pre-k kindergarten grade 1 grade 2 - montgomery...
TRANSCRIPT
1
Montgomery County Public Schools
Pre-k–12 Visual Art Curriculum Framework
Standard I: Students will demonstrate the ability to perceive, interpret, and respond to ideas, experiences, and the environment through visual art.
Indicator 1: Identify and describe observed form
By the end of the following grades, students will know and be able to do everything in the previous grade and the following content:
Pre-K Kindergarten Grade 1 Grade 2
I.1.PK.a.
Identify colors, lines, shapes, and
textures that are found in the
environment.
I.1.PK.b.
Use colors, lines, shapes, and textures
to communicate observed form.
I.1.K.a.
Describe colors, lines, shapes, and
textures found in the environment.
I.1.K.b.
Represent observed form by combining
colors, lines, shapes, and textures.
I.1.1.a.
Describe colors, lines, shapes, textures,
and forms found in observed objects
and the environment.
I.1.1.b.
Represent observed physical qualities
of people, animals, and objects in the
environment using color, line, shape,
texture, and form.
Clarifying Example:
The student describes colors, lines,
shapes, textures, and forms observed in a
variety of masks.
The student constructs an animal mask
using color, line, shape, texture, and form.
I.1.2.a.
Describe colors, lines, shapes, textures,
forms, and space found in observed
objects and the environment.
I.1.2.b.
Represent observed physical qualities
of people, animals, and objects in the
environment using color, line, shape,
texture, form, and space.
Clarifying Example:
Given examples of assemblage, the
student describes colors, lines, shapes,
textures, forms and space found in
assemblage.
The student constructs an assemblage
using colors, lines, shapes, textures,
forms, and space.
Clarifying Example:
Given examples of lines, the student
identifies lines found in the trunk and
branches of a tree.
The student uses lines to create a tree.
Clarifying Example:
Take a walk around the school property.
Find and describe colors, lines, shapes,
and textures in trees.
The student uses colors, lines, shapes, and
textures to create a tree.
2
Standard I: Students will demonstrate the ability to perceive, interpret, and respond to ideas, experiences, and the environment through visual art.
Indicator 1: Identify and describe observed form
By the end of the following grades, students will know and be able to do everything in the previous grade and the following content:
Grade 3 Grade 4 Grade 5
I.1.3.a.
Describe similarities and differences between the
elements of art in observed forms.
I.1.3.b
Represent the relationships among people, animals,
and objects in visual compositions using selected
elements of art in various combinations.
Clarifying Example:
The student compares and contrasts the elements of art
in two teacher-selected portraits.
The student creates a family or group portrait by
selecting a combination of the elements of art.
I.1.4.a
Analyze ways that the elements of art are used to
represent visual and tactile texture, and movement in
artworks.
I.1.4.b
Represent relationships among observed people,
animals, and objects, in a composition by selecting
and using the elements of art to achieve specific
effects.
Clarifying Example:
Looking at 3-dimensional artwork, the student
investigates the use of line to represent visual and tactile
texture, and the illusion of movement.
The student creates an action figure that demonstrates an
understanding of texture and movement.
I.1.5.a
Analyze how physical qualities of people, animals,
and objects are represented through the elements of
art.
I.1.5.b
Compose and render from observation subject
matter that shows 3-dimensional form, light and
shadow, qualities of surface texture, detail, and
spatial relationships.
Clarifying Example:
Given examples of architectural structures the student
analyzes how the elements of art are used to represent
the physical qualities of a structure.
The student draws the façade of a building that shows 3-
dimensional form, light and shadow, qualities of surface
texture, detail, and spatial relationships.
3
Standard I.: Students will demonstrate the ability to perceive, interpret, and respond to ideas, experiences, and the environment through visual art.
Indicator 2: Identify and compare ways in which selected artworks represent what people see, feel, know, and imagine
By the end of the following grades, students will know and be able to do everything in the previous grade and the following content:
Pre-K Kindergarten Grade 1 Grade 2
I.2.PK.a
Identify the subject matter of various
works of art.
I.2.PK.b
Use color, line, and shape to represent
ideas visually from observation,
memory, and imagination.
Clarifying Example:
The student identifies family in artwork.
The student paints his/her family from
memory using color, line, and shape.
I.2.K.a
Describe the subject matter of various
works of art.
I.2.K.b
Use color, line, shape, and texture to
represent ideas visually from
observation, memory, and imagination.
Clarifying Example:
Students work with the teacher to
describe the subject matter of landscapes.
After making colored and textured paper,
the student cuts or tears to assemble a
landscape collage.
I.2.1.a
Identify ways that artists represent
what they see, know, feel, and imagine.
I.2.1.b
Use color, line, shape, texture, and form
to represent ideas visually from
observation, memory, and imagination.
Clarifying Example:
Brainstorm a list of how artists‟ represent
what they see, know, feel, and imagine.
The student uses recycled materials to
build an imagined invention that will help
them with a daily chore.
I.2.2.a
Describe how artists use color, line,
shape, texture, form, and space to
represent what people, know, feel, and
imagine.
1.2.2.b
Use color, line, shape, texture, form,
and space to represent ideas visually
from observation, memory, and
imagination.
Clarifying Example:
The student describes how the illusion of
space and depth can be created in a
seascape.
The student paints a seascape that
represents the illusion of space and depth
by using overlapping shapes, diminishing
sizes, and varying color intensities.
4
Standard I: Students will demonstrate the ability to perceive, interpret, and respond to ideas, experiences, and the environment through visual art.
Indicator 2: Identify and compare ways in which selected artworks represent what people see, feel, know, and imagine
By the end of the following grades, students will know and be able to do everything in the previous grade and the following content:
Grade 3 Grade 4 Grade 5
I.2.3.a
Compare how artists communicate what they see,
feel, know, and imagine using art vocabulary.
1.2.3.b
Represent ideas and feelings visually and explain a
personal response to what is seen, felt, known, or
imagined.
Clarifying Example:
Students role-play art museum curators by sorting
artwork.
In small groups, students design an exhibit based on
student-classified themes. Students write a curatorial
statement to introduce their exhibit and defend their
selections.
I.2.4.a
Compare and describe how artists communicate
point of view and mood using art vocabulary.
1.2.4.b
Create and describe artworks that communicate
point of view and mood.
Clarifying Example:
Students discuss and sort artwork based on the points of
view and moods communicated by artists.
Based on student discussion, students select a mood to
express and create an emotion collage. Students write
artists‟ statements communicating their points of view.
I.2.5.a
Analyze and compare how artists express thematic
ideas using art vocabulary.
1.2.5.b
Create and describe thematic artworks that
communicate personal stories.
Clarifying Example:
Students use a graphic organizer to analyze and compare
artworks with a similar theme.
The student constructs a thematic artist‟s book.
5
Standard I. Students will demonstrate the ability to perceive, interpret, and respond to ideas, experiences, and the environment through visual art.
Indicator 3. Use the elements of art and principles of design to organize personally meaningful compositions.
By the end of the following grades, students will know and be able to do everything in the previous grade and the following content:
Pre-K Kindergarten Grade 1 Grade 2
I.3.PK.a
Explore color, line, shape, texture and
basic principles of design in artworks.
I.3.PK.b
Use color, line, shape, texture and basic
principles of design to make artworks.
Clarifying Example:
The student works with the teacher to
explore patterns made with color in
artwork and the environment.
The student uses two objects and two
colors to gadget print a pattern.
I.3.K.a
Identify color, line, shape, texture and
basic principles of design in artworks.
I.3.K.b
Create artworks that use color, line,
shape, texture and basic principles of
design to express ideas.
Clarifying Example:
The student identifies contrasting textures
(i.e. soft/hard, smooth/ rough) found in
artwork and the environment.
The student creates a collage using a
variety of contrasting textures.
I.3.1.a
Explore the qualities of color, line,
shape, texture, form and basic
principles of design in artworks.
I.3.1.b
Use line, shape, texture, form, color and
basic principles of design to
communicate personal meaning in
artworks.
Clarifying Example:
The student identifies how elements of art
and principles of design are used to
communicate meaning in puppetry.
The student uses basic principles of
design to create a puppet that convey
personal meaning.
I.3.2.a
Identify how qualities of the elements
of art and principles of design are used
to communicate personal meaning in
visual compositions.
I.3.2.b
Select and use principles of design
including: pattern, contrast, repetition,
and balance to give personal meaning
to visual compositions.
Clarifying Example:
The student identifies how elements of art
and principles of design are used to
communicate meaning in a story cloth.
Students create a story cloth about their
community that demonstrates the use of
design concepts: pattern, contrast,
repetition, and balance.
6
Standard I: Students will demonstrate the ability to perceive, interpret, and respond to ideas, experiences, and the environment through visual art.
Indicator 3: Use the elements of art and principles of design to organize personally meaningful compositions.
By the end of the following grades, students will know and be able to do everything in the previous grade and the following content:
Grade 3 Grade 4 Grade 5
I.3.3.a
Describe how qualities of the elements of art and
principles of design are organized to communicate
personal meaning in visual compositions.
I.3.3.b
Select and use elements of art and principles of
design including pattern, contrast, repetition, balance
rhythm/movement, and emphasis to give personal
meaning to visual compositions.
Clarifying Example: After studying the life and artwork of an artist, describe
ways the artist organized the elements of art and
principles of design to communicate personal meaning.
Using student-selected principles of design, students
create a shadow box using objects meaningful to them
(i.e. photos, mementos).
I.3.4.a
Describe how the elements of art and principles of
design are used to communicate personal meaning in
a composition.
I.3.4.b
Select and use elements of art and principles of
design including pattern, contrast, repetition,
balance, rhythm/movement, emphasis, variety,
harmony/unity, and proportion to give personal
meaning to a visual composition.
Clarifying Examples:
After studying the life and artwork of an artist, describe
ways the artist uses the elements of art and principles of
design to communicate personal meaning.
Students draw a self-portrait including background
images that are personally meaningful.
I.3.5.a
Describe how artists use elements of art and
principles of design to organize visual compositions
that convey thoughts and feelings.
I.3.5.b
Select and use elements of art and principles of
design to create visual compositions that convey ideas
and feelings to the viewer.
Clarifying Examples:
Given examples of political art, students describe how
the elements of art and principles of design convey
thoughts and feelings.
Students design a poster to convey ideas and feelings
about a significant current or historical event.
7
Standard II: Students will demonstrate an understanding of visual arts as a basic aspect of history and human experience.
Indicator 1: Determine ways in which works of art express ideas about oneself, other people, places, and events.
By the end of the following grades, students will know and be able to do everything in the previous grade and the following content:
Pre-K Kindergarten Grade 1 Grade 2
II.1.PK.a
Observe works of art and identify ideas
expressed by different artists.
II.1.PK.b
Use selected works of art as inspiration
to express ideas visually and verbally.
Clarifying Example:
Students observe and identify a variety of
artwork about pets.
Students will work together to create a
large class pet sculpture. Students
participate in a shared writing that
describes the ideas represented by the
sculpture.
II.1.K.a
Observe works of art and describe
ideas expressed by different artists.
II.1.K.b
Use selected works of art as inspiration
to express ideas visually and verbally
about oneself.
Clarifying Example: Students observe and describe artwork
about seasons.
Students create a painting that visually
expresses their favorite activity in a
particular season. Students present their
artwork to peers.
II.1.1.a
Observe works of art and identify ways
that artists express ideas about people,
places, and events.
II.1.1.b
Use selected works of art as inspiration
to express ideas visually and verbally
about people, places, and events.
Clarifying Example:
Students observe and identify
architectural materials used in structures
in cityscapes.
Students create a cityscape collage
including their favorite buildings in their
community. Students present their
artwork to peers.
II.1.2.a
Observe works of art and describe how
artists express ideas about people,
places, and events.
II.1.2.b
Select and use works of art as
inspiration to express ideas visually
and verbally about people, places, and
events.
Clarifying Example: Students observe and describe examples
of artwork that illustrate an event, such as
a celebration or parade.
Students create an artwork that describes
an event in their life.
8
Standard II: Students will demonstrate an understanding of visual arts as a basic aspect of history and human experience.
