reglab/statecodes huggingface dataset:
Louisiana Administrative Code › Title 28 - EDUCATION › Part LI - Bulletin 1963-Louisiana Arts Content Standards › Chapter 9 - Visual Arts › Subchapter B - Aesthetic Perception › Section LI-911 - Purpose

Current through Register Vol. 50, No. 6, June 20, 2024
A. Focus. The study
				  of aesthetics, or the philosophy of the arts, cultivates the direct experience
				  of the senses and supplies the individual with a structure for perceiving and
				  responding to the arts. A grasp of aesthetics empowers the individual to
				  experience beauty in many forms, to appreciate artistic expression, and to
				  develop insight into the creations and performances of others. By questioning
				  concepts, weighing evidence, and examining intuitive reactions, the individual
				  becomes increasingly discriminating in formulating preferences and conclusions
				  about the values inherent in art. Aesthetic perception promotes creativity,
				  flexible thinking, and the pursuit of excellence.
B. Standard. Students develop aesthetic
				  perception through the knowledge of art forms and respect for their
				  commonalities and differences.
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LI - Bulletin 1963-Louisiana Arts Content Standards › Chapter 9 - Visual Arts › Subchapter B - Aesthetic Perception › Section LI-913 - Benchmarks K-4

Current through Register Vol. 50, No. 6, June 20, 2024
A. In grades K-4,
				  students should know and be able to:
VA-AP-E1
Use elements and principles of design and basic
								art vocabulary for expressing responses to the work of others
(1, 4, 5)
VA-AP-E2
Recognize and respond to concepts of beauty and
								taste in the ideas and creations of others through the study of visual arts
(1, 4, 5)
VA-AP-E3
Explore the beauty in nature and discern images
								and sensory qualities found in nature and art
(1, 2)
VA-AP-E4
Recognize that there are many possibilities and
								choices in the processes for designing and producing visual arts
(2, 3, 4)
VA-AP-E5
Participate in guided inquiry into the basic
								question, "What is art?" and share personal feelings or preferences about
								various works
(1, 2, 4)
VA-AP-E6
Identify where and how the visual arts are used in
								daily life and in the community
(1, 2, 4)
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LI - Bulletin 1963-Louisiana Arts Content Standards › Chapter 9 - Visual Arts › Subchapter B - Aesthetic Perception › Section LI-915 - Benchmarks 5-8

Current through Register Vol. 50, No. 6, June 20, 2024
A. In grades 5-8,
				  students should know and be able to:
VA-AP-M1
Use elements and principles of design and expanded
								art vocabulary for responding to the aesthetic qualities of various works
(1, 4)
VA-AP-M2
Recognize that concepts of beauty differ by
								culture and that taste varies from person to person
(1, 4, 5)
VA-AP-M3
Perceive the aesthetic value and influence of
								organic forms and the natural environment as reflected in works of art
(1, 2, 4)
VA-AP-M4
Demonstrate awareness of various new ideas,
								possibilities, options, and situations pertaining to the art world
(1, 4)
VA-AP-M5
Discuss the question "What is art?" and express
								intuitive reactions and personal responses to various works
(1, 4)
VA-AP-M6
Describe the use and value of the visual arts in
								daily life, the workplace, and the community
(1, 2, 4)
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LI - Bulletin 1963-Louisiana Arts Content Standards › Chapter 9 - Visual Arts › Subchapter B - Aesthetic Perception › Section LI-917 - Benchmarks 9-12

Current through Register Vol. 50, No. 6, June 20, 2024
A. In grades 9-12,
				  students should know and be able to:
VA-AP-H1
Use advanced art/design vocabulary for responding
								to the aesthetic qualities of various works
(1, 4)
VA-AP-H2
Distinguish unique characteristics of art as it
								reflects concepts of beauty and quality of life in various cultures
(1, 4, 5)
VA-AP-H3
Use analogies, metaphors, and other descriptors to
								describe interrelationships in works of art and nature
(1, 2, 4)
VA-AP-H4
Compare and contrast multiple possibilities and
								options available for artistic expression
(1, 4)
VA-AP-H5
Question/weigh evidence and information, examine
								intuitive reactions, and articulate personal attitudes toward visual works
(1, 2, 5)
VA-AP-H6
Integrate knowledge of the visual arts in the
								total environment to understand the arts within a community
(2, 4, 5)
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LI - Bulletin 1963-Louisiana Arts Content Standards › Chapter 9 - Visual Arts › Subchapter B - Aesthetic Perception › Section LI-919 - Aesthetic Perception-Grade Cluster

