Courses of Study

Creating
Investigate, Plan, Make
Arts Education (2017)
Grade(s): K
Visual Arts
All Resources: 37
Learning Activities: 3
Lesson Plans: 1
Classroom Resources: 33
1) Engage in self-directed exploration and imaginative play with art materials.

a. Use motor skills to create two-dimensional art.

Examples: Finger painting, watercolors, paper collage, and rubbings.

b. Use motor skills to create three-dimensional art.

Examples: Rolling, folding, cutting, molding, pinching and pulling clay.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Creativity and innovative thinking are essential life skills that can be developed.
EQ: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process?
Concepts & Vocabulary:
  • Art
  • Artwork
  • Collaboratively
  • Collage
  • Cool colors
  • Warm colors
  • Elements of Art
    • Color
    • Line
    • Shape
  • Imaginative play
  • Play
  • Portfolio
  • Primary colors
  • Principles of design
    • Pattern
  • Printmaking
Skill Examples:
  • Create two-dimensional artworks using finger painting, watercolors, paper collage, and rubbings.
  • Create three-dimensional artworks using techniques such as rolling, folding, cutting, molding, pinching, and pulling clay.
  • Work with a partner to create works of art.
  • Working in small groups, use recycled materials to create artworks.
  • Explore the books Why is Blue Dog Blue? by G. Rodrigue and My Many Colored Days by Dr. Seuss to understand color meanings and moods.
  • Read the book Lines that Wiggle by Candace Whitman to explore different styles of line.
  • Safely use and share scissors, pencils, crayons, markers, glue, paints, paintbrushes, and clay.
  • Use symbols to help tell a personal or make-believe story.
  • Manipulate art media to create textures and patterns.
  • Identify and use organic and geometric shapes to create works of art.
  • Show respect for self and others while making and viewing art.
  • Use the primary colors (red, yellow, and blue) to create a free-style painting while singing the names of the colors.
  • Use patterns in designing colored stripes on the shirt of a person you know.
  • Collect found objects such as paper tubes, forks, and pieces of cardboard. Press them in shallow tempera paint, and stamp them on paper to show printmaking.
  • Create a T-chart that separates cool (blue, green, and purple) and warm (red, yellow, and orange) colors in different columns. Use the symbols of water waves for the cool column header and the sun for the warm column header.
  • Work with a partner to find colors, lines, and shapes in art and tell each other what you see.
Arts Education (2017)
Grade(s): K
Visual Arts
All Resources: 4
Learning Activities: 2
Classroom Resources: 2
2) Explore collaboratively in creative art-making.

Example: Work with a partner to create a project.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.
EQ: How does knowing the contexts, histories, and traditions of art forms help create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigations?
Concepts & Vocabulary:
  • Art
  • Artwork
  • Collaboratively
  • Collage
  • Cool colors
  • Warm colors
  • Elements of Art
    • Color
    • Line
    • Shape
  • Imaginative play
  • Play
  • Portfolio
  • Primary colors
  • Principles of design
    • Pattern
  • Printmaking
Skill Examples:
  • Create two-dimensional artworks using finger painting, watercolors, paper collage, and rubbings.
  • Create three-dimensional artworks using techniques such as rolling, folding, cutting, molding, pinching, and pulling clay.
  • Work with a partner to create works of art.
  • Working in small groups, use recycled materials to create artworks.
  • Explore the books Why is Blue Dog Blue? by G. Rodrigue and My Many Colored Days by Dr. Seuss to understand color meanings and moods.
  • Read the book Lines that Wiggle by Candace Whitman to explore different styles of line.
  • Safely use and share scissors, pencils, crayons, markers, glue, paints, paintbrushes, and clay.
  • Use symbols to help tell a personal or make-believe story.
  • Manipulate art media to create textures and patterns.
  • Identify and use organic and geometric shapes to create works of art.
  • Show respect for self and others while making and viewing art.
  • Use the primary colors (red, yellow, and blue) to create a free-style painting while singing the names of the colors.
  • Use patterns in designing colored stripes on the shirt of a person you know.
  • Collect found objects such as paper tubes, forks, and pieces of cardboard. Press them in shallow tempera paint, and stamp them on paper to show printmaking.
  • Create a T-chart that separates cool (blue, green, and purple) and warm (red, yellow, and orange) colors in different columns. Use the symbols of water waves for the cool column header and the sun for the warm column header.
  • Work with a partner to find colors, lines, and shapes in art and tell each other what you see.
Arts Education (2017)
Grade(s): K
Visual Arts
All Resources: 17
Learning Activities: 1
Classroom Resources: 16
3) Build skills by following a sequence of steps to create art that expresses feeling and ideas.