Indicator 1: Determine ways in which works of art express ideas about oneself, other people, places, and events.
By the end of the following grades, students will know and be able to do everything in the previous grade and the following content:
Grade 3 Grade 4 Grade 5
II.1.3.a
Identify ways in which artists use symbols to express
ideas about self, people, places, and events in selected
works of art.
II.1.3.b
Select symbols that represent aspects of daily life to
express meaning in visual compositions.
Clarifying Example: Observe examples of pictographs and theorize how the
people who made them expressed ideas about their daily
life.
Students design personal symbols to represent aspects of
their daily lives.
II.1.4.a
Analyze selected works of art and describe how
different artists express ideas and feelings about
human experience.
II.1.4.b
Describe the process used to select ideas, images, and
forms to express meaning in visual compositions.
Clarifying Example:
The students analyze artwork that visually expresses
ideas and feelings about slavery.
Students think-pair-share the choices the artist made to
create the artwork.
II.1.5.a
Analyze and interpret the content of selected works
of art and compare ways artists of different times and
places express ideas and feelings about human
experience.
II.1.5.b
Select ideas, images and forms to express meaning
about human experiences in visual compositions.
Clarifying Example:
Students analyze and interpret selected artwork that
documents human migration.
Students use a graphic organizer to document aspects of
a human migration. The graphic organizer will be used
to develop ideas for a visual composition.
9
Standard II: Students will demonstrate an understanding of visual arts as a basic aspect of history and human experience.
Indicator 2: Classify reasons why people create and use art by studying artworks and other sources of information
By the end of the following grades, students will know and be able to do everything in the previous grade and the following content:
Pre-K Kindergarten Grade 1 Grade 2
II.2.PK.a
Identify and sort artworks by theme.
II.2.PK.b
Describe and share personal artworks.
Clarifying Example:
In small student groups, identify the
similarities in a single group of artwork.
Students sit in a circle and hold up their
artwork and describe it to peers.
II.2.K.a
Describe themes in artworks.
II.2.K.b
Identify reasons for creating personal
artworks.
Clarifying Example:
In small student groups, describe the
similarities in a single group of artwork.
Students present the themes to the whole
class.
Students list reasons for creating personal
artworks. Make a class graph that
displays reasons for creating artwork.
II.2.1.a
Compare themes in artworks.
II.2.1.b
Identify reasons why other artists
create artworks.
Clarifying Example:
Identify the similarities and differences in
theme in sculpture, painting, and pottery.
Generate a list of common themes found
in different art forms and identify why
artists make sculpture, painting, or
pottery.
II.2.2.a
Interpret themes in artworks.
II.2.2.b
Communicate a variety of reasons for
creating artworks, i.e., feelings,
experiences, events, places, ideas.
Clarifying Example:
Given a set of Art postcards, students
think-pair-share to interpret themes and
explain reasons for creating artwork.
10
Standard II: Students will demonstrate an understanding of visual arts as a basic aspect of history and human experience.
Indicator 2: Classify reasons why people create and use art by studying artworks and other sources of information
By the end of the following grades, students will know and be able to do everything in the previous grade and the following content:
Grade 3 Grade 4 Grade 5
II.2.3.a
Identify techniques, processes, and materials from
different times and places used to create visual art.
II.2.3.b
Describe the origins of selected techniques, processes,
and materials used in the visual arts.
Clarifying Example: Use a timeline to identify techniques, processes, or
materials from different times and places.
Students explain how an artist uses a technique process,
or materials in his or her artwork.
II.2.4.a
Identify techniques, technologies, processes, and
materials from different times and places used to
create visual art.
II.2.4.b
Describe the origins of selected technologies,
processes, and materials used in the visual arts.
Clarifying Example:
Use a timeline to identify technologies, processes, and
materials from different times and places.
Students explain how an artist uses technologies,
processes, or materials in his or her artwork.
II.2.5.a
Identify artistic styles and forms of expression from
different times and places used to create visual art.
II.2.5.b
Describe the origins of selected forms of expression
and stylistic innovations used in the visual arts.
Clarifying Example:
Students identify specific art styles and forms of
expression by matching examples to exemplars.
Students explain what influenced the artist to develop his
or her personal style.
11
Standard II: Students will demonstrate an understanding of visual arts as a basic aspect of history and human experience.
Indicator 3: Differentiate among works by artists representative of different times and cultures
By the end of the following grades, students will know and be able to do everything in the previous grade and the following content:
Pre-K Kindergarten Grade 1 Grade 2
II.3.PK.a
Identify the subject matter of selected
artworks.
II.3.PK.b
Categorize the subject matter of
artworks as the same or different.
Clarifying Example:
Given examples, students identify the
subjects in prehistoric cave painting.
After identifying the animals in cave
paintings, students sort them into groups:
same and different.
II.3.K.a
Describe the theme and subject matter
of selected artworks.
II.3.K.b
Categorize artworks by theme and
subject matter.
Clarifying Example:
In small groups, students describe the
theme and subject matter of Renaissance
paintings, which they share with the class.
Students categorize a selection of
Renaissance paintings by theme and
identify living and non-living subjects.
II.3.1.a
Categorize selected artworks by theme
and content.
II.3.1.b
Compare how selected artworks are
similar in theme and content.
Clarifying Example: Students sort mask reproductions and
determine theme and content.
Students respond to theme and content of
mask reproductions and explain how they
are similar. The teacher can record
responses.
II.3.2.a
Categorize selected artworks by theme,
content, and form.
II.3.2.b
Compare how selected artworks are
similar in theme, content, and form.
Clarifying Example: Students label assemblage reproductions
of a variety of art forms to determine
theme, content, or form.
Students will select two artworks work
with a partner to compare theme, content
and form.
12
Standard II: Students will demonstrate an understanding of visual arts as a basic aspect of history and human experience.
Indicator 3: Differentiate among works by artists representative of different times and cultures
By the end of the following grades, students will know and be able to do everything in the previous grade and the following content:
Grade 3 Grade 4 Grade 5
II.3.3.a
Compare how selected artworks are similar in theme,
content, form, and style.
II.3.3.b
Identify attributes of theme, content, form, and style.
Clarifying Example: Students compare various types of African cloth.
Students identify attributes of Adinkra cloth.
II.3.4.a
Compare selected artworks to determine similarities
and differences in theme, content, form, and style.
II.3.4.b
Describe attributes of theme, content, form, and style
in selected artworks of different times and cultures.
Clarifying Example:
The students compare styles between two pieces of
artwork about slavery.
Students think-pair-share to determine the stylistic
attributes of the artwork. Responses are recorded on a t-
chart.
II.3.5.a
Analyze a variety of artworks to determine
similarities and differences in theme, content, form,
and style.
II.3.5.b
Use selected attributes of theme, content, form, and
style to convey meaning in visual compositions.
Clarifying Example:
Students analyze stylistic similarities and differences in
artwork about human migration.
Students create a representation of migration (i.e. family,
westward movement, underground railroad).
13
Standard II: Students will demonstrate an understanding of visual arts as a basic aspect of history and human experience.
Indicator 4: Compare similarities and differences in the skills and processes used to interpret and express ideas in the visual arts and other
disciplines
By the end of the following grades, students will know and be able to do everything in the previous grade and the following content:
Pre-K Kindergarten Grade 1 Grade 2
II.4.PK.a
Identify the visual qualities of works of
art and the environment.
II.4.PK.b
Use a variety of visual arts processes to
express ideas.
Clarifying Example: Observe animal images in art and toy
animals to identify shapes.
The student uses printmaking techniques
to prepare papers for use in an animal
collage.
Content Connection
Math/Art Vocabulary: Shapes
II.4.K.a
Identify connections between the visual
arts and other content areas.
II.4.K.b
Identify processes used to make art.
Clarifying Example:
The student makes connections to math
by identifying shapes in drawings and
sculptures.
Given examples, students identify the
difference between the processes of
drawing and sculpting.
Content Connection
Math Vocabulary: flat, solid
Art Vocabulary: two-dimensional,
three-dimensional
II.4.1.a
Describe connections between the
visual arts and other content areas.
II.4.1.b
Use processes from other content areas
to express ideas about the visual arts.
Clarifying Example:
Students manipulate clay to determine its
physical properties.
Generate a list of the physical properties
of clay and implications for art making.
Content Connection Science Vocabulary: physical properties
Art Vocabulary: earth clay
II.4.2.a
Identify similarities between the visual
arts and other content areas.
II.4.2.b
Describe skills and processes in the
visual arts and other content areas
used to express ideas.
II.4.2.c
Use processes common to the visual
arts and other content areas to express
ideas.
Clarifying Example:
Students describe and use scientific
observation of butterflies and discuss
them in terms of elements, patterns, and
symmetry.
From observations, students draw an
accurate representation of a butterfly.
Content Connection
Science Unit: Butterflies
Math Vocabulary: symmetry
Art Vocabulary: symmetry, pattern,
observation
14
Standard II: Students will demonstrate an understanding of visual arts as a basic aspect of history and human experience.
Indicator 4: Compare similarities and differences in the skills and processes used to interpret and express ideas in the visual arts and other
disciplines.
By the end of the following grades, students will know and be able to do everything in the previous grade and the following content:
Grade 3 Grade 4 Grade 5
II.4.3.a
Identify similarities and differences between and
among the visual arts and other content areas.
I.4.3.b
Compare skills and processes used in the visual arts
and other content areas to express ideas.
II.4.3.c
Select and use visual arts processes and similar
processes used in other content areas to express ideas.
Clarifying Example:
Students identify the relationship between patterns in
number sequence and patterns in Mexican weavings.
Students choose a pattern sequence for the weaving
process.
Students weave their chosen patterns using simple
cardboard looms.
II.4.4.a
Identify themes in art that relate to content explored
in other subjects.
II.4.4.b
Describe processes used in art and other disciplines
to express ideas.
II.4.4.c
Use selected visual art processes to interpret and
express ideas in art and other disciplines.
Clarifying Example:
Students identify how environmental science (recycling)
is used to create artworks.
Students find and list materials that can be recycled to
create a sculpture.
Students construct a sculpture using the recycled
materials to express a common idea i.e. Save the Bay.
II.4.5.a
Compare themes in art that relate to content
explored in other subjects.
II.4.5.b
Compare processes used in the visual arts and other
disciplines to express ideas.
II.4.5.c
Select and use visual art processes to interpret and
express ideas in art and other disciplines.
Clarifying Example:
Students analyze product packaging and discuss how the
elements of art and principles of design are used.
Given a packaged product, students work in pairs to
discuss and compare how the design features and writing
are used to persuade a consumer.
Students plan and design packaging for a new product.
15
Standard III: Students will demonstrate the ability to organize knowledge and ideas for expression in the production of art.
Indicator 1: Create images and forms from observation, memory and imagination
By the end of the following grades, students will know and be able to do everything in the previous grade and the following content:
Pre-K Kindergarten Grade 1 Grade 2 III.1.PK.a
Explore art media, processes and
techniques.
III.1.PK.b
Safely manipulate and share art media
and tools.
III.1.PK.c
Create artworks that explore the uses
of color, line, shape, and texture to
express ideas.
Clarifying Example: Given plastic self-sealing bags that
contain two primary colors of paint,
students manipulate the bag to mix a new
color.
Students keep bags tightly sealed.
Students draw lines and shapes in the
paint through their self-sealing bag.
III.1.K.a
Experiment with art media, processes
and techniques and identify ways they
can be used to express thoughts and
feelings.
III.1.K.b
Safely manipulate and share art media
and tools. Assist in cleaning the
workspace.
III.1.K.c
Create artworks that explore the uses
of color, line, shape, and texture to
express ideas.
Clarifying Example:
Students rotate through stations and
experiment with paper decorating
techniques (i.e. resist, stamping, dabbing,
monoprint, painting). As a class, students
brainstorm ways to use the decorated
papers to communicate thoughts and
feelings.
Students share materials and rotate
through stations. As each paper is
completed, students place it on the drying
rack.
Students create a collage using the
decorated papers.
III.1.1.a
Experiment with art media, processes,
and techniques and describe ways they
can be used to express thoughts and
feelings.
