section three national art standards …

SECTION THREE

NATIONAL ART STANDARDS

PENNSYLVANIA ART STANDARDS

GRADE LEVEL BENCHMARKS

EASTON AREA SCHOOL DISTRICT

VISUAL ARTS CURRICULUM GUIDE

NATIONAL VISUAL ARTS STANDARDS

“ The arts are probably the most glorious manifestation of

human civilization. They exalt the human spirit. They are

an integral part of every ritual in every culture. “

Paul Lehman, Professor Emeritus, University of Michigan

The National Standards for Visual Art Education

Content Standard #1: Understanding and applying media, techniques, and processes Achievement Standard:

• Students know the differences between materials, techniques, and processes • Students describe how different materials, techniques, and processes cause different

responses • Students use different media, techniques, and processes to communicate ideas,

experiences, and stories • Students use art materials and tools in a safe and responsible manner

Content Standard #2: Using knowledge of structures and functions Achievement Standard:

• Students know the differences among visual characteristics and purposes of art in order to convey ideas

• Students describe how different expressive features and organizational principles cause different responses

• Students use visual structures and functions of art to communicate ideas Content Standard #3: Choosing and evaluating a range of subject matter, symbols, and ideas Achievement Standard:

• Students explore and understand prospective content for works of art • Students select and use subject matter, symbols, and ideas to communicate meaning

The National Standards for Visual Art Education

Content Standard #4: Understanding the visual arts in relation to history and cultures Achievement Standard:

• Students know that the visual arts have both a history and specific relationships to various cultures

• Students identify specific works of art as belonging to particular cultures, times, and places • Students demonstrate how history, culture, and the visual arts can influence each other in

making and studying works of art Content Standard #5: Reflecting upon and assessing the characteristics and merits of their work and the work of others Achievement Standard:

• Students understand there are various purposes for creating works of visual art • Students describe how people's experiences influence the development of specific artworks • Students understand there are different responses to specific artworks

Content Standard #6: Making connections between visual arts and other disciplines Achievement Standard:

• Students understand and use similarities and differences between characteristics of the visual arts and other arts disciplines

• Students identify connections between the visual arts and other disciplines in the curriculum



PENNSYLVANIA ARTS AND HUMANITIES STANDARDS

“ The arts are fundamental resources through which the world is

viewed, meaning is created, and the mind developed.”

Elliot W. Eisner, Professor of Education and Art, Stanford University

9.1 Production, Performance, and Exhibition: The goals

for this area focus on the manipulative skills and conceptual

understanding to be achieved by the learners in order to

produce, perform, and exhibit their own works in the arts.

A. Know and use elements and principles in an age /

developmentally appropriate manner to create personal

works in the arts.

B. Know and use elements and principles in an age /

developmentally appropriate manner to evaluate and

revise personal works in the arts.

C. Know and use vocabulary related to production and

exhibition of works in the arts.

D. Use knowledge of cultural and historical styles to create

works in the arts and, when developmentally

appropriate, develop own style to create works in the

arts.

E. Create works in the arts that communicate emotion,

experiences, or ideas.

F. Create works in the arts that demonstrate ability to

analyze and interpret works in the arts produced by

others.

G. Explain the function and benefits of rehearsal and

practice sessions.

H. Incorporate an understanding of safety issues related to

use of materials, tools, and performance spaces.

I. Demonstrate awareness of and/or participate in school,

local, regional and national arts events.

J. Use traditional and contemporary technologies to create

personal works in the arts.

K. Use traditional and contemporary technologies to further

knowledge and understanding of the humanities.

9.2 Historical and Cultural Contexts: The goals for this

area focus on the skills and knowledge to be achieved by

the learners that are needed to identify, compare, contrast,

and analyze works in the arts in their historical and

cultural context. Effort should be made to coordinate with

district’s social studies, literature, and other curricula

when possible.

A. Explain the historical, cultural, and social context of an

individual work in the arts.

B. Relate works in the arts chronologically to historical

events.

C. Relate works in the arts to varying styles and genres and

to the periods in which they were created.

D. Analyze a work of art from its historical and cultural

perspective.