Current through Register Vol. 50, No. 6, June 20, 2024
Grade Cluster
K4
58
912
Benchmark 1
Use elements and principles of design and basic
								art vocabulary for expressing responses to the work of others (1, 4, 5)
Use elements and principles of design and expanded
								art vocabulary for responding to the aesthetic qualities of various works (1,
								4)
Use advanced art/design vocabulary for responding
								to the aesthetic qualities of various works (1, 4)
Benchmark 2
Recognize and respond to concepts of beauty and
								taste in the ideas and creations of others through the study of visual arts (1,
								4, 5)
Recognize that concepts of beauty differ by
								culture and that taste varies from person to person (1, 4, 5)
Distinguish unique characteristics of art as it
								reflects concepts of beauty and quality of life in various cultures (1, 4, 5)
Benchmark 3
Explore the beauty in nature and discern images
								and sensory qualities found in nature and art (1, 2)
Perceive the aesthetic value and influence of
								organic forms and the natural environment as reflected in works of art (1, 2,
								4)
Use analogies, metaphors, and other descriptors to
								describe interrelationships in works of art and nature (1, 2, 4)
Benchmark 4
Recognize that there are many possibilities and
								choices in the processes for designing and producing visual arts (2, 3, 4)
Demonstrate awareness of various new ideas,
								possibilities, options, and situations pertaining to the art world (1, 4)
Compare and contrast multiple possibilities and
								options available for artistic expression (1, 4)
Benchmark 5
Participate in guided inquiry into the basic
								question "What is art?" and share personal feelings or preferences about
								various works (1, 2, 4)
Discuss the question "What is art?" and express
								intuitive reactions and personal responses to various works (1, 4)
Question/weigh evidence and information, examine
								intuitive reactions, and articulate personal attitudes toward visual work (1,
								2, 5)
Benchmark 6
Identify where and how the visual arts are used in
								daily life and in the community (1, 2, 4)
Describe the use and value of the visual arts in
								daily life, the workplace, and the community (1, 2, 4)
Integrate knowledge of the visual arts in the
								total environment to understand the arts within a community (2, 4, 5)
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LI - Bulletin 1963-Louisiana Arts Content Standards › Chapter 9 - Visual Arts › Subchapter C - Historical and Cultural Perspective › Section LI-921 - Purpose

Current through Register Vol. 50, No. 6, June 20, 2024
A. Focus.
				  Historical and cultural perspective is the vehicle for understanding works of
				  art in time and place. The arts survive through times of interruption and
				  neglect; they outlive governments, creeds, societies, and even the
				  civilizations that spawned them. The artist is a harbinger of change, a
				  translator of social thought, an analyst of cultures, a poetic scientist, and a
				  recorder of history. To understand creative output in the history of the arts
				  is to understand history itself.
B.
				  Standard. Students develop historical and cultural perspective by recognizing
				  and understanding that the arts throughout history are a record of human
				  experience with a past, present, and future.
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LI - Bulletin 1963-Louisiana Arts Content Standards › Chapter 9 - Visual Arts › Subchapter C - Historical and Cultural Perspective › Section LI-923 - Benchmarks K-4

Current through Register Vol. 50, No. 6, June 20, 2024
A. In grades K-4,
				  students should know and be able to:
VA-HP-E1
Identify the subject, basic style, and culture
								represented by various works of art
(2, 4)
VA-HP-E2
Recognize universal symbols and how works of art
								communicate a universal language
(1, 4, 5)
VA-HP-E3
Identify art images and themes from the past and
								present and discuss historical differences
(1, 2, 4)
VA-HP-E4
Identify media used in works of art throughout
								history and recognize the importance of available resources
(2, 3, 4)
VA-HP-E5
Recognize professions in the visual arts and the
								role and status of the artist in various cultures and time periods
(2, 4)
VA-HP-E6
Recognize great artists and works of art that have
								shaped the history of art
(2, 4)
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LI - Bulletin 1963-Louisiana Arts Content Standards › Chapter 9 - Visual Arts › Subchapter C - Historical and Cultural Perspective › Section LI-925 - Benchmarks 5-8

Current through Register Vol. 50, No. 6, June 20, 2024
A. In grades 5-8,
				  students should know and be able to:
VA-HP-M1
Identify and classify works of art by their
								subject, style, culture, and time period
(2, 4)
VA-HP-M2
Understand how works of art cross geographical,
								political, and historical boundaries
(2, 4)
VA-HP-M3
Understand the meaning and significance of ideas,
								themes, and messages in works of art from the past and present
(2, 4)
VA-HP-M4
Distinguish media and techniques used to create
								works of art throughout history
(2, 3, 4)
VA-HP-M5
Describe and compare careers in visual arts and
								the role and status of the artist in various cultures and time periods
(1, 2, 4)
VA-HP-M6
Identify major works of great and influential
								artists and recognize their achievements
(4, 5)
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LI - Bulletin 1963-Louisiana Arts Content Standards › Chapter 9 - Visual Arts › Subchapter C - Historical and Cultural Perspective › Section LI-927 - Benchmarks 9-12

