Special Education Visual And Performing Arts
Visual and Performing Arts are essential to the education of all students. Arts promotes creativity, thinking skills, and enjoyment. Students who are able to appreciate the arts and express themselves artistically gain self confidence and so become more fully able to participate in society. Visual and Performing Arts education is of particular value to students who have special needs because it encourages and rewards that which cannot be expressed in words or numbers.
The purpose of this Visual and Performing Arts Curriculum Guide is to enable teachers and parents to assist students with moderate to severe disabilities in development of essential skills in artistic appreciation and expression
Many of the Idea Statements contain comments and suggestions of how to teach them. They are followed by suggested instructional materials to help your students accomplish the skills you are teaching. Click on the item name for a picture and a full description. If you purchase the item, it will be delivered in a few days. Parents can also select appropriate fun projects for your children, by the skills you want your children to learn.
The Idea Statements
Music- Artistic Perception
Listen To And Analyze Music Critically
turning head toward source
By month/year, given a teacher selected piece of music, THE STUDENT will demonstrate attention to the music by of music 2 out of 5 times for4 out of 10 days as observed and recorded by staff.
By month/year, given a teacher selected piece of music, THE STUDENT will demonstrate attention to the music by turning head toward source of music 3 out of 5 times for 6 out of 10 days as observed and recorded by staff.
By month/year, given a teacher selected piece of music, THE STUDENT will demonstrate attention to the music by turning head toward source of music 4 out of 5 times for 8 out of 10 days as observed and recorded by staff.
THE STUDENT will demonstrate attention to the music by of music
10% accuracy by November
15% accuracy by January
20% accuracy by March
25% accuracy by April
30% accuracy by May
indicate by pointing, eye gazing verbally labeling
By month/year, given a teacher selected piece of music, THE STUDENT will indicate by pointing, eye gazing verbally labeling, etc.) Different elements of music ( loud, soft, fast, slow) 2 out of 5 times for 4 out of 10 days as observed and recorded by staff.
By month/year, given a teacher selected piece of music, THE STUDENT will indicate by pointing, eye gazing verbally labeling, etc.) Different elements of music ( loud, soft, fast, slow) 3 out of 5 times for 6 out of 10 days as observed and recorded by staff.
By month/year, given a teacher selected piece of music THE STUDENT will indicate by pointing, eye gazing verbally labeling, etc.) Different elements of music, ( loud, soft, fast, slow) 4 out of 5 times for 8 out of 10 days as observed and recorded by staff.
Given a teacher selected piece of music, THE STUDENT will indicate by pointing, eye gazing verbally labeling, etc.) Different elements of music
1 out of 8 times by January
3 out of 8 times by March
5 out of 8 times by May
7 out of 8 times by July
keep time to the music using an instrument
By month/year, given a teacher selected piece of music, THE STUDENT will keep time to the music using a instrument 2 out of 5 times for 4 out of 10 days as observed and recorded by staff.
By month/year, given a teacher selected piece of music, THE STUDENT will keep time to the music using a instrument 3 out of 5 times for 6 out of 10 days as observed and recorded by staff.
By month/year, given a teacher selected piece of music THE STUDENT will keep time to the music using a instrument 4 out of 5 times for 8 out of 10 days as observed and recorded by staff
THE STUDENT will keep time to the music using a instrument
4 verbal reminders by June
3 verbal reminders by November
2 verbal reminders by February
1 verbal reminders by May
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differentiate by change in body movement
By month/year, given a teacher selected piece of music, THE STUDENT will differentiate by change in body movement between kinds of music ( classical, jazz, R& B, rock, country, hard rock, big band etc.) 2 out of 5 times for 4 out of 10 days as observed and recorded by staff.
By month/year, given a teacher selected piece of music, THE STUDENT will differentiate by change in body movement between kinds of music ( classical, jazz, R& B, rock, country, hard rock, big band etc.) 3 out of 5 times for 6 out of 10 days as observed and recorded by staff.
By month/year, given a teacher selected piece of music THE STUDENT will differentiate by change in body movement between kinds of music ( classical, jazz, R& B, rock, country, hard rock, big band etc.) 4 out of 5 times for 8 out of 10 days as observed and recorded by staff
THE STUDENT will differentiate by change in body movement between kinds of music ( classical, jazz, R& B, rock, country, hard rock, big band etc.) 2 out of 5 times
2 out of 8 observed opportunities by June
2 out of 8 observed opportunities by October
2 out of 8 observed opportunities by December
2 out of 8 observed opportunities by April
express by facial expression, gesture how the music makes him/her feel
By month/year, given a teacher selected piece of music, THE STUDENT will express (picture, facial expression, gesture how the music makes him/her feel 4 out of 10 days as observed and recorded by staff.
By month/year, given a teacher selected piece of music, THE STUDENT will express (picture, facial expression, gesture how the music makes him/her feel 3 out of 5 times for 6 out of 10 days as observed and recorded by staff.
By month/year, given a teacher selected piece of music, THE STUDENT will express ( picture, facial expression, gesture how the music makes him/her feel 4 out of 5 times for 8 out of 10 days as observed and recorded by staff.
THE STUDENT will express (picture, facial expression, gesture how the music makes him/her feel
1 out of 6 requests by June
2 out of 6 request by October
3 out of 6 request by December
4 out of 6 request by February
5 out of 6 request by April