Visual and Performing Arts are essential to the education of all THE STUDENT's. Arts promotes creativity, thinking skills, and enjoyment. THE STUDENT's 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 THE STUDENT's 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 to assist THE STUDENT's with moderate to severe disabilities in development of essential skills in artistic appreciation and expression.
In Dance, Music, Theater And Visual Arts, Four Standards Are Address:
Artistic Perception
Creative Expression
Historical and Cultural Context
Aesthetic Valuing
THE CALIFORNIA STANDARDS
Scroll down the page to go directly to THE IDEA STATEMENTS.
Visual and Performing Arts Literacy Standard # 1 Artistic Perception - THE STUDENT Knows How To Study, Process And Respond To Sensory And Spatial Conceptual Information Through The Language And Skills Unique To The Arts
Dance: 1. THE STUDENT Understands And Uses Communication Skills That Include Body Awareness, Motor Sufficiency And Multi-Sensory Integration.
Benchmarks:
Uses movement to express simple, personal responses to the environment e.g., imitates movements of people, animals and things: everyday movements Artistic Perception: Goal
Stem 1
Uses movement to respond spontaneously to various stimuli ( e.g., sounds, music, color textures, objects imagery, feelings)-Artistic Perception: GOAL STEM # 2
Uses kinesthetic awareness, concentration an focus in performing movement Artistic Perception: GOAL STEM # 1
Uses strength, flexibility and motor control in movement- Artistic Perception: GOAL STEM # 1
Moves to varying musical beats and rhythms- Artistic Perception: GOAL STEM # 2
Memorizes and reproduces movement sequences, patterns and phrases using a variety of rhythmic,
spatial and energy patterns- Artistic Perception: GOAL STEM # 1
Dances with expressions and make choices regarding dance interpretation-Artistic Perception: GOAL STEM # 2
Dance 2 THE STUDENT Performs And Describes Dance Movement Using The Skills And Terminology Of Dance
Benchmarks:
Moves the body as a total unit- Artistic Perception: GOAL STEM # 1
Uses axial movements( e.g., balancing, stretching and locomotor movements ( e.g., leaping, skipping, jumping,) Artistic Perception: GOAL STEM # 2
Uses movement to understand spatial concepts ( e.g., personal and general spaces shapes at different levels, shapes at different sizes, curved and straight pathways) Artistic Perception:
GOAL STEM #s 1 and 2
Uses basic dance vocabulary to describe simple movements- Artistic Perception: GOAL STEM # 2
Understands energy and force qualities associated with various movements ( e.g., percussive, sustained, vibratory, pendular, collapse, heavy light-) Artistic Perception: GOAL STEM # 1
Understands concepts of time in relation to movement activities ( e.g., pulse, tempo, rhythm,)
and relates theses concepts to one's own breath and heartbeat) Artistic Perception : GOAL STEM # 1
Uses appropriate dance vocabulary to describe movement in terms of how the elements of dance and the choreographic principles and processes are used to convey an idea or feeling-
Artistic Perception: GOAL STEM # 2
Understands various movements and their underlying principles ( e.g., alignment. Balance, initiation, of movement, articulation, of isolated body parts, weight shift, elevation, and landing, fall and recovery) Artistic Perception: GOAL STEM # 2
Knows complex steps and patterns from different traditions ( e.g., ballet, square, Middle Eastern, Ghanaian, and styles of dance( e.g., dances of a particular performer, choreographer or period)- Artistic Perception GOAL STEM # 2
Understands various complex time elements ( e., duple and triple meters, tempi varied in relation to basic pulse and the vocabulary of time in relation to dance e.g., accelerate, decelerate, legato, adagio, syncopation, Artistic Perception: GOAL STEM # 2
Music 1: THE STUDENT Reads And Notates Music.
Benchmarks:
Uses original picture and symbols to represent musical sounds and ideas-Artistic Perception: GOAL STEM # 2
Uses hand signs and melodic syllables to read simple rhythm patterns and melodic patterns aurally and visually- Artistic Perception: GOAL STEM # 2
Know standard symbols used to notate meter ( e.g., 2/4, 3/4, 4/4 time signatures), rhythm ( e.g., whole, half, dotted half quarter, eight notes, pitch e.g., notes in treble clef, and dynamics ( e.g., p, f, in simple patterns- Artistic Perception: GOAL STEM # 2
Reads and writes simple music notation ( e.g., four= beat rhythm patterns)- Artistic Perception: GOAL STEM # 2
Music: 2 THE STUDENT Knows And Uses Appropriate Music Terminology.
Music: 3 THE STUDENT Analyzes Music, Using The Vocabulary And Language Of Music
Benchmarks:
Use simple terms to describe the elements of music- Artistic Perception: GOAL STEM # 1
Uses different movements to express pitch, tempo and dynamics ( e.g., high/low, fast/slow.