Current through Register Vol. 50, No. 6, June 20, 2024
A. In grades 9-12,
				  students should know and be able to:
VA-HP-H1
Analyze specific styles and periods of art in
								relation to prevailing cultural, social, political, and economic conditions
(2, 4, 5)
VA-HP-H2
Analyze how works of art cross geographical,
								political, and historical boundaries
(2, 4)
VA-HP-H3
Compare and contrast ways art has been used to
								communicate ideas, themes, and messages throughout history
(1, 2, 4)
VA-HP-H4
Analyze materials, technologies, media, and
								processes of the visual arts throughout history
(2, 3, 4)
VA-HP-H5
Investigate and assess roles, careers, and career
								opportunities in the visual arts
(2, 4)
VA-HP-H6
Identify representative visual artists of various
								cultures and compare their lives, careers, works, and influence
(1, 4)
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LI - Bulletin 1963-Louisiana Arts Content Standards › Chapter 9 - Visual Arts › Subchapter C - Historical and Cultural Perspective › Section LI-929 - Historical and Cultural Perspective Grade Cluster

Current through Register Vol. 50, No. 6, June 20, 2024
Grade Cluster
K4
58
912
Benchmark 1
Identify the subject, basic style, and culture
								represented by various works of art (2, 4)
Identify and classify works of art by their
								subject, style, culture, and time period (2, 4)
Analyze specific styles and periods of art in
								relation to prevailing cultural, social, political, and economic conditions (2,
								4, 5)
Benchmark 2
Recognize universal symbols and how works of art
								communicate a universal language (1, 4, 5)
Understand how works of art cross geographical,
								political, and historical boundaries (2, 4)
Analyze how works of art cross geographical,
								political, and historical boundaries (2, 4)
Benchmark 3
Identify art images and themes from the past and
								present and discuss historical differences (1, 2, 4)
Understand the meaning and significance of ideas,
								themes, and messages in works of art from the past and present (2, 4)
Compare and contrast ways art has been used to
								communicate ideas, themes, and messages throughout history (1, 2, 4)
Benchmark 4
Identify media used in works of art throughout
								history and recognize the importance of available resources (2, 3, 4)
Distinguish media and techniques used to create
								works of art throughout history (2, 3, 4)
Analyze materials, technologies, media, and
								processes of the visual arts throughout history (2, 3, 4)
Benchmark 5
Recognize professions in the visual arts and the
								role and status of the artist in various cultures and time periods (2, 4)
Describe and compare careers in visual arts and
								the role and status of the artist in various cultures and time periods (1, 2,
								4)
Investigate and assess roles, careers, and career
								opportunities in the visual arts (2, 4)
Benchmark 6
Recognize great artists and works of art that have
								shaped the history of art (2, 4)
Identify major works of great and influential
								artists and recognize their achievements (4, 5)
Identify representative visual artists of various
								cultures and compare their lives, careers, works, and influence (1, 4)
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LI - Bulletin 1963-Louisiana Arts Content Standards › Chapter 9 - Visual Arts › Subchapter D - Critical Analysis › Section LI-931 - Purpose

Current through Register Vol. 50, No. 6, June 20, 2024
A. Focus. Critical
				  analysis is the process of inquiry associated with an individual's knowledge of
				  the arts. Communication about the arts in a structured way provides the
				  individual with means to describe, analyze, interpret, and make critical,
				  reasoned judgments about the form and content of the arts.
B. Standard. Students make informed verbal
				  and written observations about the arts by developing skills for critical
				  analysis through the study of and exposure to the arts.
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LI - Bulletin 1963-Louisiana Arts Content Standards › Chapter 9 - Visual Arts › Subchapter D - Critical Analysis › Section LI-933 - Benchmarks K-4

Current through Register Vol. 50, No. 6, June 20, 2024
A. In grades K-4,
				  students should know and be able to:
VA-CA-E1
View works of art and express observations about
								how the elements and principles of design are used in the works
(1, 4)
VA-CA-E2
Identify images, colors, and other art elements
								that have specific meanings in cultural contexts
(1, 4)
VA-CA-E3
Express and explain aesthetic judgments about the
								created (built) environment
(1, 2, 4)
VA-CA-E4
Express and explain opinions about visual works of
								others using basic art vocabulary
(1, 4)
VA-CA-E5
Express interpretations about works of art and
								give supporting reasons
(1, 4)
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LI - Bulletin 1963-Louisiana Arts Content Standards › Chapter 9 - Visual Arts › Subchapter D - Critical Analysis › Section LI-935 - Benchmarks 5-8

Current through Register Vol. 50, No. 6, June 20, 2024
A. In grades 5-8,
				  students should know and be able to:
VA-CA-M1
View works of art and analyze how artists use
								design elements and principles to achieve an aesthetic effect
(2, 3, 4)
VA-CA-M2
Analyze and interpret art images for their
								symbolic meaning, purpose, and value in place and time
(2, 4)
VA-CA-M3
Express and justify aesthetic judgments about the
								created (built) environment
(1, 2, 4)
VA-CA-M4
Critique works of art sing expanded art vocabulary
(1, 4)
VA-CA-M5
Develop interpretations about works of art and
								give supporting reasons
(1, 4)
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LI - Bulletin 1963-Louisiana Arts Content Standards › Chapter 9 - Visual Arts › Subchapter D - Critical Analysis › Section LI-937 - Benchmarks 9-12

