 out of 8 observed opportunities by December
2 out of 8 observed opportunities by April
Suggested Activities
Perform animal walks
Play charades
Play Simon Says game
Role playing and dramatic storiesSinging and signing songs
Observe and respond to informal productions, theatrical productions, films and electronic media
attend as assembly without crying
| By month/date, THE STUDENT will attend
as assembly without crying for 40% of the
performance for 5 - 20 minute performances
as observed and recorded by staff.
By month/date, THE STUDENT will attend as assembly without crying for 60% of the performance for 5 - 20 minute performances as observed and recorded by staff. By month/date, THE STUDENT will attend as assembly without crying for 80% of the performance for 5 - 20 minute performances as observed and recorded by staff. |
THE STUDENT will attend as assembly
without crying
1 out of 6 requests by June |
recount 5 facts about a performance film
| By month/date, THE STUDENT will be able
to recount 5 facts about a performance film
assembly 2 out of 5 trials for 8 out of 10 days
as observed and recorded by staff.
By month/date, THE STUDENT will be able to recount 5 facts about a performance film assembly 3 out of 5 trials for 8 out of 10 days as observed and recorded by staff. By month/date, THE STUDENT will be able to recount 5 facts about a performance film assembly 4 out of 5 trials for 8 out of 10 days as observed and recorded by staff.. |
THE STUDENT will be able to recount 5
facts about a performance film assembly
4 verbal reminders by June |
verbally tell how the sound or lighting affects the feeling
| By month/date, THE STUDENT will be able
to verbally tell how the sound or lighting
affects the feeling of a scene in a film or
performance observed and recorded by staff.
By month/date, THE STUDENT will be able to verbally tell how the sound or lighting affects the feeling of a scene in a film or performance as observed and recorded by staff. By month/date, THE STUDENT will be able to verbally tell how the sound or lighting affects the feeling of a scene in a film or performance as observed and recorded by staff. |
THE STUDENT will be able to verbally tell
how the sound or lighting affects the feeling
of a scene in a film or performance
10% accuracy by November |
Suggested Activities
Show video, stop and discuss how sound and lighting affect scenes.
Make a collage from pictures displaying emotions or feelings
Write a journal entry about an essential performance
Theater- Creative Expression
Develop knowledge and skills in acting through his/her own experience and imagination via or video
class skit
| By month/date, THE STUDENT will use a
voice output device to say a line on cue
during a class skit 1 out of 2 opportunities for
5 consecutive days as observed and recorded
by staff.
By month/date, THE STUDENT will use a voice output device to say a line on cue during a class skit 2 out of 3 opportunities for 5 consecutive days as observed and recorded by staff. By month/date, THE STUDENT will use a voice output device to say a line on cue during a class skit 3 out of 4 opportunities for 5 consecutive days as observed and recorded by staff. |
THE STUDENT will use a voice output
device to say a line on cue during a class skit
1 out of 8 times by January |
follow sequence of an existing script
| By month/date, THE STUDENT will follow
sequence of an existing script 1 out of 2
opportunities for 5 consecutive days as
observed and recorded by staff.
By month/date, THE STUDENT will follow sequence of an existing script 2 out of 3 opportunities for 5 consecutive days as observed and recorded by staff. By month/date, THE STUDENT will follow sequence of an existing script 3 out of 4 opportunities for 5 consecutive days as observed and recorded by staff. |
THE STUDENT will follow sequence of an
existing script
4 verbal reminders by June |
performance of a skit
| By month/date, THE STUDENT will list at
least____ ways he/she would improve a
record performance of a skit 1 out of 2
opportunities for 5 consecutive days as
observed and recorded by staff.
By month/date, THE STUDENT will list at least____ ways he/she would improve a record performance of a skit 2 out of 3 opportunities for 5 consecutive days as observed and recorded by staff. By month/date, THE STUDENT will list at least____ ways he/she would improve a record performance of a skit 3 out of 4 opportunities for 5 consecutive days as observed and recorded by staff. |
THE STUDENT will list at least____ ways
he/she would improve a record performance
of a skit
4 verbal reminders by June |
paint a prop
| By month/date, THE STUDENT will paint a
prop from a known story 1 out of 2
opportunities for 5 consecutive days as
observed and recorded by staff.
By month/date, THE STUDENT will paint a prop from a known story 2 out of 3 opportunities for 5 consecutive days as observed and recorded by staff. By month/date, THE STUDENT will paint a prop from a known story 3 out of 4 opportunities for 5 consecutive days as observed and recorded by staff. |
THE STUDENT will paint a prop from a
known story
4 verbal reminders by June |
Suggested Activities
Re enact fairy tale stories
Create simple scripts
Rehearse different ways to act same scene
Act in front of an audience
Explore the elements of theatrical production
pointing to the appropriate costume
| By month/year, given a choice of costumes,
THE STUDENT will select by pointing to the
appropriate costume to fit the character of a
story 2 out of 5 trials for 5 out of 10 days as
observed and recorded by staff.
By month/year, given a choice of costumes, THE STUDENT will select by pointing to the appropriate costume to fit the character of a story 3 out of 5 trials for 6 out of 10 days as observed and recorded by staff. By month/year, given a choice of costumes, THE STUDENT will select by pointing to the appropriate costume to fit the character of a story 4 out of 5 trials for 7 out of 10 days as observed and recorded by staff. |
THE STUDENT will select by pointing to the
appropriate costume to fit the character of a
story
1 out of 8 times by January |
props needed for a particular scene
| By month/year, THE STUDENT will identify
(eye gaze, pointing, augmentative
communication, verbally label, etc.) The
props needed for a particular scene 2 out of 5
trials for 5 out of 10 days as observed and
recorded by staff.
By month/year, THE STUDENT will identify ( eye gaze, pointing, augmentative communication, verbally label, etc.) The props needed for a particular scene 3 out of 5 trials for 6 out of 10 days as observed and recorded by staff. By month/year, THE STUDENT will identify ( eye gaze, pointing, augmentative communication, verbally label, etc.)The props needed for a particular scene 4 out of 5 trials for 7 out of 10 days as observed and recorded by staff. |
THE STUDENT will identify (eye gaze,
pointing, augmentative communication,
verbally label, etc.) The props needed for a
particular scene
1 out of 8 times by January |
create a backdrop
| By month/year, THE STUDENT will help
create a backdrop for a scene working
collaboratively with another student 2 out of
5 trials for 5 out of 10 days as observed and
recorded by staff.
By month/year, THE STUDENT will help create a backdrop for a scene working collaboratively with another student 3 out of 5 trials for 6 out of 10 days as observed and recorded by staff. By month/year, THE STUDENT will help create a backdrop for a scene working collaboratively with another student 4 out of 5 trials for 7 out of 10 days as observed and recorded by staff. |
THE STUDENT will help create a backdrop
for a scene working collaboratively with
another
2 out of 8 observed opportunities by June |
sound effects or music needed for a particular scene
By month/year, THE STUDENT will
determine ( eye gaze, pointing, augmentative
communication, verbally label, etc. the sound
effects or music needed for a particular scene
3 out of 5 trials for 6 out of 10 days as
observed and recorded by staff. By month/year, THE STUDENT will
determine ( eye gaze, pointing, augmentative
communication, verbally label, etc. the sound
effects or music needed for a particular scene
4 out of 5 trials for 7 out of 10 days as
observed and recorded by staff. 1 out of 6 requests by June
By month/year, THE STUDENT will
determine ( eye gaze, pointing, augmentative
communication, verbally label, etc. the sound
effects or music needed for a particular scene
2 out of 5 trials for 5 out of 10 days as
observed and recorded by staff.
THE STUDENT will determine ( eye gaze,
pointing, augmentative communication,
verbally label, etc. the sound effects or music
needed for a particular scene
2 out of 6 request by October
3 out of 6 request by December
4 out of 6 request by February
5 out of 6 request by April
Suggested Activities
Use a costume area in the classroom during free time
Paint backdrops for a story
Bring in props from home for a scene
Create your own sound tracks
Write scripts based on experience imagination and literature.......
pointing to the appropriate costume
| By month/date, given a choice of costumes,
THE STUDENT will select by pointing to the
appropriate costume to fit the character of a
story 2 out of 5 trials for 5 out of 10 trial days
as observed and recorded by staff.