Loud/soft- Artistic Perception: GOAL STEM # 1
Knows simple forms of music ( e.g., AB. ABA, call and response) when presented aurally- Artistic Perception: GOAL STEM # 1
Knows terminology used to describe specific musical events- Artistic Perception: GOAL STEM # 1
Know more complex musical forms- Artistic Perception: GOAL STEM # 1
Understands ways in which the elements of music are used to express ideas or feelings- Artistic Perception: GOAL STEM # 1
Understands the technical vocabulary of music ( e.g., Italian terms, form, harmony, tempo markings)- Artistic Perception: GOAL STEM # 1
Theater 1. THE STUDENT Observes The Environment And Responds Using Method And Voice
Benchmarks:
Uses movement and voice skills to portray qualities of objects, animals and people ( e.g., physical variations in height s. size and stance
Use vocal skills to retell a short story- Artistic Perception : GOAL STEM # 1
Understands how body language expresses emotion- Artistic Perception: GOAL STEM # 1
Uses sensory information and observation skills to inspire improvisations and to portray objects, animals and people- Artistic Perception: GOAL STEM # 1 and 2
Uses variations in voice to convey mood, character and emotion in recounting personal experiences and stories- Artistic Perception: GOAL STEM # 1
Uses sensory awareness skills in improvisions, pantomime and play making-Artistic Perception: GOAL STEM # 1 and 2
Uses vocal variety and refined and isolated gestures and movements to create distinct characterizations- Artistic Perception: GOAL STEM # 1 and 2
Theater: 2. THE STUDENT Understands How Informal And Formal Theater
Benchmarks:
Knows the different elements that comprise dramatic performances ( e.g., visual elements, vocal elements, sound, movement, setting, script) and understands how they impact upon the emotions of audience members- Artistic Perception: Goal Stem 2
Knows the distinguishing characteristics of drama, films, television shows and electronic media productions- Artistic Perception: Goal Stem 2
Knows how various design elements contribute to the overall effect and meaning of a dramatic performance ( e.g., sets, lighting, props) Artistic Perception: Goal Stem 2
Understands that theater is integrated with other art forms ( e.g., dance/movement, music visual, arts
Artistic Perception: Goal Stem 2
Knows stage terms and directions ( e.g., such as backstage, apron, wings: directions such as stage right, upstage center)
Understands how design elements/ production values ( e.g., lighting, mood, color, atmosphere, sounds) are used to create meaning in theater productions, radio and television shows and film- Artistic Perception: Goal Stem 2
Visual Arts 1. THE STUDENT Knows A Range Of Subject Matter, Symbols And Potential Ideas In The Visual Arts.
Benchmarks:
Selects prospective ideas ( e.g., formulated, thoughts, opinions, concepts, for the works of art- Artistic Perception: Goal Stem 1
Uses symbols to represent characteristics of the natural and human environments Artistic Perception Goal Stem1
Uses imaginative techniques and methods to illustrate the natural world- Artistic Perception Goal Stem 1
Understands that art may be used to communicate values, opinions, ideas, feelings and /or personal insights- Artistic Perception: Goal Stem 1and 2
Knows that art is frequently used to interpret reality an fantasy in original ways Artistic Perception: Goal Stem 2
Understands how art is used to express universal concepts- Artistic Perception : Goal Stem 2
Visual Arts-2. THE STUDENT knows and uses appropriate terminology to communicate visual arts ideas
Benchmarks:
Understands art elements, including line, color, shape, space, movement and center of interest, as they are found in the environment, in one's own artwork and in the artwork of others- Artistic Perception: Goal Stem 1 and 2
Understands art elements, including form and texture, as they are found in the environment in ones's own artwork and in the artwork of others- Artistic Perception: Goal Stems 1 and 2
Understands design principles, including unity, balance, dominance, contrast and emphasis, in art and in the environment Artistic Perception: Goal Stem 2
Understands variation in form ( e.g., two dimensional) shape ( e.g., geometric, freeform), color ( e.g., warm, cool shades, tints) line ( e.g., horizontal, vertical, diagnosis and space ( e.g., positive, negative)
Artistic Perception: Goal Stem 1
Understands the principle of movement as it relates to two dimensional and three dimensional form -
Visual And Performing Arts Literacy Standard #2Creative Expression- THE STUDENT Demonstrates The Ability To Participate, Create And Perform In The Arts.
Dance: 3 THE STUDENT Understands And Uses Choreographic Principles And Processes To Express Perceptions, Feelings, Images, And Thoughts.
Benchmarks:
Creates a simple sequence of movements using one's imagination, feeling and thoughts- Creative Expression: Goal Stem 1
Know how improvisation is used to discover and invent movement and to solve movement problems Creative Expression: Goal Stem 2
Improvises and creates dances based on a variety of auditory, motor, visual and tactile stimuli, motional states, ideas, textures, shapes, and concepts- Creative Expression Goal Stem 2
Creates simple rhythmic patterns in sound and movement based on rhythms perceived in the self and in the environment ( e.g., his or her own body, clock, ocean) - Creative Expressions: Goal Stem2
Creates short sequences that use variations of the elements of dance ( e.g., using combinations of locomotor movements. Using high and low movements, moving form fast to slow paces) Creative Expression: Goal Stem 2
Understands the difference between personal discovery and imitation- Creative Expression: Goal Stem 1
Transforms movement from pantomimic representation into abstract illusion and imagery- Creative Expression: Goal Stem 2
Translates aural and rhythmic patterns and sequences into movement- Creative Expression: Goal Stem 2
Improvises for increasingly longer periods of time and with an increasingly diverse range of stimuli- Creative Expression: Goal Stem 2
Understands the process of creating a dance work ( e.g., research, exploration, improvisation, phrasing sequencing, development, critique, revision, Create Expression: Goal Stem 2
Creates dances that use choreographic principles ( e.g., theme and variations development, accent, balance rhythm, unity, originality) and that demonstrates clarity of intent and coherent form- Creative Expression: Goal Stem 2
Create dances that involve a sophisticated relationship to selected accompaniment ant that incorporate related theatrical and artistic disciplines- Creative Expression: Goal Stem 2
Creates dances for large group of THE STUDENT's- Creative Expression: Goal Stem 2
Collaborates with musicians and other artists and dancers in creating dances- Creative Expressions- Goal Stem 2
Dance4. THE STUDENT Understands Dance As A Way To Communicate Meaning.