Current through Register Vol. 50, No. 6, June 20, 2024
A. In grades 9-12,
				  students should know and be able to:
VA-CA-H1
Apply knowledge of design elements and principles
								to analyze, compare, or contrast the composition of various works of art
(2, 4)
VA-CA-H2
Compare and contrast symbolism as used in works of
								visual art from different cultures and time periods
(1, 4)
VA-CA-H3
Critique the design of structures or areas in the
								created (built) environment based on aesthetic criteria
(1, 2, 4)
VA-CA-H4
Critique works of art using advanced art
								vocabulary
(1, 4)
VA-CA-H5
Develop and justify personal interpretations of
								works of art based on information from inside and outside the work
(1, 2, 4)
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LI - Bulletin 1963-Louisiana Arts Content Standards › Chapter 9 - Visual Arts › Subchapter D - Critical Analysis › Section LI-939 - Critical Analysis-Grade Cluster

Current through Register Vol. 50, No. 6, June 20, 2024
Grade Cluster
K4
58
912
Benchmark 1
View works of art and express observations about
								how the elements and principles of design are used in the works (1, 4)
View works of art and analyze how artists use
								design elements and principles to achieve an aesthetic effect (2, 3, 4)
Apply knowledge of design elements and principles
								to analyze, compare, or contrast the composition of various works of art (2, 4)
Benchmark 2
Identify images, colors, and other art elements
								that have specific meanings in cultural contexts (1, 4)
Analyze and interpret art images for their
								symbolic meaning, purpose, and value in place and time (2, 4)
Compare and contrast symbolism as used in works of
								visual art from different cultures and time periods (1, 4)
Benchmark 3
Express and explain aesthetic judgments about the
								created (built) environment (1, 2, 4)
Express and justify aesthetic judgments about the
								created (built) environment (1, 2, 4)
Critique the design of structures or areas in the
								created (built) environment based on aesthetic criteria (1, 2, 4)
Benchmark 4
Express and explain opinions about visual works of
								others using basic art vocabulary (1, 4)
Critique works of art using expanded art
								vocabulary (1, 4)
Critique works of art using advanced art
								vocabulary (1, 4)
Benchmark 5
Express interpretations about works of art and
								give supporting reasons (1, 4)
Develop interpretations about works of art and
								give supporting reasons (1, 4)
Develop and justify personal interpretations of
								works of art based on information from inside and outside the work (1, 2, 4)
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIII - Bulletin 102-Louisiana Physical Education Content Standards › Subpart 1 - Teaching and Learning Criteria › Chapter 1 - General Provisions › Section LIII-101 - Introduction

Current through Register Vol. 50, No. 6, June 20, 2024
A. The Louisiana
				  K-12 physical education content standards were developed to provide physical
				  education teachers, administrators and parents a guide to understanding and
				  interpreting physical education for the future.
B. The goal of physical education is to
				  develop physically literate individuals who have the knowledge, skills, and
				  confidence to enjoy a lifetime of healthful physical activity.
C. To pursue a lifetime of healthful physical
				  activity, a physically literate individual:
1. has learned the skills necessary to
				  participate in a variety of physical activities;
2. knows the implications and the benefits of
				  involvement in various types of physical activities;
3. participates regularly in physical
				  activity;
4. is physically fit;
				  and
5. values physical activity and
				  its contributions to a healthful lifestyle.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIII - Bulletin 102-Louisiana Physical Education Content Standards › Subpart 1 - Teaching and Learning Criteria › Chapter 1 - General Provisions › Section LIII-103 - Louisiana Physical Education Standards to Promote Physical Literacy

Current through Register Vol. 50, No. 6, June 20, 2024
A. Standard 1. The
				  physically literate individual demonstrates competency in a variety of motor
				  skills and movement patterns.
1. Intent. The
				  intent of this standard is to provide students with a broad base of skills and
				  movement patterns that will enhance the ability to be physically active in a
				  variety of ways and continue a lifelong pattern of physical activity.
				  Competency means that the students possess the ability and knowledge at an
				  emerging or higher level. The variety of skill comes from three basic
				  categories of movement skills, i.e. locomotor (moving the body from one
				  location to another), manipulative (using a variety of objects in conjunction
				  with the hands, feet, and other body parts), and non-locomotor/stability
				  (movements of the body and its parts in a relatively stable
				  position).
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIII - Bulletin 102-Louisiana Physical Education Content Standards › Subpart 1 - Teaching and Learning Criteria › Chapter 1 - General Provisions › Section LIII-105 - Definitions/Descriptions (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIII - Bulletin 102-Louisiana Physical Education Content Standards › Subpart 1 - Teaching and Learning Criteria › Chapter 1 - General Provisions › Section LIII-107 - Louisiana Physical Education Standards (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIII - Bulletin 102-Louisiana Physical Education Content Standards › Subpart 3 - Cluster Levels › Chapter 3 - Grades K-2 Cluster Level › Section LIII-301 - Introduction

