Access Art Grade 3 (#7701035) 

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Course Standards

Name Description
VA.3.C.1.1: Use the art-making process to develop ideas for self-expression.
VA.3.C.1.2: Reflect on and interpret works of art, using observation skills, prior knowledge, and experience.
VA.3.C.2.1: Assess personal artworks for completeness and success in meeting intended objectives.
VA.3.C.2.2: Compare techniques used by peers and established artists as a basis for improving one’s own work.
VA.3.C.2.3: Use constructive criticism to improve artwork.
VA.3.C.3.1: Critique one’s own and others’ artworks, and identify the use of structural elements of art and organizational principles of design.
VA.3.C.3.2: Describe the connections between visual art and other contexts through observation and art criticism.
VA.3.C.3.3: Explain the similarities and differences between artworks and utilitarian objects.
VA.3.F.1.1: Manipulate art media and incorporate a variety of subject matter to create imaginative artwork.
VA.3.F.1.2: Explore the effects and merits of different solutions to solve an artistic problem.
VA.3.F.2.1: Identify places where artists or designers have made an impact on the community.
VA.3.F.3.1: Create artwork that communicates an awareness of events within the community.
VA.3.F.3.2: Collaborate to complete a task in art.
e.g., mural, mosaic
VA.3.F.3.3: Demonstrate the skills needed to complete artwork in a timely manner, demonstrating perseverance and development of 21st-century skills.
VA.3.H.1.1: Describe cultural similarities and differences in works of art.
VA.3.H.1.2: Describe the importance of displaying suitable behavior as part of an art audience.
VA.3.H.1.3: Identify and be respectful of ideas important to individuals, groups, or cultures that are reflected in their artworks.
VA.3.H.2.1: Compare differences or similarities in artworks across time and culture.
VA.3.H.2.2: Examine artworks and utilitarian objects, and describe their significance in the school and/or community.
VA.3.H.2.3: Describe various venues in which artwork is on display for public viewing.
e.g., museums, galleries, restaurants, virtual tours
VA.3.H.3.1: Discuss how knowledge gained in the visual art classroom can serve as prior knowledge in other classrooms.
VA.3.O.1.1: Demonstrate how the organizational principles of design are used to arrange the structural elements of art in personal work.
VA.3.O.2.1: Use creative and innovative ideas to complete personal artworks.
VA.3.O.3.1: Use symbols, visual language, and/or written language to document self or others.
VA.3.S.1.1: Manipulate tools and media to enhance communication in personal artworks.
VA.3.S.1.2: Use diverse resources to inspire artistic expression and achieve varied results.
e.g., media center, technology, print materials
VA.3.S.1.3: Incorporate ideas from art exemplars for specified time periods and cultures.
e.g., concepts, technique, media, subject matter
VA.3.S.1.4: Choose accurate art vocabulary to describe works of art and art processes.
VA.3.S.2.1: Integrate the structural elements of art and organizational principles of design with sequential procedures and techniques to achieve an artistic goal.
VA.3.S.2.2: Follow procedures, focusing on the art-making process.
VA.3.S.3.1: Use materials, tools, and processes to achieve an intended result in two- and/or three-dimensional artworks.
VA.3.S.3.2: Develop craftsmanship skills through repeated practice.
VA.3.S.3.3: Work within safety guidelines while using tools, media, techniques, and processes.
VA.3.S.3.4: Demonstrate awareness of copyright laws to show respect for the ideas of others when creating art.
LAFS.3.RL.3.7 (Archived Standard): Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
LAFS.3.SL.1.2 (Archived Standard): Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
LAFS.3.SL.1.3 (Archived Standard): Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.
MAFS.3.G.1.2 (Archived Standard): Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.
SC.3.P.8.3: Compare materials and objects according to properties such as size, shape, color, texture, and hardness.

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: {{AzureStorageLink}}/uploads/docs/standards/eld/la.pdf.

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: 7701035 Course Path: Section: Exceptional Student Education > Grade Group: Elementary > Subject: Academics - Subject Areas >
Abbreviated Title: ACCESS ART GRADE 3
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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