Understands that movement may be used to reflect personal experiences and real- life events- Creative Expression: Goal Stem 1
Knows how dance is different from other forms of human movement ( e.g., sports, everyday
gestures) Creative Expression: Goal Stem 2
Understands how dance and movement may be used to express a variety of feelings and meanings_ Creative Expression: Goal Stem 1 and 2
Understands how and why different dances are open to different interpretations and reactions_ Creative Expression: Goal Stem 2
Understands the impact of the audience on performers and the impact of the performers on the audience- Creative Expression: Goal Stem 1
Understands the various functions of dance- Creative Expression: Goal Stem 2
Understands the difference between movements that are pantomimic and abstract- Creative Expression Goal Stem 2
Understands how dance may be used to communicate abstract ideas ( e.g., isolation relationships, poverty, the environment) and contemporary, social and universal themes- Creative Expression: Goal Stem 2
Knows the relationship of expressive movements, motifs, phrases and dance compositions to meaning- Creative Expression: Goal Stem 2
Understands dance as a means to gaining personal insight and growth and knows that dance interpretation can be influenced by personal experience- Creative Expression: Goal Stem 1
Understands how the cultural perspectives through which dance is viewed affect the communication of meaning in a dance- Creative Expression: Goal Stem 2
Music: 4. THE STUDENT Sings, Alone, And With Others A Varied Repertoire Of Music.
Knows the difference between the speaking voice and the singing voice- Creative Expression: Goal Stem 1
Sings from memory a varied repertoire of songs representing various genres and styles from different cultures-Creative Expression: Goal Stems 1 and 2
Sings ostinato ( repetition of a short musical pattern). Partner songs and rounds-
Sings on pitch and in rhythm, with appropriate timbre, diction and posture, and maintains a steady tempo- Creative Expression: Goal Stem 1
Music: 5 THE STUDENT Performs On Instruments, Alone And With Others, A Varied Repertoire Of Music.
Knows the sounds of a variety on instruments, alone and with others, a varied repertoire of music.
Knows the sound of a variety of instruments and human voices ( e.g., children's voices, male and female adult voices) Creative Expression: Goal Stem 1
Echoes short rhythm ( 2-4- measure) and melodic patterns_ Creative Expression: Goal Stem 1
Performs on pitch, in rhythm with appropriate dynamics and timbre, and maintains a steady tempo- Creative Expression: Goal Stem 1
Uses a variety of classroom instruments to create sound stories and simple orchestration ( e.g., simple poems, nursery rhymes)- Creative Expression: Goal Stem 1
Music: 6. THE STUDENT Improvises Melodies, Variations And Accompaniments.
Improvises " answers" in the same style to given rhythmic and melodic phrases- Creative Expression: Goal Stem 2
Uses improvisational skills on various instruments ( e.g., hand drum, recorder, bar instrument such as xylophone) Creative Expression: Goal Stem 2
Theater 3: THE STUDENT Writes Scripts.
Retells and dramatically improvises stories Creative Expression: Goal Stems 1 and 2
Writes short scripts in collaboration wit other students- Creative Expression: Goal Stem 3
Writes monologs, scenes, or short one- act plays that include dialogue, action and scenic elements and that have a beginning, middle and end- Creative Expression: Goal Stem 3
Creates scenes and improvisations based upon personal experiences- Creative Expression: Goal Stems 1 and 3
Improvises, writes and refines scripts based on personal experience, heritage, imagination, literature and history- Creative Expression: Goal Stem 3
Theater: 4. THE STUDENT Uses Acting Skills.