Current through Register Vol. 50, No. 6, June 20, 2024
A. The Louisiana
				  K-2 physical education standards were developed to provide physical education
				  teachers, administrators and parents a guide to understanding and interpreting
				  physical education for the future. The primary focus for this age group is the
				  learning and acquisition of locomotor, non-locomotor, and manipulative skills.
				  These are the foundational skills for all movement patterns that gradually
				  become more complex as movement becomes more specific. This grade cluster is
				  also charged with introducing health enhancing concepts (eating well, water
				  consumption, sleep, and physical activity) and the accompanying conceptual
				  movement vocabulary (personal space/general space, forward/backward,
				  twist/turn, hard/soft). These tasks can be accomplished by using a variety of
				  balls (yarn, beach, playground, nerf) and other age appropriate manipulative
				  equipment. Students should be encouraged to accept responsibility for personal
				  level of fitness by introductory goal setting, identifying physical activity
				  opportunities at home or in their neighborhood and be open to trying new
				  activities and challenges.
B.
				  Standards provide criteria for all students, and other stakeholders that
				  represent what students should know and be able to do.
C. Physical education classes support
				  students in developing the necessary skills to achieve each standard and
				  outcome at a proficient level. Dodgeball and drills that may lead to aggressive
				  behaviors shall be closely supervised and shall emphasize overall physical
				  fitness while supporting the emotional and physical safety of the
				  students.
D. Reading the Standards.
				  In the standards below, the first number listed is the number of the
				  corresponding standard. The second letter or number identifies the grade level
				  to which the statement pertains. Directly following the hyphen, the number
				  listed states to which component within that standard the statement refers.
				  Lastly, the final number recognizes the grade level expectation (GLE). The
				  following is a guide to interpret each coded outcome:
1. example: [1.K-2.4] Kick a stationary ball:
a. 1 = the first number listed provides what
				  standard is being identified; in this case, standard one. (This could be 1-5,
				  depending on the standard.);
b. K=
				  the number or letter listed provides the level targeted; in this case,
				  kindergarten;
c. 2= the number or
				  letter listed provides the component being targeted within the standard; in
				  this case, the second component related to the standard;
d. 4 = this number listed provides the
				  expectation within that component; in this case, the fourth expectation a
				  student should be able to complete;
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIII - Bulletin 102-Louisiana Physical Education Content Standards › Subpart 3 - Cluster Levels › Chapter 3 - Grades K-2 Cluster Level › Section LIII-303 - Standard 1

Current through Register Vol. 50, No. 6, June 20, 2024
A. The physically
				  literate individual demonstrates competency in a variety of motor skills and
				  movement patterns.
1. Intent. The intent of
				  this standard is to provide students with a broad base of skills and movement
				  patterns that will enhance the ability to be physically active in a variety of
				  ways and enable a student to continue a lifelong pattern of physical activity
				  The focus is on the locomotor, non-locomotor and manipulative skills. By the
				  end of the second grade, students should exhibit mature patterns in locomotor
				  skills, demonstrate the knowledge of different non-locomotor skills, and throw
				  underhand and overhand using a mature pattern.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIII - Bulletin 102-Louisiana Physical Education Content Standards › Subpart 3 - Cluster Levels › Chapter 3 - Grades K-2 Cluster Level › Section LIII-305 - Standard 2

Current through Register Vol. 50, No. 6, June 20, 2024
A. Standard 2. The
				  physically literate individual applies knowledge of concepts, principles,
				  strategies, and tactics related to movement and performance.
1. Intent. The intent of this standard is to
				  ensure that the student is able to apply the knowledge of concepts, principles,
				  strategies, and tactics related to movement and performance. Students should be
				  able to analyze movement situations and apply movement concepts (speed,
				  direction, force, extensions) in small sided practice tasks and game
				  environments, dance, and gymnastics. Students should also demonstrate
				  competency and understanding of basic offensive and defensive strategies for
				  small-sided and net/wall games.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIII - Bulletin 102-Louisiana Physical Education Content Standards › Subpart 3 - Cluster Levels › Chapter 3 - Grades K-2 Cluster Level › Section LIII-307 - Standard 3

Current through Register Vol. 50, No. 6, June 20, 2024
A. The physically
				  literate individual demonstrates the knowledge and skills to achieve and
				  maintain a health-enhancing level of physical activity and fitness.
1. Intent. The intent of this standard is
				  that students will be able to analyze physical activity outside of physical
				  education class for fitness benefits and differentiate between skill and health
				  related fitness. Students should design a fitness plan to maintain and enhance
				  fitness level and analyze the impact of food choices relative to personal
				  health and fitness.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIII - Bulletin 102-Louisiana Physical Education Content Standards › Subpart 3 - Cluster Levels › Chapter 3 - Grades K-2 Cluster Level › Section LIII-309 - Standard 4

