Access Art Grade 2 (#7701030) 


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Course Standards


Name Description
VA.2.C.1.1: Use the art-making process to communicate personal interests and self-expression.
Related Access Points
Name Description
VA.2.C.1.In.a: Use various media or techniques to communicate personal interests and self-expression.
VA.2.C.1.Su.a: Explore various media or techniques to communicate personal interests and self-expression.
VA.2.C.1.Pa.a: Attend to various media or techniques used to create artwork.

VA.2.C.1.2: Reflect on and discuss various possible meanings in works of art.
Related Access Points
Name Description
VA.2.C.1.In.b: Identify various possible meanings in works of art.
VA.2.C.1.Su.b: Recognize various features in works of art.
VA.2.C.1.Pa.b: Attend to various features in works of art.

VA.2.C.2.1: Use appropriate decision-making skills to meet intended artistic objectives.
Related Access Points
Name Description
VA.2.C.2.In.a: Use defined criteria to meet intended artistic objectives.
VA.2.C.2.Su.a: Use a teacher-selected criterion to meet intended artistic objectives.
VA.2.C.2.Pa.a: Explore various media or techniques used to create artwork.

VA.2.C.2.2: Identify skillful techniques used in works by peers and others.
Clarifications:
e.g., painting, drawing, clay, collage, printmaking techniques
Related Access Points
Name Description
VA.2.C.2.In.b: Explore the use of skillful techniques in works by peers and others.
VA.2.C.2.Su.b: Explore the use of basic techniques in works by peers and others.
VA.2.C.2.Pa.b: Attend to basic techniques in works by peers and others.

VA.2.C.2.3: Use suggestions from others to modify the structural elements of art.
Related Access Points
Name Description
VA.2.C.2.In.a: Use defined criteria to meet intended artistic objectives.
VA.2.C.2.Su.a: Use a teacher-selected criterion to meet intended artistic objectives.
VA.2.C.2.Pa.c: Explore various structural elements of art.

VA.2.C.3.1: Use accurate art vocabulary to identify connections among visual art and other contexts.
Related Access Points
Name Description
VA.2.C.3.In.a: Use selected vocabulary common to art and other contexts.
VA.2.C.3.Su.a: Respond to selected vocabulary common to art and other contexts.
VA.2.C.3.Pa.a: Attend to selected vocabulary common to art and other contexts.

VA.2.C.3.2: Compare artworks with utilitarian objects and use accurate art vocabulary to describe how they are the same and how they are different.
Related Access Points
Name Description
VA.2.C.3.In.b: Identify similarities and differences between artworks and utilitarian objects.
VA.2.C.3.Su.b: Recognize the function of a variety of artworks and utilitarian objects.
VA.2.C.3.Pa.b: Explore a variety of visual art and utilitarian objects.

VA.2.F.1.1: Use imagination to create unique artwork incorporating personal ideas and selected media.
VA.2.F.1.2: Explore the advantages of having multiple solutions to solve an artistic problem.
VA.2.F.2.1: Identify work created by artists and designers.
Clarifications:
e.g., identified via description, sketching, painting, taking a picture; works: photographs, portraiture, landscaping, cartoon characters
Related Access Points
Name Description
VA.2.F.2.In.a: Identify selected forms of visual art.
VA.2.F.2.Su.a: Recognize a selected form of visual art.
VA.2.F.2.Pa.a: Respond to visual art in the environment.

VA.2.F.3.1: Describe the use of art to promote events within the school or community.
Related Access Points
Name Description
VA.2.F.3.In.a: Recognize the purpose of visual art in the community.
VA.2.F.3.Su.a: Recognize that visual art is part of a variety of environments.
VA.2.F.3.Pa.a: Respond to visual art in the environment.

VA.2.F.3.2: Work with peers to complete a task in art.
Related Access Points
Name Description
VA.2.F.3.In.b: Complete one or more steps related to collaborative visual art projects.
VA.2.F.3.Su.b: Contribute to collaborative tasks related to visual art.
VA.2.F.3.Pa.b: Explore tasks related to visual art.

VA.2.F.3.3: Use time effectively while focused on art production to show early development of 21st-century skills.
Related Access Points
Name Description
VA.2.F.3.In.b: Complete one or more steps related to collaborative visual art projects.
VA.2.F.3.Su.b: Contribute to collaborative tasks related to visual art.
VA.2.F.3.Pa.b: Explore tasks related to visual art.

VA.2.H.1.1: Identify examples in which artists have created works based on cultural and life experiences.
Related Access Points
Name Description
VA.2.H.1.In.a: Recognize similar themes in visual art from a variety of cultures and times.
VA.2.H.1.Su.a: Recognize that visual art communicates information about culture or times.
VA.2.H.1.Pa.a: Explore visual art from a variety of cultures and times.

VA.2.H.1.2: Distinguish between appropriate and inappropriate audience behavior.
Related Access Points
Name Description
VA.2.H.1.In.b: Practice specified procedures and audience etiquette.
VA.2.H.1.Su.b: Imitate a specified element of audience etiquette to respond to artworks.
VA.2.H.1.Pa.b: Respond to artwork.