Use pantomime skills to express real activities ( e.g., bouncing a ball)- Creative Expression: Goal Stem 1
Memorizes and recites short poems and/or lyrics with expression- Creative Expression: Goal Stems 1 and 2
Uses voice and movement skills to convey the emotional qualities of given characters through simple dramatizations- Creative Expression: Goal Stems 1 and 2
Performs in simple improvisations, scenes, pantomimes, monologues, dialogues and/or plays with other students- Creative Expression: Goal Stems 1 and 2
Knows basic stage directions ( e.g., stage right, stage left)- Creative Expression: Goal Stem 2
Performs scenes and plays that contain characters with varied speech and movement patterns_ Creative Expression Goal Stem 1 and 2
Uses basic acting skills ( e.g., breath control, diction, facial expression, volume, projection, appropriate body movement, vocal expression) in creating characters in scenes and improvisations- Creative Expressions: Goal Stem 2
Uses visual, auditory and kinesthetic memory in formal and informal performances- Creative Expression: Goal Stem 2
Understands the physical, emotional and environmental factors that influence character- Creative Expression: Goal Stem 2
THEATER; 5 THE STUDENT Designs And Produces Informal And Formal Productions
Uses costumes and simple props to create classroom dramatizations- Creative Expression: Goal Stems 1and 2
Create settings for dramatic play, using available materials- Creative Expressions: Goal Stem 2
Chooses and constructs elements of scenery, properties, lighting and sound to signify environments and costumes and makeup to suggest character- Creative Expression: Goal Stem 2
Participates as a member of a technical crew in the planing and performance of a group demonstration
Creative Expression: Goal Stem 2
Understands how technology and varied media are uses in designs for formal and informal productions
Creative Expression: Goal Stem 2
Develops ideas for theatrical designs using visual elements ( e.g.,line texture, color, space) visual principles (e.g., repetition, balance, emphasis, contrasts, unity), and aural qualities ( e.g., pitch rhythm, dynamics, tempo, expression, from traditional and non traditional sources- Creative Expression Goal Stem 2
Designs and creates scenery, costumes, properties, lighting sound and or/ makeup for a particular play-
Creative Expression: Goal Stem 2
THEATER: 6 THE STUDENT Directs Scenes And Productions.
Knows that scripts cane be interpreted and staged in multiple ways- Creative Expression Goal Stem 2
Plans and rehearses scenes- Creative Expression: Goal Stem 2
THEATER: 7 THE STUDENT Uses Technology And Varied Media For Formal And Informal Productions.
VISUAL ARTS; 3 THE STUDENT Understands And Applies Media, Techniques And Processes Related To The Visual Arts.
Uses a variety of art materials to communicate ideas ( e.g., colored chalk, paint, clay) Creative Expression: Goal Stems 1 and 2
Uses a variety of two- and three dimensional media to communicate ideas and feelings ( e.g., builds constructions with found materials, uses clays to model animals, uses shapes to create mobiles)- Creative Expression: Goa Stems 1 and 2
Uses simple techniques in artwork ( e.g., uses overlapping to create the illusion of depth, uses contrasts in shape and size, Creative Expression: Goal Stems 1 and 2
Understands how an artist's choice of media relates to the function of an art work- Creative Expression: Goal Stems 1and 3
Uses a variety of painting, printmaking, drawing, modeling and/or construction materials and techniques- Creative Expression: Goal Stem 1
Knows a variety of visual art techniques in computer graphics, film, photography and/or video- Creative Expression: Goal Stem 1
Knows the difference between art materials ( e.g., print, clay, wood, videotape) techniques ( e.g., overlapping, shading, varying size and color) and processes ( e.g., print, clay wood, videotape) techniques ( e.g., overlapping, shading, varying size and color) and processes ( e.g., addition and subtraction in sculpture , casting and construction in making jewelry)- Creative Expression: Goal Stem 1
Uses the art elements and principles of design in drawing, painting, sculpture, ceramics, photography, and or media or emerging technology- Creative Expression: Goal Stem 3
Visual Arts: 4 The STUDENT knows how to use elements, principles, and expression qualities of art.
Creates art compositions that use line, shape, color, space, movement and emphasis to communicate simple ideas, ( e.g., animals, family, neighborhood) _ creative Expression: Goal Stem 1
Knows the difference between visual characteristics ( e.g., color, texture) and purpose of art ( e.g., to convey ideas) Creative Expression: Goal Stem 2
Creates art compositions that use the principles of unity and rhythm- Creative Expression: Goal Stem 2
Understands how different compositional, expressive features ( e.g., evoking joy, sadness, anger, and organizational principles ( e.g., repetition, balance, emphasis, contrast, unity, cause different responses in viewers- Creative Expression
Creates artworks that use a combination of art elements and design Creative Expression Goal Stem 2
Understand that visual art problems can be solved in a variety of- Creative Expression: Goal Stem 2
Creates complex artworks that demonstrate the exploration of personal style and proficiency in communication an idea or emotion- Creative Expression Goal Stem 2
Standard- 3 Historical and Cultural Context- THE STUDENT understands historical contributions and cultural dimensions of the arts
Dance: 5 THE STUDENT understands dance of various cultures and historical periods.
