Access Art Grade 4 (#7701040) 

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Course Standards

Name Description
VA.4.C.1.1: Integrate ideas during the art-making process to convey meaning in personal works of art.
VA.4.C.1.2: Describe observations and apply prior knowledge to interpret visual information and reflect on works of art.
VA.4.C.2.1: Revise artworks to meet established criteria.
e.g., criteria set by teacher, student, or both
VA.4.C.2.2: Use various resources to generate ideas for growth in personal works.
VA.4.C.2.3: Develop and support ideas from various resources to create unique artworks.
VA.4.C.3.1: Use accurate art vocabulary when analyzing works of art.
VA.4.C.3.2: Compare purposes for the structural elements of art and organizational principles of design in artworks and utilitarian objects.
VA.4.C.3.3: Use the art-making process, analysis, and discussion to identify the connections between art and other disciplines.
VA.4.F.1.1: Combine art media with innovative ideas and techniques to create two- and/or three-dimensional works of art.
VA.4.F.1.2: Examine and apply creative solutions to solve an artistic problem.
VA.4.F.2.1: Discuss how artists and designers have made an impact on the community.
VA.4.F.2.2: Identify the work of local artists to become familiar with art-making careers.
VA.4.F.3.1: Create art to promote awareness of school and/or community concerns.
e.g., poster, billboard
VA.4.F.3.2: Collaborate with peers in the art room to achieve a common art goal.
VA.4.F.3.3: Work purposefully to complete personal works of art in a timely manner, demonstrating development of 21st-century skills.
VA.4.H.1.1: Identify historical and cultural influences that have inspired artists to produce works of art.
VA.4.H.1.2: Identify suitable behavior for various art venues and events.
VA.4.H.1.3: Describe artworks that honor and are reflective of particular individuals, groups, events, and/or cultures.
VA.4.H.1.4: Identify and practice ways of showing respect for one’s own and others’ personal works of art.
VA.4.H.2.1: Explore works of art, created over time, to identify the use of the structural elements of art in an historical event or art style.
VA.4.H.2.2: Identify differences between artworks and utilitarian objects.
VA.4.H.2.3: Identify reasons to display artwork in public places.
e.g., reasons: aesthetics, memory, record historical events or accomplishments; public places: museums, galleries, open air
VA.4.H.3.1: Discuss how analytical skills and thinking strategies are applied to both art production and problem-solving in other content areas.
e.g., identify facts, ideas, solutions
VA.4.O.1.1: Use the structural elements of art and organizational principles of design to understand the art-making process.
VA.4.O.1.2: Identify the structural elements of art used to unite an artistic composition.
VA.4.O.2.1: Use a variety of resources and art skills to overcome visual challenges in personal artworks.
VA.4.O.3.1: Apply meaning and relevance to document self or others visually in artwork.
e.g., personal ideas, observations
VA.4.S.1.1: Manipulate tools and materials to achieve diverse effects in personal works of art.
e.g., charcoal, colored pencil, block printing: reduction, stencil
VA.4.S.1.2: Explore and use media, technology, and other art resources to express ideas visually.
VA.4.S.1.3: Create artworks that integrate ideas from culture or history.
VA.4.S.1.4: Use accurate art vocabulary to discuss works of art and the creative process.
VA.4.S.2.1: Organize the structural elements of art to achieve an artistic objective.
VA.4.S.2.2: Demonstrate the ability to recall art procedures and focus on art processes through to the end of production.
VA.4.S.3.1: Experiment with various materials, tools, techniques, and processes to achieve a variety of results in two- and/or three-dimensional artworks.
VA.4.S.3.2: Plan and produce art through ongoing practice of skills and techniques.
VA.4.S.3.3: Follow procedures for using tools, media, techniques, and processes safely and responsibly.
VA.4.S.3.4: Discuss the importance of copyright law in regard to the creation and production of art.
e.g., plagiarism, appropriation from the Internet and other sources
LAFS.4.SL.1.2 (Archived Standard): Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
LAFS.4.SL.1.3 (Archived Standard): Identify the reasons and evidence a speaker provides to support particular points.
LAFS.4.W.1.2 (Archived Standard): Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  1. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
  2. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
  3. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
  4. Use precise language and domain-specific vocabulary to inform about or explain the topic.
  5. Provide a concluding statement or section related to the information or explanation presented.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.
MAFS.4.G.1.3 (Archived Standard): Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

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: 7701040 Course Path: Section: Exceptional Student Education > Grade Group: Elementary > Subject: Academics - Subject Areas >
Abbreviated Title: ACCESS ART GRADE 4
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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