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Clear this with your principal before applying.

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Grant Opportunities | Utah Division of Arts & Museums

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FY25/FY25 General Operating Support Grant Update

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Clear this with your principal before applying.

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Mountain America offers educator grants to teachers and school leaders for K–12 classroom projects.

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VISUAL ARTS Colossal Art Website of Ideas

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VISUAL ARTS Colossal Art Website of Ideas

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"Our role as artists is always to search for the light," says French artist JR ( previously) about the second act of his Retour à la Caverne project. "We know this much: You don't chase away the darkness with more darkness. You chase it away with light, however tiny."

The work he's referring to, though, is far from tiny. Cloaking Paris's Palais Garnier while the building is under construction, Retour à la Caverne is an enormous trompe l'oeil facade, the first part of which depicts a cave carved into the grand structure that houses the opera. Illuminated at the center, the temporary piece highlights the physical and metaphorical interactions between light and dark. Broken into two acts like an opera libretto, the work references Plato's allegory that emerging from the depths of the cave, and from darkness, brings knowledge.

"Act I" debuted earlier this fall with four nights of projected works, while the second part was held on November 12. "Back in September, we invited you to step out of the cave to go and explore. This time, we're inviting you back inside the cave," JR said while introducing the work. Whereas "Act I" portrays the cavern gouged into the center of the building, "Act II" switches perspectives, placing the viewers entirely inside the space.

Titled " Chiroptera," the performance featured choreography by Damien Jalet and music by Thomas Bangalter. More than 150 dancers appeared through an elevated seven-story scaffolding after an eerie introduction by ballerina Amandine Albisson, who appeared to open the cave, causing a plummet into darkness. As with many of JR's works, the artist asked the crowd to participate by using headlamps and their phones to illuminate the remainder of the performance, revealing the ways light can emerge from collective action.

Watch the full performance below, and find more from JR on Instagram.

Artist and architect Ulf Mejergren ( previously) continues his interest in cozy, outdoor constructions with a new series titled Farm Art. Collaborating with farmer Robert Pettersson, Mejergren built several site-specific structures from materials found around Pettersson's property in Grödinge, Sweden.

For "Pine Bark Hut," the pair layered thick, gnarly wood into a slender cabin camouflaged between two trees, a space first used for hunting and then storing tools. Similarly, "Root Hut" entwines gathered branches with the existing roots to create a small, sand pit enclosure nestled beneath the forest, while the circular "Moss Hut" stands 4.5 meters tall among the trees. The latter work "stems from the farmers' hunting interest," Mejergren writes. "For many years, he has put food at certain points in the forests so wild boars come to feed there. The problem is they are like bulldozers in the forests, looking for insects and roots in the soil, so they have dug up moss from the forest floor and left them scattered in big droves." Cloaked in the remaining lichen, the structure is a disguised refuge among the wild landscape.

Other works in Farm Art are more aesthetically driven, like the vivid "Sunset." Made of dandelion heads at full bloom, the spherical form appears to glow in a field of weeds and wildflowers. Find the full series on Mejergren's site and Instagram.

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Colossal is an international platform for contemporary art and visual expression. Our coverage explores visual culture through the latest in art, modern craft, design, sustainability, climate, street art, photography, illustration, science, and animation.

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PCSD Performing Arts Calendar 2025-2026 - Add your events

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PCSD Performing Arts Calendar 2025-2026 - Add your events

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Click gray area to see it and add your fine arts events for the year.

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Beverley Taylor Sorenson Arts Learning Program

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Video Downloads Watch & Download the 2022 Movie:Watch | Download Logos (Click logo to download) School & Educator Resources Sign Ups Posters Sign Ups PDF Download: English | SpanishSign Up ...

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Native American Lesson Plans | BYU Arts Partnership

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Decision-Based Model for Evaluating Native American Resources

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Decision-Based Model for Evaluating Native American Resources

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DBL Model for Evaluating Native American Resources.pdf

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K-12 Evenings for Educators - Free PD, Explore Ut Museums & Galleries

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K-12 Evenings for Educators - Free PD, Explore Ut Museums & Galleries

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Held throughout the state, virtual & in person. Relicensure points.