E. Analyze how historical events and culture impact forms,

techniques, and purposes of works in the arts.

F. Use vocabulary related to social studies, literature, and

other subject areas.

G. Relate works in the arts to geographic regions.

H. Identify, describe, and analyze the work of Pennsylvania

artists in dance, music, theater, and visual arts.

I. Identify, explain, and analyze philosophical beliefs as

they relate to works of arts.

J. Identify, explain, and analyze historical and cultural

differences as they relate to works of arts.

K. Identify, explain, and analyze traditions as they relate to

works in the arts.

L. Identify, explain, and analyze common themes, forms,

and techniques from works in the arts.

Pennsylvania Art Standards

9.3 Critical Response: The goals for this area focus on the

skills and knowledge to be achieved by the learners that are

needed to examine, analyze, interpret, and evaluate works in

the arts. Emphasis should be placed on developing various

processes of critical analysis that will allow the learner to

interpret meaning(s) of a work of art.

A. Know and use the critical examination process of works

in the arts and humanities.

B. Analyze and interpret specific characteristics of works

in the arts within each art form.

C. Identify, classify, and apply understanding of styles,

forms, types, and genres to from critical response.

D. Use the vocabulary of critical response to analyze,

evaluate, and interpret works in the arts.

E. Use various types of critical analysis in the arts and

humanities. (Contextual Criticism, Formal Criticism,

and Intuitive Criticism)

F. Apply the process of criticism when comparing and

contrasting meanings in a work of art.

G. Compare and contrast critical positions or opinions

about works in the arts and humanities.

9.4 Aesthetic Response: The goals for this area focus on the

skills and knowledge to be achieved by the learners that are

needed to investigate the philosophical aspects of work in the

arts. The learner explores personal and historical definitions of

art and art’s varied purposes. Emphasis should be placed on

examining how aesthetic choices impact the intended and/or

interpreted meanings.

A. Know how to respond to a philosophical statement

about works in the arts and humanities.

B. Compare and contrast informed individual opinions

about the meaning of works in the arts.

C. Recognize that the environment of the observer

influences individual aesthetic responses to works in the

arts.

D. Recognize that choices made by artists regarding subject

matter and themes communicate ideas through works in

the arts and humanities.

“Literacy is far more than being able to read and write. Because

meaning is the core of literacy, it is the ability to decode or encode in

any of the forms through which meaning is conveyed.”

-Elliot Eisner, Professor Emeritus, Stanford University

Pennsylvania Art Standards

Visiting Artists and Cultural Organizations Enrich Learning in the Arts.

The Academic Standards for the Arts and Humanities provide a framework for all arts education providers.

Arts education programs in schools can be greatly enhanced by practicing artists and other arts providers who know and use a standards-

based approach in their work. Education and outreach programs that use the standards framework as a basis for their work in school and

after school programs enhance a comprehensive approach to teaching and learning in the arts.



BENCHMARKS FOR ART EDUCATION K-12

“ The arts must be at the heart of every child’s learning experience

if…..they are to have a chance to dream and to create, to have

beliefs, to carry a sense of cultural identity.”

James D. Wolfenbsohn, former chairman of The Kennedy Center

Benchmarks for Visual Art Education

Content Standard #1: Understanding and applying media, techniques, and processes

K-2 Benchmarks:

• Know the difference between art materials, techniques, and processes used in creating the visual arts. • Describe how different materials and techniques can cause different outcomes or responses. • Use different media, techniques, and processes to communicate. • Use art materials and tools in a safe and responsible manner.

3-5 Benchmarks:

• Know the difference between materials, techniques, and processes and effectively use them to communicate

their ideas. • Describe how different materials, techniques, and processes cause different responses that when used

enhance communication of the student’s ideas. • Use materials and tools in a safe and responsible manner.

6-8 Benchmarks:

• Select media, techniques, and processes; analyze what makes them effective or not effective in

communicating ideas; and reflect upon the effectiveness of their choices. • Intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to

enhance communication of their experiences and ideas. • Use art materials and tools in a safe and responsible manner.

9-12 Benchmarks:

• Apply media, techniques, and processes with sufficient skills, sensitivity, and confidence that their intentions are carried out in their artwork.