By month/date, given a choice of costumes, THE STUDENT will select by pointing to the appropriate costume to fit the character of a story 3 out of 5 trials for 6 out of 10 trial days as observed and recorded by staff. By month/date, given a choice of costumes, THE STUDENT will select by pointing to the appropriate costume to fit the character of a story 4 out of 5 trials for 7 out of 10 trial days as observed and recorded by staff. |
THE STUDENT will select by pointing to the
appropriate costume to fit the character of a
story
10% accuracy by November |
create dialogue for a character
| By month/date, THE STUDENT will create
dialogue for a character in a familiar story or
experience 2 out of 5 trials for 5 out of 10
trial days as observed and recorded by staff.
By month/date, THE STUDENT will create dialogue for a character in a familiar story or experience 3 out of 5 trials for 6 out of 10 trial days as observed and recorded by staff. By month/date, THE STUDENT will create dialogue for a character in a familiar story or experience 4 out of 5 trials for 7 out of 10 trial days as observed and recorded by staff. |
THE STUDENT will create dialogue for a
character in a familiar story or experience
2 minutes to 4 minutes without reinforcement by
January |
dialogue ,action, lighting, costume, props
| By month/date, THE STUDENT will select at
least one element ( dialogue ,action, lighting,
costume, props) you contribute to the scene 2
out of 5 trials for 5 out of 10 trial days as
observed and recorded by staff.
By month/date, THE STUDENT will select at least one element ( dialogue ,action, lighting, costume, props) you contribute to the scene 3 out of 5 trials for 6 out of 10 trial days as observed and recorded by staff. By month/date, THE STUDENT will select at least one element ( dialogue ,action, lighting, costume, props) you contribute to the scene 4 out of 5 trials for 7 out of 10 trial days as observed and recorded by staff. |
THE STUDENT will select at least one
element ( dialogue ,action, lighting, costume,
props) you contribute to the scene
1 out of 8 times by January |
Suggested Activities
Brainstorm options for particular scenes and subject matter
Practice dialogue from scenes
Have THE STUDENTS retell stories in their own words
Theater- Historical and Cultural Context
Develop knowledge and understanding of relationships between theater, history and culture
activate augmentative communication device
| By month/date, given verbal prompt " push
switch, THE STUDENT will activate
augmentative communication device to say
lines in the dramatization related to
Thanksgiving with 60% accuracy for 6 out of
10 performances as observed and recorded by
staff.
By month/date, given verbal prompt " push switch, THE STUDENT will activate augmentative communication device to say lines in the dramatization related to Thanksgiving with 70% accuracy for 7 out of 10 performances as observed and recorded by staff. By month/date, given verbal prompt " push switch, THE STUDENT will activate augmentative communication device to say lines in the dramatization related to Thanksgiving with 80% accuracy for 8 out of 10 performances as observed and recorded by staff. |
THE STUDENT will activate augmentative
communication device to say lines in the
dramatization related to Thanksgiving
4 verbal reminders by June |
glue pieces to a puppet to use in an historical or cultural presentation
| By month/date, given verbal prompt THE
STUDENT will glue pieces to a puppet to use
in an historical or cultural presentation with
60% accuracy for 6 out of 10 performances as
observed and recorded by staff.
By month/date, given verbal prompt THE STUDENT will glue pieces to a puppet to use in an historical or cultural presentation with 70% accuracy for 7 out of 10 performances as observed and recorded by staff. By month/date, given verbal prompt THE STUDENT will glue pieces to a puppet to use in an historical or cultural presentation with 80% accuracy for 8 out of 10 performances as observed and recorded by staff. |
THE STUDENT will glue pieces to a puppet
to use in an historical or cultural presentation
4 verbal reminders by June |
different videos represent
| By month/date, given verbal prompt THE
STUDENT will tell ( by pointing, picture
card, verbal labeling) which culture two
different videos represent with 60% accuracy
for 6 out of 10 performances as observed and
recorded by staff.
By month/date, given verbal prompt THE STUDENT will tell ( by pointing, picture card, verbal labeling) which culture two different videos represent with 70% accuracy for 7 out of 10 performances as observed and recorded by staff. By month/date, given verbal prompt THE STUDENT will tell ( by pointing, picture card, verbal labeling) which culture two different videos represent with 80% accuracy for 8 out of 10 performances as observed and recorded by staff. |
THE STUDENT will tell ( by pointing,
picture card, verbal labeling) which culture
two different videos represent
2 out of 8 observed opportunities by June |
Suggested Activities
Read and dramatize folktale from various cultures
Attend performances representing various cultures
Perform puppet shows.
Theater Aesthetic Valuing
Criteria For Judging And Evaluating Productions, Films And Electronic Mediathumbs up or thumbs down
| By month/date, THE STUDENT will given a
thumbs up or thumbs down when asked to
give an opinion about a recent presentation 2
out of 5 opportunities for 5 out of 10 days as
observed and recorded by staff.
By month/date, THE STUDENT will given a thumbs up or thumbs down when asked to give an opinion about a recent presentation 3 out of 5 opportunities for 6 out of 10 days as observed and recorded by staff. By month/date, THE STUDENT will given a thumbs up or thumbs down when asked to give an opinion about a recent presentation 4 out of 5 opportunities for 7 out of 10 days as observed and recorded by staff. |
THE STUDENT will given a thumbs up or
thumbs down when asked to give an opinion
about a recent presentation
1 out of 8 times by January |
created checklist to evaluate a performance
| By month/date, THE STUDENT will place a
sticker on a created checklist to evaluate a
performance 2 out of 5 opportunities for 5 out
of 10 days as observed and recorded by staff.
By month/date, THE STUDENT will place a sticker on a created checklist to evaluate a performance 3 out of 5 opportunities for 6 out of 10 days as observed and recorded by staff. By month/date, THE STUDENT will place a sticker on a created checklist to evaluate a performance 4 out of 5 opportunities for 7 out of 10 days as observed and recorded by staff. |
THE STUDENT will place a sticker on a
created checklist to evaluate a performance
10% accuracy by November |
Suggested Activities
Practice as a group evaluating a film or presentation
Brainstorm using theater vocabulary to critique a dramatic presentation
Use sound effect switches for judging.
Dance- Artistic Perception
Develop Body Awareness, Movement, Motor Efficiency And Multi Sensory Integration
move at least one body part
| By month/date, while listening to music THE
STUDENT will move at least one body part 2
out of 5 opportunities for 6 out of 10 days as
observed and recorded by staff.
By month/date, while listening to music THE STUDENT will move at least one body part 3 out of 5 opportunities for 7 out of 10 days as observed and recorded by staff. By month/date, while listening to music THE STUDENT will move at least one body part 4 out of 5 opportunities for 8 out of 10 days as observed and recorded by staff. |
While listening to music THE STUDENT
will move at least one body part
4 verbal reminders by June |
moving two different body parts to music
| By month/date, while listening to music THE
STUDENT will alternate moving two
different body parts to music for 6 out of 10
days as observed and recorded by staff.
By month/date, while listening to music THE STUDENT will alternate moving two different body parts to music for 7 out of 10 days as observed and recorded by staff. By month/date, while listening to music THE STUDENT will alternate moving two different body parts to music for 8 out of 10 days as observed and recorded by staff. |
THE STUDENT will alternate moving two
different body parts to music
1 out of 6 requests by June |
adjust the pace of his/her body movements
| By month/date, while listening to music THE
STUDENT will adjust the pace of his/her
body movements for 6 out of 10 days as
observed and recorded by staff.