Benchmarks:
Know dance from different cultures- Historical and Cultural Context: Goal Stem 1
Understands how dance is influenced by culture( e.g., environment, types of work) Historical and Cultural context: Goal Stem 2
Knows situations and events in which dance plays a part( e.g., festivals, wedding undes, rituals, community events)- Historical and Cultural Context: Goal Stem 1
Knows selected folk, historical, cultural and contemporary dances- Historical and Cultural Context: Goal Stem 1
Understands how dance is used by different ethnic communities in celebrations-Historical and Cultural Context: Goal Stem 1
Understands similarities between a variety of dances from different cultures Historical and Cultural Context Goal Stem 1
Knows commonalties found in historical, cultural and contemporary forms of dance ( e.g., costume, gesture, rhythmic structure, music, recurring themes_ Historical and Cultural Context : Goal Stem 1
Knows the differences between social, sacred and concert forms of dance- Historical and Cultural Context: Goal Stem 1
Knows the history of selected periods of theatrical dance- Historical and Cultural Context: Goal Stem 1
Traces the historical development of theatrical dance_ Historical and Cultural Context
Understands how culture influences body movement in dance-Historical and Cultural Context Goal Stem 1
Understands how dance addresses issues related to diversity ( e.g., politics, social class, ethnicity, gender, body types, different abilities, Historical and Cultural Context:
Goal Stem 1
Understands historical and contemporary dance styles in relation to social, political, economic and technological forces- Historical and Cultural Context: Goal Stem 1
Knows traditions and techniques of dance from an increasingly diverse panorama of cultures ( e.g., Lai Haraoba form Manipur, India; tje Eagle Dance from Native American culture, the Chinese Ribbon Dance) Historical and Cultural Context Goal Stem 1
Music: 9 THE STUDENT understands the relationship between music and history and culture.
Knows different types of functional music ( e.g., lullabies, marches, seasonal songs) Historical and Cultural Content: Goal Stem 1
Knows different cultural styles of music ( e.g., African American singing game ( Charlie over the Ocean" the Obwisana " rock Passing Song" French song Puncinell" the American folk song " Bow Belinda" Historical and Cultural Content: Goal Stem 1
Performs simple songs of various cultures and styles Historical and Cultural Content: Goal Stem 1
Understand ways in which music conveys stories about different historical events and periods ( e.g., songs about the Old West) Historical and Cultural Content: Goal Stem 1
Theater: 9 THE STUDENT understands major themes, historical periods and styles of theater in various cultures throughout the world.
Knows similar characters and situations in stories and dramatizations form different cultures- Historical and Cultural Context: Goal Stem 1
Knows that there are various kinds of theatrical activities ( e.g., story telling, puppetry, improvisation, plays- Historical and Cultural Context: Goal Stem 1
Knows some major traditions and themes in stories an theater- Historical and Cultural Context: Goal Stem 1
Understands the basic origins of theater- Historical and Cultural Context: Goal Stem 1
Know different forms of theater from various cultures and time periods ( e.g.., Noh and Kabuki in Japan, the musical in the United States_ Historical and Cultural Context: Goal Stem 1
Knows characteristics of theater history in various cultures- Historical and Cultural Context: Goal Stem 1
Knows plays from a variety of cultures and time periods- Historical and Cultural Context: Goal Stem 1
Knows similarities among the dramas of various cultures and from various historical periods ( e.g., characters. Plot themes- Historical and Cultural Context: Goal Stem 1
Knows similarities and differences that exist in the lives, works and influences of representatives theater artists from various cultures and historical periods_ Historical and Cultural Context: Goal Stem 1
Theater: 10. THE STUDENT understands relationships between theater and culture
Knows a variety of subject matter ( e.g., stories, fairy tales, myths, folklore) that are used for dramatization in various cultures-Historical and Cultural Context: Goal Stem 1
Knows the theatrical forms of various ceremonies and celebrations from world cultures- Historical and Cultural Context: Goal Stem 1
Understands that theater reflects life and knows that it often serves as a catalyst for change- Historical
and Cultural Context: Goal Stem 1
Understands the emotional and social impacts of dramatic performances on the communities and cultures from which they come and their social relevance today Historical and Cultural Context: Goal Stem 1
Understands how culture affects the content of dramatic performances- Historical and Cultural Context: Goal Stem 1
Visual Arts: 5 THE STUDENT understands major themes, historical periods and styles of art in various cultures throughout the world.
Knows similarities among various artworks from different time periods ( e.g., similar themes) Historical and Cultural Context: Goal Stem 1
Knows various artworks and art genres from various time periods and cultures- Historical and Cultural Context: Goal Stem 1
Knows various art craft forms from historical periods- Historical and Cultural Context: Goal Stem 1
Understands religious influences on art and architecture- History and Cultural Context Goal Stem 1
Knows the works of a particular artist- Historical and Cultural Context: Goal Stem 1
Knows similarities and differences that appear in various artworks from around the world( e
.g, ideas; purposes; themes; materials; visuals, spatial and temporal structures) Historical and Cultural Context: Goal Stem 1
Knows the history of art from various periods, styles and cultures from ancient to modern times_ Historical and Cultural Context: Goal Stem 1
Understands the role of art historian- Historical and Cultural Context: Goal Stem 1
Visual Arts: 6 THE STUDENT knows how history, culture and the visual arts can influence each other.
Understands the role of art in the community ( e.g., architecture, murals and sculptures: events and celebrations)- Historical and Cultural Context: Goal Stem 1
Understands the role of art galleries and/or museums in conserving art and art history and in reflecting continuity and change in art- Historical and Cultural Context: Goal Stem 1
Understands the role of arts in reflecting live - Historical and Cultural context: Goal Stem 1
Knows artworks from various cultures and understands the ways in which art reflects, maintains and expresses cultural themes _ Historical and Cultural context: Goal Stem 1
Knows major works of art by women by members of diverse ethnic groups living in the United States- Historical and Cultural Context: Goal Stem 1
Understands how artwork may be used to protest or to comment upon social conditions- Historical and Cultural Context: Goal Stem 1
Knows contemporary styles in American art, including how diverse cultural developments are reflected in contemporary artworks- Historical and Cultural Context: Goal Stem 1
Knows artists who have achieved regional, national or international recognition and understands ways in which their work reflects, play a role in and influences culture- Historical and Cultural Context Goal Stem 1
Standard-4 Aesthetic Valuing- THE STUDENT knows how to respond to, analyze and make judgements about form, content, techniques and purpose in works of art.