• Conceive and create works of visual art that demonstrates an understanding of how the communication of their ideas relate to the media, techniques, and processes they use.

• Use art materials in a safe and responsible manner.


Content Standard #2: Using knowledge of structures and functions

K-2 Benchmarks:

• Recognize the organization of ideas in the production of art. • Understand “Art” as a form of expression and visual statement.

3-5 Benchmarks:

• Know the difference among visual characteristics and purposes of art and the effects it has upon their own works of art.

• Use different expressive features and functions of art to communicate their ideas, and gain different responses.

6-8 Benchmarks:

• Generalize about the effect of visual structures and functions and reflect upon these effects in their own work.

• Employ organizational structures and analyze what makes the effective or not effective in the communication of ideas.

• Select and use the qualities of structures and functions of art to improve communication of their ideas. 9-12 Benchmarks:

• Demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art.

• Evaluate the effectiveness of artwork in terms of organizational structures and functions. • Create artwork that uses organizational principles and function to solve specific visual art problems.


Content Standard #3: Choosing and evaluating a range of subject matter, symbols, and ideas

K-2 Benchmarks:

• Understand specific content in works of art. • Use symbols, subject matter, and ideas to communicate meaning in their artwork.

3-5 Benchmarks:

• Use and understand specific visual and cultural content to communicate meaning in their artwork. • Understand and use subject matter, symbols, and art elements to demonstrate understanding of aesthetic

value of artwork. 6-8 Benchmarks:

• Integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks.

• Use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks.

9-12 Benchmarks:

• Reflect on how artwork differs visually, spatially, temporarily and functionally and describe how these are related to history and culture.

• Apply subject, symbols, and ideas in their artwork and use the skills gained to solve problems in daily life.


Content Standard #4: Understanding the visual arts in relation to history and cultures

K-2 Benchmarks:

• Know that the visual arts have a history and specific relationships to different cultures. • Be able to identify specific works of art as belonging to a particular culture, time, or place.

3-5 Benchmarks:

• Understand how history, culture, and the visual arts in various can influence each other in the making of art. 6-8 Benchmarks:

• Know and compare the characteristics of artworks in various eras and cultures. • Describe and place a variety of art objects in historical and cultural contexts. • Analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideas, and

technology) influence visual characteristics that give meaning and value to a work of art. 9-12 Benchmarks:

• Describe the function and explore the meaning of visual art objects within varied cultures, times, and places. • Analyze relationships of works of art to one another in terms of history, aesthetics, and culture and apply

that analysis to their work.


Content Standard #5: Reflecting upon and assessing the characteristics and merits of their work and the work of others

K-2 Benchmarks:

• Understand there are different reasons and purposes for creating visual art. 3-5 Benchmarks:

• Compare different reasons for creating art. • Demonstrate the ability to analyze their own art and that of others. • Describe how people’s experiences can influence the development of specific pieces of artwork.

6-8 Benchmarks:

• Compare multiple purposes for creating works of art. • Analyze contemporary and historic meaning in specific artworks through cultural and aesthetic inquiry. • Describe and compare a variety of individual responses to their own artworks and to artworks from various

eras and cultures. 9-12 Benchmarks:

• Identify intentions of those creating artwork, explore the implication of various purposes, and justify their analysis of purposes in particular works.

• Describe meanings of artwork by analyzing how specific works are created and how they relate to historical and cultural contexts.


Content Standard #6: Making connections between visual arts and other disciplines

K-2 Benchmarks:

• Understand similarities and differences between the visual arts and other art disciplines. 3-5 Benchmarks:

• Identify connections between visual arts and other disciplines in the curriculum. 6-8 Benchmarks:

• Compare the characteristics of works in two or more art forms that share similar subject matter, historical periods, or cultural context.

• Describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts.

9-12 Benchmarks:

• Compare the materials, technologies, media, and processes of visual arts with those of other art disciplines as they are used in creation and types of analysis.

• Compare characteristics of visual arts within a particular historical period of style with ideas, issues, or themes in the humanities or sciences.

section three national art standards …

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