Current through Register Vol. 50, No. 6, June 20, 2024
A. The physically
				  literate individual exhibits responsible personal and social behavior that
				  respects self and others.
1. Intent. The
				  intent of this standard is that students will demonstrate responsible
				  interpersonal behavior (peer to peer, student to teacher, student to referee)
				  in a variety of physical activity contexts, environments, and facilities. The
				  student will be able to give correct feedback respectfully to peers and willing
				  involve students with higher or lower skill ability into group
				  projects/activities. The students will demonstrate appropriate etiquette and
				  safety principles in a variety of physical activity settings.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIII - Bulletin 102-Louisiana Physical Education Content Standards › Subpart 3 - Cluster Levels › Chapter 3 - Grades K-2 Cluster Level › Section LIII-311 - Standard 5

Current through Register Vol. 50, No. 6, June 20, 2024
A. The physically
				  literate individual recognizes the value of physical activity for health,
				  enjoyment, challenge, self-expression, and/or social interaction.
1. Intent. The intent of this standard is to
				  develop a student who is able to compare the health benefits of a variety of
				  physical activities. Students are able to express enjoyment and/or the
				  willingness to participate in physical activities that are new and different.
				  Students will view physical activity as an opportunity for social interaction
				  across the lifespan.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIII - Bulletin 102-Louisiana Physical Education Content Standards › Subpart 3 - Cluster Levels › Chapter 5 - Grades 3-5 Cluster Level › Section LIII-501 - Introduction

Current through Register Vol. 50, No. 6, June 20, 2024
A. The focus of the
				  3-5 cluster is an increase in the difficulty of movement challenges presented
				  to students in the form of combining movement patterns (fielding a ground ball,
				  dribbling while running) that are authentic to game situations. Skill practice
				  becomes more specific as the complexity of small sided games increases.
				  Emphasis shifts to students being able to give appropriate feedback, applying
				  movement concepts and working with partners or in groups with peers of higher
				  or lower skill abilities. An emphasis on etiquette and safety of physical
				  activity is included in all lessons. Health-enhancing concepts continue to
				  focus on the health-related components of physical fitness and the benefits to
				  overall physical health.
B. The
				  following standards were developed and reshaped in order to meet the most
				  up-to-date goals and outcomes established in elementary physical education.
				  Teachers are expected to review the standards and outcomes related to achieving
				  the standards when planning school curriculum. Activities for class are chosen
				  based on student ability to meet the standards, not the other way around which
				  has traditionally dominated physical education. Below are suggestions of
				  standards-based curriculum models that were designed to help teachers achieve
				  the standards through evidence-based practice:
1. teaching games for
				  understanding;
2. skills-theme
				  approach;
3. social and personal
				  responsibility model.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIII - Bulletin 102-Louisiana Physical Education Content Standards › Subpart 3 - Cluster Levels › Chapter 5 - Grades 3-5 Cluster Level › Section LIII-503 - Standard 1

Current through Register Vol. 50, No. 6, June 20, 2024
A. The physically
				  literate individual demonstrates competency in a variety of motor skills and
				  movement patterns.
1. Intent. The intent of
				  this standard is to ensure that upon exiting the fifth grade, students will
				  demonstrate mature patterns in fundamental motor skills and selected
				  combinations of those skills. Students will be able to use movement concepts in
				  small-sided practice tasks, dance, gymnastics, and lead up games that utilize a
				  variety of equipment.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIII - Bulletin 102-Louisiana Physical Education Content Standards › Subpart 3 - Cluster Levels › Chapter 5 - Grades 3-5 Cluster Level › Section LIII-505 - Standard 2

Current through Register Vol. 50, No. 6, June 20, 2024
A. The physically
				  literate individual applies knowledge of concepts, principles, strategies, and
				  tactics related to movement and performance.
1. Intent. The intent of this standard is to
				  ensure the student is able to apply the knowledge of concepts, principles,
				  strategies, and tactics related to movement and performance. Students should be
				  able to analyze movement situations and apply movement concepts (speed,
				  direction, force, extensions) in small-sided practice tasks and game
				  environments, dance, and gymnastics. Students should also demonstrate
				  competency and understanding of basic offensive and defensive strategies for
				  small-sided and net/wall games.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIII - Bulletin 102-Louisiana Physical Education Content Standards › Subpart 3 - Cluster Levels › Chapter 5 - Grades 3-5 Cluster Level › Section LIII-507 - Standard 3

Current through Register Vol. 50, No. 6, June 20, 2024
A. The physically
				  literate individual demonstrates the knowledge and skills to achieve and
				  maintain a health-enhancing level of physical activity and fitness.
1. Intent: The intent of this standard is
				  that students will be able to analyze physical activity outside of physical
				  education class for fitness benefits and differentiate between skill and
				  health-related fitness.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIII - Bulletin 102-Louisiana Physical Education Content Standards › Subpart 3 - Cluster Levels › Chapter 5 - Grades 3-5 Cluster Level › Section LIII-509 - Standard 4