Dance:6 THE STUDENT knows and applies appropriate criteria in the critical assessment of works of dance.
Benchmarks: Knows the basic features of dance and variations in movement when observing dances
Aesthetic Valuing: Goal Stem 1
Uses Aesthetic criteria to assess the quality of ones own work and the works of others ( e.g., analyzes the possible meanings of dances: Analyzes dance compositions in terms of time, space and energy or force) Aesthetic Valuing: Goal Stem 1
Revises one's own dances based upon criteria- Aesthetic Valuing: Goal Stem 1
Knows possible aesthetic criteria that could be used to evaluate dance( e.g., skill and artistic presence of performers, originality, visual and/or emotional impact, variety and contrast) Aesthetic Valuing: Goal Stem 1
Evaluates his or her growth as a dancer or in dance-Aesthetic Valuing: Goal Stem 1
Makes informed judgements about the form, content, specific techniques, choreography and purpose of works in dance- Aesthetic Valuing: Goal Stem 1
Knows the differences between viewing live and recorded dance- Aesthetic Valuing Goal Stem 1
Music: 10. THE STUDENT knows and applies appropriate criteria in the critical assessment of music and music performances.
Knows characteristics that make certain music suitable for specific uses- Aesthetic Valuing: Goal Stem 1
Knows personal preferences for specific musical works and styles- Aesthetic Valuing: Goal Stem 1
Knows appropriate audience behavior for the context and style of music performed- Aesthetic Valuing: Goal Stem 1
Knows appropriate terminology used to explain music, music notation, music instruments and voices and music performances- Aesthetic Valuing: Goal Stem 1
Knows criteria used to support personal references for musical works based on the elements of music
( e.g., melody, rhythm, harmony, form, expressive qualities) Aesthetic Valuing: Goal Stem 1
Theater 11. THE STUDENT knows and applies appropriate criteria in the critical assessment of informal productions formal productions, film and media.
Understands the effects that a dramatic performances has on the audience and understand the means through which those effects are created ( e.g., actors and actresses create images, moods and feelings in performance) - Aesthetic Valuing: Goal Stem 1
Understands meanings, emotions and intentions in stories, theater and mass media presentations- Aesthetic Valuing Goal Stem 1
Uses basic theater vocabulary to describe personal relations to viewing or participating in a theatrical experiences- Aesthetic Valuing: Goal Stem 1
Uses criteria to analyze ones's own dramatic work and the works of others, including that of recognized actors, directors, writers and technical artists in theater and film Aesthetic Valuing: Goal Stem 1
Makes informed judgements regarding the form, content technique and purpose of works in thater- Aesthetic Valuing: Goal Stem 1
Uses the basic terminology of evaluation ( e.g., intent, structure, effectiveness, worth) when critiquing one's own works and the works of others in theater, film, and other dramatic media- Aesthetic Valuing: Goal Stem 1
Uses personal aesthetic criteria to analyze the elements, both individually and in concert, of a dramatic productions- Aesthetic Valuing: Goal Stem 1
Visual Arts: 7. THE STUDENT applies appropriate criteria to ones own artwork and the artwork of others.
Knows various purposes for creating works of art- Aesthetic Valuing: Goal Stem 1
Uses visual arts vocabulary to describe one's own artwork and the artworks of others ( e.g., describes what one likes of dislikes about a work; identifies the message, meaning and/or mood of specific artworks) Aesthetic Valuing
Understands how people's experiences ( e.g., cultural background, human needs) can influence the development of artworks- Aesthetic Valuing: Goal Stem 1
Knows criteria used to analyze artworks in terms of form ( e.g., use of art elements and design principles and content ( e.g., the ideas, feelings or moods that are being communicated)- Aesthetic Valuing: Goal Stem 1
Understands the difference between objective criteria and personal preferences in making judgements about artworks- Aesthetic Valuing: Goal Stem 1
Uses criteria to determine what constitutes a work of art to interpret meaning in works of art- Aesthetic Valuing: Goal Stem 1
Understands how various interpretations can be used to understand and evaluate works of visual art- Aesthetic Valuing: Goal Stem 1
THE IDEA STATEMENTS
Please Read The Following Description To Better Understand The Information Contained Within This Page, Then Scroll Down To Use The Idea Statements
The following Idea Statements provide the basic mechanism for organizing essential and relevant objectives for each student. There are a number of critical areas that must be taken into account when developing your students objectives using this information.
These Areas Should Include
1. The consideration of what skills need to be taught and why
2. How the skills will be taught
3. How the student's progress will be recorded and verified
4. Where these skills should be taught
5. The standard of performance
6. The anticipated date of completion
7. The instructional materials and procedures which will be used to assist the students in acquiring and performing the skills.
