D703 appears to be the Master of Arts in Teaching version of Elementary Fine Arts Methods: 2 competency units in term 6 of the MAT path, compared with 3 in the bachelor's guidebook. Check your degree plan for your code.
WGU describes best practices for teaching the elements of the fine arts through strategies that are developmentally appropriate and culturally responsive, using the creative process and integrating with other subjects.
MAT candidates are often generalists, so the typical difficulty is precision: naming art elements correctly and justifying integrated lessons.
Course at a Glance
| Item | Details |
|---|---|
| University | Western Governors University (WGU) |
| Course code | D703 (graduate-program version) |
| Level | Master of Arts in Teaching, elementary education |
| Size | 2 competency units in the MAT guidebook |
| Subject area | Dance, drama, music, visual arts |
| Work type | Description and integrated lesson planning (confirm on your course page) |
What D703 Covers
| Competency (WGU wording, summarized) | What it means in practice |
|---|---|
| Describes the creative process in fine arts instruction | Stages from idea to sharing |
| Identifies elements of fine arts in dance, drama, music and visual arts | Naming the building blocks |
| Plans visual arts and music instruction integrated with other disciplines | Art and music that do learning work |
Key Concepts Explained
Music Integrated with Mathematics
Example: Pupils clap rhythms using quarter notes (one beat) and half notes (two beats), then write fraction sentences: one half note equals two quarter notes. The music objective is steady beat and rhythm reading; the maths objective is equivalent amounts.
Visual Arts and Writing
Pupils draw a self-portrait using line and shape, then write three sentences about what the picture shows about them. The art element is practiced, and the writing objective is descriptive language.
Reflection
Ask children to say what they chose and why. Reflection turns making into learning.
Typical Assignments and How to Approach Them
| Work type | What it tests | How to approach it |
|---|---|---|
| Creative process description | Process knowledge | One example per stage |
| Element identification | Vocabulary | A labeled table per art form |
| Integrated lesson plan | Cross-subject planning | Both objectives, activities and checks |
A Study Approach for the MAT Pace
- Memorize four elements per art form.
- Choose a content standard first, then the art form.
- Write one assessment for the art objective and one for the content objective.
Where Students Get Stuck
- One-objective lessons. Integration needs two aims.
- Vague vocabulary. Name the element.
- Assessment of product only. Include process.
A Two-Objective Planning Template
| Element | Example |
|---|---|
| Content objective | Pupils sort sounds as high or low |
| Art objective | Pupils sing a short phrase with steady pitch |
| Creative process | Imagine, create, reflect, share |
| Differentiation | Echo singing for some, composing for others |
| Assessment | A simple checklist for each objective |
Both objectives and both checks should appear so the lesson is not art for its own sake.
Culturally Responsive Choices
Show you chose examples from more than one tradition and explain how they connect to your pupils. A dance lesson on pattern and rhythm could draw on folk dances from several regions. Avoid stereotypes by naming the specific tradition and its purpose, not treating a culture as a single style.
Assessing Process and Product
Use two or three simple criteria pupils can understand, such as "I used the element we practiced" and "I can explain one choice". Add a short reflection prompt. A tiny rubric keeps assessment fair and lets you show both the art objective and the content objective were checked.
| Criterion | Evidence |
|---|---|
| Uses the element | The work shows it |
| Explains choices | Spoken or written reflection |
| Meets content aim | Accurate response |
Elements to Revise
Recheck the list of elements your course uses for each art form and practice spotting them in a short example: a rhythm clapped, a painting described, a short scene acted. Being able to say "this scene shows character and voice" quickly is what the identification competency tests.
A Final Check Before You Submit
- Are both objectives, art and content, written at the top?
- Have you used the exact element names from your course for each art form?
- Is there a moment where pupils make real choices in the creative process?
- Does assessment cover process and reflection as well as the finished work?
- Are the examples culturally varied and specific rather than generic?
Time and Materials Planning
Arts lessons often run over because setup and cleanup are forgotten. Show in the plan how long each stage takes, who hands out and collects materials and where unfinished work goes. A realistic timetable convinces evaluators that you can run the lesson, not only imagine it.
Study Tips for D703
- Use a two-column objective table.
- Include culturally varied examples.
- Keep activities achievable for non-specialist teachers.
How We Help with D703
Send the task, rubric and draft. A tutor can explain art-form elements, review your lesson or prepare a model 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 D703 Integrated Lesson
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Frequently Asked Questions
Same title and competencies; the MAT guidebook lists 2 competency units versus 3. Check your degree plan for your code.
No. The course is about teaching methods.
Dance, drama, music and visual arts.
Planning visual arts and music lessons that connect with other subjects.
WGU's description emphasizes culturally responsive strategies.
No. We tutor and edit your own work. You complete and submit it yourself.