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From Kindergarten through Grade 6, a Common Core focus is for students to master 2-Dimensional shapes. During grades 1-3, this is supported by students honing in on reasoning with shapes and their... 
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Dr. Magee offers a thoughtful insight on UDL and the arts and how we could harness technology and the arts to help solve the dropout epidemic in the US.
"Universal Design for Learning offers foundational tenets for truly egalitarian education where no one is marginalized by being labeled as having “special needs or exceptional needs” rather, UDL widens the circle so that every learner is considered unique and has a full compliment of accommodations offered to them to support a holistic educational experience. Accommodations become invisible, embedded in the classroom and integrated into the way we teach and learn."
- Christine Morano Magee, Ed.D
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From
hepg
In this article, Don Glass, Anne Meyer, and David H. Rose examine the intersection of arts education and Universal Design for Learning (UDL) to inform the design of better art, curricula, and UDL checkpoints.
Kathleen McClaskey's insight:
The authors of this article map out arts learning outcomes to the principles of Universal Design for Learning. "They build a case for the contribution of the arts to expert learning across the affective, recognition, and strategic neural networks and argue for making affective and reflective learning outcomes more explicit in the arts. Throughout this piece, the authors call for a vision of the arts playing an increasing role in providing engaging learning options in an integrated general curriculum." Check out the digital version of this article in CAST's UDL Studio learning design environment.
Kathleen Quinn's curator insight,
September 13, 2013 1:27 PM
You have to click through a few pages before you get to the pdf file of the article.
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Arts & UDL in the Classroom, Part One: Meeting Diverse Learners / Richard Jenkins
"As I began thinking about possible art activities, I asked myself:
> How do I get all of these diverse learners to engage with the activity and their learning? > What adjustments do I need to make in my own lessons and pedagogy in order to meet the students where they are, given their strengths and challenges? > How can I do this do this in a way that is inclusive for all of these students and challenges them to reach for and to meet the established learning standards? Seeking answers to these questions, I turned to brain science and UDL (Universal Design for Learning). In future posts, I will share what I learned and how I applied it to teaching this diverse group of learners."
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The author offers suggestions on how you can use technology and the arts to help learners understand and master 2-Dimensional shapes, a Common Core focus in geometry for K to Grade 6.
"These arts and technology based activities could be used for your multiple means of engagement, representation, or expression, depending on where/how they are used throughout a unit. Many can be used as whole-class activities, continued small-group practice, or even for assessment purposes following a sequence of lessons. These fit Universal Design for Learning nicely when considering geometry goals because there are multiple ways for learners to absorb and process information as well as convey their understanding. HOW students explore the concepts to be mastered is the key- not just giving them the WHAT."