VA.2.H.2.1: Identify differences or similarities in artworks across time and culture.
Related Access Points
Name Description
VA.2.H.2.In.a: Recognize differences or similarities in artworks across time and culture.
VA.2.H.2.Su.a: Respond to the visual art of diverse cultures and historical periods.
VA.2.H.2.Pa.a: Explore the visual art of diverse cultures and historical periods.

VA.2.H.2.2: Identify objects from everyday life that have been designed and created using artistic skills.
Clarifications:
e.g., birthday cards, perfume bottles, personal electronic devices, cars, cereal box designs, buildings
Related Access Points
Name Description
VA.2.H.2.In.b: Identify the use of visual art in daily life.
VA.2.H.2.Su.b: Connect visual art examples with their function.
VA.2.H.2.Pa.b: Associate a visual art example with its function.

VA.2.H.2.3: Identify the physical features or characteristics of artworks displayed in the community.
Related Access Points
Name Description
VA.2.H.2.In.b: Identify the use of visual art in daily life.
VA.2.H.2.Su.b: Connect visual art examples with their function.
VA.2.H.2.Pa.b: Associate a visual art example with its function.

VA.2.H.3.1: Describe connections made between creating with art ideas and creating with information from other content areas.
Clarifications:
e.g., shapes and math, color mixing and science
Related Access Points
Name Description
VA.2.H.3.In.a: Recognize the use of pattern, line, and form found in visual art with other teacher-selected contexts.
VA.2.H.3.Su.a: Explore the use of pattern, line, and form found in visual art with other teacher-selected contexts.
VA.2.H.3.Pa.a: Explore the use of patterns, line, or form in visual art.

VA.2.O.1.1: Employ structural elements of art and organizational principles of design in personal work to develop awareness of the creative process.
Related Access Points
Name Description
VA.2.O.1.In.a: Use structural elements of art in personal works of art.
VA.2.O.1.Su.a: Recognize basic structural elements of art.
VA.2.O.1.Pa.a: Explore selected structural elements of art.

VA.2.O.2.1: Use personal experience to convey meaning or purpose in creating artworks.
Related Access Points
Name Description
VA.2.O.2.In.a: Generate ideas and images for artworks based on personal experience.
VA.2.O.2.Su.a: Create imagery and symbols to document self-perception.
VA.2.O.2.Pa.a: Explore images and symbols representing self and environment.

VA.2.O.3.1: Create personally meaningful works of art to document and explain ideas about local and global communities.
Related Access Points
Name Description
VA.2.O.3.In.a: Create works of art to document experiences of self and community.
VA.2.O.3.Su.a: Recognize and use structural elements of visual art.
VA.2.O.3.Pa.a: Recognize a structural element of art.

VA.2.S.1.1: Experiment with tools and techniques as part of art-making processes.
Clarifications:
e.g., brush for details, fiber, series of prints, mixed media, clay
Related Access Points
Name Description
VA.2.S.1.In.a: Explore the use of art tools, processes, and media.
VA.2.S.1.Su.a: Recognize basic art tools, processes, and media.
VA.2.S.1.Pa.a: Attend to basic art tools, processes, and media.

VA.2.S.1.2: Use diverse resources to inspire expression of personal ideas and experiences in works of art.
Clarifications:
e.g., media, new technology
Related Access Points
Name Description
VA.2.S.1.In.b: Produce artwork influenced by personal decisions and ideas.
VA.2.S.1.Su.b: Create artwork that communicates awareness of self.
VA.2.S.1.Pa.b: Explore ideas and images for artwork.

VA.2.S.1.3: Explore art from different time periods and cultures as sources for inspiration.
Related Access Points
Name Description
VA.2.S.1.In.b: Produce artwork influenced by personal decisions and ideas.
VA.2.S.1.Su.b: Create artwork that communicates awareness of self.
VA.2.S.1.Pa.b: Explore ideas and images for artwork.

VA.2.S.1.4: Use accurate art vocabulary to discuss art.
Related Access Points
Name Description
VA.2.S.1.In.c: Use art vocabulary to communicate about art and the art-making process.
VA.2.S.1.Su.c: Respond to selected art vocabulary to communicate about art.
VA.2.S.1.Pa.c: Respond to selected art vocabulary.

VA.2.S.2.1: Develop artistic skills through repeated experiences with art media, techniques, processes, and tools.
Related Access Points
Name Description
VA.2.S.2.In.a: Develop artistic skills through the repeated use of tools, processes, and media.
VA.2.S.2.Su.a: Recognize basic art tools, processes, and media.
VA.2.S.2.Pa.a: Explore basic art tools, processes, and media.

VA.2.S.2.2: Follow sequential procedures focused on art production.
Related Access Points
Name Description
VA.2.S.2.In.a: Develop artistic skills through the repeated use of tools, processes, and media.
VA.2.S.2.Su.a: Recognize basic art tools, processes, and media.
VA.2.S.2.Pa.a: Explore basic art tools, processes, and media.