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Evenings for Educators is a professional development program for classroom and art teachers throughout the state of Utah! Evenings are held throughout the academic year at museums and galleries across the state of Utah. They feature keynote speakers, hands-on workshops, networking opportunities, light refreshments and free educational materials designed to help teachers integrate the night’s theme into their curriculum. Teachers may receive inservice credit for attending these events. This program is made available by the Professional Outreach Programs in the Schools (POPS) with funding from the Utah State Legislature through the Utah State Board of Education.

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District BTS Coaches & BYU Professional Development Partners

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District BTS Coaches & BYU Professional Development Partners

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Sign Up for the USBE Fine Arts Newsletter

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Sign Up for the USBE Fine Arts Newsletter

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Our Fine Arts Newsletter brings you a curated list of arts education resources, including professional learning and student opportunities.

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Information on how to renew a Utah Educator License, including requirements, steps, and forms.

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Click on gray area.

Create, Present, Respond, Connect

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Yearly Topic Scope & Sequence Outline Template

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Yearly Topic Scope & Sequence Outline Template

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Shared by ASD

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Click on the gray area.

Adapted from ASD

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Login to access and create your next design.

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By Tina McCulloch

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Winter 2025 Arts Integrated Learning Across the Curriculum

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Shared by Bob Smith, Alpine School District

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Kindergarten - Shared by Bob Smith Artist Eyes, Artist Hands, Artist Minds - Letters and Words

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Provided by BYU Arts Partnership

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USBE 6th Grade Standards Integration Crosswalk

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USBE 6th Grade Standards Integration Crosswalk

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6th Grade Standards Integration Crosswalk

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USBE 5th Grade Standards Integration Crosswalk

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USBE 5th Grade Standards Integration Crosswalk

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5th Grade Standards Integration Crosswalk

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USBE 4th Grade Standards Integration Crosswalk

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USBE 4th Grade Standards Integration Crosswalk

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4th Grade Standards Integration Crosswalk

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USBE 3rd Grade Standards Integration Crosswalk

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USBE 3rd Grade Standards Integration Crosswalk

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3rd Grade Standards Integration Crosswalk

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BYU Arts Partnership

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BTS Arts 2024 Flyer-10-4-FINAL-web (1).pdf

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Sample Letter to Parents from BTS Educator (get principal approval first)

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Sample Letter to Parents from BTS Educator (get principal approval first)

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Letters to Parents from BTS Arts Educator

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USBE Course Codes & Teacher Endorsement Options

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USBE Course Codes & Teacher Endorsement Options

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Fine Arts - FineArtsQualifyingEndorsements (1)

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USBE BTS Arts Classroom Management & Behavior

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USBE BTS Arts Classroom Management & Behavior

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Click on BTS Arts - See BTS Classroom Management Training Videos and Docs

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“Creativity is now as important in education as literacy”- Sir Ken Robinson

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USBE Curriculum Big Ideas with arts. Winter 2023 (1) (2) (1).pdf

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Research Summary - BTS Arts yielded Academic Growth in all core subjects

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Research Summary - BTS Arts yielded Academic Growth in all core subjects

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Beverley Taylor Sorenson Arts Learning Program

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The Beverley Taylor Sorenson Arts Learning Program (BTS Arts) provides arts-integrated instruction to elementary students, effectively increasing student performance in every subject-from language arts and social studies to math and science. The program is currently in 480 Utah elementary schools in 36 districts, including over 46 charter schools, and is serving over 260,000 students.

Watch & Download the 2024 Short Movie: Watch | Download
Watch & Download the 2024 Long Movie: Watch | Download

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Beverley Taylor Sorenson Arts Learning Program

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The Beverley Taylor Sorenson Arts Learning Program (BTS Arts) provides arts-integrated instruction to elementary students, effectively increasing student performance in every subject-from language arts and social studies to math and science. The program is currently in 480 Utah elementary schools in 36 districts, including over 46 charter schools, and is serving over 260,000 students.