Examples: Explore the books Why is Blue Dog Blue? by G. Rodrigue and My Many Colored Days by Dr. Seuss to understand color meanings and moods.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers experiment with forms, structures, materials, concepts, media, and artmaking approaches.
EQ: How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error?
Concepts & Vocabulary:
  • Art
  • Artwork
  • Collaboratively
  • Collage
  • Cool colors
  • Warm colors
  • Elements of Art
    • Color
    • Line
    • Shape
  • Imaginative play
  • Play
  • Portfolio
  • Primary colors
  • Principles of design
    • Pattern
  • Printmaking
Skill Examples:
  • Create two-dimensional artworks using finger painting, watercolors, paper collage, and rubbings.
  • Create three-dimensional artworks using techniques such as rolling, folding, cutting, molding, pinching, and pulling clay.
  • Work with a partner to create works of art.
  • Working in small groups, use recycled materials to create artworks.
  • Explore the books Why is Blue Dog Blue? by G. Rodrigue and My Many Colored Days by Dr. Seuss to understand color meanings and moods.
  • Read the book Lines that Wiggle by Candace Whitman to explore different styles of line.
  • Safely use and share scissors, pencils, crayons, markers, glue, paints, paintbrushes, and clay.
  • Use symbols to help tell a personal or make-believe story.
  • Manipulate art media to create textures and patterns.
  • Identify and use organic and geometric shapes to create works of art.
  • Show respect for self and others while making and viewing art.
  • Use the primary colors (red, yellow, and blue) to create a free-style painting while singing the names of the colors.
  • Use patterns in designing colored stripes on the shirt of a person you know.
  • Collect found objects such as paper tubes, forks, and pieces of cardboard. Press them in shallow tempera paint, and stamp them on paper to show printmaking.
  • Create a T-chart that separates cool (blue, green, and purple) and warm (red, yellow, and orange) colors in different columns. Use the symbols of water waves for the cool column header and the sun for the warm column header.
  • Work with a partner to find colors, lines, and shapes in art and tell each other what you see.
Arts Education (2017)
Grade(s): K
Visual Arts
All Resources: 3
Classroom Resources: 3
4) Identify safe and non-toxic art materials, tools, and equipment while sharing.