VA.2.S.3.1: Manipulate art materials and refine techniques to create two- and/or three-dimensional personal works.
Clarifications:
e.g., eye-hand coordination, fine-motor skills
Related Access Points
Name Description
VA.2.S.3.In.a: Practice skills and techniques to create with two- and three-dimensional media.
VA.2.S.3.Su.a: Manipulate a variety of visual art tools and media.
VA.2.S.3.Pa.a: Explore a variety of visual art tools and media.

VA.2.S.3.2: Demonstrate growth in craftsmanship through purposeful practice.
Clarifications:
Related Access Points
Name Description
VA.2.S.3.In.a: Practice skills and techniques to create with two- and three-dimensional media.
VA.2.S.3.Su.a: Manipulate a variety of visual art tools and media.
VA.2.S.3.Pa.a: Explore a variety of visual art tools and media.

VA.2.S.3.3: Follow directions for safety procedures and explain their importance in the art room.
Related Access Points
Name Description
VA.2.S.3.In.b: Demonstrate the safe use of a variety of visual art tools, media, techniques, and processes.
VA.2.S.3.Su.b: Demonstrate the safe use of selected visual art tools, media, techniques, or processes.
VA.2.S.3.Pa.a: Explore a variety of visual art tools and media.

VA.2.S.3.4: Describe the differences between using one’s own ideas, using someone else’s ideas as one’s own, and drawing inspiration from the works of others.
Clarifications:
e.g., plagiarism, appropriation from the Internet and other sources
Related Access Points
Name Description
VA.2.S.3.In.c: Identify artwork that belongs to others and represents their ideas.
VA.2.S.3.Su.a: Manipulate a variety of visual art tools and media.
VA.2.S.3.Pa.a: Explore a variety of visual art tools and media.

MAFS.2.G.1.1 (Archived Standard): Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
Related Access Points
Name Description
MAFS.2.G.1.AP.1a: Identify two-dimensional shapes, such as rhombuses, pentagons, hexagons, octagons, and ovals, as well as equilateral, isosceles, and scalene triangles.
MAFS.2.G.1.AP.1b: Distinguish two- or three-dimensional shapes based upon their attributes (i.e., number of sides, equal or different lengths of sides, number of faces, and number of corners).
MAFS.2.G.1.AP.1c: Draw two-dimensional shapes with specific attributes.

MAFS.2.G.1.3 (Archived Standard): Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
Related Access Points
Name Description
MAFS.2.G.1.AP.3a: Partition circles and rectangles into two, three, and four equal parts.
MAFS.2.G.1.AP.3b:

Label a partitioned shape (e.g., one whole rectangle was separated into two halves; one whole circle was separated into three thirds.)


MAFS.2.MD.1.1 (Archived Standard): Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
Related Access Points
Name Description
MAFS.2.MD.1.AP.1a:

Select appropriate tool and unit of measurement to measure an object (ruler or yard stick, inches or feet).

MAFS.2.MD.1.AP.1b: Demonstrate or identify appropriate measuring techniques.

LAFS.2.SL.1.2 (Archived Standard): Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
Related Access Points
Name Description
LAFS.2.SL.1.AP.2a: Engage in small or large group discussion of texts presented orally or through other media.
LAFS.2.SL.1.AP.2b: Recount or describe key ideas or details from literary or informational text read aloud or information presented orally or through other media.

LAFS.2.SL.1.3 (Archived Standard): Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
Related Access Points
Name Description
LAFS.2.SL.1.AP.3a: Ask questions about information presented (orally or in writing) in order to clarify something that is not understood.
LAFS.2.SL.1.AP.3b: Answer questions about what a speaker says in order to clarify misunderstandings.

ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.
HE.2.C.2.4: Explain the ways that rules make the classroom, school, and community safer.
Clarifications:
Walking not running, waiting your turn, and following traffic laws.
Related Access Points
Name Description
HE.2.C.2.In.d: Identify ways that rules make the classroom, school, and community safer (walking not running, waiting one’s turn, and following traffic laws.)
HE.2.C.2.Su.d: Recognize that rules make the classroom, school, and community safer (walking not running, waiting your turn, following traffic laws).
HE.2.C.2.Pa.d: Follow safety routines in the classroom.

SC.2.N.1.5: Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think).
Related Access Points
Name Description
SC.2.N.1.In.2: Identify information about objects based on observation.
SC.2.N.1.Su.2: Identify characteristics of objects based on observation.
SC.2.N.1.Pa.2: Use senses to recognize objects.




General Course Information and Notes

VERSION DESCRIPTION

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

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

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

English Language Development ELD Standards Special Notes Section:

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

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


General Information

Course Number: 7701030 Course Path: Section: Exceptional Student Education > Grade Group: Elementary > Subject: Academics - Subject Areas >
Abbreviated Title: ACCESS ART GRADE 2
Course Attributes:
  • Class Size Core Required
Course Status: Course Approved



Educator Certifications

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


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