By month/date, while listening to music THE STUDENT will adjust the pace of his/her body movements for 7 out of 10 days as observed and recorded by staff. By month/date, while listening to music THE STUDENT will adjust the pace of his/her body movements for 8 out of 10 days as observed and recorded by staff. |
THE STUDENT will adjust the pace of
his/her body movements
2 minutes to 4 minutes without reinforcement by
January |
adjust the pace
| By month/date, while listening to music THE
STUDENT will adjust the pace of his/her
body movements for 6 out of 10 days as
observed and recorded by staff.
By month/date, while listening to music THE STUDENT will adjust the pace of his/her body movements for 7 out of 10 days as observed and recorded by staff. By month/date, while listening to music THE STUDENT will adjust the pace of his/her body movements for 8 out of 10 days as observed and recorded by staff. |
THE STUDENT will adjust the pace of
his/her body movements
1 out of 8 times by January |
perform a specific locomotor movement
| By month/date, while listening to music THE
STUDENT will perform a specific locomotor
movement running, walking, galloping,
skipping, etc, in response to music for 6 out
of 10 days as observed and recorded by staff.
By month/date, while listening to music THE STUDENT will perform a specific locomotor movement running, walking, galloping, skipping, etc, in response to music for 7 out of 10 days as observed and recorded by staff. By month/date, while listening to music THE STUDENT will perform a specific locomotor movement running, walking, galloping, skipping, etc, in response to music for 8 out of 10 days as observed and recorded by staff |
THE STUDENT will perform a specific
locomotor movement running, walking,
galloping, skipping, etc, in response to music
2 out of 8 observed opportunities by June |
Suggested Activities
Teach" Hokey Pokey and other dances that emphasize body awareness
Teach locomotor skills to music
Establish a daily " Move to Music Time in the classroom
Listen to a piece of music and brainstorm how the music makes you feel
Act out simple motions such as popcorn popping, flower growing, etc..
Explore Dance And Perform Dance Movements Using The Skills, Vocabulary And Language Of Dance
duplicate a specific dance movement
| By month/date, THE STUDENT will
duplicate a specific dance movement
(Grapevine, Stair Step, Bunny Hop, Jazz
Square, etc. 2 out of 5 opportunities for 6 out
of 10 days as observed and recorded by staff.
By month/date, THE STUDENT will duplicate a specific dance movement (Grapevine, Stair Step, Bunny Hop, Jazz Square, etc. 3 out of 5 opportunities for 7 out of 10 days as observed and recorded by staff. By month/date, THE STUDENT will duplicate a specific dance movement (Grapevine, Stair Step, Bunny Hop, Jazz Square, etc. 4 out of 5 opportunities for 8 out of 10 days as observed and recorded by staff. |
THE STUDENT will duplicate a specific
dance movement (Grapevine, Stair Step,
Bunny Hop, Jazz Square
4 verbal reminders by June |
alternate moving two different body parts
| By month/date, THE STUDENT will
alternate moving two different body parts to
music 2 out of 5 opportunities for 6 out of 10
days as observed and recorded by staff.
By month/date, THE STUDENT will alternate moving two different body parts to music 3 out of 5 opportunities for 7 out of 10 days as observed and recorded by staff. By month/date, THE STUDENT will alternate moving two different body parts to music 4 out of 5 opportunities for 8 out of 10 days as observed and recorded by staff. |
THE STUDENT will alternate moving two
different body parts to music
4 verbal reminders by June |
adjust the pace of his/her body movements
| By month/date, THE STUDENT will adjust
the pace of his/her body movements 2 out of
5 opportunities for 6 out of 10 days as
observed and recorded by staff.
By month/date, THE STUDENT will adjust the pace of his/her body movements 3 out of 5 opportunities for 7 out of 10 days as observed and recorded by staff. By month/date, THE STUDENT will adjust the pace of his/her body movements 4 out of 5 opportunities for 8 out of 10 days as observed and recorded by staff. |
THE STUDENT will adjust the pace of
his/her body movements
4 verbal reminders by June |
perform a specific locomotor movement
| By month/date, THE STUDENT will perform
a specific locomotor movement ( running,
walking, galloping, skipping, etc.) In
response to music 2 out of 5 opportunities for
6 out of 10 days as observed and recorded by
staff.
By month/date, THE STUDENT will perform a specific locomotor movement ( running, walking, galloping, skipping, etc.) In response to music 3 out of 5 opportunities for 7 out of 10 days as observed and recorded by staff. By month/date, THE STUDENT will perform a specific locomotor movement ( running, walking, galloping, skipping, etc.) In response to music 4 out of 5 opportunities for 8 out of 10 days as observed and recorded by staff. |
THE STUDENT will perform a specific
locomotor movement ( running, walking,
galloping, skipping, etc.) In response to music
10% accuracy by November |
Suggested Activities
Teach Hokey Pokey and other dances that emphasize body awareness
Teach locomotor skills to music
Establish a daily : Move to Music Time in the classroom.
Listen to a piece of music and brainstorm how the music makes you feel
Act out simple motions such as popcorn, flower growing, etc.
establish his/her own safe distance arms length
| By month/date, THE STUDENT will
establish his/her own safe distance arms
length from other students before doing a
dance activity 2 out of 5 opportunities for 4
out of 10 days as observed and recorded by
staff.
By month/date, THE STUDENT will establish his/her own safe distance arms length from other students before doing a dance activity 3 out of 5 opportunities for 6 out of 10 days as observed and recorded by staff. By month/date, THE STUDENT will establish his/her own safe distance arms length from other students before doing a dance activity 4 out of 5 opportunities for 8 out of 10 days as observed and recorded by staff. |
THE STUDENT will establish his/her own
safe distance arms length from other students
before doing a dance activity
1 out of 8 times by January |
follow a specific path of movement
| By month/date, THE STUDENT will follow a
specific path of movement ( straight, curved
or zigzag) 2 out of 5 opportunities for 4 out of
10 days as observed and recorded by staff.
By month/date, THE STUDENT will follow a specific path of movement ( straight, curved or zigzag) 3 out of 5 opportunities for 6 out of 10 days as observed and recorded by staff. By month/date, THE STUDENT will follow a specific path of movement ( straight, curved or zigzag) 4 out of 5 opportunities for 8 out of 10 days as observed and recorded by staff. |
THE STUDENT will follow a specific path
of movement ( straight, curved or zigzag)
1 out of 6 requests by June |
find heartbeat
| By month/date, THE STUDENT will find
heartbeat and tell how it changes after a
dance activity 2 out of 5 opportunities for 4
out of 10 days as observed and recorded by
staff.
By month/date, THE STUDENT will find heartbeat and tell how it changes after a dance activity 3 out of 5 opportunities for 6 out of 10 days as observed and recorded by staff. By month/date, THE STUDENT will find heartbeat and tell how it changes after a dance activity 4 out of 5 opportunities for 8 out of 10 days as observed and recorded by staff. |
THE STUDENT will find heartbeat and tell
how it changes after a dance activity
2 out of 8 observed opportunities by June |
move to different musical beats
| By month/date, THE STUDENT will move to
different musical beats and rhythms 2 out of
5 opportunities for 4 out of 10 days as
observed and recorded by staff.
By month/date, THE STUDENT will move to different musical beats and rhythms 3 out of 5 opportunities for 6 out of 10 days as observed and recorded by staff. By month/date, THE STUDENT will move to different musical beats and rhythms 4 out of 5 opportunities for 8 out of 10 days as observed and recorded by staff. |
THE STUDENT will move to different
musical beats and rhythms
2 minutes to 4 minutes without reinforcement by
January |
follow a one-step gestural comment
| By month/date, THE STUDENT will follow a
one-step gestural comment from instructor
(move forward, turn around, right, left ,etc) to
complete a dance movement> 2 out of 5
opportunities for 4 out of 10 days as observed
and recorded by staff.