Current through Register Vol. 50, No. 6, June 20, 2024
A. The physically
				  literate individual exhibits responsible personal and social behavior that
				  respects self and others.
1. Intent. The
				  intent of this standard is that the student will demonstrate responsible
				  interpersonal behavior (peer-to-peer, student-to-teacher, student-to-referee)
				  in a variety of physical activity contexts, environments, and facilities. The
				  student will be able to give correct feedback respectfully to peers and
				  willingly involve students with higher or lower skill ability into group
				  projects/activities. The student will demonstrate appropriate etiquette and
				  safety principles in a variety of physical activity settings.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIII - Bulletin 102-Louisiana Physical Education Content Standards › Subpart 3 - Cluster Levels › Chapter 5 - Grades 3-5 Cluster Level › Section LIII-511 - Standard 5

Current through Register Vol. 50, No. 6, June 20, 2024
A. The physically
				  literate individual recognizes the value of physical activity for health,
				  enjoyment, challenge, self-expression, and/or social interaction.
1. Intent: The intent of this standard is to
				  develop a student who is able to compare the health benefits of a variety of
				  physical activities. Students are able to express enjoyment and/or the
				  willingness to participate in physical activities that are new and different.
				  Students will view physical activity as an opportunity for social interaction
				  across the lifespan.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIII - Bulletin 102-Louisiana Physical Education Content Standards › Subpart 3 - Cluster Levels › Chapter 5 - Grades 3-5 Cluster Level › Section LIII-513 - Standard 7 (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4 et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIII - Bulletin 102-Louisiana Physical Education Content Standards › Subpart 3 - Cluster Levels › Chapter 7 - Grades 6-8 Cluster Level › Section LIII-701 - Introduction

Current through Register Vol. 50, No. 6, June 20, 2024
A. By the end of
				  grade 8, the learner will:
1. apply tactics
				  and strategies to modified game play;
2. demonstrate fundamental movement skills in
				  a variety of contexts;
3. design
				  and implement a health-enhancing fitness program;
4. participate in self-selected physical
				  activity;
5. cooperate with and
				  encourage classmates;
6. accept
				  individual differences;
7.
				  demonstrate inclusive behaviors; and
8. engage in physical activity for enjoyment
				  and self-expression.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIII - Bulletin 102-Louisiana Physical Education Content Standards › Subpart 3 - Cluster Levels › Chapter 7 - Grades 6-8 Cluster Level › Section LIII-703 - Standard 1

Current through Register Vol. 50, No. 6, June 20, 2024
A. The physically
				  literate individual demonstrates competency in a variety of motor skills and
				  movement patterns.
1. Intent. The intent of
				  this standard is the development of the physical skills needed to enjoy
				  participation in physical activities. Maturing movement fundamentals establish
				  a foundation to facilitate the development of continued motor skill acquisition
				  at all levels.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIII - Bulletin 102-Louisiana Physical Education Content Standards › Subpart 3 - Cluster Levels › Chapter 7 - Grades 6-8 Cluster Level › Section LIII-705 - Standard 2

Current through Register Vol. 50, No. 6, June 20, 2024
A. The physically
				  literate individual applies knowledge of concepts, principles, strategies. and
				  tactics related to movement and performance.
1. Intent. The intent of this standard is the
				  facilitation of student ability to use cognitive information to understand and
				  enhance motor skill acquisition and performance. Students use performance
				  feedback to increase cognitive understanding of a skill as well as to improve
				  performance. Students learn more complex motor skills and transfer the
				  knowledge learned for a higher performance and skill level.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIII - Bulletin 102-Louisiana Physical Education Content Standards › Subpart 3 - Cluster Levels › Chapter 7 - Grades 6-8 Cluster Level › Section LIII-707 - Standard 3

Current through Register Vol. 50, No. 6, June 20, 2024
A. The physically
				  literate individual demonstrates the knowledge and skills to achieve and
				  maintain a health-enhancing level of physical activity and fitness.
1. Intent. The intent of this standard is the
				  development of student knowledge, skills, and willingness to accept
				  responsibility for personal fitness, leading to an active, healthy lifestyle.
				  Health-related fitness components include cardiovascular fitness, muscular
				  strength and endurance, flexibility, and body composition. Expectations for
				  student fitness levels should be established on a personal basis rather than
				  setting a single standard for all students at a given grade level. Moreover, a
				  student becomes more skilled in the ability to self-assess, plan, perform,
				  interpret results, and monitor physical activities appropriate for developing a
				  health-enhancing level of physical fitness.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIII - Bulletin 102-Louisiana Physical Education Content Standards › Subpart 3 - Cluster Levels › Chapter 7 - Grades 6-8 Cluster Level › Section LIII-709 - Standard 4