III.1.1.b
Safely manipulate and share art media
and tools. Assist in cleaning tools, the
workspace, and the art room.
III.1.1.c
Create artworks that explore the
elements of art: color, line, shape,
texture, form, and the principles of
design: pattern and repetition, to
express ideas, thoughts, and feelings.
Clarifying Example: students create a cityscape collage. The
cityscape collage will include favorite
buildings from their community in
addition to texture, pattern, and repetition.
Students will share collage materials,
wipe the tables, close and clean the tops
of the glue bottles, and pick up scraps.
III.1.2.a
Experiment with art media, processes,
and techniques and demonstrate a
variety of ways they can be used to
express meaning.
III.1.2.b
Safely manipulate and share art media
and tools. Assist in cleaning tools, the
workspace, and storage of materials.
III.1.2.c
Create artworks that explore the
elements of art: color, line, shape,
texture, form, and the principles of
design: pattern, repetition, contrast,
and balance to express personal
meaning.
Clarifying Example:
Students use a variety of materials and
techniques to create a mobile with a
butterfly theme. Students utilize color
and repetition as a vehicle for expression.
Students assist in maintaining their
workspace by cleaning tools and storing
artwork and materials.
Students utilize color and repetition as a
vehicle for expression.
16
Standard III: Students will demonstrate the ability to organize knowledge and ideas for expression in the production of art.
Indicator 1: Create images and forms from observation, memory and imagination
By the end of the following grades, students will know and be able to do everything in the previous grade and the following content:
Grade 3 Grade 4 Grade 5
III.1.3.a
Experiment with art media, processes, and
techniques to generate ideas and express personal
meaning.
III.1.3.b
Safely manipulate and share art media and tools.
III.1.3.c
Create artworks that explore the elements of art:
color, line, shape, texture, form and value, and the
principles of design: pattern/repetition, emphasis,
contrast, balance, rhythm, and movement to express
personal meaning.
Clarifying Example: Using additive and subtractive relief techniques, students
create a clay calendar.
Students safely manipulate and use clay tools.
The calendar will include personal symbols and use of
elements of art and principles of design.
III.1.4.a
Experiment with art media, processes, and
techniques to express thoughts and feelings that have
personal meaning.
III.1.4.b
Safely manipulate and share art media and tools.
III.1.4.c
Create artworks that explore the elements of art:
color, line, shape, texture, form, value and space, and
selected principles of design: pattern, repetition,
contrast, rhythm, movement, balance, and unity to
express personal meaning.
Clarifying Example: Students draw five different personal symbols and
choose one symbol to make a tag board template.
Students safely manipulate and use painting materials
and tools.
Students paint both the negative and positive space of
the symbol to create a value scale.
III.1.5.a
Experiment with art media, processes and techniques
to convey specific thoughts and feelings
III.1.5.b
Safely manipulate and share art media and tools.
III.1.5.c
Create artworks that explore the uses of the elements
of art, and selected principles of design: pattern,
repetition, contrast, rhythm, movement, balance,
unity and emphasis to express personal meaning.
Clarifying Example:
Students experiment with mixed media.
Students safely manipulate and use mixed media
materials.
Students create a composition that emphasizes specific
thoughts and feelings about migration (i.e. family,
westward movement, underground railroad).
17
Standard III: Students will demonstrate the ability to organize knowledge and ideas for expression in the production of art.
Indicator 2: Investigate a variety of ways that artists develop ideas and organize the elements of art in responding to what they see, know, and feel
By the end of the following grades, students will know and be able to do everything in the previous grade and the following content:
Pre-K Kindergarten Grade 1 Grade 2
III.2.PK.a
Create images to communicate ideas.
III.2.PK.b
Identify and use color, line, shape, and
texture in artworks.
Clarifying Example: Given an example of Op Art, students
identify shapes. Students arrange shapes
to organize a composition.
III.2.K.a
Identify ideas that come from
observation, memory, and imagination.
III.2.K.b
Identify and use color, line, shape, and
texture in artworks.
Clarifying Example:
Given teacher-selected artwork, students
infer that artists‟ ideas can come from
looking, remembering, and imagining.
Students go on a texture hunt and create a
texture rubbing. Students identify texture
in artworks and use texture rubbings to
create a collage.
III.2.1.a
Explore ways that artists develop ideas.
III.2.1.b
Identify and use color, line, shape,
texture, form and selected principles of
design: pattern and repetition in
artworks.
Clarifying Example:
Students listen to a biographical story
about how an artist develops ideas to
create artwork.
Students observe patterns and design a
sketch of a pinch pot that includes pattern
and texture.
III.2.2.a
Identify sources for ideas and
procedures used to create artworks.
III.2.2.b
Identify and use color, line, shape,
texture, form, space, and selected
principles of design: pattern,
repetition, and contrast and balance in
artworks.
Clarifying Example:
Read a biography about a still life artist.
Create a still life drawing using student
chosen toys and stuffed animals.
18
Standard III: Students will demonstrate the ability to organize knowledge and ideas for expression in the production of art.
Indicator 2: Investigate a variety of ways that artists develop ideas and organize the elements of art in responding to what they see, know, and feel
By the end of the following grades, students will know and be able to do everything in the previous grade and the following content:
Grade 3 Grade 4 Grade 5
III.2.3.a
Identify sources for ideas and describe the design
steps used to create artworks.
III.2.3.b
Organize the elements of art color, line, shape,
texture, form, value, and selected principles of
design: pattern, repetition, contrast, balance,
emphasis, rhythm and movement to create artworks.
Clarifying Example:
Students identify that Peruvian folk artists draw
inspiration for their Arpilleras from observations of daily
life and their environment.
Using aspects of their daily life, students create a mixed
media collage that includes the art elements rhythm,
movement, and balance.
III.2.4.a
Identify the elements of art and selected principles of
design, i.e., pattern, repetition, balance, variety and
unity in artworks.
III.2.4.b
Organize the elements of art: color, line, shape,
texture, form, value, and space and selected
principles of design: pattern, repetition, contrast,
rhythm, movement, balance, and unity to create
artworks in response to what is observed or seen.
Clarifying Example:
Given art vocabulary cards, students match cards to
artworks.
Using the elements of art and principles of design,
students create gesture, contour, and value drawings.
III.2.5.a
Describe how artists use the elements of art and
principles of design to organize visual compositions.
III.2.5.b
Organize the elements of art and principles of design:
pattern, repetition, contrast, rhythm, movement,
balance, unity and emphasis to create artworks in
response to what is observed or seen.
Clarifying Example:
Given teacher-selected artwork, students describe how
still life artists use color and pattern to produce a rich
composition, including background in their artwork.
Students create a mixed media still life, emphasizing the
contrast between the still life objects and the rich
patterned background.
19
Standard III: Students will demonstrate the ability to organize knowledge and ideas for expression in the production of art.
Indicator 3: Identify sources of art expression and describe the processes artists use in developing their ideas
By the end of the following grades, students will know and be able to do everything in the previous grade and the following content:
Grade 3 Grade 4 Grade 5
III.3.3.a
Identify sources for ideas and procedures used to
create artworks.
Clarifying Example:
Identify and describe the procedures (step by step
manipulative skills) that artists from Ghana use in
expressing their ideas in Adinkra cloth (i.e. carve stamps
from gourds; gather materials to make ink, print symbols
on cloth).
III.3.4.a
Describe the sources accessed for ideas and the
procedures used to create artworks.
Clarifying Example:
Given teacher-selected artwork, students describe the
sources of the artist‟s ideas and the procedures used to
create molas.
III.3.5.a
Demonstrate understanding of the processes artists
use to develop their ideas by describing strategies,
techniques, and resources.
Clarifying Example:
Given a variety of artists biographies (i.e. classroom
resources, library, internet, videos) students make
inferences about the strategies, techniques, and resources
for an artist‟s ideas.
20
Standard IV: Students will demonstrate the ability to identify, analyze, and apply criteria for making visual aesthetic judgments
Indicator 1: Develop and apply criteria to evaluate artwork
By the end of the following grades, students will know and be able to do everything in the previous grade and the following content:
Pre-K Kindergarten Grade 1 Grade 2
IV.1.PK.a
Observe and respond to selected
artworks.
Clarifying Example:
Given a group of artwork, students
choose their favorite and explain why.
IV.1.K.a
Observe, describe, and respond to
selected artworks.
Clarifying Example:
Given teacher-selected artworks, students
describe what they see, choose their
favorite and explain why.
IV.1.1.a
Observe and describe the aesthetic
qualities of teacher selected artworks,
using art vocabulary to express a
personal response.
IV.1.1.b
Identify established criteria for
responding to the aesthetic qualities of
artworks by interpreting exemplary
models.
IV.1.1.c
Use established criteria to respond to
artwork.
Clarifying Example:
Given teacher-selected artworks, students
observe and describe the artwork in terms
of what they see (subject matter) and
what they feel (mood).
Through guided discussion, the students
organize personal responses in terms of
color, line, shape, texture, and form.
Looking at different artworks, students
use art elements to respond to subject
matter and mood.
IV.1.2.a
Observe and describe the aesthetic
qualities of teacher selected artworks,
using art vocabulary to identify
relationships between and among the
elements of art: color, line, shape,
texture, space, and form and selected
principles of design: pattern,
repetition, balance and contrast.
IV.1.2.b
Identify established criteria for judging
the aesthetic qualities of artworks using
the elements of art and selected
principles of design.
IV.1.2.c
Use established criteria and art
vocabulary to judge artwork.
Clarifying Example:
Using teacher-selected artworks, students
look for literal, visual and expressive
qualities and describe them using art
vocabulary.
Students think-pair-share a list of criteria
for judging artwork.
Using teacher-selected artworks and
established criteria, students analyze why
the artwork meets or does not meet the
criteria.
21
Standard IV: Students will demonstrate the ability to identify, analyze, and apply criteria for making visual aesthetic judgments
Indicator 1: Develop and apply criteria to evaluate artwork
By the end of the following grades, students will know and be able to do everything in the previous grade and the following content:
Grade 3 Grade 4 Grade 5
IV.1.3.a
Express opinions about the aesthetic qualities of
teacher selected artworks based upon the
relationship between and among the elements of art:
color, line, shape, texture, form, space, value and the
principles of design: pattern, repetition, contrast,
balance, emphasis, rhythm, and movement.
IV.1.3.b
Develop criteria for judging the aesthetic qualities of
artworks using selected elements of art and principles
of design.
IV.1.3.c
Use established criteria to judge works of art.
Clarifying Example:
Students formulate opinions about how the artist uses
value, rhythm, movement, and balance to depict the
mood and subject matter in an artwork and write their
responses in a journal.
Using the opinions formulated, students develop a rubric
to judge other works of art including selected elements
of art and principles of design.
Students role play an art critic and write a critique of an
artwork using their personal criteria.
IV.1.4.a
Critique the aesthetic qualities of teacher selected
artworks using criteria derived from the elements of
art: color, line, shape, texture, form, value and space,
and selected principles of design: pattern, repetition,
emphasis, contrast, rhythm, movement, balance,
variety, proportion, and harmony/unity.
IV.1.4.b
Describe the aesthetic qualities of artworks in terms
of the elements of art and principles of design.
IV.1.4.c
Use established criteria to justify personal responses
to works of art.
Clarifying Example:
Divide the class into 2 groups, artists and critics. Given
a teacher-selected artwork, half of the students defend
their composition as the artist. The other half acts as art
critics. Students debate the aesthetic qualities of the
artwork, using art vocabulary.
IV.1.5.a
Compare the aesthetic qualities of teacher selected
artworks using art vocabulary derived from the
elements of art and selected principles of design to
discuss the content, forms, and artistic styles
represented.
IV.1.5.b
Establish criteria for judging artworks by
interpreting aesthetic qualities and styles of
exemplary models.
IV.1.5.c
Use criteria recognized in exemplary models to
support responses to personal artworks and the
artworks of others.
Clarifying Example: Given exemplars of different styles of artwork, students
compare how the artist used elements and principles to
achieve the aesthetic qualities.
Students combine individual criteria to generate class
criteria for judging exemplary models.
