| Curricular Competency |
Demonstrate increasingly sophisticated application and/or engagement of curricular content |
Arts Education K |
Communicating and documenting |
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| Curricular Competency |
Experience, document and share creative works in a variety of ways |
Arts Education K |
Communicating and documenting |
| Keyword: document |
Elaboration: activities that help students reflect on their learning (e.g., through drawing, painting, journaling, taking pictures, making video clips or audio-recordings, constructing new works, compiling a portfolio) |
| Keyword: share |
Elaboration: includes any form of presentation as outlined in the Connecting, Creating, Presenting, and Responding in Arts Education resource |
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| Curricular Competency |
Describe and respond to works of art |
Arts Education K |
Communicating and documenting |
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| Curricular Competency |
Express feelings, ideas, stories, observations, and experiences through the arts |
Arts Education K |
Communicating and documenting |
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| Curricular Competency |
Interpret how symbols are used through the arts |
Arts Education K |
Communicating and documenting |
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| Curricular Competency |
Reflect on creative processes and make connections to other experiences |
Arts Education K |
Reasoning and reflecting |
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| Curricular Competency |
Develop processes and technical skills in a variety of art forms to nurture motivation, development, and imagination
|
Arts Education K |
Reasoning and reflecting |
| Keyword: variety of art forms |
Elaboration: mediums of creative or artistic expression, such as painting, sculpture, plays, improvisations, dances, songs, and performances in both/either solo and/or ensemble contexts.
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| Curricular Competency |
Observe and share how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, and techniques |
Arts Education K |
Reasoning and reflecting |
| Keyword: artists |
Elaboration: people who create works in any of the arts disciplines (e.g., dancers, actors, musicians, visual artists); also includes the students themselves |
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| Curricular Competency |
Explore artistic expressions of themselves and community through creative processes |
Arts Education K |
Exploring and creating |
| Keyword: creative processes |
Elaboration: the means by which an artistic work (in dance, drama, music, and visual arts) is made; includes but is not limited to exploration, selection, combination, refinement, and reflection |
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| Curricular Competency |
Create artistic works collaboratively and as an individual, using ideas inspired by imagination, inquiry, experimentation, and purposeful play
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Arts Education K |
Exploring and creating |
| Keyword: purposeful play |
Elaboration: learning that uses real-life and/or imaginary situations to engage and challenge learners’ thinking. Through planned purposeful play, students express their natural curiosity while exploring the world around them. It also provides a means for high-level reasoning and problem solving in a variety of ways. Learning can be performed collaboratively in both solo and ensemble contexts.
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| Curricular Competency |
Explore elements, processes, materials, movements, technologies, tools, and techniques of the arts |
Arts Education K |
Exploring and creating |
| Keyword: elements |
Elaboration: characteristics of dance, drama, music, and visual arts |
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| Big Ideas |
Analyzing the validity, reliability, and representation of data enables us to compare and interpret. |
Mathematics 9 |
No CCG |
| Keyword: data |
Elaboration: Data and Probability: Analyzing data and chance enables us to compare and interpret.Sample questions to support inquiry with students:What makes data valid and reliable?What is the difference between valid data and reliable data?What factors influence the validity and reliability of data? |
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| Big Ideas |
Similar shapes have proportional relationships that can be described, measured, and compared. |
Mathematics 9 |
No CCG |
| Keyword: proportional relationships |
Elaboration: Geometry and Measurement: We can describe, measure, and compare spatial relationships.Proportional reasoning enables us to make sense of multiplicative relationships.Sample questions to support inquiry with students:How are similar shapes related?What characteristics make shapes similar?What role do similar shapes play in construction and engineering of structures? |
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| Big Ideas |
Continuous linear relationships can be identified and represented in many connected ways to identify regularities and make generalizations. |
Mathematics 9 |
No CCG |
| Keyword: Continuous linear relationships |
Elaboration: Patterning: We use patterns to represent identified regularities and to make generalizations.Sample questions to support inquiry with students:What is a continuous linear relationship?How can continuous linear relationships be represented?How do linear relationships help us to make predictions?What factors can change a continuous linear relationship?How are different graphs and relationships used in a variety of careers? |
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| Big Ideas |
Computational fluency and flexibility with numbers extend to operations with rational numbers. |
Mathematics 9 |
No CCG |
| Keyword: fluency |
Elaboration: Computational Fluency: Computational fluency develops from a strong sense of number.Sample questions to support inquiry with students:When we are working with rational numbers, what is the relationship between addition and subtraction?When we are working with rational numbers, what is the relationship between multiplication and division?When we are working with rational numbers, what is the relationship between addition and multiplication?When we are working with rational numbers, what is the relationship between subtraction and division? |
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