Current through Register Vol. 50, No. 6, June 20, 2024
A. The physically
				  literate individual exhibits responsible personal and social behavior that
				  respects self and others.
1. Intent. The
				  intent of this standard is to reflect development towards self-initiated
				  behaviors that promote personal and group success in all physical activities
				  that can be transferred to college, career, and life. These behaviors include
				  but are not limited to safe practices, adherence to rules and procedures,
				  etiquette, cooperation, teamwork, ethical behavior, and positive social
				  interaction and inclusion, and also include respect toward teachers, other
				  students, and the environment. Key to the standard is developing respect and
				  appreciation for individual similarities and differences among participants in
				  physical activity.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIII - Bulletin 102-Louisiana Physical Education Content Standards › Subpart 3 - Cluster Levels › Chapter 7 - Grades 6-8 Cluster Level › Section LIII-711 - Standard 5

Current through Register Vol. 50, No. 6, June 20, 2024
A. The physically
				  literate individual recognizes the value of physical activity for health,
				  enjoyment, challenge, self-expression, and/or social interaction.
1. Intent. This standard reflects the
				  development of an awareness of intrinsic values and benefits of participation
				  in physical activity that provides personal meaning. Physical activity can be
				  enjoyable, challenging, and fun, and provides opportunities for self-expression
				  and social interaction. These benefits can develop self-confidence, promote a
				  positive self-image, and continue a healthy, active lifestyle. As a result of
				  these benefits of participation, students will begin to actively pursue
				  life-long physical activities that meet their own needs.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIII - Bulletin 102-Louisiana Physical Education Content Standards › Subpart 3 - Cluster Levels › Chapter 7 - Grades 6-8 Cluster Level › Section LIII-713 - Standard 7 (Repealed)

Current through Register Vol. 50, No. 6, June 20, 2024
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:24.4, et
					 seq.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIII - Bulletin 102-Louisiana Physical Education Content Standards › Subpart 3 - Cluster Levels › Chapter 9 - Grades 9-12 Cluster Level › Section LIII-903 - Standard 1

Current through Register Vol. 50, No. 6, June 20, 2024
A. The physically
				  literate individual demonstrates competency in a variety of motor skills and
				  movement patterns.
1. Intent. The intent of
				  this standard is the development of the physical skills needed to enjoy
				  participation in physical activities. Maturing movement fundamentals is
				  solidifying a high school students foundational movement. Continued skill
				  acquisition is encouraged in a variety of activities that may be new to
				  students, who will be expected to gain proficiency in those targeted
				  skills.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIII - Bulletin 102-Louisiana Physical Education Content Standards › Subpart 3 - Cluster Levels › Chapter 9 - Grades 9-12 Cluster Level › Section LIII-905 - Standard 2

Current through Register Vol. 50, No. 6, June 20, 2024
A. The physically
				  literate individual applies knowledge of concepts, principles, strategies, and
				  tactics related to movement and performance.
1. Intent. The intent of this standard is the
				  facilitation of the student ability to use cognitive information to enhance
				  motor skill acquisition and performance experienced in the grade levels leading
				  up to high school. Students use performance feedback and self-analysis to
				  increase the cognitive understanding of a skill or principle with the goal of
				  improving performance. As complexity increases, students will learn to transfer
				  knowledge and cognitive skills for performance outside of school.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIII - Bulletin 102-Louisiana Physical Education Content Standards › Subpart 3 - Cluster Levels › Chapter 9 - Grades 9-12 Cluster Level › Section LIII-907 - Standard 3

Current through Register Vol. 50, No. 6, June 20, 2024
A. The physically
				  literate individual demonstrates the knowledge and skills to achieve and
				  maintain a health-enhancing level of physical activity.
1. Intent. The intent of this standard is the
				  development of student knowledge, skills, and willingness to accept
				  responsibility for personal fitness. Health-relating fitness components, FITT,
				  and training principles will guide student ability to plan and execute goals
				  for active and healthy living. Expectations for student fitness levels should
				  be established on a personal basis rather than setting a single standard for
				  all students at a given grade level. Students at the HS level will solidify the
				  ability to self-assess, plan, perform, interpret, and monitor physical activity
				  decisions for appropriate health-enhancing levels of physical
				  fitness.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LIII - Bulletin 102-Louisiana Physical Education Content Standards › Subpart 3 - Cluster Levels › Chapter 9 - Grades 9-12 Cluster Level › Section LIII-909 - Standard 4

Current through Register Vol. 50, No. 6, June 20, 2024
A. The physically
				  literate individual exhibits responsible personal and social behavior that
				  respects self and others.
1. Intent. The
				  intent of this standard is to reflect development of self-initiated behaviors
				  that promote personal and group success in all physical activities that can be
				  transferred to college, career, and life. These behaviors include, but are not
				  limited to, sage practices, adherence to rules and procedures, cooperation,
				  teamwork, ethical behavior, and positive social interaction and
				  inclusion.