Example: Scissors, pencils, crayons, markers, glue, paints, paintbrushes, and clay.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks.
EQ: How do artists and designers care for and maintain materials, tools, and equipment? Why is it important for safety and health to understand and follow correct procedures in handling materials, tools, and equipment? What responsibilities come with the freedom to create?
Concepts & Vocabulary:
  • Art
  • Artwork
  • Collaboratively
  • Collage
  • Cool colors
  • Warm colors
  • Elements of Art
    • Color
    • Line
    • Shape
  • Imaginative play
  • Play
  • Portfolio
  • Primary colors
  • Principles of design
    • Pattern
  • Printmaking
Skill Examples:
  • Create two-dimensional artworks using finger painting, watercolors, paper collage, and rubbings.
  • Create three-dimensional artworks using techniques such as rolling, folding, cutting, molding, pinching, and pulling clay.
  • Work with a partner to create works of art.
  • Working in small groups, use recycled materials to create artworks.
  • Explore the books Why is Blue Dog Blue? by G. Rodrigue and My Many Colored Days by Dr. Seuss to understand color meanings and moods.
  • Read the book Lines that Wiggle by Candace Whitman to explore different styles of line.
  • Safely use and share scissors, pencils, crayons, markers, glue, paints, paintbrushes, and clay.
  • Use symbols to help tell a personal or make-believe story.
  • Manipulate art media to create textures and patterns.
  • Identify and use organic and geometric shapes to create works of art.
  • Show respect for self and others while making and viewing art.
  • Use the primary colors (red, yellow, and blue) to create a free-style painting while singing the names of the colors.
  • Use patterns in designing colored stripes on the shirt of a person you know.
  • Collect found objects such as paper tubes, forks, and pieces of cardboard. Press them in shallow tempera paint, and stamp them on paper to show printmaking.
  • Create a T-chart that separates cool (blue, green, and purple) and warm (red, yellow, and orange) colors in different columns. Use the symbols of water waves for the cool column header and the sun for the warm column header.
  • Work with a partner to find colors, lines, and shapes in art and tell each other what you see.
Reflect, Refine, Continue
Arts Education (2017)
Grade(s): K
Visual Arts
All Resources: 11
Classroom Resources: 11
31. Apply knowledge of grade-appropriate phoneme-grapheme correspondences and spelling rules (or generalizations) to encode words accurately.

a. Encode vowel-consonant (VC) and consonant-vowel-consonant (CVC) words, while using some knowledge of basic position-based rules for spelling English words in closed syllables.

Examples: /k/=k before i, e, or y as in kit; /k/= c before a, o, u, or any consonant as in cup, cat, cop; /k/= -ck after an accented short vowel as in duck, back, rock, pick, deck

b. Encode consonant-vowel (CV) words using knowledge of open syllable patterns.

Examples: he, me, she, go, no

c. Encode words with two-consonant blends in beginning position, including blends that are commonly confused with other spellings, by distinguishing the placement and action of the lips, teeth, and tongue during articulation.

Examples: cl, bl, sl, tr, cr, sk, st, sl, sm, sn, sp, sw, dr, br, bl

Note: Many students spell the tr blend with digraph ch because of the confusion of the coarticulation of the /t/ and /r/ sounds. Many students spell the dr blend with the letter j because of the confusion of the coarticulation of the /d/ and /r/ sounds.

d. Encode words with consonant digraphs using knowledge that one sound may be spelled with two letters.

Examples: sh, th, ch, wh, ng, ck

e. Encode words with vowel-consonant-e syllable patterns.

Examples: hike, spike, joke, dime, make

f. With prompting and support, encode words with the common vowel teams and diphthongs.

Examples: ee, ea, oa, ai, a, au, aw, oi, oy, ou, ow, oo, igh

g. With prompting and support, encode words with vowel-r combinations ar, or, er, ir, and ur.

h. With prompting and support, encode words with final /ch/ sound spelled -ch and -tch.

Examples: /ch/= ch after a consonant, vowel-r, or vowel team as in munch, bunch, porch, smooch
/ch/= tch after a short vowel sound as in hatch, crutch, ditch

i. With prompting and support, encode words with final /f/, /l/, and /s/ sounds in one-syllable base words by doubling the final consonant when it follows a short vowel sound.
Examples: cliff, hill, pass

j. Encode words with final /v/ sound, using knowledge that no English word ends with a v.

Examples: have, give, save

k. Encode grade-appropriate high frequency words that follow regular phoneme-grapheme correspondences.

Examples: am, at, can, he, we, be, in, it, came, like

l. Encode grade-appropriate high frequency words that follow regular phoneme-grapheme correspondences and patterns in all but one position, pointing out the part of the word that does not follow the regular pattern.

Examples: said, are, to

m. Encode words with suffixes -s, -es, -ing, -ed, -er, and -est.

Examples: dogs, wishes, jumping, jumped, faster, fastest

n. With prompting and support, encode words with common prefixes re-, un-, and mis-.

o. With prompting and support, encode frequently confused homophones, using knowledge of English and meaning to facilitate learning.

Examples: hear/here; for/four; to/too/two.

