Access Art Grade Kindergarten (#7701020) 

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Course Standards

Name Description
VA.K.C.1.1: Create and share personal works of art with others.
VA.K.C.2.1: Describe personal choices made in the creation of artwork.
VA.K.C.2.2: Identify media used by self or peers.
VA.K.F.1.1: Experiment with art media for personal satisfaction and perceptual awareness.
VA.K.F.1.2: Identify real and imaginary subject matter in works of art.
VA.K.F.2.1: Describe where art ideas or products can be found in stores.
VA.K.F.3.1: Create artwork that communicates an awareness of self as part of the community.
VA.K.H.1.1: Describe art from selected cultures and places.
VA.K.H.1.2: Follow directions for suitable behavior in an art audience.
VA.K.H.1.3: Explain how art-making can help people express ideas and feelings.
VA.K.H.2.1: Compare selected artworks from various cultures to find differences and similarities.
VA.K.H.2.2: Explore everyday objects that have been designed and created by artists.
e.g., artwork, utilitarian objects
VA.K.H.2.3: Describe where artwork is displayed in school or other places.
VA.K.H.3.1: Express ideas related to non-art content areas through personal artworks.
e.g., based on classroom learning activities: a story, thematic unit, important people, geometric shapes, animal characteristics
VA.K.O.1.1: Explore the placement of the structural elements of art in personal works of art.
VA.K.O.2.1: Generate ideas and images for artworks based on memory, imagination, and experiences.
VA.K.O.3.1: Create works of art to document experiences of self and community.
VA.K.S.1.1: Explore art processes and media to produce artworks.
e.g., stamp, glue, form, tear, cut, fold; chalk, crayon, marker, pencil, watercolor, tempera, fingerpaint
VA.K.S.1.2: Produce artwork influenced by personal decisions and ideas.
VA.K.S.2.1: Develop artistic skills through the repeated use of tools, processes, and media. e.g., media-specific techniques, eye-hand coordination, fine-motor skills
VA.K.S.3.1: Develop skills and techniques to create with two- and/or three- dimensional media.
e.g., media-specific techniques, eye-hand coordination, fine-motor skills
VA.K.S.3.2: Practice skills to develop craftsmanship.
VA.K.S.3.3: Handle art tools and media safely in the art room.
VA.K.S.3.4: Identify artwork that belongs to others and represents their ideas.
LAFS.K.RL.1.2 (Archived Standard): With prompting and support, retell familiar stories, including key details.
LAFS.K.SL.1.2 (Archived Standard): Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
LAFS.K.SL.1.3 (Archived Standard): Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
LAFS.K.SL.2.5 (Archived Standard): Add drawings or other visual displays to descriptions as desired to provide additional detail.
MAFS.K.G.1.1 (Archived Standard): Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
MAFS.K.G.1.3 (Archived Standard): Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).
MAFS.K.G.2.4 (Archived Standard): Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).
MAFS.K.MD.1.2 (Archived Standard): Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.
SC.K.N.1.4: Observe and create a visual representation of an object which includes its major features.
SC.K.P.9.1: Recognize that the shape of materials such as paper and clay can be changed by cutting, tearing, crumpling, smashing, or rolling.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.
HE.K.B.5.3: Recognize the consequences of not following rules/practices when making healthy and safe decisions.
Injury to self and/or others.

General Course Information and Notes


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

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

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

English Language Development ELD Standards Special Notes Section:

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

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

General Information

Course Number: 7701020 Course Path: Section: Exceptional Student Education > Grade Group: Elementary > Subject: Academics - Subject Areas >
Abbreviated Title: ACCESS ART GRADE K
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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