Each student selects an artwork. Using the established
criteria, the student writes a persuasive letter to the
principal giving reasons why that specific artwork
should be displayed in the school.
22
Standard IV: Students will demonstrate the ability to identify, analyze, and apply criteria for making visual aesthetic judgments
Indicator 2: Identify and apply criteria to evaluate personally created artwork and the artwork of others
By the end of the following grades, students will know and be able to do everything in the previous grade and the following content:
Grade 3 Grade 4 Grade 5
IV.2.4.a
Describe the aesthetic qualities of personal artworks
and the artworks of others.
IV.2.4.b
Interpret artworks to establish criteria for making
judgments.
IV.2.4.c
Apply criteria to the assessment of personal artworks
and the artworks of others.
Clarifying Example:
At the completion of an art project, the teacher displays
student artwork for all to see. Students describe what
they see (literal), and what they feel (expressive).
Students select an artwork and generate a list of ways to
make an aesthetic judgment. This list should include the
elements of art and principles of design.
Students write a paragraph about an artwork that reflects
use of their identified criteria to judge artwork.
IV.2.5.a
Establish criteria for judging artworks by
interpreting exemplary models.
IV.2.5.b
Describe, analyze, interpret, and make judgments
about personal artwork and that of others.
IV.2.5.c
Apply criteria to the assessment of personal artworks
and the artworks of others.
Clarifying Example:
Students observe exemplary artworks and generate a list
of criteria for judging artwork that includes literal,
visual, and expressive qualities, the elements of art, and
principles of design.
Teacher sets up a gallery walk of student artwork.
Students look at each artwork and write down
observations. Students share their descriptions, analysis,
interpretations, and judgments with the group.
At the completion of an art project, the students analyze,
interpret, and evaluate their own work using the list of
criteria.
23
Standard I: Students will demonstrate the ability to perceive, interpret, and respond to ideas, experiences, and the environment through visual art.
Indicator 1: Identify, describe, and produce visual representations of the physical qualities of observed form
By the end of the following grades, students will know and be able to do everything in the previous grade and the following content:
Grade 6 Grade 7 Grade 8
I.1.6.a.
Differentiate how artists represent physical qualities of
observed forms in 2-and 3-dimensional artworks.
I.1.6.b.
Compose and render from observation subject matter
that shows 3-dimensional form, light and shadow,
qualities of surface texture, detail, and spatial
relationships, and proportion.
Clarifying Example:
View the work of several artists. The student describes how
artists express 3-dimensional forms on a flat surface. (Value,
Form, Space, Color, Texture).
Working from observation, the student creates a drawing of a
person including background details, and renders the
drawing to show light and shadow, detail, spatial
relationships, and proportion.
I.1.7.a.
Compare the physical qualities of observed
forms in selected artworks, including the use
of form, light and shadow, surface texture,
detail, and spatial relationships.
I.1.7.b.
Compose, render, and describe observed
subject matter that shows 3-dimensional
form, light and shadow, qualities of surface
texture, detail, spatial relationships, and
proportion.
Clarifying Example:
View the work of several artists. The student
compares how different artists create the illusion
of 3-dimensional forms on a flat surface.
Working from observation, the student draws a
self -portrait and constructs an imaginary
background, in the style of a master artist. The
drawing is rendered to show surface texture,
light and shadow, detail, spatial relationships,
and proportion.
Suggested materials: assorted pencils, conte
crayons, pen and ink.
I.1.8.a.
Analyze how artists represent visual qualities such
as spatial relationships, detail, and specific
features of subject matter.
I.1.8.b.
Represent accurately in visual form spatial
relationships, detail, and specific features of
subject matter.
Clarifying Example:
View the work of several artists. The student
analyzes how artists represent 3-dimensional qualities
of forms on a flat surface.
Working from observation, the student uses
perspective techniques including atmospheric and
linear perspective, to describe 3-dimensional forms in
a composition. The student renders the composition
to accurately express 3-dimensional form, details, and
spatial relationships.
Suggested materials: assorted pencils, colored
pencils, charcoal, pen and ink, paint.
24
Standard I: Students will demonstrate the ability to perceive, interpret, and respond to ideas, experiences, and the environment through visual art.
Indicator 2: Interpret and communicate the meaning of art works.
By the end of the following grades, students will know and be able to do everything in the previous grade and the following content:
Grade 6 Grade 7 Grade 8
I.2.6.a.
Identify narrative conventions used by artists in selected
artworks.
I.2.6.b.
Create narrative artworks from observation, memory,
and imagination that show settings and characters.
Clarifying Example:
View examples of narrative art by selected artists and
identify the techniques and strategies that the artist used to
allow the story to emerge in visual form. (I.e. point of view,
climate, season, time of day, characters, setting).
Students listen to an excerpt from the book Bridge to
Terabithia by Katherine Patterson and list the narrative
conventions that artists and authors use to tell a story.
Create an appliquéd banner using paper or cloth that narrates
the story of an important event in your life.
I.2.7.a.
Describe narrative conventions used by
artists in selected artworks.
I.2.7.b.
Create narrative artworks from observation,
memory, and imagination that show settings,
characters, and action.
Clarifying Example:
In small groups, students discuss the narrative
conventions used by artists to convey mood and
feeling in different art forms such as drawing,
painting, printmaking, and sculpture. (Seasons
of the year, settings, weather and climate,
environment, emotion).
Create a travel poster that illustrates the cultural
heritage of a location, and conveys a mood or
feeling associated with the location through the
use of selected color schemes and shapes, and
textures.
I.2.8.a.
Compare how artists use narrative conventions in
selected artworks.
I.2.8.b.
Create narrative artworks from observation,
memory, and imagination that show setting,
characters, action, and differing points of view.
Clarifying Example:
Construct a graphic organizer and compare narrative
conventions used in different art forms such as music,
theatre, dance, literary arts (action, change, characters,
book formats, scroll and accordion formats, story
boards, text and dialogue, beginning, middle, and end.
In the style of W.H. Johnson or Romare Beardon,
create a collage that is a memory of an important
family event or childhood memory.
25
Standard I: Students will demonstrate the ability to perceive, interpret, and respond to ideas, experiences, and the environment through visual art.
Indicator 3: Analyze application of the elements of art and principles of design in artistic exemplars
By the end of the following grades, students will know and be able to do everything in the previous grade and the following content:
Grade 6 Grade 7 Grade 8
I.3.6.a.
Identify how artists use design concepts to organize the
elements of art to convey ideas, thoughts, and feelings in
selected works.
I.3.6.b.
Use selected design concepts to organize the elements of
art and principles of design to convey ideas, thoughts,
and feelings.
Clarifying Example:
Students view selected artistic exemplars and identify how
the artist used the principles of design to create a mood or
feeling. (Harmony, rhythm, movement, repetition)
Create an imaginary pastel landscape that communicates an
idea, thought, or feeling through the selection of color, line,
shapes, and design concepts.
I.3.7.a.
Compare and describe how artists use design
concepts to organize the elements of art to
convey ideas, thoughts, and feelings in
selected artworks.
I.3.7.b.
Identify ways to use the elements of art and
principles of design to communicate ideas,
thoughts, and feelings in planning personal
artworks.
Clarifying Example:
Students view a variety of artistic exemplars and
compare how different artists used the principles
of design to communicate ideas, thoughts, and
feelings. (Emphasis, variety, unity, balance,
proportion).
Students will construct a 3-dimensional mask
that expresses an idea, mood, and purpose
through formal balance. Create a symmetrical
decoration using geometric shapes.
I.3.8.a.
Analyze why artists may select specific design
concepts to convey meaning in artistic exemplars.
I.3.8.b.
Explain reasons for selecting specific design
concepts to convey meaning in planning personal
artworks.
Clarifying Example:
Students compare two exemplars and analyze how the
principles of design were used to organize concepts
for perceiving and understanding the elements of art.
(Balance, rhythm, movement, repetition, harmony,
gradation, proportion, emphasis, contrast, variety and
unity).
Students write a brief statement using the principles
of design to compare two artworks that are similar in
content, but communicate entirely different messages.
26
Standard II: Students will demonstrate an understanding of visual art as an essential aspect of history and human experience.
Indicator 1: Compare and explain how works of art from various cultures communicate feelings, ideas, and universal themes.
By the end of the following grades, students will know and be able to do everything in the previous grade and the following content:
Grade 6 Grade 7 Grade 8
II.1.6.a.
Identify stylistic methods used by artists of different
cultures to communicate feelings, ideas, and universal
themes.
II.1.6.b.
Explain how stylistic elements that represent a historical
period, social context or culture communicate feelings,
ideas, or universal themes in a visual composition.
Clarifying example:
View artwork and identify stylistic elements unique to
different historical periods, or cultural groups.
Select a hero (fictional or real) from a specific time in history
or culture, and create a postage stamp that communicates the
importance of that individual through the selection of images
and symbols used to describe him/her.
II.1.7.a.
Compare the roles and functions of the visual
arts in expressing ideas, events, and universal
themes within and among cultural groups.
II.1.7.b.
Select and describe images and forms from
different times and places that explore similar
universal themes about human experiences.
Clarifying Example:
Discuss the role of artwork in society. What did
the artwork mean to the artist and to the people
who lived in the time it was made? What was
happening in the world at that time? How is the
world different now and how has artwork
changed?
Imagine you have found a painting behind a
secret panel in an old house that was being
demolished in your neighborhood. Make a list
of questions that you could ask in order to learn
its origin. Discuss the art form, images,
materials, time period of this work, and consider
its cultural context.
II.1.8.a.
Analyze the roles and functions of the visual arts in
expressing ideas, events, and universal themes
within and among cultural groups.
II.1.8.b.
Compare images and forms that explore universal
themes about human experiences from different
times and places.
Clarifying Example:
Students participate in role-play as art historians and
museum curators. They compare, organize, and select
artwork in preparation for an art exhibit based on their
analysis of the role and function of the artwork, and
how well it expresses an idea, event or theme.
27
Standard II: Students will demonstrate an understanding of visual art as an essential aspect of history and human experience.
Indicator 2: Explain how artworks reflect and influence beliefs, customs, and values of a society.
By the end of the following grades, students will know and be able to do everything in the previous grade and the following content:
Grade 6 Grade 7 Grade 8
II.2.6.a.
Identify historical, social, and cultural themes in selected
artworks that influence the beliefs, customs, or values of
a society.
II.2.6.b.
Plan artworks based on historical, cultural or social
themes to communicate personal beliefs, customs, or
societal values.
Clarifying Example:
Students view artistic exemplars and discuss how art
expresses the idea that we belong to a community.
Create a concept map that shows how art helps communities
celebrate their heritage.
II.2.7.a.
Describe historical, social, and cultural
themes in selected artworks that
communicate beliefs, customs, or values of a
society.
II.2.7.b.
Plan artworks that use symbolic images and
forms to convey selected beliefs, customs, or
values.
Clarifying Example:
Students research public monuments in the
region and explain how these monuments
convey ideas about belonging to a community.
In small groups, develop a design or plan for a
monument (maquette) that commemorates an
historical or contemporary event.
II.2.8.a.
Compare historical, social, and cultural themes in
selected artworks that communicate beliefs,
customs, or values of a society.
II.2.8.b.
Plan personal artworks inspired by universal
themes that reflect aspects of daily life.
Clarifying Example:
View “Jitterbugs” by W.H. Johnson, „Rooftops” by
Jacob Lawrence, and “Blues” by Archibald Motley,
and discuss their views of city life and entertainment
and how they are reflected in art.
The student will create a collage that would help
people remember the type of life and entertainment
found in contemporary society, as inspired by the
artists of the Harlem Renaissance.
28
Standard II: Students will demonstrate an understanding of visual art as an essential aspect of history and human experience.
Indicator 3: Classify artworks by selected factors, including subject matter, style, and technique.
By the end of the following grades, students will know and be able to do everything in the previous grade and the following content:
Grade 6 Grade 7 Grade 8
II.3.6.a.
Identify subject matter, styles, and techniques
representative of various cultures and periods of art
history.
II.3.6.b.
Incorporate attributes of representative subject matter,
styles, and techniques from various cultures and periods
of art history in personal artworks.