Note: To is a preposition which begins a prepositional phrase or an infinitive. Too is an adverb meaning "excessively" or "also." Two is a number. Many other words in English which reflect the number two are spelled with tw: twin, twice, between, tweezers.
Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Reflect, Refine, Continue
Essential Questions:
EU: People create and interact with objects, places, and design that define, shape, enhance, and empower their lives.
EQ: How do objects, places, and design shape lives and communities? How do artists and designers determine goals for designing or redesigning objects, places, or systems? How do artists and designers create works of art or design that effectively communicate?
Concepts & Vocabulary:
  • Art
  • Artwork
  • Collaboratively
  • Collage
  • Cool colors
  • Warm colors
  • Elements of Art
    • Color
    • Line
    • Shape
  • Imaginative play
  • Play
  • Portfolio
  • Primary colors
  • Principles of design
    • Pattern
  • Printmaking
Skill Examples:
  • Create two-dimensional artworks using finger painting, watercolors, paper collage, and rubbings.
  • Create three-dimensional artworks using techniques such as rolling, folding, cutting, molding, pinching, and pulling clay.
  • Work with a partner to create works of art.
  • Working in small groups, use recycled materials to create artworks.
  • Explore the books Why is Blue Dog Blue? by G. Rodrigue and My Many Colored Days by Dr. Seuss to understand color meanings and moods.
  • Read the book Lines that Wiggle by Candace Whitman to explore different styles of line.
  • Safely use and share scissors, pencils, crayons, markers, glue, paints, paintbrushes, and clay.
  • Use symbols to help tell a personal or make-believe story.
  • Manipulate art media to create textures and patterns.
  • Identify and use organic and geometric shapes to create works of art.
  • Show respect for self and others while making and viewing art.
  • Use the primary colors (red, yellow, and blue) to create a free-style painting while singing the names of the colors.
  • Use patterns in designing colored stripes on the shirt of a person you know.
  • Collect found objects such as paper tubes, forks, and pieces of cardboard. Press them in shallow tempera paint, and stamp them on paper to show printmaking.
  • Create a T-chart that separates cool (blue, green, and purple) and warm (red, yellow, and orange) colors in different columns. Use the symbols of water waves for the cool column header and the sun for the warm column header.
  • Work with a partner to find colors, lines, and shapes in art and tell each other what you see.
Arts Education (2017)
Grade(s): K
Visual Arts
All Resources: 5
Learning Activities: 1
Classroom Resources: 4
6) Share and talk about the art they are creating.

a. Use art vocabulary: line, shape, color, and pattern.

Example: Use the book Lines that Wiggle by Candace Whitman.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Reflect, Refine, Continue
Essential Questions:
EU: Artists and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time.
EQ: What role does persistence play in revising, refining, and developing work? How do artists grow and become accomplished in art forms? How does collaboratively reflecting on a work help us experience it more completely?
Concepts & Vocabulary:
  • Art
  • Artwork
  • Collaboratively
  • Collage
  • Cool colors
  • Warm colors
  • Elements of Art
    • Color
    • Line
    • Shape
  • Imaginative play
  • Play
  • Portfolio
  • Primary colors
  • Principles of design
    • Pattern
  • Printmaking
Skill Examples:
  • Create two-dimensional artworks using finger painting, watercolors, paper collage, and rubbings.
  • Create three-dimensional artworks using techniques such as rolling, folding, cutting, molding, pinching, and pulling clay.
  • Work with a partner to create works of art.
  • Working in small groups, use recycled materials to create artworks.
  • Explore the books Why is Blue Dog Blue? by G. Rodrigue and My Many Colored Days by Dr. Seuss to understand color meanings and moods.
  • Read the book Lines that Wiggle by Candace Whitman to explore different styles of line.
  • Safely use and share scissors, pencils, crayons, markers, glue, paints, paintbrushes, and clay.
  • Use symbols to help tell a personal or make-believe story.
  • Manipulate art media to create textures and patterns.
  • Identify and use organic and geometric shapes to create works of art.
  • Show respect for self and others while making and viewing art.
  • Use the primary colors (red, yellow, and blue) to create a free-style painting while singing the names of the colors.
  • Use patterns in designing colored stripes on the shirt of a person you know.
  • Collect found objects such as paper tubes, forks, and pieces of cardboard. Press them in shallow tempera paint, and stamp them on paper to show printmaking.
  • Create a T-chart that separates cool (blue, green, and purple) and warm (red, yellow, and orange) colors in different columns. Use the symbols of water waves for the cool column header and the sun for the warm column header.
  • Work with a partner to find colors, lines, and shapes in art and tell each other what you see.
Presenting
Select, Analyze, Share
Arts Education (2017)
Grade(s): K
Visual Arts
All Resources: 0
7) Identify reasons for saving and displaying objects, artifacts, and artwork for personal portfolio and display.