The Following Should Be Taken Into Consideration When Developing Students IEP's
1. Students present and future needs.
2. Alignment with the State Adopted Standards
3. District Core Curriculum
4. Input from parents/ care providers
5. Students past achievement
6. Student present level of performance
7. Age appropriateness of the goal for the student
8. Functionality of the goal for the student
9. Needs of language learners
10. Entry requirement of adult programs
Do You Have Your own Forms Program or Templet And Only Need My Info?
I Have Some Tips That Might Help You Use My Idea Statements.
1. When ever you see the words "THE STUDENT", "HE/SHE" or "HIM/HER" it's an indication for you to insert your students name and descriptors.
2. If your working on a PC and after you copy and paste my data into your word processor, you could change all "THE STUDENTS" to your students name at once by clicking on "Edit" then on "Find and Replace". (or change any information you want, one time).
3. Try to copy and paste other benchmarks or functional levels on each Idea Statement to better illustrate your student needs.
4. Consider using the California Standards even if your out of State. I found them to be the most descriptive and researched format available.
5. Feel free to select Idea Statements from the subject section of my web site and match it with a California Standard.
6. Try using the alternate benchmark method as illustrated within the California Standard section of my web site. See the photo example of the IEP Forms Page. All the information you see was obtained from using a combination of sections from this site.
7. Look over the other non data sections as they will help you write better IEP's. See the questions section and find my picks of the Best On The Web For Special Ed.
Larry
Are You Tired Of Writing Your IEP's By Hand?
IEP4U Writer is an inexpensive, easy to use computerized forms program which can be downloaded into your system. Unlike other programs, IEP4U Writer operates on any computer and has easy to follow, step by step instructions that can be reviewed on this web site, including samples of some of the forms. The system includes student information sheets and has thousands of Ideas Statements. (Objectives) The Ideas Statements are based upon a variety of standardized test questions and includes The California Standards. The program comes with many forms in English and Spanish and will keep track of all your student data from year to year. Many Ideas Statements come with a guide of current functional levels and contains some curriculum suggestions. This program is perfectly designed for teachers of School District's, Special Education Departments to manage their student IEP's. We can customize and personalize forms to match your existing format. We also create special education websites.
If Your Interested In IEP4U Writer, Click Here
Music- Artistic Perception
Goal Stem 1 : THE STUDENT Will Listen To And Analyze Music Critically Using The Vocabulary And Language Of Music.......
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 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.
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.
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.
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.
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.
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.
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.
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.
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.
Suggested Activities For Goal Stem 1:
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
Choose a THE STUDENT volunteer to act as " disc jockey" or" video jockey"
Goal Stem 2 THE STUDENT Will Learn To Recognize/Read Musical Notes And Symbols........
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.
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.
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.
Suggested Activities for Goal Stem 2:
Play a matching or bingo games using musical notes
Take turns being musical conductor
Make a collage out of musical symbols
Music- Creative Expression
Goal Stem 1 THE STUDENT will sing or perform on instruments A Varied Repertoire Of Music.
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
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
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
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
Suggested Activities for Goal Stem 1:
Participate in class sing a long
Make your own instruments
Perform for other classes
Participate in school assembly
Goal Stem 2 THE STUDENT will improvise melodies, variations and accompaniments.....
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.
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.
Suggested Activities for Goal Stem 2:
Provide a music corner with various instruments THE STUDENTS can explore
Create your own raps
Music- Historical and Cultural Context
Goal Stem 1 THE STUDENT will develop knowledge and understanding of the relationship of music to history and world cultures.....
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
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
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
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
Suggested Activities for Goal Stem 1:
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
Goal Stem 1 THE STUDENT will apply knowledge, skills, and understanding to make critical judgements about an determine the quality of music experiences and performances......
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.
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.
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.
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.
Suggested Activities for Goal Stem 1:
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
Goal Stem 1 THE STUDENT will observe the environment and respond using movement and voice......
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.
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.
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.
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.
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.
Suggested Activities for Goal Stem 1:
Perform animal walks
Play charades
Play Simon Says game
Role playing and dramatic stories
Singing and signing songs
GOAL STEM 2 THE STUDENT will observe and respond to informal productions, theatrical productions, films and electronic media.......
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.
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.
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.
By month/date, THE STUDENT will be able to recount 5 facts about a performance film assembly as observed and recorded by staff.
By month/date, THE STUDENT will be able to recount 5 facts about a performance film assembly as observed and recorded by staff.
By month/date, THE STUDENT will be able to recount 5 facts about a performance film assembly 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 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.
Suggested Activities for Goal Stem 2:
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
Goal Stem 1 THE STUDENT will develop knowledge and skills in acting through his/her own experience and imagination via or video
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.
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.
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.
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.
Suggested Activities for Goal Stem 1
Re enact fairy tale stories
Create simple scripts
Rehearse different ways to act same scene
Act in front of an audience
Goal Stem 2 THE STUDENT will explore the elements of theatrical production.......
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.
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.
By month/year, THE STUDENT will help create a backdrop for a scene working collaboratively with another THE 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 THE 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 THE STUDENT 4 out of 5 trials for 7 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 2 out of 5 trials for 5 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 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.