By month/date, THE STUDENT will follow a one-step gestural comment from instructor (move forward, turn around, right, left ,etc) to complete a dance movement> 3 out of 5 opportunities for 6 out of 10 days as observed and recorded by staff. By month/date, THE STUDENT will follow a one-step gestural comment from instructor (move forward, turn around, right, left ,etc) to complete a dance movement> 4 out of 5 opportunities for 8 out of 10 days as observed and recorded by staff. |
THE STUDENT will follow a one-step
gestural comment from instructor (move
forward, turn around, right, left ,etc) to
complete a dance movement
4 verbal reminders by June |
Suggested Activities
Practice dance steps
Teach concept of personal space
Use a rope as a guide to teach different pathways
Play " Follow the Leader"
Teach THE STUDENTS how to go around objects and people during a movement activity
Follow shapes and lines painted on the playground
Dance- Creative Expression
Make Connections Between Dance Composition, Performance And Healthful Living.....
complete a warm up activity
| By month/date, THE STUDENT will
complete a warm up activity ( slow
movement followed by stretching) for 5 out
of 10 minutes a day for 6 out of 10 days as
observed and recorded by staff.
By month/date, THE STUDENT will complete a warm up activity ( slow movement followed by stretching) for 6 out of 10 minutes a day for 7 out of 10 days as observed and recorded by staff. By month/date, THE STUDENT will complete a warm up activity ( slow movement followed by stretching) for 7 out of 10 minutes a day for 8 out of 10 days as observed and recorded by staff. |
THE STUDENT will complete a warm up
activity ( slow movement followed by
stretching)
4 verbal reminders by June |
how nutrition affects dance performance
| By month/date, THE STUDENT will identify
by pointing, eye gazing, activating
augmentative communication device, picture
card etc, a healthy food choice from a field of
choices for the purpose of understanding how
nutrition affects dance performance for 5 out
of 10 minutes a day for 6 out of 10 days as
observed and recorded by staff.
By month/date, THE STUDENT will identify by pointing, eye gazing, activating augmentative communication device, picture card etc, a healthy food choice from a field of choices for the purpose of understanding how nutrition affects dance performance for 5 out of 10 minutes a day for 6 out of 10 days as observed and recorded by staff. By month/date, THE STUDENT will identify by pointing, eye gazing, activating augmentative communication device, picture card etc, a healthy food choice from a field of choices for the purpose of understanding how nutrition affects dance performance for 5 out of 10 minutes a day for 6 out of 10 days as observed and recorded by staff. |
THE STUDENT will identify by pointing,
eye gazing, activating augmentative
communication device, picture card etc, a
healthy food choice from a field of choices
for the purpose of understanding how
nutrition affects dance performance
4 verbal reminders by June |
execute a dance step safely
| By month/date, THE STUDENT will execute
a dance step safely to minimize a chance of
injury for 5 out of 10 minutes a day for 6 out
of 10 days as observed and recorded by staff.
By month/date, THE STUDENT will execute a dance step safely to minimize a chance of injury for 6 out of 10 minutes a day for 7 out of 10 days as observed and recorded by staff. By month/date, THE STUDENT will execute a dance step safely to minimize a chance of injury for 7 out of 10 minutes a day for 8 out of 10 days as observed and recorded by staff. |
THE STUDENT will execute a dance step
safely to minimize a chance of injury
1 out of 8 times by January |
chart the number of hours
| By month/date, THE STUDENT will chart
the number of hours per night he/she slept to
determine whether he/she can perform
adequately for 5 out of 10 minutes a day for 6
out of 10 days as observed and recorded by
staff.
By month/date, THE STUDENT will chart the number of hours per night he/she slept to determine whether he/she can perform adequately for 6 out of 10 minutes a day for 7 out of 10 days as observed and recorded by staff. By month/date, THE STUDENT will chart the number of hours per night he/she slept to determine whether he/she can perform adequately for 7 out of 10 minutes a day for 8 out of 10 days as observed and recorded by staff |
THE STUDENT will chart the number of
hours per night he/she slept to determine
whether he/she can perform adequately
4 verbal reminders by June |
Suggested Activities
Take turns leading peers during daily warm-ups
Share results of sleep charts with class
Teach the food pyramid and its relationship to good movement and stamina
Practice and demonstrate proper body movement.
Use Choreography To Express Feeling And Thoughts Through Dance And Performance.
tempo of the dance
| By month/date, after performing a dance
sequence, THE STUDENT will describe how
the tempo of the dance makes him/her feel 1
out of 3 opportunities a day for 4 out of 10
days as observed and recorded by staff
By month/date, after performing a dance sequence, THE STUDENT will describe how the tempo of the dance makes him/her feel 2 out of 3 opportunities a day for 6 out of 10 days as observed and recorded by staff By month/date, after performing a dance sequence, THE STUDENT will describe how the tempo of the dance makes him/her feel 3 out of 3 opportunities a day for 8 out of 10 days as observed and recorded by staff. |
THE STUDENT will describe how the tempo
of the dance makes him/her feel 1 out of 3
opportunities a day
2 out of 8 observed opportunities by June |
create a sequence of simple movements of a real - life event
| By month/date, THE STUDENT will create a
sequence of simple movements of a real - life
event ( running from a dog, snowball fight
playing baseball 1 out of 3 opportunities a
day for 4 out of 10 days as observed and
recorded by staff
By month/date, THE STUDENT will create a sequence of simple movements of a real - life event ( running from a dog, snowball fight playing baseball 2 out of 3 opportunities a day for 6 out of 10 days as observed and recorded by staff By month/date, THE STUDENT will create a sequence of simple movements of a real - life event ( running from a dog, snowball fight playing baseball 3 out of 3 opportunities a day for 8 out of 10 days as observed and recorded by staff. |
THE STUDENT will create a sequence of
simple movements of a real - life event (
running from a dog, snowball fight playing
baseball
4 verbal reminders by June |
rhythms ticking of a clock
| By month/date, THE STUDENT will
improvise a simple movement pattern based
on familiar rhythms ticking of a clock,
beating of a heart, rhythm of ocean waves, etc
1 out of 3 opportunities a day for 4 out of 10
days as observed and recorded by staff
By month/date, THE STUDENT will improvise a simple movement pattern based on familiar rhythms ticking of a clock, beating of a heart, rhythm of ocean waves, etc 2 out of 3 opportunities a day for 6 out of 10 days as observed and recorded by staff By month/date, THE STUDENT will improvise a simple movement pattern based on familiar rhythms ticking of a clock, beating of a heart, rhythm of ocean waves, etc 3 out of 3 opportunities a day for 8 out of 10 days as observed and recorded by staff. |
THE STUDENT will improvise a simple
movement pattern based on familiar rhythms
ticking of a clock, beating of a heart, rhythm
of ocean waves, etc
1 out of 8 times by January |
perform a dance
| By month/date, THE STUDENT will be able
to perform a dance before an unfamiliar
audience 1 out of 3 opportunities a day for 4
out of 10 days as observed and recorded by
staff
By month/date, THE STUDENT will be able to perform a dance before an unfamiliar audience 2 out of 3 opportunities a day for 6 out of 10 days as observed and recorded by staff By month/date, THE STUDENT will be able to perform a dance before an unfamiliar audience 3 out of 3 opportunities a day for 8 out of 10 days as observed and recorded by staff. |
THE STUDENT will be able to perform a
dance before an unfamiliar audience
1 out of 6 requests by June |
Suggested Activities
Practice performing before various audience
Practice a dance movement each day
Show videos of movements and have THE STUDENT's imitate them
Practice dancing to a piece of music and brainstorm feelings
Dance Historical and Cultural Context
Develop Knowledge And Understanding Of Human Diversity, History And Cultures Through Dance...
