In first grade, students are introduced to the four artistic processes of visual art: Creative Process, Production, Cultural and Historical Perspectives, and Aesthetic Response and Critique Methodologies. Students explore and imaginatively play with a variety of art materials, work with art supplies and tools, view various works of art, and respect personal art work and the work of others.
Teachers may find their students are below grade level depending on the number of class meetings per week, amount of time per class meeting, consistency of previous instruction, etc. Teachers should evaluate their student's knowledge and abilities and use the standards that best fit their learning needs, while working to move the students to the appropriate grade level standards.
The order of the standards at any grade level is not meant to imply a sequence of topics and should be considered flexible for the organization of any course.
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The visual art standards emerge from the artistic processes of creative process, production, cultural and historical perspectives, and aesthetic response and critique methodologies. Each artistic process branches into multiple anchor standards. The anchor standards further divide into objectives, which describe student learning in visual art.
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Analysis for each grade-level objective is provided in a manner to support deep understanding of goals and expectations for the teacher and student. Following each Objective Analysis are links to Instructional Resources providing recommendations for lesson ideas and resources. Recommendations are not intended to be an exhaustive listing of instructional possibilities. |
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Assessment reveals what a student knows and is able to do through data collected before, during, and after instruction. This section includes assessment scenarios for various formative and summative assessment models. The assessment scenarios are for optional use and are not required. |

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Universal Design for Learning (UDL) is a research-based framework for improving student learning experiences and outcomes through careful instructional planning focused on the varied needs of all students, including students with visible and non-visible disabilities, advanced and gifted learners, and English learners. More information on UDL principles and guidelines, as well as practical suggestions for classroom teaching and learning, can be found at the National Center for UDL. |
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