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Creating
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Investigate, Plan, Make
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1) Work collaboratively to develop new and innovative ideas for creating art. |
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2) Formulate an artistic investigation and discovery of relevant content for creating art. Example: Make, share, and revise a list of ideas and preliminary sketches. |
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3) Develop new ideas through open-ended experiments, using various materials, methods and approaches in creating works of art. |
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4) Explain and/or demonstrate environmental implications of conservation, care, and clean-up of art materials, tools, and equipment. |
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Reflect, Refine, Continue
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5) Design or redesign objects, places, or systems that address the specific needs of a community and explore related careers. a. Use one-point perspective to design three-dimensional objects. |
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6) Make observations and reflect on whether personal artwork conveys the intended meaning and revise accordingly. |
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Presenting
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Select, Analyze, Share
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7) Compare and contrast methods associated with preserving and presenting two-dimensional, three-dimensional, and digital artwork. Examples: Storing preliminary sketches in a sketchbook or journal versus mounting and matting work for exhibition and saving personal work using digital methods. |
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8) Collaboratively or individually develop a visual plan for displaying works of art in a designated space. |
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9) Explain and evaluate how museums or other venues communicate the history and values of a community. Examples: Civil Rights Museum in Birmingham and the Rosa Parks Museum in Montgomery. |
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Responding
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Perceive, Analyze, Interpret
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10) Compare and contrast works of art or design that reveal how people live around the world and what they value. Example: Molas of Cuna Indians in Panama with Kente cloth of West Africa. |
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11) Discuss ways that visual components and cultural connections suggested by images can influence ideas, emotions, and actions. Example: Shepard Fairey's "Hope" poster influenced politics of the 2008 presidential election. |
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12) Interpret art by discerning contextual information and visual qualities to identify ideas and meaning. Example: Students answer questions such as "Why are they leaving and where are they going?" in response to One Way Ticket in Jacob Lawrence's Great Migration Series. |
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13) Develop and apply relevant criteria to assess works of art. Example: Rubrics for craftsmanship, completion, and creativity. |
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Connecting
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Interpret
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14) Generate a group of ideas and concepts reflecting current interests that could be investigated in personal art-making. Example: Using graffiti techniques to draw letters of names. |
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Synthesize
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15) Analyze how art reflects changing societal and cultural traditions. Example: Renaissance art reflected the power of the church and the growing influence of humanistic ideas. |
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