perform two new folk tales
| By month/date, THE STUDENT will perform
two new folk tales with 25% accuracy for 4
of 10 days as observed and recorded by staff
By month/date, THE STUDENT will perform two new folk tales with 50% accuracy for 6 of 10 days as observed and recorded by staff By month/date, THE STUDENT will perform two new folk tales with 75% accuracy for 8 of 10 days as observed and recorded by staff |
THE STUDENT will perform two new folk
tales
2 minutes to 4 minutes without reinforcement by
January |
multi-cultural dance performance
| By month/date, THE STUDENT will
demonstrate attention (eye-gaze, body
posture, facial expression, etc.) to a
multi-cultural dance performance with 25%
accuracy for 4 of 10 days as observed and
recorded by staff
By month/date, THE STUDENT will demonstrate attention (eye-gaze, body posture, facial expression, etc.) to a multi-cultural dance performance with 50% accuracy for 6 of 10 days as observed and recorded by staff By month/date, THE STUDENT will demonstrate attention (eye-gaze, body posture, facial expression, etc.) to a multi-cultural dance performance with 75% accuracy for 8 of 10 days as observed and recorded by staff |
THE STUDENT will demonstrate attention
(eye-gaze, body posture, facial expression,
etc.) to a multi-cultural dance performance
10% accuracy by November |
historical significance of a dance
| By month/date, THE STUDENT will tell the
historical significance of a dance with 25%
accuracy for 4 of 10 days as observed and
recorded by staff
By month/date, THE STUDENT will tell the historical significance of a dance with 50% accuracy for 6 of 10 days as observed and recorded by staff By month/date, THE STUDENT will tell the historical significance of a dance with 75% accuracy for 8 of 10 days as observed and recorded by staff |
THE STUDENT will tell the historical
significance of a dance
4 verbal reminders by June |
perform a dance form his/her own or another culture
| By month/date, THE STUDENT will learn
and perform a dance form his/her own or
another culture with 25% accuracy as
observed and recorded by staff
By month/date, THE STUDENT will learn and perform a dance form his/her own or another culture with 50% accuracy as observed and recorded by staff By month/date, THE STUDENT will learn and perform a dance form his/her own or another culture with 75% accuracy as observed and recorded by staff |
THE STUDENT will learn and perform a
dance form his/her own or another culture
2 out of 8 observed opportunities by June |
Suggested Activities
Invite guest dancers to demonstrate dances in costume
Watch a video of a historical/cultural dance and have THE STUDENT's describe what they see.
Practice a variety of folk tales
Attend performances/assemblies featuring different dance cultures
Discuss how/why different cultures use dance
Discuss the similarities and differences following two different dance performances
Dance- Aesthetic Valuing
Explore, Discover And Evaluate Dance
performance based on feedback from others
| By month/date, THE STUDENT will adjust
his/her dance performance based on feedback
from others 2 out of 5 opportunities for 6 out
of 10 days as observed and recorded by staff.
By month/date, THE STUDENT will adjust his/her dance performance based on feedback from others 3 out of 5 opportunities for 7 out of 10 days as observed and recorded by staff. By month/date, THE STUDENT will adjust his/her dance performance based on feedback from others 4 out of 5 opportunities for 8 out of 10 days as observed and recorded by staff. |
THE STUDENT will adjust his/her dance
performance based on feedback from others
4 verbal reminders by June |
evaluate a dance
| By month/date, THE STUDENT will use a
class related checklist to evaluate a dance
performance for 6 out of 10 days as observed
and recorded by staff.
By month/date, THE STUDENT will use a class related checklist to evaluate a dance performance for 7 out of 10 days as observed and recorded by staff. By month/date, THE STUDENT will use a class related checklist to evaluate a dance performance for 8 out of 10 days as observed and recorded by staff. |
THE STUDENT will use a class related
checklist to evaluate a dance performance
1 out of 6 requests by June |
similarities and differences between two simple dances
| By month/date, THE STUDENT will be able
to list similarities and differences between
two simple dances for 6 out of 10 days as
observed and recorded by staff.
By month/date, THE STUDENT will be able to list similarities and differences between two simple dances for 7 out of 10 days as observed and recorded by staff. By month/date, THE STUDENT will be able to list similarities and differences between two simple dances for 8 out of 10 days as observed and recorded by staff. |
THE STUDENT will be able to list
similarities and differences between two
simple dances
4 verbal reminders by June |
favorite dance presentation
| By month/date, THE STUDENT will chose
his/her favorite dance presentation and
explain why it was chosen for 6 out of 10
days as observed and recorded by staff.
By month/date, THE STUDENT will chose his/her favorite dance presentation and explain why it was chosen for 7 out of 10 days as observed and recorded by staff. By month/date, THE STUDENT will chose his/her favorite dance presentation and explain why it was chosen for 8 out of 10 days as observed and recorded by staff. |
THE STUDENT will chose his/her favorite
dance presentation and explain why it was
chosen
1 out of 8 times by January |
Suggested Activities
Practice giving constructive criticism to peers using dance vocabulary
Brainstorm different descriptive words to use to evaluate dance performances
Familiarize THE STUDENT's with dance vocabulary
Visual Art- Artistic Perception
Use Senses To Perceive Works Of Art, Objects In Nature, Events And The Environment
keep hands on a variety of textured materials
| By month/year. THE STUDENT will keep
hands on a variety of textured materials clay,
finger paints, paper mache', natural materials,
dough for 2 minutes 60% of time 6 out of 10
days as observed and recorded by staff.
By month/year. THE STUDENT will keep hands on a variety of textured materials clay, finger paints, paper mache', natural materials, dough for 3 minutes 70% of time 7 out of 10 days as observed and recorded by staff. By month/year. THE STUDENT will keep hands on a variety of textured materials clay, finger paints, paper mache', natural materials, dough for 4 minutes 80% of time 8 out of 10 days as observed and recorded by staff. |
THE STUDENT will keep hands on a variety
of textured materials clay, finger paints,
paper mache', natural materials, dough
10% accuracy by November |
Objects observed on a nature walk
| By month/year. THE STUDENT will
describe ( color, shape, size texture, etc)
Objects observed on a nature walk 60% of
time 6 out of 10 days as observed and
recorded by staff.
By month/year. THE STUDENT will describe ( color, shape, size texture, etc) Objects observed on a nature walk 70% of time 7 out of 10 days as observed and recorded by staff. By month/year. THE STUDENT will describe ( color, shape, size texture, etc) Objects observed on a nature walk 80% of time 8 out of 10 days as observed and recorded by staff. |
THE STUDENT will describe ( color, shape,
size texture, etc) Objects observed on a
nature Walk
4 verbal reminders by June |
saw on a neighborhood walks
| By month/year. THE STUDENT will choose
(eye gaze, pictures, point, verbal label)
between tow pictures which represent what
he/she saw on a neighborhood walks 60% of
time 6 out of 10 days as observed and
recorded by staff.
By month/year. THE STUDENT will choose (eye gaze, pictures, point, verbal label) between tow pictures which represent what he/she saw on a neighborhood walks 70% of time 7 out of 10 days as observed and recorded by staff. By month/year. THE STUDENT will choose (eye gaze, pictures, point, verbal label) between tow pictures which represent what he/she saw on a neighborhood walks 80% of time 8 out of 10 days as observed and recorded by staff. |
THE STUDENT will choose (eye gaze,
pictures, point, verbal label) between tow
pictures which represent what he/she saw on
a neighborhood walks
2 minutes to 4 minutes without reinforcement by
January |
list various attributes
| By month/year. THE STUDENT will be able
to list various attributes ( texture, color, size
shape, form, line of a given object 60% of
time 6 out of 10 days as observed and
recorded by staff.
By month/year. THE STUDENT will be able to list various attributes ( texture, color, size shape, form, line of a given object 70% of time 7 out of 10 days as observed and recorded by staff. By month/year. THE STUDENT will be able to list various attributes ( texture, color, size shape, form, line of a given object 80% of time 8 out of 10 days as observed and recorded by staff. |
THE STUDENT will be able to list various
attributes
1 out of 6 requests by June |
indicate by eye gaze, pictures, point, verbal label between two works
| By month/year. THE STUDENT will indicate
by eye gaze, pictures, point, verbal label
between two works of art he/she likes best
60% of time 6 out of 10 days as observed and
recorded by staff.
By month/year. THE STUDENT will indicate by eye gaze, pictures, point, verbal label between two works of art he/she likes best 70% of time 7 out of 10 days as observed and recorded by staff. By month/year. THE STUDENT will indicate by eye gaze, pictures, point, verbal label between two works of art he/she likes best 80% of time 8 out of 10 days as observed and recorded by staff. |
THE STUDENT will indicate by eye gaze,
pictures, point, verbal label between two
works of art he/she likes best
1 out of 8 times by January |
Suggested Activities
Go on nature walks.
