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Creating
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Investigate, Plan, Make
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1) Apply early stages of the creative process visually and/or verbally in traditional or new media. Example: Document processes through sketchbooks, phone pictures, and digital media. |
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2) Collaboratively shape an artistic investigation of an aspect of present-day life using a traditional and/or contemporary practice of art and design. |
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3) Engage, experiment, innovate, and take risks to pursue ideas, forms, and meaning that emerge in the process of creating art. |
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4) Define and/or illustrate awareness of practices, issues, and ethics of appropriation, fair use, copyright, Open Source, and Creative Commons as they apply to creating works of art and design. Example: Take their own reference photos and use them to create a work of art. |
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Reflect, Refine, Continue
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5) Plan select, organize, and design images and words to make visually clear works of art using traditional and/or digital methods. |
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6) Apply relevant criteria to examine, reflect on, and plan revisions for a work of art or design in progress. |
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Presenting
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Select, Analyze, Share
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7) Develop and apply criteria for evaluating a collection of artwork for presentation. Example: Create a list of questions that address the interpretation of a collection of artwork, such as: How are these pieces related? How are they different? Does each piece address a similar theme or idea? |
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8) Collaboratively prepare and present a body of related artwork and accompanying narratives for display. |
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9) Working in a group, discuss why and how an exhibition or collection may influence ideas, beliefs, and experiences. |
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Responding
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Perceive, Analyze, Interpret
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10) Collaboratively discuss how a person's aesthetic choices are influenced by culture and environment and how these influences impact the visual images that one creates. Example: Discuss the influence of Japanese animation on drawing techniques and styles of American youth. |
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11) Analyze the contexts and media in which images influence ideas, emotions, and actions. |
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12) Interpret and analyze how the interaction of the art-making process, subject matter, use of media, visual qualities, and contextual information contributes to understanding messages or ideas. |
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13) Collaborate to create a convincing and logical justification to support an evaluation of art. |
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Connecting
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Interpret
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14) Create art collaboratively or individually to reflect on and reinforce positive aspects of group identity. Example: Create tributes to family members, school and/or community heritage. |
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Synthesize
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15) Differentiate the ways art is used to reflect, represent, and establish group identity. |
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