Clarifying Example:
View artistic exemplars of artwork from several cultures
(Japanese, Incan, Pueblo Indians, African). Compare the
forms, materials, and construction techniques. Identify
surface texture and designs unique to the culture.
Construct a bowl in the traditional style of the African
Calabash bowl, incorporating personal symbols in the design
motif that are reminiscent of the culture.
II.3.7.a.
Describe subject matter, styles, and
techniques representative of various cultures
and periods of art history.
II.3.7.b.
Plan personal artworks that incorporate
attributes of selected subject matter, styles,
and techniques of various cultures and
periods of art history.
Clarifying Example:
Art objects are made to show the importance of
the people who owned or used them. Identify
and compare objects in our culture that serve
similar purposes to those of other cultures.
Create a whimsical cup that honors a local or
national celebrity. Identify the person through
the symbols and images that are incorporated in
the design.
II.3.8.a.
Compare similarities and differences in subject
matter, styles, and techniques among various
cultures and periods of art history.
II.3.8.b.
Plan personal works that interpret the unique
styles and forms of different artists.
Clarifying Example:
View artist exemplars that represent different periods
of art history. Identify major styles of artwork and
how the artist has presented similar themes in new
ways.
Select an artist exemplar and re-create the image in a
new or different style. In an artist statement, explain
how the image changed and provide your
interpretation of the theme and content of the work.
29
Standard II: Students will demonstrate an understanding of visual art as an essential aspect of history and human experience.
Indicator 4: Explain commonalities of content and process among the arts, humanities, and sciences
By the end of the following grades, students will know and be able to do everything in the previous grade and the following content:
Grade 6 Grade 7 Grade 8
II.4.6.a.
Identify themes, ideas, and issues common to the visual
arts and other forms of human expression.
II.4.6.b.
Identify processes common to the visual arts and other
disciplines.
Clarifying Example:
Have students study a variety of art forms (photography,
painting, drawing, sculpture, and printmaking) that depict
various human conditions. Develop a list of words to
describe what students think the art shows.
II.4.7.a.
Describe themes, ideas, and issues common to
the visual arts and other disciplines.
II.4.7.b.
Describe how visual arts processes and those
of other disciplines are related.
Clarifying Example:
Students identify how scientists and artists work
together to create products that help humanity.
(I.e. ergonomic chairs, artificial hearts).
Design “the most comfortable” shoe in the
world. Write a statement that describes the
advantages of wearing this product.
II.4.8.a.
Compare ways in which themes, ideas, and issues
in human experience are translated and expressed
through the arts, humanities, and sciences.
II.4.8.b.
Apply problems solving strategies used among the
arts, humanities and sciences to solve visual
problems.
Clarifying Example:
Students compare the process of scientific inquiry to
the process of creating art.
Students form design teams and brainstorm ways to
construct a package design for a new product. The
identity of the product must be recognizable in the
design. A prototype is constructed and tested in the
community.
30
Standard III: Creative Expression and Production – Students will demonstrate the ability to organize knowledge and ideas or expression in the
production of art
Indicator 1: Demonstrate how media, processes, and techniques communicate ideas and personal meaning
By the end of the following grades, students will know and be able to do everything in the previous grade and the following content:
Grade 6 Grade 7 Grade 8
III.1.6.a.
Investigate media, processes and techniques to
demonstrate fluency and originality in generating
visual ideas.
III.1.6.b.
Create visual images or forms from observation,
memory, and imagination to convey ideas and personal
meaning with attention to 2- and 3-dimensional form,
proportion, qualities of surface texture, detail and
spatial relationships.
III.1.6.c.
Select and use a variety of tools, materials, processes,
and techniques safely to solve specific visual problem
Clarifying Example:
Students will view the works of Salvador Dali and Rene
magritte. The student will produce a drawing of a simple
object using wet and dry media on different drawing
surfaces to determine the material that best visualizes the
desired result.
The student creates a still life drawing that conveys a
personal message through the choice of specific materials.
Suggested materials: pencils, crayons, pen and ink,
tempera paint and a variety of papers.
III.1.7.a.
Investigate media, processes, and techniques to
demonstrate flexibility and elaboration in
generating visual ideas.
III.1.7.b.
Create visual images or forms from
observation, memory, and imagination to
communicate ideas and personal meaning with
attention to form, light and shadow, qualities of
surface texture, detail, and spatial relationships.
III.1.7.c.
Select and use a variety of tools, materials,
processes, and techniques to solve specific visual
problem
Clarifying Example:
Students will view self-portraits by: Paul Gauguin,
Frieda Khalo, Chuck Close. Compare materials
process and techniques using a Venn diagram.
Students will experiment with a variety of
unconventional drawing tools and media: i.e.
Stamp pads, sticks dipped in paint, melted wax,
and bleach on black paper. Create a self-portrait
using an experimental media.
III.1.8.a.
Apply components of the creative process to solve
elegant problems in the visual arts.
III.1.8.b.
Create visual images or forms from observation,
memory, and imagination to convey ideas and
personal meaning with attention to point of view,
detail, and spatial relationships.
III.1.8.c.
Select and use tools, materials, processes, and
techniques safely to solve specific visual problems
Clarifying Example:
Student will view the work of Jacob Lawrence, Andy
Warhol and Helen Marisol.
Students will compare and contrast the various media,
style, and messages conveyed in the works.
Students will create a mixed media portrait that
reflects the moods and feeling of the artist.
31
Standard III: Creative Expression and Production – Students will demonstrate the ability to organize knowledge and ideas
for expression in the production of art
Indicator 2: Demonstrate ways the elements of art and principles of design are manipulated to communicate ideas.
By the end of the following grades, students will know and be able to do everything in the previous grade and the following content:
Grade 6 Grade 7 Grade 8
III.2.6.a.
Experiment with visual ideas and concepts by
manipulating the elements of art in visual compositions.
Clarifying Example:
The student arranges color, line and shapes around a central
point to create a design with radial balance.
III.2.7.a.
Manipulate the elements of art and principles
of design to develop and refine visual ideas
and concepts.
Clarifying Example:
The student uses the elements of art and
principles of design to create a poster that
advertises an upcoming school activity.
(Line, shape, color, space, balance, pattern, unity
and emphasis).
III.2.8.a.
Communicate ideas and concepts by manipulating
elements of art and principles of design to achieve
specific visual effects.
Clarifying Example:
The student creates an illustration for a book cover by
selecting and arranging elements of art and principles
of design to communicate the theme or subject matter
in their composition. (unity, harmony, emphasis).
32
Standard III: Creative Expression and Production – Students will demonstrate the ability to organize knowledge and ideas for expression in the
production of art
Indicator 3: Demonstrate understanding of processes for solving visual problems
By the end of the following grades, students will know and be able to do everything in the previous grade and the following content:
Grade 6 Grade 7 Grade 8
III.3.6.a.
Identify processes used to generate and organize ideas.
Clarifying Example:
In a large group, students describe the procedures used for
creating the specific art product and list on an overhead
transparency.
III.3.7.a.
Describe the developmental processes –
strategies, techniques, and resources – used to
generate and organize ideas to solve visual
problems.
Clarifying Example:
Students describe the strategies, techniques and
resources used to solve the visual problems
using thumbnail sketches and group writing.
III.3.8.a.
Describe sources, references, and ideas used to
solve visual problems.
III.3.8.b.
Explain the creative process and ways in which
artistic choices affect how artworks evolve over
time.
Clarifying Example:
Students describe the strategies, techniques and
resources used to solve visual problems using
thumbnail sketches and written reflections.
33
Standard IV: Students will demonstrate the ability to identify, analyze, and apply criteria for making visual, aesthetic judgments.
Indicator 1: Evaluate selected artworks using established criteria
By the end of the following grades, students will know and be able to do everything in the previous grade and the following content:
Grade 6 Grade 7 Grade 8 IV.1.6.a.
Describe how the elements of art contribute to aesthetic
response.
IV.1.6.b.
Determine the purposes and functions of artworks by
analyzing their stylistic characteristics.
IV.1.6.c.
Identify ways that beliefs and values are communicated
and reflected by the artworks of various cultures.
Clarifying Example:
Using a graphic organizer, small groups of students identify
the elements of art, principles of design, and media used in a
selected artwork. In a large group, students discuss the
stylistic similarities and differences of the works, describe
the function of the artwork, and explain how beliefs, and
values are communicated and reflected by the art.
IV.1.7.a.
Describe how the elements of art and
principles of design contribute to aesthetic
response.
IV.1.7.b.
Compare artworks using established criteria.
IV.1.7.c.
Describe ways that beliefs and values are
communicated and reflected by the artworks
of various cultures.
Clarifying Example:
Students compare and contrast artworks by
different artists that are similar in theme, style
and media (i.e. portraits by Rembrandt, Da
Vinci, Raphael, and Van Eyck).
Students describe how the artists communicate
the beliefs and values of the culture through the
use of the formal and stylistic qualities found in
the artwork.
IV.1.8.a.
Analyze ways the elements of art and principles of
design contribute to aesthetic response.
IV.1.8.b.
Apply established criteria to determine the
historical, social, and cultural contexts of
artworks.
IV.1.8.c.
Analyze ways that beliefs and values are
communicated and reflected by the artworks of
various cultures.
Clarifying Example:
Students look at several portraits of George
Washington. Include portraits painted before, during,
and after the Revolutionary War.
Analyze the artworks and describe how the image of
Washington changed over time (formal qualities,
stylistic approach, and historical or cultural
perspectives.
34
Standard IV: Students will demonstrate the ability to identify, analyze, and apply criteria for making visual, aesthetic judgments.
Indicator 2: Construct and apply differing sets of criteria for making visual judgments
By the end of the following grades, students will know and be able to do everything in the previous grade and the following content:
Grade 6 Grade 7 Grade 8
IV.2.6.a.
Identify criteria for analyzing various ways formal
qualities, stylistic approaches, and cultural contexts
affect viewers’ responses to artworks.
IV.2.6.b.
Use verbal and written critiques to defend criticism of
works by various artists.
IV.2.6.c.
Apply predetermined criteria to assess personal
artworks.
Clarifying Example:
Explore the role of an Art Critic (describe and judge the
quality of artworks, suggest why they are valuable or
important and how they influence the way we look at and
think about artworks).
In a brief statement, express your thoughts and opinions
about an artwork using the following criteria: What does it
look like; how was it made and how are the parts arranged?
(Formal qualities) Does it seem to suggest a mood or
feeling, an idea or theme? (Stylistic qualities) What aspects
of the artwork such as artist, culture, message or function
make it important and why? (Historical and cultural
significance)
IV.2.7.a.
Describe criteria for analyzing the various
ways that formal qualities, stylistic
approaches, and cultural contexts affect the
viewer’s responses to artworks.
IV.2.7.b.
Communicate personal responses to artworks
using self-generated criteria.
IV.2.7.c.
Establish and apply a set of criteria to
assessing personal artworks.
Clarifying Example:
Students are divided into 3 groups. Each group
views a selected artwork and using one criteria
for making visual judgments: formal qualities
(principles of design and art elements),
Stylistic qualities (means of expression
including media, subject matter, and category of
the artwork – realism, expressionism,
abstraction, or fantasy)
Cultural or historical context of the artwork.
List evidence of the criteria used for judging
artwork. Share the evidence in a new group that
includes one member from each of the three
original groups.
Apply established criteria to a personal work of
art and write a brief statement that assesses the
artwork in terms of its formal and stylistic
qualities, and the reflection of an historical or
cultural influence.
IV.2.8.a.
Identify and apply multiple sets of criteria for
evaluating works of art from a variety of cultures.
IV.2.8.b.
Use oral and written critiques to defend works of
art by various artists.
IV.2.8.c.
Formulate, apply, and communicate criteria for
making aesthetic judgments about personally
created artworks and the artworks of others.
Clarifying Example:
Students analyze the purpose and function of masks
from several civilizations or cultures (i.e. Chinese
Opera masks, Native American Indian masks, African
masks) and compare the symbolic use of art elements
and design principles.
The student participates in an oral or written critique
of personal artwork, and describes how the work
communicates traditions, life-style, beliefs, or
customs of a civilization.