Example: Students talk about why their artwork has value and should be displayed.

Unpacked Content
Artistic Process: Presenting
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Select, Analyze, Share
Essential Questions:
EU: Artists and other presenters consider various techniques, methods, venues, and criteria when analyzing, selecting, and curating objects, artifacts, and artworks for preservation and presentation.
EQ: How are artworks cared for and by whom? What criteria, methods, and processes are used to select work for preservation or presentation? Why do people value objects, artifacts, and artworks, and select them for presentation?
Concepts & Vocabulary:
  • Art
  • Artwork
  • Collaboratively
  • Collage
  • Cool colors
  • Warm colors
  • Elements of Art
    • Color
    • Line
    • Shape
  • Imaginative play
  • Play
  • Portfolio
  • Primary colors
  • Principles of design
    • Pattern
  • Printmaking
Skill Examples:
  • Discuss why student artwork has value and should be displayed.
  • Collect favorite selections of original artwork to present during parent conferences.
  • Choose artwork for public display, such as in a hallway, office, or gymnasium.
  • Choose particular artworks from among those created over the course of the school year and tell how the collection shows what was learned.
  • Create a portfolio folder with comments describing purpose or process of each piece of art.
  • View different art publications and/or museums via the Internet.
  • Engage in a virtual field study by viewing an art museum's website or virtual museum.
  • Visit a museum on a field trip.
Arts Education (2017)
Grade(s): K
Visual Arts
All Resources: 0
8) Explain the purpose of a portfolio or collection, while identifying places where art may be displayed or preserved.

Examples: Art publications and/or museums via the Internet.

Unpacked Content
Artistic Process: Presenting
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Select, Analyze, Share
Essential Questions:
EU: Artists, curators, and others consider a variety of factors and methods including evolving technologies when preparing and refining artwork for display and or when deciding if and how to preserve and protect it.
EQ: What methods and processes are considered when preparing artwork for presentation or preservation? How does refining artwork affect its meaning to the viewer? What criteria are considered when selecting work for presentation, a portfolio, or a collection?
Concepts & Vocabulary:
  • Art
  • Artwork
  • Collaboratively
  • Collage
  • Cool colors
  • Warm colors
  • Elements of Art
    • Color
    • Line
    • Shape
  • Imaginative play
  • Play
  • Portfolio
  • Primary colors
  • Principles of design
    • Pattern
  • Printmaking
Skill Examples:
  • Discuss why student artwork has value and should be displayed.
  • Collect favorite selections of original artwork to present during parent conferences.
  • Choose artwork for public display, such as in a hallway, office, or gymnasium.
  • Choose particular artworks from among those created over the course of the school year and tell how the collection shows what was learned.
  • Create a portfolio folder with comments describing purpose or process of each piece of art.
  • View different art publications and/or museums via the Internet.
  • Engage in a virtual field study by viewing an art museum's website or virtual museum.
  • Visit a museum on a field trip.
Arts Education (2017)
Grade(s): K
Visual Arts
All Resources: 0
9) Explain what an art museum is and distinguish how it is different from other public buildings.