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About | Customized Arts Learning Toolkit

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The Customized Arts Learning (CAL) toolkit supports personalized learning in arts education and promotes culturally affirming and sustaining instructional practice in arts education. The CAL toolkit is intended to provide educators with resources to support the needs of diverse populations, thus addressing gaps that impair learning. CAL focuses on inclusivity through arts learning as a bridge to academic learning and interpersonal development.

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BTS Arts Barriers Research Summary 2024.pdf

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PLC/PD/BYU Arts PD for BTS Teachers 2025-2026

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PLC/PD/BYU Arts PD for BTS Teachers 2025-2026

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Click on gray area

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Calendar: BTS Teachers PLC / PD 2025-2026

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New Teacher BTS/Fine Arts Training 2025-2026

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BTS New Teacher Orientation August 1, 2025

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BTS New Teacher Orientation August 1, 2025

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Click on gray area.

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2023-24 - FINAL - BTSArtsAnnualReport-6-11-24_compressed (1)

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Sample Lesson Plan Grade 2 Visual Arts and Writing Lesson Plan

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Onboarding - FIRST YEAR BTS TEACHERS ONLY

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Onboarding - FIRST YEAR BTS TEACHERS ONLY

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Studio Structure Integration Lesson Plan TEMPLATE 

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One-page Principal / BTS Teacher Info Sheets

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One-page Principal / BTS Teacher Info Sheets

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BYU ARTS Partnership - Art Rich Education for Every Child

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BYU ARTS Partnership - Art Rich Education for Every Child

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The arts are a natural way for children to learn about themselves and the world around them. When provided play opportunities, children naturally tell stories, role play, sing, dance, and draw to make meaning from their life experiences. Each art form is a unique language children use for expression and developing understanding. From the National Core Arts Standards Handbook:

The arts have always served as the distinctive vehicle for discovering who we are. Providing ways of thinking as disciplined as science or math and as disparate as philosophy or literature, the arts are used by and have shaped every culture and individual on earth. They continue to infuse our lives on nearly all levels-generating a significant part of the creative and intellectual capital that drives our economy. The arts inform our lives with meaning every time we experience them. Source.

Children need experience in all the art forms: dance, drama, literary arts, media arts, music, and visual arts. They need artful experiences every day!

Who sees children every day?

T heir classroom teacher.

Many classroom teachers (K-6) have effectively used play, song, dance, gesture, modeling, drawing, and creativity to introduce, explore, and assess topics with children. The arts can be an integral element of the schooling experience, and we believe elementary classroom teachers are key to providing children with access to these benefits.

The Mission of the BYU ARTS Partnership

The mission of the BYU ARTS Partnership is to ensure that all children benefit from an education that provides academic excellence, social confidence, and personal expression through experience with the arts. The greatest impact for change will be accomplished through collaborative efforts involving teachers, parents, schools, districts, departments, and universities.

In 2005, we began creating and implementing professional development for elementary teachers to include the arts in their classrooms every day. Our programs appealed to elementary teachers because the arts bring joy to the classroom.

However, it was critical that we not add expectations to their classrooms, already burdened with high-stakes testing and expectations to teach 11 curricular areas. We sought strategies for these non-artists to use the arts to improve areas of critical need in their classrooms. Three areas of focus were prioritized to meet the immediate needs of teachers and students.

1. Improve the well-being of teachers and students.

2. Improve literacy skills across the curriculum.

3. Align pedagogies and frameworks across the curriculum to streamline instruction.

These priorities remain foundational to the vision for arts-integrated instruction in the BYU ARTS Partnership. Additionally, current feedback from our teachers indicates these are still relevant. These priorities provided the foundation for developing the material in this book and our face-to-face professional development programs. (Read more about these priorities in a blog post here.)