35
Standard I: The student will demonstrate the ability to perceive, interpret, and respond to ideas, experiences, and the environment through visual
art.
Indicator I: Identify, describe and interpret qualities of form that affect visual perception and response.
By the end of the following grades, students will know and be able to do everything in the previous grade and the following content:
Level 1 Level 2 Level 3 Level 4 I.1.L1.a.
Draw to achieve representation
accuracy in describing edges and
contours, perspective, light,
proportion and point of view to
accurately reproduce a still life
arrangement.
I.1.L2.a.
Draw to achieve emotional,
expressive content in the
interpretation of the realistic image.
I.1.L3.a.
Draw to achieve an individual
perception of the concept of reality.
I.1.L4.a.
Analyze visual imagery and concepts
to predict the visual response, prior
to creating original artwork.
Clarifying Example
Use contours, perspective, light,
proportion, and point of view to
represent observed subject matter.
Clarifying Example
Through a selection of line, space,
color, shape and texture, create artwork
that conveys a specific emotional
quality.
Clarifying Example
Select a theme or emotional state such
as alienation, inclusion, strife,
contentment, anger or other
psychological conditions and use
relevant means to convey that concept
of reality.
Clarifying Example
Use appropriate research material to
study the images of historical works of
art to understand the effect the artists
were able to achieve through the use of
those images and apply them to the
creation of your own work of art.
I.1.L1.b.
Use appropriate art vocabulary to
describe, analyze and interpret
qualities of visual form perceived
and recorded in works of art.
I.1.L2.b.
Use appropriate art vocabulary to
describe, analyze and interpret
qualities of visual form perceived
and recorded in works of art, with a
focus on emotional and expressive
content.
I.1.L3.b.
Use appropriate art vocabulary to
describe, analyze and interpret
qualities of visual form perceived
and recorded in works of art, with a
focus on the individual’s concept of
reality.
I.1.L4.b.
Use appropriate art vocabulary to
describe, analyze and interpret
qualities of visual form in order to
justify the relationship between the
work and the artist’s original
concept.
Clarifying Example
From an art vocabulary list, students
will select the words that most clearly
describe their efforts to achieve
representational accuracy.
Clarifying Example
From an art vocabulary list, students
will select the words that most clearly
describe their efforts to achieve
emotional and expressive content.
Clarifying Example
From an art vocabulary list, students
will select the words that most clearly
describe how they arrived at their
individual perception of reality.
Clarifying Example
From an art vocabulary list, students
will select the words that most clearly
describe how they arrived at the
decisions they used to predict
individual responses; stating where
those decisions are visually evident in
their piece.
36
Standard I: The student will demonstrate the ability to perceive, interpret, and respond to ideas, experiences, and the environment through visual
art.
Indicator 2: Select works of art and interpret their meaning based upon the application of expressive characteristics and use of symbolism.
By the end of the following grades, students will know and be able to do everything in the previous grade and the following content:
Level 1 Level 2 Level 3 Level 4 I.2.L2.a.
Working from observation, memory
and/or experience, create artwork
using basic art elements to represent
mood.
Clarifying Example
Focusing on a specific mood, select
appropriate art elements to best illustrate
that mood.
I.2.L1.b.
Describe, analyze and interpret how
artists select modes of representation
and formats to express personal ideas,
thoughts and feelings.
Clarifying Example
Choose 4 artists with very diverse styles.
Describe, analyze and interpret how
those artists selected modes of
representation and formats to express
their individual ideas, thoughts and
feelings.
I.2.L3.a.
Working from observation, memory
and/or experience, create artwork
using a mode of representation and
format that serves personal ideas,
thoughts and feelings.
Clarifying Example
Focusing on a personal idea, thought or
feeling; select appropriate art elements
that best fulfill the illustration of those
concepts.
I.2.L2.b.
Describe, analyze and interpret how
artists select modes of representation
and formats to express personal ideas,
thoughts and feelings.
Clarifying Example
Choose 4 artists with very diverse styles.
Describe, analyze and interpret how
those artists selected modes of
representation and formats to express
their individual ideas, thoughts and
feelings.
I.2.L3.a.
Working from observation, memory
and/or experience, create artwork
using a mode of representation,
format and media; that serves
personal ideas, thoughts and feelings.
Clarifying Example
Focusing on personal thoughts and
feelings; create an artwork with a
concentration on the mode of
representation, format and media.
I.2.L3.b.
Describe, analyze and interpret how
artists select modes of representation
and media to express personal ideas,
thoughts and feelings.
Clarifying Example
Choose 4 artists with very diverse styles.
Describe, analyze and interpret how
those artists selected modes of
representation and formats to express
their individual ideas, thoughts and
feelings.
I.2.L4.a.
Working from observation, memory
and/or experience, create artwork that
represents an interpretation of reality,
based on personal images, symbols
and responses.
Clarifying Example (1.2.4.a)
Create a series of drawings investigating
personal images, symbols and responses
and use a selection of these to create a
final work of art.
I.2.L3.b.
Describe, analyze and interpret how
artists select modes of representation
and media to express personal ideas,
thoughts and feelings.
Clarifying Example
Choose 4 artists with very diverse styles.
Describe, analyze and interpret how
those artists selected modes of
representation and formats to express
their individual ideas, thoughts and
feelings.
37
Standard I: The student will demonstrate the ability to perceive, interpret, and respond to ideas, experiences, and the environment through visual
art.
Indicator 3: Compare the use of elements of art and principles of design in selected works of art and demonstrate their application by executing
expressive compositions.
By the end of the following grades, students will know and be able to do everything in the previous grade and the following content:
Level 1 Level 2 Level 3 Level 4
I.3.L1.a.
Use verbal and written expression to
explain the selection of unique or
special ways artists use specific
elements of art and design concepts
to convey feelings, ideas or meaning.
Clarifying Example
Focusing on a specific element of art,
investigate unique or special ways it
has been utilized in similar situations in
painting,, sculpture and architecture to
convey feelings, ideas or meaning.
(Spatial relationships, space used in…,
lighting used in…) Create a work of art
based on that information.
I.3.L1.b.
Use art vocabulary to describe and
analyze the role of design in
expressing unique visions.
Clarifying Example
Concentrating on the art vocabulary
that is most associated with design,
describe its role in expressing unique
visions.
I.3.L2.a.
Use verbal and written expression to
develop unique or special ways to
advance feelings, ideas or meaning by
using specific elements of art and
design concepts.
Clarifying Example
Focusing on a specific feeling or idea,
investigate unique or special ways it
has been portrayed in a variety of
media. Create an artwork based on that
information.
I.3.L2.b.
Use art vocabulary to describe and
analyze the role of design in
expressing unique visions.
Clarifying Example
Concentrating on the art vocabulary
that is most associated with design,
describe its role in expressing unique
visions.
I.3.L3.a.
Use verbal and written expression to
develop unique or special ways to
advance perceived feelings, ideas or
meaning by using specific elements of
art and principles of organization.
Clarifying Example
Focusing on a specific feeling or idea,
investigate unique or special ways it
has been portrayed in a variety of
media. Create an artwork based on that
information.
I.3.L3.b.
Use art vocabulary to describe,
analyze and interpret the role of
design in expressing unique visions.
Clarifying Example
Concentrating on the art vocabulary
that is most associated with design,
describe its role in expressing unique
visions.
I.3.L4.a.
Use verbal and written expression to
develop unique or special ways to
advance personal visions, ideas or
meaning by using specific elements of
art and principles of organization.
Clarifying Example
Focusing on how artists used visual
elements to persuade their audience of
the importance of their vision. Create
artwork whose intention is to persuade
an audience of the importance of your
vision.
I.3.L4.b.
Use art vocabulary to describe,
analyze and justify the role of design
in expressing personal visions.
Clarifying Example
Use art vocabulary to describe, analyze
and justify the role of design in
opposition to, or in connection with art
expressing personal visions.
38
Standard II: The student will demonstrate an understanding of visual art as a basic aspect of history and human experience.
Indicator 1: Propose ways that visual art reflects significant historical, cultural and social issues.
By the end of the following grades, students will know and be able to do everything in the previous grade and the following content:
Level 1 Level 2 Level 3 Level 4 II.1.L1.a.
Create an artwork that explores a
contemporary cultural or social
issue.
II.1.L2.a.
Create an artwork that visually
reacts to a contemporary cultural or
social issue.
II.1.L3.a.
Create an artwork that visually
conveys your personal response to
human experience.
II.1.L4.a.
Create an artwork that visually
conveys your personal response to a
psychological state of mind.
Clarifying Example (2.1.1.a)
On a single sheet of paper, divide the
surface into 4 unequal sections; and
visually record 1 separate fact of a
single contemporary, cultural or social
issue in each section.
Clarifying Example (2.1.2.a)
On a single sheet of paper, divide the
surface into 4 unequal sections; and
create separate images that visually
reflect 4 different possible reactions to
a contemporary, cultural or social
issue.
Clarifying Example (2.1.3.a)
Explore things like love, hate, poverty,
wealth, alienation and power. Create
an artwork that visually conveys your
personal response to one of those
human experiences
.
Clarifying Example (2.1.4.a)
Explore things like desperation,
happiness, loneliness, jealousy, care,
dedication, commitment, fear and
anxiety. Create an artwork that visually
conveys your personal response to one of
those psychological states of mind.
II.1.L1.b.
Determine how works of art provide
social commentary, document
historical events and reflect the
values and beliefs of the society in
which they are created.
II.1.L2.b.
Determine how works of art provide
social commentary, document
historical events and reflect the
values and beliefs of the society in
which they are created. What
symbols, colors, techniques or
mediums helped to enhance this
visual reaction?
II.1.L3.b.
Determine how works of art provide
social commentary, document
historical events and reflect the
values and beliefs of the society in
which they are created. What
symbols, colors, techniques or
mediums helped to enhance this
visual reaction?
II.1.L4.b.
Determine how works of art provide
social commentary, document
historical events and reflect the values
and beliefs of the society in which they
are created. What symbols, colors,
techniques or mediums helped to
enhance this visual reaction?
Clarifying Example
Conduct a study of how art was used in
the African society to represent
significant culture and social issues.
(afterlife, fertility, the hunt…)
Clarifying Example
Conduct a study of Egyptian
civilization and record the symbols,
colors, techniques and media that were
used to convey the significant values
and beliefs of that society.
Clarifying Example
Conduct a study of warfare in the
history of art and record the ways in
which the impact was represented in
art.
Clarifying Example
Conduct a study on images representing
dreams and the afterlife. Record the ways
in which these ideas were visually
represented.
39
Standard II: The student will demonstrate an understanding of visual art as a basic aspect of history and human experience.
Indicator 2: Determine factors that influenced the creation of art in specific historical eras and places by studying artworks and other sources of
information.
By the end of the following grades, students will know and be able to do everything in the previous grade and the following content:
Level 1 Level 2 Level 3 Level 4 II.2.L1.a.
Create an artwork that connects art
history with personal values or
contemporary issues.
II.2.L2.a.
Create an artwork that conveys an
emotional reaction to a specific event
in history.
II.2.L3.a.
Create an artwork that focuses on a
person or event that has influenced
you as an individual.
II.2.L4.a.
Create an artwork that focuses on a
person or event that has influenced
you as an individual.
Clarifying Example
Examine artworks from the
Neoclassical and Romantic periods and
use one of these as a basis for
interpreting your own personal values in
an artwork.
Clarifying Example
Look at an artwork that portrayed a
specific event in history. Create an
artwork that conveys your emotional
reaction to a specific event in history.
Clarifying Example
Choose a person or event that has
influenced you as an individual. Write a
sequence of events and emotional
responses, then create an artwork that
focuses on the influence of that person
or event.
Clarifying Example
Choose a person or event that has
influenced you as an individual. Write a
sequence of events and emotional
responses, then create an artwork that
focuses on the influence of that person
or event.
II.2.L1.b.
Examine the information from a
variety of sources and propose factors
that influenced artists and inspired
works.
II.2.L2.b.
Examine the information from a
variety of sources and propose factors
that influenced artists and inspired
works, surrounding a specific event in
history.
II.2.L3.b.
