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Creating
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Investigate, Plan, Make
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1) Elaborate on an individual or prompted imaginative idea. Examples: Create an imaginative mask showing his/her personality. Look at masks from different cultures such as Chinese, African and Native American. |
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2) Demonstrate skills using available resources, tools, and technologies to investigate personal ideas through the art-making process. Examples: Choose from a variety of resources and materials to create a work of art. Use books Imagine That by Joyce Raymond or Dinner at Magritte's by Michael Garland. |
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3) Describe and use steps of the art-making process while creating works of art/design. |
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4) Demonstrate an understanding of the safe and proficient use of materials, tools, equipment, and studio space. |
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Reflect, Refine, Continue
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5) Individually or collaboratively construct representations of places that are part of everyday life. Examples: Create a two-dimensional or three-dimensional model of school, home, bedroom, or neighborhood. View and discuss Van Gogh's Bedroom. |
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6) Refine artwork in progress by adding details to enhance emerging meaning. Example: Decide what details need to be added to make their artwork clearer. |
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Presenting
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Select, Analyze, Share
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7) Investigate and discuss possibilities and limitations of spaces, including electronic, for exhibiting artwork. |
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8) Discuss exhibit space and prepare works of art for presentation. |
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9) Identify and explain how and where different cultures record and illustrate stories and history through art. Examples: Discuss Chauvet cave paintings, Diego Rivera's mural, The History of Mexico, or the Bayeux Tapestry depicting the events of the Norman Conquest. |
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Responding
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Perceive, Analyze, Interpret
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10) Speculate about processes and purposes an artist used to create a work of art. Example: Observe and compare similar themes in artwork from historical and contemporary eras. |
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11) Discuss the meanings and messages communicated by visual imagery. |
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12) Interpret art by analyzing use of media to create subject matter, visual qualities, and mood/feeling. Example: Discuss the differences between Meret Oppenheim's Object and an everyday cup. |
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13) Use learned vocabulary to evaluate artwork based on given criteria. |
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Connecting
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Interpret
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14) Create works of art based on observations of surroundings. |
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Synthesize
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15) Recognize that responses to art change depending on knowledge of the time and place in which it was made and on life experiences. |
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