D695 is the fine arts methods course in WGU's Bachelor of Arts in Elementary Education, at 3 competency units.
WGU describes it as examining best practices for teaching the elements of the fine arts, with strategies that are developmentally appropriate and culturally responsive, and integration with other content areas.
Students who are not artists sometimes worry, but the course is about instruction, not performance. The difficulty is naming the elements of each art form precisely and planning integrated lessons where the arts do real learning work rather than decorate another lesson.
Course at a Glance
| Item | Details |
|---|---|
| University | Western Governors University (WGU) |
| Course code | D695 (undergraduate version) |
| Level | Bachelor's, elementary education |
| Size | 3 competency units in the BA guidebook |
| Subject area | Dance, drama, music, visual arts |
| Work type | Description, identification and integrated lesson planning (confirm on your course page) |
What D695 Covers
| Competency (WGU wording, summarized) | What it means in practice |
|---|---|
| Describes the creative process as it relates to fine arts instruction | How children imagine, plan, make, reflect and share |
| Identifies elements of fine arts in dance, drama, music and visual arts | Naming the building blocks of each art form |
| Plans instruction in visual arts and music integrated with other disciplines | Lessons where art and music support content learning |
Key Concepts Explained
Elements of the Art Forms
| Art form | Example elements |
|---|---|
| Dance | Body, space, time, energy |
| Drama | Character, setting, plot, voice, movement |
| Music | Beat, rhythm, melody, pitch, dynamics, tempo |
| Visual arts | Line, shape, color, texture, space, form |
Check your course materials for the exact lists used in your task.
Integration Done Well
Example: In a grade 2 science unit on habitats, pupils create a collage of a forest layer using torn paper, then explain which animals live in each layer. The art uses texture and shape, and the explanation shows science understanding. The art task supports a content goal rather than replacing it.
The Creative Process
Imagine, plan, create, reflect, share. Plans should show where children make choices.
Typical Assignments and How to Approach Them
| Work type | What it tests | How to approach it |
|---|---|---|
| Creative process description | Understanding of process | Walk through each stage with a classroom example |
| Elements identification | Art vocabulary | Use a table and point to an example for each element |
| Integrated lesson plan | Planning across subjects | State content objective, art objective and how both will be assessed |
| Rationale | Cultural and developmental fit | Explain how the task suits the age group and includes diverse traditions |
A Competency-by-Competency Study Approach
- Creative process. Describe each stage in one sentence plus a classroom example.
- Elements. Learn four to six elements per art form and spot them in an example.
- Integration. Pick a content standard first, then choose the art form that deepens it.
Where Students Get Stuck
- Art as decoration. The task must advance a stated learning goal.
- Vague vocabulary. Use the proper element names.
- Assessing product only. Include process and reflection.
- Culturally narrow choices. Draw on varied traditions and artists.
A Two-Objective Planning Template
| Element | Example |
|---|---|
| Content objective | Pupils describe how a plant changes over time |
| Art objective | Pupils use line and color to show growth |
| Creative process | Imagine, sketch, create, reflect, share |
| Differentiation | Templates for some, open design for others |
| Assessment | Content: caption accuracy. Art: use of line and color |
Listing both objectives and both assessments prevents the lesson from becoming art for its own sake or a content lesson with decoration.
Culturally Responsive Choices
Show that you chose examples from more than one tradition. A music lesson on steady beat could use songs from several cultures; a visual arts lesson could look at textile patterns from different regions. Explain briefly how the examples connect to your pupils' lives and widen their horizons, without stereotyping any group.
Assessing Process as Well as Product
Arts assessment is not about whose picture looks best. Use two or three criteria pupils can understand, such as "I used at least three different lines" or "I can say why I chose these colors". Add a reflection prompt and, where relevant, a content check. A short rubric with simple language lets you assess fairly and gives pupils a target.
| Criterion | Evidence |
|---|---|
| Uses the element taught | Work shows the element clearly |
| Explains choices | Oral or written reflection |
| Meets content aim | Caption or response accurate |
Study Tips for D695
- Write both objectives (art and content) at the top of the plan.
- Use a simple rubric with two or three criteria children can understand.
- Include time for pupils to reflect on what they made.
How We Help with D695
Send the task, rubric and your draft. A tutor can explain the elements of each art form, review your integrated plan, or prepare a model lesson with a different content link. See our education assignment help guide for wider support.
GradeEssays is independent of Western Governors University. We provide study support, model references and editing of your own work. You complete and submit your own work under WGU's integrity policy. Orders are written from scratch, with free revisions within the scope of your original request and a full refund if late. No pass is promised.
Shape Your D695 Arts Integration Plan
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Frequently Asked Questions
No. The course focuses on teaching methods and planning, not personal artistry.
WGU names dance, drama, music and visual arts.
The BA guidebook lists 3; the MAT guidebook lists 2.
Planning visual arts and music lessons that connect with other subjects, per WGU's competency.
WGU's description emphasizes culturally responsive and developmentally appropriate strategies.
No. We tutor and edit your own work. You complete and submit it yourself.