Supporting Experiential Learning in the Arts

This book was designed to supplement and support teacher's experiential and embodied learning in the arts so they can provide the same for students.

The most important thing for a teacher to know is how it feels to participate and benefit from engagement in the arts. Therefore, this book is not an exhaustive resource, but a tool to supplement teachers' transformational experiences when they engage in hands-on, experiential activities in the arts. We hope this book encourages teachers to seek experiential workshops and hands-on learning in the arts, aesthetics, and arts integration.

This textbook was specifically designed to support the face-to-face learning experiences in the BYU ARTS Partnership professional development programs: Arts Leadership Academy, Arts Integration Endorsement Program, Arts Bridge, and Advancing Arts Leadership. This book is meant to support participants in these programs with resources and references related to what they are experiencing in our programs, providing excellent review material for the future. The book includes more material than we can cover in a few years of experiential workshops; we hope it also serves as a springboard for further learning.

While the textbook was designed to support our professional learning programs, it is a resource for elementary classroom teachers everywhere. The content has been developed since 2005 in collaboration between teaching artists, classroom teachers, university professors, school administrators, and instructional designers, most of whom have served on the BYU ARTS Partnership leadership team. Each experienced contributor has spent hundreds of hours working with children and teachers and shares practical resources and best practices for educators and administrators. We hope you find it useful in your work.

Determining Your Own Learning Priorities

This book was designed to support a variety of learning needs and to differentiate for the widely varied background knowledge of adult learners. Our learning outcomes were designed with the same need in mind. Read more about our philosophy of differentiating arts instruction for adult education in this blog post.

The learning outcomes that inform our programs and this book were created on a grid that interweaves and overlaps the development of basic art skills, arts pedagogy, and leadership skills. See our learning outcomes here . Along the horizontal axis of the grid are personal skills, pedagogical skills, and leadership skills. On the vertical axis is arts learning, learning through the arts, and arts integration. Teachers on the journey to developing an arts-integrated practice will enter from various entry points and self-navigate through the learning. This is the same approach you can use when using this book.

This book will help readers on their journey to master any of the learning outcomes mentioned above. You can use this book as a whole volume to understand the potential of arts integration to serve student learning and classroom culture, or you can use this book in parts to focus attention on what is most relevant to you in the present moment. Whether starting from the top or diving into the middle, this book will provide classroom teachers with practical tips and tricks they can implement today, tomorrow, next month, or next year. The possibilities are endless when you're an innovative teacher dedicated to artful teaching in the classroom.

We hope this book propels you on your learning journey to recognize the strengths, gifts, and creativity you already possess and encourages you to new paths and pedagogies that will benefit you, your students, and your community.

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The arts are a natural way for children to learn about themselves and the world around them. When provided play opportunities, children naturally tell stories, role play, sing, dance, and draw to make meaning from their life experiences. Each art form is a unique language children use for expression and developing understanding.

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Following Anne Green Gilbert's BrainDance structure, the following videos provide a holistic way for children to move through the 8 developmental movement pa...

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Sample Iowa Visual Arts Scope and Sequence

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Sample Iowa Visual Arts Scope and Sequence

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Year View Scope & Sequence Blank Template

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Year View Scope & Sequence Blank Template

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Copy of Bird's Eye View Scope and Sequence

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Quarterly Scope and Sequence Blank Template

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Quarterly Scope and Sequence Blank Template

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Copy of Four-Column Pacing Guide Template

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Art K-4 Curriculum Updated Summer/Fall 2022

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Information and District Resources District Arts Coordinator: julie [dot] christofferson [at] nebo [dot] edu District Elementary Drama Specialist: lisa [dot] bean [at] nebo [dot] edu State Arts Coordinator: TBA State Drama Specialist:<

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Davis Fine Arts Essential Standards By Grade Level

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Davis Fine Arts Essential Standards By Grade Level

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USBE Core Standards Revision Criteria: Arts p. 3

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USBE Core Standards Revision Criteria: Arts p. 3

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Academic achievement in arts is presented in two ways on The Nation'​s Report Card: scale scores and NAEP percentiles:

Scale scores represent how students performed on the arts assessment. Scores are aggregated and reported for diverse student groups for the nation, states, and districts.