Create a texture box full of interesting objects
Make art materials available as a leisure choice
Make your own clay or play dough as a class project
Teach descriptive words
Maintain an art library including posters, books, photographs, sculpture
Identify Structures And Functions Of Visual Art
given two picture cards
| By month/date, given two picture cards, one
with a straight line and one with a zigzag and
verbal request " Show me_____," THE
STUDENT will be able to point to name
picture with 60% accuracy for 6 out of 10
days as observed and recorded by staff.
By month/date, given two picture cards, one with a straight line and one with a zigzag and verbal request " Show me_____," THE STUDENT will be able to point to name picture with 70% accuracy for 7 out of 10 days as observed and recorded by staff. By month/date, given two picture cards, one with a straight line and one with a zigzag and verbal request " Show me_____," THE STUDENT will be able to point to name picture with 80% accuracy for 8 out of 10 days as observed and recorded by staff. |
given two picture cards, one with a straight
line and one with a zigzag and verbal request
" Show me_____," THE STUDENT will be
able to point to name picture
4 verbal reminders by June |
least____ elements
| By month/date, THE STUDENT will identify
( eye gaze, picture, point, verbal label) at
least____ elements ( lines, color shapes
textures) with 60% accuracy for 6 out of 10
days as observed and recorded by staff.
By month/date, THE STUDENT will identify ( eye gaze, picture, point, verbal label) at least____ elements ( lines, color shapes textures) with 70% accuracy for 7 out of 10 days as observed and recorded by staff. By month/date, THE STUDENT will identify ( eye gaze, picture, point, verbal label) at least____ elements ( lines, color shapes textures) with 80% accuracy for 8 out of 10 days as observed and recorded by staff. |
THE STUDENT will identify ( eye gaze,
picture, point, verbal label) at least____
elements ( lines, color shapes textures)
2 out of 8 observed opportunities by June |
one similarity and one difference
| By month/date, THE STUDENT will identify
( eye gaze, pictures, point, verbal label) one
similarity and one difference in the use of a
particular element line , color, shape, mood)
with 60% accuracy for 6 out of 10 days as
observed and recorded by staff.
By month/date, THE STUDENT will identify ( eye gaze, pictures, point, verbal label) one similarity and one difference in the use of a particular element line , color, shape, mood) with 70% accuracy for 7 out of 10 days as observed and recorded by staff. By month/date, THE STUDENT will identify ( eye gaze, pictures, point, verbal label) one similarity and one difference in the use of a particular element line , color, shape, mood) with 80% accuracy for 8 out of 10 days as observed and recorded by staff. |
THE STUDENT will identify ( eye gaze,
pictures, point, verbal label) one similarity
and one difference in the use of a particular
element line , color, shape, mood)
4 verbal reminders by June |
name different shapes
| By month/date, THE STUDENT will name
different shapes within a work of art with
60% accuracy for 6 out of 10 days as
observed and recorded by staff.
By month/date, THE STUDENT will name different shapes within a work of art with 70% accuracy for 7 out of 10 days as observed and recorded by staff. By month/date, THE STUDENT will name different shapes within a work of art with 80% accuracy for 8 out of 10 days as observed and recorded by staff. |
THE STUDENT will name different shapes
within a work of art
10% accuracy by November |
Suggested Activities
Play colors and shape identification games
Draw objects using different types of lines
Draw pictures using many different colors
Draw different types of lines in the air
Create collages using a particular attribute ( things that are round , blue, zigzag
Visual Art- Create Expression
Develop Knowledge Of And Artistic Skills In A Variety Of Visual Arts Media And Technical Processes
create as art project
| By month/date. THE STUDENT will create
as art project using at least three different
types of media 2 out of 5 opportunities for 3
trial days as observed and recorded by staff.
By month/date. THE STUDENT will create as art project using at least three different types of media 3 out of 5 opportunities for 4 trial days as observed and recorded by staff. By month/date. THE STUDENT will create as art project using at least three different types of media 4 out of 5 opportunities for 5 trial days as observed and recorded by staff. |
THE STUDENT will create as art project
using at least three different types of media
1 out of 6 requests by June |
demonstrate the correct way to make a coil for a clay pot
| By month/date. THE STUDENT will
demonstrate the correct way to make a coil
for a clay pot 2 out of 5 opportunities for 3
trial days as observed and recorded by staff.
By month/date. THE STUDENT will demonstrate the correct way to make a coil for a clay pot 3 out of 5 opportunities for 4 trial days as observed and recorded by staff. By month/date. THE STUDENT will demonstrate the correct way to make a coil for a clay pot 4 out of 5 opportunities for 5 trial days as observed and recorded by staff. |
THE STUDENT will demonstrate the correct
way to make a coil for a clay pot
1 out of 8 times by January |
household objects to make a three dimensional art objects
| By month/date. THE STUDENT will use
common household objects to make a three
dimensional art objects 2 out of 5
opportunities for 3 trial days as observed and
recorded by staff.
By month/date. THE STUDENT will use common household objects to make a three dimensional art objects 3 out of 5 opportunities for 4 trial days as observed and recorded by staff. By month/date. THE STUDENT will use common household objects to make a three dimensional art objects 4 out of 5 opportunities for 5 trial days as observed and recorded by staff. |
THE STUDENT will use common household
objects to make a three dimensional art
objects
2 out of 8 observed opportunities by June |
reproduce a reasonable facsimile of a model
| By month/date. THE STUDENT will
reproduce a reasonable facsimile of a model
2 out of 5 opportunities for 3 trial days as
observed and recorded by staff.
By month/date. THE STUDENT will reproduce a reasonable facsimile of a model 3 out of 5 opportunities for 4 trial days as observed and recorded by staff. By month/date. THE STUDENT will reproduce a reasonable facsimile of a model 4 out of 5 opportunities for 5 trial days as observed and recorded by staff. |
THE STUDENT will reproduce a reasonable
facsimile of a model
2 minutes to 4 minutes without reinforcement by
January |
different painting tools
| By month/date. THE STUDENT will use a
variety of different painting tools ( sponges
wide brush, thin brush, and vegetable, straw,
marbles to complete an art project: 2 out of 5
opportunities for 3 trial days as observed and
recorded by staff.
By month/date. THE STUDENT will use a variety of different painting tools ( sponges wide brush, thin brush, and vegetable, straw, marbles to complete an art project: 3 out of 5 opportunities for 4 trial days as observed and recorded by staff. By month/date. THE STUDENT will use a variety of different painting tools ( sponges wide brush, thin brush, and vegetable, straw, marbles to complete an art project: 4 out of 5 opportunities for 5 trial days as observed and recorded by staff. |
THE STUDENT will use a variety of
different painting tools ( sponges wide brush,
thin brush, and vegetable, straw, marbles to
complete an art project
4 verbal reminders by June |
recreate a model
| By month/date. THE STUDENT will use
paper shapes to recreate a model of an object
boat, car, person, etc) 2 out of 5 opportunities
for 3 trial days as observed and recorded by
staff.
By month/date. THE STUDENT will use paper shapes to recreate a model of an object boat, car, person, etc) 3 out of 5 opportunities for 4 trial days as observed and recorded by staff. By month/date. THE STUDENT will use paper shapes to recreate a model of an object boat, car, person, etc) 4 out of 5 opportunities for 5 trial days as observed and recorded by staff. |
THE STUDENT will use paper shapes to
recreate a model of an object boat, car,
person, etc)
10% accuracy by November |
Suggested Activities
Create THE STUDENT art portfolio
Provide household objects to use in art projects
Maintain art learning centers
Experiment with different art tools and media
Demonstrate various art techniques
Create Original Artworks Based On Personal Experiencescreate a picture
| By month/date given a computer and
specialized software, THE STUDENT will
use a switch to create a picture 2 out of 5
opportunities for 3 trial days as observed and
recorded by staff.
