Access Art Grade 5 (#7701045) 

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Course Standards

Name Description
VA.5.C.1.1: Develop a range of interests in the art-making process to influence personal decision-making.
VA.5.C.1.2: Use prior knowledge and observation skills to reflect on, analyze, and interpret exemplary works of art.
VA.5.C.1.3: Examine and discuss exemplary works of art to distinguish which qualities may be used to evaluate personal works.
VA.5.C.2.1: Revise artwork as a necessary part of the creative process to achieve an artistic goal.
VA.5.C.2.2: Analyze personal artworks to articulate the motivations and intentions in creating personal works of art.
VA.5.C.2.3: Apply established criteria to the art-making process to measure artistic growth.
e.g., criteria set by teacher, student, or both
VA.5.C.2.4: Identify examples of constructive criticism and use them to improve artworks and enhance artistic growth.
VA.5.C.3.1: Use the structural elements of art and organizational principles of design when engaged in art criticism.
VA.5.C.3.2: Use art-criticism processes to form a hypothesis about an artist’s or designer’s intent when creating artworks and/or utilitarian objects.
e.g., inference from color, line, shape, form
VA.5.C.3.3: Critique works of art to understand the content and make connections with other content areas.
e.g., themes: language arts; media: science - color, math - shapes; styles: history - event; techniques: technology
VA.5.F.1.1: Examine and experiment with traditional or non-traditional uses of media to apply imaginative techniques in two- and/or three-dimensional artworks.
VA.5.F.1.2: Develop multiple solutions to solve artistic problems and justify personal artistic or aesthetic choices.
VA.5.F.2.1: Describe the knowledge and skills necessary for art-making and art-related careers.
VA.5.F.2.2: Explore careers in which artworks and utilitarian designs are created.
VA.5.F.2.3: Discuss contributions that artists make to society.
VA.5.F.3.1: Create artwork to promote public awareness of community and/or global concerns.
VA.5.F.3.2: Create artwork that shows procedural and analytical thinking to communicate ideas.
VA.5.F.3.3: Work collaboratively with others to complete a task in art and show leadership skills.
VA.5.F.3.4: Follow directions and complete artwork in the timeframe allotted to show development of 21st-century skills.
e.g., reasonable timeframe established by teacher, adjusted as needed
VA.5.H.1.1: Examine historical and cultural influences that inspire artists and their work.
VA.5.H.1.2: Use suitable behavior as a member of an art audience.
VA.5.H.1.3: Identify and describe the importance a selected group or culture places on specific works of art.
VA.5.H.1.4: Explain the importance of artwork to show why respect is or should be given to the work of peer or specified professional artists.
VA.5.H.2.1: Compare works of art on the basis of style, culture, or artist across time to identify visual differences.
VA.5.H.2.2: Describe the ways in which artworks and utilitarian objects impact everyday life.
VA.5.H.2.3: Discuss artworks found in public venues to identify the significance of the work within the community.
VA.5.H.3.1: Discuss how skills learned through the analysis and art-making process are used to solve problems in non-art areas.
e.g., identify facts, ideas, solutions
VA.5.O.1.1: Use structural elements of art and organizational principles of design to develop content in artwork.
VA.5.O.1.2: Organize the structural elements of art to achieve visual unity.
VA.5.O.1.3: Explain how creative and technical ability is used to produce a work of art.
VA.5.O.2.1: Analyze works of art that document people and events from a variety of places and times to synthesize ideas for creating artwork.
e.g., knowledge, empathy, technique, artistic choices, symbolic choices
VA.5.O.2.2: Use a variety of sources for ideas to resolve challenges in creating original works.
VA.5.O.3.1: Create meaningful and unique works of art to effectively communicate and document a personal voice.
VA.5.S.1.1: Use various art tools, media, and techniques to discover how different choices change the effect on the meaning of an artwork.
e.g., clay: relief, pinch, coil, slab construction; three-color reduction print; silkscreen; basketry; bas relief; soft sculpture
VA.5.S.1.2: Use media, technology, and other resources to inspire personal art-making decisions.
e.g., books, magazines, Internet, cameras, art visuals
VA.5.S.1.3: Create artworks to depict personal, cultural, and/or historical themes.
e.g., woven mats, clay dolls, quilts
VA.5.S.1.4: Use accurate art vocabulary to communicate about works of art and artistic and creative processes.
VA.5.S.2.1: Organize the structural elements of art to support planning, strengthen focus, and implement artistic vision.
VA.5.S.2.2: Identify sequential procedures to engage in art production.
e.g., safety procedures, media processes, organizational procedures
VA.5.S.2.3: Visualize the end product to justify artistic choices of tools, techniques, and processes.
VA.5.S.3.1: Use materials, tools, techniques, and processes to achieve expected results in two- and/or three-dimensional artworks.
VA.5.S.3.2: Use craftsmanship and technical ability in personal works to show refinement of skills over time.
VA.5.S.3.3: Use tools, media, techniques, and processes in a safe and responsible manner.
VA.5.S.3.4: Use ethical standards, including copyright laws, when producing works of art.
e.g., ethics, plagiarism, appropriation from the Internet and other sources
LAFS.5.L.2.3 (Archived Standard): Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  1. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
  2. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
LAFS.5.RL.3.7 (Archived Standard): Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
LAFS.5.SL.1.1 (Archived Standard): Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
  1. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
  2. Follow agreed-upon rules for discussions and carry out assigned roles.
  3. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
  4. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
LAFS.5.SL.1.2 (Archived Standard): Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
LAFS.5.SL.1.3 (Archived Standard): Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
LAFS.5.W.1.2 (Archived Standard): Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  1. Introduce a topic clearly, provide a general observation and focus, and group related information logically; 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 and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
  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.

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: 7701045 Course Path: Section: Exceptional Student Education > Grade Group: Elementary > Subject: Academics - Subject Areas >
Abbreviated Title: ACCESS ART GRADE 5
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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