Examine the information from a
variety of sources and propose factors
that influenced artists and inspired
works.
II.2.L4.b.
Examine the information from a
variety of sources and propose factors
that influenced artists and inspired
works.
Clarifying Example
Examine artworks which convey an
emotional reaction to a specific event in
history. Propose factors that influenced
and inspired these artists in creating
their works.
Clarifying Example
Examine artworks which convey an
emotional reaction to a specific event in
history. Propose factors that influenced
and inspired these artists in creating
their works.
Clarifying Example
Examine artworks which convey an
emotional reaction to their personal
history. Propose factors that influenced
and inspired these artists in creating
their works.
Clarifying Example
Examine artworks which convey an
emotional reaction to their personal
history. Propose factors that influenced
and inspired these artists in creating
their works.
40
Standard II: The student will demonstrate an understanding of visual art as a basic aspect of history and human experience.
Indicator 3: Draw relationships between the stylistic choices artists make and the context within which they work.
By the end of the following grades, students will know and be able to do everything in the previous grade and the following content:
Level 1 Level 2 Level 3 Level 4 II.3.L1.a.
Create individual, expressive
works of art based on the same
subject or theme, selected by a
student group.
II.3.L2.a.
Create expressive works of art
based on the same subject or theme.
II.3.L3.a.
Create expressive works of art
based on opposite viewpoints of the
same subject or theme.
II.3.L4.a.
Create expressive works of art based on
opposite viewpoints of the same subject
or theme.
Clarifying Example
In diverse work groups, students
will brainstorm different themes
and select one to create individual
expressive works of art in distinctly
different styles.
Clarifying Example
Create a series of 3 works of art,
interpreting a single subject or theme
in 3 individual, expressive, distinctly
different styles.
Clarifying Example
Choose a subject or theme and
visually develop 2 opposing
viewpoints based on stylistic or
psychological contrasts.
Clarifying Example
Choose a subject or theme and visually
develop 4 diverse viewpoints based on
stylistic or psychological contrasts.
II.3.L1.b.
Compare similarities and
differences in style and technique
among schools of art and periods
in art history, using information
from a variety of sources.
II.3.L2.b.
Compare similarities and
differences in style and technique
among schools of art and periods in
art history, using information from
a variety of sources
.
II.3.L3.b.
Describe how the chosen imagery
successfully reinforces each
viewpoint.
II.3.L4.b.
Describe how the chosen imagery
successfully reinforces each viewpoint.
Clarifying Example
Choose 3 periods in art history.
Compare and contrast the styles
and techniques of those periods.
Clarifying Example
Choose 3 periods in art history.
Compare and contrast the styles and
techniques of those periods.
Clarifying Example
In the periods of art history, starting
with the Renaissance, compare and
contrast religious and secular
imagery.
Clarifying Example
In the periods of art history, starting with
the Renaissance, compare and contrast
religious and secular imagery.
41
Standard II: The student will demonstrate an understanding of visual art as a basic aspect of history and human experience.
Indicator 4: Explain and support historical, theoretical and aesthetic assumptions to explain how artistic processes and content influence, and in
turn, are affected by other disciplines.
By the end of the following grades, students will know and be able to do everything in the previous grade and the following content:
Level 1 Level 2 Level 3 Level 4 II.4.L1.a.
Working within a group, students
will create individual artworks that
represent a collective commitment to
philosophical or cultural ideas.
II.4.L2.a.
Create artworks that are inspired by
the philosophical values and cultural
ideals of specific historical
movements.
II.4.L3.a.
Select a specific event in history and
create an artwork that represents
your philosophical perspective of
that event.
II.4.L4.a.
Base an artwork on current events
that are unresolved and project the
resolution or outcome of these events.
Clarifying Example
In diverse groups, students will
collaboratively agree on shared
philosophical or cultural ideas and
create a series of individual artworks
that represent the collective mindset.
Clarifying Example
Study artworks that are inspired by the
philosophical values and cultural ideals
of specific historical movements and
create a work of art based on one of
those movements.
Clarifying Example
Study artworks that are inspired by the
philosophical values and cultural ideals
of specific historical movements and
create a work of art based on your
personal response to one event or
movement.
Clarifying Example
Using terrorism or some other
unresolved issue as a theme, base an
artwork on the resolution or outcome of
that event.
II.4.L1.b.
Use a study of historical periods to
identify shared underlying
philosophical values and cultural
ideals that influenced the artists,
authors, poets and musicians, who
contributed to a specific stylistic
movement.
II.4.L2.b.
Use a study of historical periods to
create connections between
philosophical values and cultural
ideals that influenced the artists,
authors, poets and musicians, who
contributed to a specific stylistic
movement.
II.4.L3.b.
Analyze, interpret and react to the
underlying philosophical values and
cultural ideals that influenced the
artists, authors, poets and musicians,
who contributed to a specific stylistic
movement.
II.4.L4.b.
Analyze, interpret and react to the
underlying philosophical values,
cultural ideals and current events
that influenced the artists, authors,
poets and musicians, who
contributed to a specific stylistic
movement.
Clarifying Example
Research the Classical period of Greek
art and identify the shared underlying
philosophical values and cultural ideals
that influenced the artists, authors,
poets and musicians of that period.
Clarifying Example
Look at the Greek Classical period,
along with the Early Renaissance.
Compare and contrast the philosophical
values and cultural ideas that
influenced the artists, authors, poets
and musicians who contributed to the
similarities found in the 2 stylistic
movements.
Clarifying Example
Using the Holocaust as an example,
analyze, interpret and react to the
underlying philosophical values and
cultural ideals that influenced the
artists, authors, poets and musicians,
during that time.
Clarifying Example
Using terrorism, global warming, solar
energy, nuclear annihilation/utilization,
analyze, interpret and react to the
underlying philosophical values,
cultural ideals and current events that
influenced the artists, authors, poets
and musicians during that time.
42
Standard III: The student will demonstrate the ability to organize knowledge and ideas for expression in the production of art.
Indicator 1: Demonstrate competent application of the skills, knowledge, and attitudes required to produce works of art in a variety of media.
By the end of the following grades, students will know and be able to do everything in the previous grade and the following content:
Level 1 Level 2 Level 3 Level 4 III.1.L1.a.
Select a single image and render that
image in a variety of media.
III.1.L2.a.
Select media and experiment with
processes and representational skills,
exploring a range of ideas that can
be expressed with different media.
II.1.L3.a.
Using a single theme, create an
artwork in a variety of media that
corresponds to a change in
perception.
III.1.L4.a.
Based on contemporary, social and
cultural events, create an artwork
that best represents the attitude that
you would preserve as a future
record of these issues.
Clarifying Example
Using the human face, render it in
pencil, charcoal, ink, tempera and
watercolor.
Clarifying Example
After experimenting with a variety of
media, create a series of artworks in
which each media is used because it
most accurately represents the nature of
each subject.
Clarifying Example
Utilizing an entryway as a theme,
create a series of artworks in which the
perception of entering a space is
changed in a variety of ways.
Clarifying Example
Using urban life as a subject, collect
actual materials related to the city
environment to act as artifacts of that
time period for the future. Use these
artifacts in the creation of an artwork in
which the values of a particular society
are reinforced.
III.2.L1.b.
In reflecting on the completed work,
describe, analyze and interpret the
meaning created and evaluate the
choice and use of media, skills and
knowledge in solving the art
problem.
III.2.L1.b.
In reflecting on the completed work,
describe, analyze and interpret the
meaning created and evaluate the
choice and use of media, skills and
knowledge in solving the art
problem.
III.2.L1.b.
In reflecting on the completed work,
describe, analyze and interpret the
meaning created and evaluate the
choice and use of media, skills and
knowledge in solving the art
problem; reflecting on how the
viewers’ perception is changed.
III.2.L1.b.
In reflecting on the completed work,
describe, analyze and interpret the
meaning created and evaluate the
choice and use of media, skills and
knowledge in solving the art
problem; reflecting on how you feel
your artwork would influence future
generations’ perceptions of this time.
Clarifying Example
Describe, analyze and interpret the gain
and loss of representative accuracy
observed in the change of media.
Clarifying Example
Describe, analyze and interpret the
means by which choices were made in
linking aesthetic choices to subject
matter.
Clarifying Example
Describe, analyze and interpret the way
in which you used various media to
alter the viewers‟ sense of entering that
specific space. Describe, analyze and
interpret the effect various media has
on the experience the viewer has in
entering a specific space.
Clarifying Example
In reflecting on the completed work,
describe, analyze and interpret the
meaning created and evaluate the
choice and use of media, skills and
knowledge in solving the art problem;
reflecting on how you feel your
artwork would influence future
generations‟ perceptions of this time.
43
Standard III: The student will demonstrate the ability to organize knowledge and ideas for expression in the production of art.
Indicator 2: Create visual images that reflect knowledge of various subjects from observation and imagination.
By the end of the following grades, students will know and be able to do everything in the previous grade and the following content:
Level 1 Level 2 Level 3 Level 4 III.2.L1.a.
Draw upon individual experiences as
the basis for personally meaningful
images developed through a process
that includes: 1) using two or more
strategies to generate ideas for
personal work 2) solving
intermediate representational
problems by doing research, using
references, models or practicing
different strategies – 3) crafting a
quality product demonstrating care,
thought and skill in making.
L III.2.L2.a.
Draw upon individual experiences as
the basis for personally meaningful
images by creating an artwork based
upon a series of vocabulary words
that represent values that are
important to you. Using
predominately text, create a
composition in which a hierarchy of
your values is represented.
III.2.L3.a.
Using research, choose significant
symbols from 3 different periods in
art history that had similar purposes
and combine them in an artwork to
represent an image that projects that
unified theme.
III.2.L4.a.
Create an artwork utilizing realistic
imagery, in which disparate objects
are combined in unusual
associations, in order to provide a
quest for reason and meaning.
Clarifying Example
Generate a list of words that most
clearly represent your outlook on life.
After reviewing the list, make a
selection of words that seem the most
important. Create a series of sketches
in which you render images that are
related to those words. Use these
images to create a finished artwork that
honestly represents your outlook on
life.
Clarifying Example
From your individual experiences,
select the 4 most meaningful events in
your life. Create a list of vocabulary
words that reflect the impact that those
experiences had on you. Using a
combination of actual text and images,
create an artwork that visually
represents the value you place on those
experiences.
Clarifying Example
Using the afterlife as a subject,
research 3 different periods in art
history and identify how different
cultures addressed this theme through
visual symbols. Create an artwork that
uses these symbols to project a unified
theme.
Clarifying Example
Generate a list of 4 objects that are
personally interesting to you. For each
object, select another object that seems
totally unrelated. Using these 8 objects,
position and organize them in a manner
in which the viewer is challenged to
search for logical connections and
meaning.
III.2.L1.b.
Describe source(s) of ideas for a
personal work and discuss how ideas
were generated, how
representational problems were
solved, what visual references or
information was used and how the
work changed from beginning to
completion and what was though
about in the process of making the
work.
III.2.L2.b.
Describe source(s) of ideas for a
personal work and discuss how ideas
were generated, how
representational problems were
solved, what visual references or
information was used and how the
work changed from beginning to
completion and what was though
about in the process of making the
work.
III.2.L3.b.
Describe source(s) of ideas for a
personal work and discuss how ideas
were generated, how
representational problems were
solved, what visual references or
information was used and how the
work changed from beginning to
completion and what was though
about in the process of making the
work.
III.2.L4.b.
Describe source(s) of ideas for a
personal work and discuss how ideas
were generated, how
representational problems were
solved, what visual references or
information was used and how the
work changed from beginning to
completion and what was though
about in the process of making the
work.
44
Clarifying Example (3.2.1.b)
Describe source(s) of ideas for a
personal work and discuss how ideas
were generated, how representational
problems were solved, what visual
references or information was used and
how the work changed from beginning
to completion and what was though
about in the process of making the
work.
Clarifying Example (3.2.2.b)
Describe source(s) of ideas for a
personal work and discuss how ideas
were generated, how representational
problems were solved, what visual
references or information was used and
how the work changed from beginning
to completion and what was though
about in the process of making the
work.