By month/date given a computer and specialized software, THE STUDENT will use a switch to create a picture 2 out of 5 opportunities for 4 trial days as observed and recorded by staff. By month/date given a computer and specialized software, THE STUDENT will use a switch to create a picture 4 out of 5 opportunities for 5 trial days as observed and recorded by staff. |
Given a computer and specialized software,
THE STUDENT will use a switch to create a
picture
4 verbal reminders by June |
make a coil for a clay pot
| By month/date THE STUDENT will
demonstrate correct way to make a coil for a
clay pot 2 out of 5 opportunities for 3 trial
days as observed and recorded by staff.
By month/date THE STUDENT will demonstrate correct way to make a coil for a clay pot 2 out of 5 opportunities for 4 trial days as observed and recorded by staff. By month/date THE STUDENT will demonstrate correct way to make a coil for a clay pot 4 out of 5 opportunities for 5 trial days as observed and recorded by staff. |
THE STUDENT will demonstrate correct
way to make a coil for a clay pot
4 verbal reminders by June |
common household objects
| By month/date THE STUDENT will use
common household objects to make a three
dimensional art objects 2 out of 5
opportunities for 3 trial days as observed and
recorded by staff.
By month/date THE STUDENT will use .common household objects to make a three dimensional art objects 2 out of 5 opportunities for 4 trial days as observed and recorded by staff. By month/date THE STUDENT will use .common household objects to make a three dimensional art objects 4 out of 5 opportunities for 5 trial days as observed and recorded by staff. |
THE STUDENT will use common household
objects to make a three dimensional art
objects
1 out of 6 requests by June |
reproduce a reasonable facsimile of a model
| By month/date THE STUDENT will
reproduce a reasonable facsimile of a model
2 out of 5 opportunities for 3 trial days as
observed and recorded by staff.
By month/date THE STUDENT will reproduce a reasonable facsimile of a model 2 out of 5 opportunities for 2 out of 5 opportunities for 4 trial days as observed and recorded by staff. By month/date THE STUDENT will reproduce a reasonable facsimile of a model 2 out of 5 opportunities for 4 out of 5 opportunities for 5 trial days as observed and recorded by staff. |
THE STUDENT will reproduce a reasonable
facsimile of a model
1 out of 8 times by January |
complete an art project
| By month/date THE STUDENT will use a
variety of different painting tools sponges,
wide brush, thin brush, cut vegetable, straw
marbles to complete an art project 2 out of 5
opportunities for 3 trial days as observed and
recorded by staff.
By month/date THE STUDENT will use a variety of different painting tools sponges, wide brush, thin brush, cut vegetable, straw marbles to complete an art project 2 out of 5 opportunities for 4 trial days as observed and recorded by staff. By month/date THE STUDENT will use a variety of different painting tools sponges, wide brush, thin brush, cut vegetable, straw marbles to complete an art project 4 out of 5 opportunities for 5 trial days as observed and recorded by staff. |
THE STUDENT will use a variety of
different painting tools sponges, wide brush,
thin brush, cut vegetable, straw marbles to
complete an art project
2 out of 8 observed opportunities by June |
paper shapes to recreate a model
| By month/date THE STUDENT will use
paper shapes to recreate a model of an art
object( boat, car, person, etc.) 2 out of 5
opportunities for 3 trial days as observed and
recorded by staff.
By month/date THE STUDENT will use paper shapes to recreate a model of an art object( boat, car, person, etc.) 2 out of 5 opportunities for 4 trial days as observed and recorded by staff. By month/date THE STUDENT will use paper shapes to recreate a model of an art object( boat, car, person, etc.) 4 out of 5 opportunities for 5 trial days as observed and recorded by staff. |
THE STUDENT will use paper shapes to
recreate a model of an art object( boat, car,
person, etc.)
2 minutes to 4 minutes without reinforcement by
January |
Suggested Activities
Create THE STUDENT art portfolio
Provide household objects to use in art projects
Maintain art learning centers
Experiment with different art tool and media
Demonstrate various art techniques
draw a picture
By month/date, THE STUDENT twill draw a
picture to illustrate an entry in his/her journal
3 out of 5 opportunities for 4 trial days as
observed and recorded By staff. By month/date, THE STUDENT twill draw a
picture to illustrate an entry in his/her journal
4 out of 5 opportunities for 5 trial days as
observed and recorded By staff. 1 out of 6 requests by June
By month/date, THE STUDENT twill draw a
picture to illustrate an entry in his/her journal
2 out of 5 opportunities for 3 trial days as
observed and recorded By staff.
THE STUDENT twill draw a picture to
illustrate an entry in his/her journal
2 out of 6 request by October
3 out of 6 request by December
4 out of 6 request by February
5 out of 6 request by April
use clay to make a sculpture
| By month/date, THE STUDENT will use clay
to make a sculpture of his/her favorite animal
seen at the zoo 2 out of 5 opportunities for 3
trial days as observed and recorded By staff.
By month/date, THE STUDENT will use clay to make a sculpture of his/her favorite animal seen at the zoo 3 out of 5 opportunities for 4 trial days as observed and recorded By staff. By month/date, THE STUDENT will use clay to make a sculpture of his/her favorite animal seen at the zoo 4 out of 5 opportunities for 5 trial days as observed and recorded By staff. |
THE STUDENT will use clay to make a
sculpture of his/her favorite animal seen at
the zoo
4 verbal reminders by June |
class quilt
| By month/date, THE STUDENT will design a
square to add to the class quilt 2 out of 5
opportunities for 3 trial days as observed and
recorded By staff.
By month/date, THE STUDENT will design a square to add to the class quilt 3 out of 5 opportunities for 4 trial days as observed and recorded By staff. By month/date, THE STUDENT will design a square to add to the class quilt 4 out of 5 opportunities for 5 trial days as observed and recorded By staff. |
THE STUDENT will design a square to add
to the class quilt 2 out of 5 opportunities
4 verbal reminders by June |
collage to be displayed
| By month/date, THE STUDENT will choose
magazine pictures using touch or eye gaze to
add to collage to be displayed in their locker
2 out of 5 opportunities for 3 trial days as
observed and recorded By staff.
By month/date, THE STUDENT will choose magazine pictures using touch or eye gaze to add to collage to be displayed in their locker 3 out of 5 opportunities for 4 trial days as observed and recorded By staff. By month/date, THE STUDENT will choose magazine pictures using touch or eye gaze to add to collage to be displayed in their locker 4 out of 5 opportunities for 5 trial days as observed and recorded By staff. |
THE STUDENT will choose magazine
pictures using touch or eye gaze to add to
collage to be displayed in their locker
4 verbal reminders by June |
make pictures
| By month/date, THE STUDENT will make
pictures of his/her family using a techniques
of his/her choice 2 out of 5 opportunities for
3 trial days as observed and recorded By
staff.
By month/date, THE STUDENT will make pictures of his/her family using a techniques of his/her choice 3 out of 5 opportunities for 4 trial days as observed and recorded By staff. By month/date, THE STUDENT will make pictures of his/her family using a techniques of his/her choice 4 out of 5 opportunities for 5 trial days as observed and recorded By staff. |
THE STUDENT will make pictures of his/her
family using a techniques of his/her choice
1 out of 8 times by January |
create a model
| By month/date, THE STUDENT will use
three dimensional objects to create a model
of his her neighborhood 2 out of 5
opportunities for 3 trial days as observed and
recorded By staff.
By month/date, THE STUDENT will use three dimensional objects to create a model of his her neighborhood 3 out of 5 opportunities for 4 trial days as observed and recorded By staff. By month/date, THE STUDENT will use three dimensional objects to create a model of his her neighborhood 4 out of 5 opportunities for 5 trial days as observed and recorded By staff. |
THE STUDENT will use three dimensional
objects to create a model of his her
neighborhood
2 out of 8 observed opportunities by June |
Suggested Activities
Make available various art materials for projects
Create art from personal experiences
Draw pictures using many different colors
Teach techniques such as mosaic and collage making, watercolor, resist, clay sculpting, weaving, stencils, drawing with pastels, pencils, chalk, crayons, paper mache.