Percentiles show score results for students performing at lower (10th and 25th percentiles), middle (50th percentile), and higher (75th and 90th percentiles) levels on the reporting scale.

Item maps illustrate how specific arts knowledge and skills correspond to the 25th and 75th NAEP percentiles. Item maps answer the question, "What assessment questions were likely to be answered correctly by lower- and higher-performing students?"

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academic achievement in art; k-12 education; digitally based assessment; diverse student groups; naep results; the nation's report card; music and visual art

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Explore the NAEP arts assessment, sample questions in music and visual arts, and academic achievement results from The Nation's Report Card.

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National Assessment of Educational Progress (NAEP) - Arts

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National Assessment of Educational Progress (NAEP) - Arts

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Recommendations concerning the grade-level distribution of the assessment exercises across the three artistic processes for each arts discipline. Start at p. 34 for proportions of time spent Creating, Performing, Responding for grades 4, 8, 12. Utah adds Connect.

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I Switched to Standards-Based Grading-Why I'm Loving It

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There are so many benefits to standards-based grading including reducing student stress and grading time! Read on to find more.

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Art of Ed Visual Arts Scope and Sequence

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Art of Ed Visual Arts Scope and Sequence

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Our Mission: To provide knowledge, tools, support and professional development for all Elementary and Secondary schools in order to promote and implement Fine Arts learning for all students.

Create - Perform - Respond - Connect

Create - "Students will conceptualize, generate, and organize artistic ideas and work."

Perform - "Students will analyze, interpret, and select artistic work for performance. They will develop techniques and concepts to refine artistic work and express meaning through the presentation"

Respond - "Students will perceive and analyze artistic work and process. They will interpret intent and meaning and apply criteria to evaluate artistic work and process."

Connect - "Students will synthesize and relate knowledge from personal and collaborative experience to make and receive art. They will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding"

Quotes are from USBE Fine Arts Core
Utah Fine Arts Core
USBE Newsletter - Dec 2022
USBE Newsletter - Oct 2022

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Performing & Fine Arts - Jordan Teaching & Learning

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Our Mission: To provide knowledge, tools, support and professional development for all Elementary and Secondary schools in order to promote and implement Fine Arts learning for all students. Create - Perform - Respond - Connect Create - "Students will conceptualize, generate, and organize artistic ideas and work."

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Davis Visual Arts Skill Sheet by Grade Level

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Davis Visual Arts Skill Sheet by Grade Level

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Utah's Online School Library is a virtual library designed for Utah K-12 students and teachers. This public service resource is available at no charge to our users. It's one component of the statewide Utah's Online Library project.

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Ordering is Easy!

To order simply fill out an educational materials request or contact our Teacher Programs Specialist at apinegar@springville.org.

All educational materials are available for pick-up only at the Museum during business hours. Please allow 1-2 weeks for your order to be filled. You will receive a confirmation email when your order is ready. *If you would like to request postcards ONLY, stop by the Museum anytime, you don't need to fill out the request form unless you are ordering poster sets as well.

Poster sets have been distributed to many schools within the state; check your school's media center or library to see if your school already has a poster set.

These resources are made available by the Professional Outreach Programs in the Schools (POPS) with funding from the Utah State Legislature through the Utah State Board of Education (USBE).
(Our Poster and Postcard sets, and Lesson Plans will always be free of charge to Utah teachers, if you see any of these posters for sale or available for purchase anywhere please contact us so that we can take the appropriate legal action.)

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Ordering is Easy! To order simply fill out an educational materials request or contact our Teacher Programs Specialist at apinegar@springville.org. All educational materials are available for pick-up only at the Museum during business hours. Please allow 1-2 weeks for your order to be filled. You will receive a confirmation email when your order is ready.