Clarifying Example (3.2.3.b)
Describe source(s) of ideas for a
personal work and discuss how ideas
were generated, how representational
problems were solved, what visual
references or information was used and
how the work changed from beginning
to completion and what was though
about in the process of making the
work.
Clarifying Example (3.2.4.b)
Describe source(s) of ideas for a
personal work and discuss how ideas
were generated, how representational
problems were solved, what visual
references or information was used and
how the work changed from beginning
to completion and what was though
about in the process of making the
work.
45
Standard III: The student will demonstrate the ability to organize knowledge and ideas for expression in the production of art.
Indicator 3: Analyze visual qualities in nature, art and the built environment, and develop creative works of art in response.
By the end of the following grades, students will know and be able to do everything in the previous grade and the following content:
Level 1 Level 2 Level 3 Level 4
L.1.a. (3.3.1.a)
Identify a design problem in the
observed environment and propose a
solution, incorporating elements of
art and principles of design in a
visual model of the proposed
solution.
Clarifying Example (3.3.1.a)
An urban crosswalk is a matter of
concern in the environment of the city.
Use the elements of art and the
principles of design in your visual
proposal to the solution.
III.3.L1.b.
Use appropriate art vocabulary to
describe, analyze, and interpret
visual qualities found in the work of
designers, architects, planners and
artists.
Clarifying Example
Use appropriate art vocabulary to
describe, analyze, and interpret visual
qualities represented in your proposed
solution to the crosswalk.
L.2.a. (3.3.2.a)
Choose an article of nature and
convert that article into a motif. Use
that motif as an element in a pattern
to create a design for your personal
wear or surroundings.
Clarifying Example (3.3.2.a)
Using a snowflake as a beginning
article, simplify and refine it to create a
motif. Use this motif as an element
within a design, which would be
incorporated into a dress for a female,
or a jacket for a male or female.
III.3.L2.b.
Use appropriate art vocabulary to
describe, analyze, and interpret
visual qualities found in the work of
designers, architects, planners and
artists.
Clarifying Example
Use appropriate art vocabulary to
describe, analyze, and interpret the
process by which the snowflake was
simplified and refined into a motif, and
the manner in which the motif relates
to the overall design of the article of
clothing.
L.3.a. (3.3.3.a)
Choose an article of nature and use
it as a basic unit in creating a work
of architecture.
Clarifying Example (3.3.3.a)
Use the image of a flower to serve as
the basic unit that will in turn be used
to create a work of architecture.
III.3.L3.b.
Use appropriate art vocabulary to
describe, analyze, and interpret
visual qualities found in the work of
designers, architects, planners and
artists.
Clarifying Example
Use appropriate art vocabulary to
describe, analyze, and interpret the
process through which the flower was
simplified and refined into a design
unit and explain the relationship
between the basic unit and the total
structure.
L.4.a. (3.3.4.a)
Using related objects from a specific
environment, create an artwork that
is contradictory to the nature of
those objects.
Clarifying Example (3.3.4.a)
Using related objects such as nails,
charred glass, pieces of broken metal
and thrones, create the image of a bed.
III.3.L4.b.
Use appropriate art vocabulary to
describe, analyze, and interpret
visual qualities related to explaining
the relationship between the image
and the concept.
Clarifying Example
Use appropriate art vocabulary to
describe, analyze, and interpret how
related objects were chosen and the
process by which they were combined
to produce an image contradictory to
their nature.
46
Standard IV: The student will demonstrate the ability to identify, analyze, and apply criteria for making visual aesthetic judgments.
Indicator 1: Apply the knowledge of aesthetic traditions and conventions, including contemporary criticism to find value in diverse art works.
By the end of the following grades, students will know and be able to do everything in the previous grade and the following content:
Level 1 Level 2 Level 3 Level 4 IV.1.L1.a.
Create a series of artworks based on
a selected set of criteria.
Clarifying Example
Create a series of artworks illustrating
the use of harmony, contrast,
dissonance and recapitulation. (1 image
for each)
L.1.b. (4.1.1.b)
Critique artworks, applying different
theories of art to judge personal
artwork and that of others.
Clarifying Example
Write a critique of student generated
artworks, explaining the successes and
failures of their use of harmony,
contrast, dissonance and recapitulation.
IV.1.L2.a.
Create a design, using geometric
foundations derived from
mathematical concepts, or scientific
research that will produce interesting
optical effects or illusions.
Clarifying Example
Using Escher, or the field of Op Art as
an example, develop a design that
utilizes a geometric form to create a
spatial illusion.
L.2.b. (4.1.2.b)
Critique artworks, applying different
theories of art to judge personal
artwork and that of others.
Clarifying Example
Select the most appropriate theory of
art to use it in critiquing your artwork,
based upon a mathematical concept or
Scientific research. Explain how this
theory is most relevant to your artwork.
(Theories of art could include, but are
not limited to: Formalism,
Expressionism and Conceptualism.)
IV.1.L3.a.
Devise a system where all aspects of
an artwork are based on the element
of chance. Then, create an artwork
where that spontaneity will provide
the basis for aesthetic decisions.
Clarifying Example
Create 4 separate lists, numbered 1 to
10. One list should concentrate on
colors, one list on expressions, one on
subjects and one on symbols. Generate
4 sets of the numbers 1 through 10,
allowing each number it‟s own piece of
paper – mix those numbered pieces of
paper and randomly choose 10 pieces.
Create a work of art by linking the
chosen numbers to their corresponding
qualities of color, expression, subject
and symbol
L.3.b. (4.1.3.b)
Critique artworks, applying different
theories of art to judge personal
artwork and that of others.
Clarifying Example
Using the information gained from the
art movements of Dada and Surrealism;
apply a theory of art to explain your
artwork, based on the elements of
chance.
IV.1.L4.a.
Create an artwork where intuition
and spontaneity provide the basis for
aesthetic decisions.
Clarifying Example
Gather together a selection of textured
materials, glues and a variety of paint.
Working from left to right, on a board
or canvas; quickly select, assemble and
apply material and paint within a time
frame of 5 minutes. Create an artwork
based on your interpretation of this
assemblage
L.4.b. (4.1.4.b)
Critique artworks, applying different
theories of art to judge personal
artwork and that of others.
Clarifying Example
Use the contradictory theories of
Formalism and Deconstructionism to
explain and clarify the decision making
process in creating this work of art.
47
Standard IV: The student will demonstrate the ability to identify, analyze, and apply criteria for making visual aesthetic judgments.
Indicator 2: Examine and refine a personal set of criteria for judging work of art and the visual environment.
By the end of the following grades, students will know and be able to do everything in the previous grade and the following content:
Level 1 Level 2 Level 3 Level 4 IV.2.L1.a.
Create a series of works based upon
implementing information gained
from the study to address form,
theme and context.
Clarifying Example
Examine the art movements of
Impressionism, Cubism and
Surrealism. Record your responses to
their use of form, theme and context.
Select the combinations that are most
personally satisfying to you. Based
upon your choices, create a series of
works that promote the validity of your
choices.
IV.2.L1.b.
Present a series of process portfolio
of cumulative personal work that
exemplifies the criteria used to
create it.
IV.2.L2.a.
Select a functional object from your
environment that you feel has no
artistic value. Transform that object,
providing it with the qualities that
would qualify it as a work of art.
Clarifying Example
Using a kitchen sink as a subject,
transform that object providing it with
the qualities that would qualify it as a
work of art.
IV.2.L2.b.
Present a series of process portfolio
of cumulative personal work that
exemplifies the criteria used to
create it.
IV.2.L3.a.
Using a respected work of art in
history, whose value you question;
transform that work of art to give it
the qualities you think it lacks, in
order to qualify it in your eyes as a
true work of art.
Clarifying Example
Using Andy Warhol‟s Campbell‟s
Soup Can as a questionable work of
art, transform it to give it the qualities
you feel it lacks.
IV.2.L3.b.
Present a series of process portfolio
of cumulative personal work that
exemplifies the criteria used to
create it.
IV.2.L4.a.
Based upon your existing knowledge
of art criteria, create a work of art
that uses none of these criteria.
Clarifying Example
Describe your personal concepts of
beauty as they relate to works of art.
Generate a list of the qualities you
consider aspects of those concepts.
Create an artwork where each one of
these qualities is visually contradicted.
IV.2.L4.b.
Present a series of process portfolio
of cumulative personal work that
exemplifies the criteria used to
create it.
48
Clarifying Example
Create a series of works in which the
mastery of the information related to
form, theme and context produces an
original style, which is based upon
your personal criteria.
Clarifying Example
Produce a series of transitional
drawings that illustrate the stages your
work went through to achieve the final
transformation.
Clarifying Example
Produce a series of transitional
drawings that illustrate the stages your
work went through to achieve the final
transformation.
Clarifying Example
Create a series of drawings in which
the illustration of your subject starts
with the representation of it in your
original definition of beauty. Ending
with your final drawing representing
the stage in which your original
concept has been totally contradicted.
The drawings that fall in between
should represent the transitional stages
that occurred during that
transformation.
49
Standard IV: The student will demonstrate the ability to identify, analyze, and apply criteria for making visual aesthetic judgments.
Indicator 3: Develop and refine criteria for judging art, and apply the criteria to personal choices and strategies in decision-making and art
production.
By the end of the following grades, students will know and be able to do everything in the previous grade and the following content:
Level 1 Level 2 Level 3 Level 4
IV.3.L1.a.
Design a presentation based on a
single image, in which you trace and
reflect the refinement of your
personal aesthetic choice.
Clarifying Example
Select an image from popular culture,
such as the automobile and illustrate it
in a wide variety of formats. Present
the image to an audience in all of the
formats you have created. Through a
survey, determine the format that had
the largest impact on the audience.
Develop criteria based upon the survey,
to attain public approval for a work of
art.
IV.3.L1.b.
Study the work of contemporary
artists in exhibits, media and print to
determine the value of unique
combinations of formal criteria,
purpose and expression.
IV.3.L2.a.
Design a presentation of personal
work as a process portfolio to
demonstrate a set of criteria that
reflects personal aesthetic choices.
Clarifying Example
Visit a series of exhibitions and record
your responses to the work. Examine
and clarify the impact the work had on
you. Create a series of artworks that
reflect your understanding of, and the
value you have placed on these works
of art.
IV.3.L2.b.
Study the work of contemporary
artists in exhibits, media and print to
determine the value of unique
combinations of formal criteria,
purpose and expression.
IV.3.L3.a.
Design a process portfolio that
represents personal artistic criteria
that compare and contrast decisions
made from an emotional standpoint
to those made from an intellectual
standpoint.
Clarifying Example
Study the subject of color from a
scientific and an expressive or
emotional viewpoint. Create works of
art that compare and contrast the
separate approaches.
IV.3.L3.b.
Study the work of contemporary
artists in exhibits, media and print to
determine the value of unique
combinations of formal criteria,
purpose and expression, that
provides a basis for your own
artwork.
IV.3.L4.a.
Design a process portfolio that
represents personal artistic criteria
that compare and contrast decisions
made from an emotional standpoint
to those made from an intellectual
standpoint.
Clarifying Example
Study the subject of color from a
scientific and an expressive or
emotional viewpoint. Create works of
art that compare and contrast the
separate approaches.
IV.3.L4.b.
Study the work of contemporary
artists in exhibits, media and print to
determine the value of unique
combinations of formal criteria,
purpose and expression, that
provides a basis for your own
artwork.
50
Clarifying Example
Study the work of contemporary artists
in exhibits, media and print to
determine the value of unique
combinations of formal criteria,
purpose and expression.
Clarifying Example
Study the work of contemporary artists
in exhibits, media and print to
determine the value of unique
combinations of formal criteria,
purpose and expression.
Clarifying Example
Study the work of Joseph Albers and
the work of the German Expressionists,
as it relates to their use of color. Use
appropriate vocabulary to describe,
analyze, and interpret the visual
qualities represented in the 2 diverse
approaches to the use of color.
Clarifying Example
Study the work of Joseph Albers and
the work of the German Expressionists,
as it relates to their use of color. Use
appropriate vocabulary to describe,
analyze, and interpret the visual
qualities represented in the 2 diverse
approaches to the use of color.