Unpacked Content
Artistic Process: Presenting
Anchor Standards:
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Process Components: Select, Analyze, Share
Essential Questions:
EU: Objects, artifacts, and artworks collected, preserved, or presented either by artists, museums, or other venues communicate meaning and a record of social, cultural, and political experiences resulting in the cultivating of appreciation and understanding.
EQ: What is an art museum? How does the presenting and sharing of objects, artifacts, and artworks influence and shape ideas, beliefs, and experiences? How do objects, artifacts, and artworks collected, preserved, or presented, cultivate appreciation and understanding?
Concepts & Vocabulary:
  • Art
  • Artwork
  • Collaboratively
  • Collage
  • Cool colors
  • Warm colors
  • Elements of Art
    • Color
    • Line
    • Shape
  • Imaginative play
  • Play
  • Portfolio
  • Primary colors
  • Principles of design
    • Pattern
  • Printmaking
Skill Examples:
  • Discuss why student artwork has value and should be displayed.
  • Collect favorite selections of original artwork to present during parent conferences.
  • Choose artwork for public display, such as in a hallway, office, or gymnasium.
  • Choose particular artworks from among those created over the course of the school year and tell how the collection shows what was learned.
  • Create a portfolio folder with comments describing purpose or process of each piece of art.
  • View different art publications and/or museums via the Internet.
  • Engage in a virtual field study by viewing an art museum's website or virtual museum.
  • Visit a museum on a field trip.
Responding
Perceive, Analyze, Interpret
Arts Education (2017)
Grade(s): K
Visual Arts
All Resources: 0
10) Recognize and identify uses of art within one's community and/or personal environment.

Examples: Landscaping, architecture, and things people wear.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments.
EQ: How do life experiences the way you relate to art? How does learning about art impact how we perceive the world? What can we learn from our responses to art?
Concepts & Vocabulary:
  • Art
  • Artwork
  • Collaboratively
  • Collage
  • Cool colors
  • Warm colors
  • Elements of Art
    • Color
    • Line
    • Shape
  • Imaginative play
  • Play
  • Portfolio
  • Primary colors
  • Principles of design
    • Pattern
  • Printmaking
Skill Examples:
  • Identify art in their community, such as landscaping, etc.
  • Communicate the ideas and stories he/she sees in a work of art.
  • Recognize and point out basic elements of art in their own artwork and that of others.
  • Describe the meaning in the marks they make on paper.
  • Compare a photograph or painting of a vase to a real vase.
  • Explain what they think a piece of artwork means.
  • Listen carefully to the point of views of others and recognize that people have different opinions and responses.
  • Share what they see in a piece of artwork by listing items seen using art vocabulary. Answer questions such as, "What do you see?" or "How does this art make you feel?"
  • Explain why they like or do not like a piece of artwork.
  • Explain why he/she likes or dislikes his/her own artwork.
Arts Education (2017)
Grade(s): K
Visual Arts
All Resources: 3
Learning Activities: 1
Classroom Resources: 2
11) Distinguish between images and real objects
a. Describe what an image represents.

Example: Compare a photograph or painting of a vase to a real vase.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: Visual imagery influences understanding of and responses to the world.
EQ: What is an image? Where and how do we encounter images in our world? How do images influence our views of the world?
Concepts & Vocabulary:
  • Art
  • Artwork
  • Collaboratively
  • Collage
  • Cool colors
  • Warm colors
  • Elements of Art
    • Color
    • Line
    • Shape
  • Imaginative play
  • Play
  • Portfolio
  • Primary colors
  • Principles of design
    • Pattern
  • Printmaking
Skill Examples:
  • Identify art in their community, such as landscaping, etc.
  • Communicate the ideas and stories he/she sees in a work of art.
  • Recognize and point out basic elements of art in their own artwork and that of others.
  • Describe the meaning in the marks they make on paper.
  • Compare a photograph or painting of a vase to a real vase.
  • Explain what they think a piece of artwork means.
  • Listen carefully to the point of views of others and recognize that people have different opinions and responses.
  • Share what they see in a piece of artwork by listing items seen using art vocabulary. Answer questions such as, "What do you see?" or "How does this art make you feel?"
  • Explain why they like or do not like a piece of artwork.
  • Explain why he/she likes or dislikes his/her own artwork.
Arts Education (2017)
Grade(s): K
Visual Arts
All Resources: 20
Learning Activities: 2
Classroom Resources: 18
12) Interpret art by identifying subject matter and describing relevant details.