Develop Skills and Appreciation for The Lifelong Learning of Visual Arts
keep head up and in midline
| By month/date THE STUDENT will keep
head up and in midline while on a field trip to
an art gallery or museum for 25% of the trip
for 3 trial days as observed and recorded by
staff.
By month/date THE STUDENT will keep head up and in midline while on a field trip to an art gallery or museum for 50% of the trip for 4 trial days as observed and recorded by staff. By month/date THE STUDENT will keep head up and in midline while on a field trip to an art gallery or museum for 75% of the trip for 5 trial days as observed and recorded by staff. |
THE STUDENT will keep head up and in
midline while on a field trip to an art gallery
or museum
10% accuracy by November |
complete a page
| By month/date THE STUDENT will
complete a ____ page on an artist of his/her
choice for 3 trial days as observed and
recorded by staff.
By month/date THE STUDENT will complete a ____ page on an artist of his/her choice for 4 trial days as observed and recorded by staff. By month/date THE STUDENT will complete a ____ page on an artist of his/her choice for 5 trial days as observed and recorded by staff. |
THE STUDENT will complete a ____ page
on an artist of his/her choice
2 minutes to 4 minutes without reinforcement by
January |
talk quietly
| By month/date THE STUDENT will list
correct etiquette expected when visiting an
art gallery talk quietly, don't run, don't touch
artwork, stay behind the ropes for barriers)
for 3 trial days as observed and recorded by
staff.
By month/date THE STUDENT will list correct etiquette expected when visiting an art gallery talk quietly, don't run, don't touch artwork, stay behind the ropes for barriers) for 4 trial days as observed and recorded by staff. By month/date THE STUDENT will list correct etiquette expected when visiting an art gallery talk quietly, don't run, don't touch artwork, stay behind the ropes for barriers) for 5 trial days as observed and recorded by staff. |
THE STUDENT will list correct etiquette
expected when visiting an art gallery talk
quietly, don't run, don't touch artwork, stay
behind the ropes for barriers)
1 out of 6 requests by June |
Suggested Activities
Vote to determine which museum to visit
Make a classroom art gallery
Role play appropriate gallery/ museum behavior
Maintain a library art books for THE STUDENT's to explore
Display fine art posters in the classroom
Display THE STUDENT art on various sites on campus.
Visual Art- Historical And Cultural Context
Explore The Role Of The Visual Arts In Culture An Human History
artworks representing two different cultures
| By month/date, given 6 pictures of various
artworks representing two different cultures,
THE STUDENT will match the work of art to
the correct culture 2 out of 5 opportunities for
5 trial days as observed and recorded by staff
By month/date, given 6 pictures of various artworks representing two different cultures, THE STUDENT will match the work of art to the correct culture 3 out of 5 opportunities for 5 trial days as observed and recorded by staff By month/date, given 6 pictures of various artworks representing two different cultures, THE STUDENT will match the work of art to the correct culture 4 out of 5 opportunities for 5 trial days as observed and recorded by staff |
Given 6 pictures of various artworks
representing two different cultures, THE
STUDENT will match the work of art to the
correct culture
4 verbal reminders by June |
create a mask
| By month/date, THE STUDENT will create a
mask using at least_____ characteristics from
the art of a particular culture 2 out of 5
opportunities for 5 trial days as observed and
recorded by staff
By month/date, THE STUDENT will create a mask using at least_____ characteristics from the art of a particular culture 3 out of 5 opportunities for 5 trial days as observed and recorded by staff By month/date, THE STUDENT will create a mask using at least_____ characteristics from the art of a particular culture 4 out of 5 opportunities for 5 trial days as observed and recorded by staff |
THE STUDENT will create a mask using at
least_____ characteristics from the art of a
particular culture
1 out of 8 times by January |
differentiate between____works of art
| By month/date, THE STUDENT will be able
to differentiate between____works of art
from different time periods ancient vs.
modern, etc) 2 out of 5 opportunities for 5
trial days as observed and recorded by staff
By month/date, THE STUDENT will be able to differentiate between____works of art from different time periods ancient vs. modern, etc) 3 out of 5 opportunities for 5 trial days as observed and recorded by staff By month/date, THE STUDENT will be able to differentiate between____works of art from different time periods ancient vs. modern, etc) 4 out of 5 opportunities for 5 trial days as observed and recorded by staff |
THE STUDENT will be able to differentiate
between____works of art from different time
periods ancient vs. modern, etc)
4 verbal reminders by June |
image of cultural art
| By month/date, THE STUDENT will press a
switch to display an image of cultural art on
the computer monitor 2 out of 5 opportunities
for 5 trial days as observed and recorded by
staff
By month/date, THE STUDENT will press a switch to display an image of cultural art on the computer monitor 3 out of 5 opportunities for 5 trial days as observed and recorded by staff By month/date, THE STUDENT will press a switch to display an image of cultural art on the computer monitor 4 out of 5 opportunities for 5 trial days as observed and recorded by staff |
THE STUDENT will press a switch to
display an image of cultural art on the
computer monitor
2 out of 8 observed opportunities by June |
Suggested Activities
Read about and discuss artworks from the past and from contemporary times
Identify an discuss the artworks of a particular artist
Discuss the characteristics of art forms form other cultures
Incorporate art into History/ Social Science lessons
Visual Art- Aesthetic Valuing
Derive Meaning From Art Work Through Analysis, Interpretation And Judgement
viewing a particular work of art
| By month/ date, after viewing a particular
work of art, THE STUDENT will be able to
express how the artwork made him/her feel
by pressing the switch of an augmentative
communication device 3 out of 5
opportunities for 5 of 10 trial days as
observed and recorded by staff.
By month/ date, after viewing a particular work of art, THE STUDENT will be able to express how the artwork made him/her feel by pressing the switch of an augmentative communication device 4 out of 5 opportunities for 6 of 10 trial days as observed and recorded by staff. By month/ date, after viewing a particular work of art, THE STUDENT will be able to express how the artwork made him/her feel by pressing the switch of an augmentative communication device 5 out of 5 opportunities for 7 of 10 trial days as observed and recorded by staff. |
After viewing a particular work of art, THE
STUDENT will be able to express how the
artwork made him/her feel by pressing the
switch of an augmentative communication
device
10% accuracy by November |
critique works of art
| By month/ date, THE STUDENT will list at
least____ words he/she could use to evaluate/
critique works of art 3 out of 5 opportunities
for 5 of 10 trial days as observed and
recorded by staff.
By month/ date, THE STUDENT will list at least____ words he/she could use to evaluate/ critique works of art 3 out of 5 opportunities for 6 of 10 trial days as observed and recorded by staff. By month/ date, THE STUDENT will list at least____ words he/she could use to evaluate/ critique works of art 3 out of 5 opportunities for 7 of 10 trial days as observed and recorded by staff. |
THE STUDENT will list at least____ words
he/she could use to evaluate/ critique works
of art
1 out of 6 requests by June |
accept constructive criticism
| By month/ date, THE STUDENT will accept
constructive criticism from peers without
crying, yelling, throwing items ,etc.
Regarding their own art projects 3 out of 5
opportunities for 5 of 10 trial days as
observed and recorded by staff.
By month/ date, THE STUDENT will accept constructive criticism from peers without crying, yelling, throwing items ,etc. Regarding their own art projects 4 out of 5 opportunities for 6 of 10 trial days as observed and recorded by staff. By month/ date, THE STUDENT will accept constructive criticism from peers without crying, yelling, throwing items ,etc. Regarding their own art projects 5 out of 5 opportunities for 7 of 10 trial days as observed and recorded by staff. |
THE STUDENT will accept constructive
criticism from peers without crying, yelling,
throwing items ,etc. Regarding their own art
projects 3 out of 5 opportunities
10% accuracy by November |
Suggested Activities
Brainstorm vocabulary words use to critique artwork
Practice evaluating peer art projects.