Suggested Activities for Stem 2:
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
Goal Stem 3 THE STUDENT will write scripts based on experience imagination and literature.......
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.
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.
By month/date, THE STUDENT will select at least one element ( dialogue ,action, lighting, costume, props) yo 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) yo 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) yo contribute to the scene 4 out of 5 trials for 7 out of 10 trial days as observed and recorded by staff.
Suggested Activities for Goal Stem 3
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
Goal Stem 1 THE STUDENT will develop knowledge and understanding of relationships between theater, history and culture.....
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.
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.
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.
Suggested Activities for Goal Stem 1:
Read and dramatize folktale from various cultures
Attend performances representing various cultures
Perform puppet shows.
Theater Aesthetic Valuing
Goal Stem #1 THE STUDENT Will Criteria For Judging And Evaluating Productions, Films And Electronic Media...
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.
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.
Suggested Activities For Goal Stem 1:
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
Goal Stem #1 THE STUDENT Will Develop Body Awareness, Movement Communications Skills And A Capacity For Movement Response, Motor Efficiency And Multi Sensory Integration........
By month/date, while listening to music THE STUDENT will move at least on 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 on 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 on body part 4 out of 5 opportunities for 8 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 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.
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.
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.
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.
Suggested Activities For Goal Stem 1:
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..
Goal Stem # 2 THE STUDENT Will Explore Dance Elements And Perform Dance Movements, Using The Skills, Vocabulary And Language Of Dance.....
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.
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.
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.
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.
Suggested Activities For Goal Stem 1:
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.
Goal Stem # 2 THE STUDENT Will Explore Dance Elements And Perform Dance Movements Using The Skills, Vocabulary And Language Of Dance.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 4 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 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. 4 out of 5 opportunities for 8 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 THE 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 THE 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 THE STUDENTS before doing a dance activity 4 out of 5 opportunities for 8 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) 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.
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.
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.
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.
Suggested Activities For Goal Stem 2:
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
Goal Stem # 1 THE STUDENT Will Make Connections Between Dance Composition, Performance And Healthful Living.....
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.
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.
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.
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.Suggested Activities For Goal Stem 1:
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.
Goal Stem # 2 THE STUDENT Will Use Choreography To Express Perceptions Feeling Images And Thoughts Through Dance Composition And Performance.
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.
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.
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.
By month/date, 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, 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, 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.
Suggested Activities For Goal Stem 2:
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
Goal Stem # 1 THE STUDENT Will Develop Knowledge And Understanding Of Human Diversity, History And Cultures Through Dance...
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
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
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
By month/date, THE STUDENT will learn and perform a dance form his/her own or another culture with 25% accuracy for 4 of 10 days 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 for 6 of 10 days 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 for 8 of 10 days as observed and recorded by staff
Suggested Activities For Goal Stem 1:
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
Goal Stem # 1 THE STUDENT Will Explore, Discover And Evaluate Dance In Accord With Aesthetic Principles .......
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.
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.
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.
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.
Suggested Activities For Goal Stem 1:
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
Goal Stem # 1 THE STUDENT Will Use His/Her Senses To Perceive Works Of Art, Objects In Nature, Events And The Environment.......
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.
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.
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.
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.
By month/year. THE STUDENT will indicate( eye gaze, pictures, point, verbal label between tow 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( eye gaze, pictures, point, verbal label between tow 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( eye gaze, pictures, point, verbal label between tow works of art he/she likes best 80% of time 8 out of 10 days as observed and recorded by staff.
Suggested Activities For Goal Stem 1:
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
Goal Stem # 2 THE STUDENT Will Identify Visual Structures And Functions Of Art Using Language Of The Visual Art......
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.
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.
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.
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.
Suggested Activities For Goal Stem 2
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
Goal Stem 1 THE STUDENT Will Develop Knowledge Of And Artistic Skills In A Variety Of Visual Arts Media And Technical Processes......
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.
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.
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.
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.
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.
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 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, cut vegetable, straw marbles to complete an art project 4 out of 5 opportunities for 5 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) 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.
Suggested Activities For Goal Stem 1:
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
Goal Stem 2 THE STUDENT Will Create Original Artworks Based On Personal Experiences Of Responses....
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.
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.
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.
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.
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.
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.
Suggested Activities For Goal Stem 1:
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
Goal Stem 2 THE STUDENT Will Create Original Artworks Based On Personal Experience Or Response.......
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 3 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.
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.
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.
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.
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.
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.
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.
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.
Suggested Activities For Goal Stem 2
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.
Goal Stem 3 THE STUDENT Will Develop Skills In The Visual Arts And Appreciation For Using The Visual Arts In Lifelong Learning
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.
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.
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.
Suggested Activities For Goal Stem 3
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
Goal Stem 1 THE STUDENT Will Explore The Role Of The Visual Arts In Culture An Human History......
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
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
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
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
Suggested Activities for Goal Stem 1
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
Goal Stem 1 THE STUDENT Will Derive Meaning From Art Work Through Analysis, Interpretation And Judgement.......
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.
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.
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.
Suggested Activities For Goal Stem 1:
Brainstorm vocabulary words use to critique artwork
Practice evaluating peer art projects.