Example: Answer questions such as, "What do you see?" or "How does this art make you feel?"

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 8: Interpret intent and meaning in artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: People gain insights into meanings of artworks by engaging in the process of art criticism.
EQ: What is the value of engaging in the process of art criticism? How can the viewer "read" a work of art as text? How does knowing and using visual arts vocabularies help us understand and interpret works of art?
Concepts & Vocabulary:
  • Art
  • Artwork
  • Collaboratively
  • Collage
  • Cool colors
  • Warm colors
  • Elements of Art
    • Color
    • Line
    • Shape
  • Imaginative play
  • Play
  • Portfolio
  • Primary colors
  • Principles of design
    • Pattern
  • Printmaking
Skill Examples:
  • Identify art in their community, such as landscaping, etc.
  • Communicate the ideas and stories he/she sees in a work of art.
  • Recognize and point out basic elements of art in their own artwork and that of others.
  • Describe the meaning in the marks they make on paper.
  • Compare a photograph or painting of a vase to a real vase.
  • Explain what they think a piece of artwork means.
  • Listen carefully to the point of views of others and recognize that people have different opinions and responses.
  • Share what they see in a piece of artwork by listing items seen using art vocabulary. Answer questions such as, "What do you see?" or "How does this art make you feel?"
  • Explain why they like or do not like a piece of artwork.
  • Explain why he/she likes or dislikes his/her own artwork.
Arts Education (2017)
Grade(s): K
Visual Arts
All Resources: 0
13) Explain reasons for selecting a preferred artwork.

Example: Explain why he/she likes or dislikes his/her artwork.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 9: Apply criteria to evaluate artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: People evaluate art based on various criteria.
EQ: How does one determine criteria to evaluate a work of art? How and why might criteria vary? How is a personal preference different from an evaluation?
Concepts & Vocabulary:
  • Art
  • Artwork
  • Collaboratively
  • Collage
  • Cool colors
  • Warm colors
  • Elements of Art
    • Color
    • Line
    • Shape
  • Imaginative play
  • Play
  • Portfolio
  • Primary colors
  • Principles of design
    • Pattern
  • Printmaking
Skill Examples:
  • Identify art in their community, such as landscaping, etc.
  • Communicate the ideas and stories he/she sees in a work of art.
  • Recognize and point out basic elements of art in their own artwork and that of others.
  • Describe the meaning in the marks they make on paper.
  • Compare a photograph or painting of a vase to a real vase.
  • Explain what they think a piece of artwork means.
  • Listen carefully to the point of views of others and recognize that people have different opinions and responses.
  • Share what they see in a piece of artwork by listing items seen using art vocabulary. Answer questions such as, "What do you see?" or "How does this art make you feel?"
  • Explain why they like or do not like a piece of artwork.
  • Explain why he/she likes or dislikes his/her own artwork.
Connecting
Interpret
Arts Education (2017)
Grade(s): K
Visual Arts
All Resources: 4
Classroom Resources: 4
14) Create art that tells a story about a life experience.

Example: Create an artwork showing a personal experience.

Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Process Components: Interpret
Essential Questions:
EU: Through artmaking, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.
EQ: How does engaging in creating art enrich people's lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through artmaking?
Concepts & Vocabulary:
  • Art
  • Artwork
  • Collaboratively
  • Collage
  • Cool colors
  • Warm colors
  • Elements of Art
    • Color
    • Line
    • Shape
  • Imaginative play
  • Play
  • Portfolio
  • Primary colors
  • Principles of design
    • Pattern
  • Printmaking
Skill Examples:
  • Create an artwork showing a personal experience.
  • Distinguish among paintings, drawings and sculptures.
  • Describe what they see in a selected work of art and how it makes them feel.
  • Make connections between their personal experiences to what they see in works of art.
  • Discuss as a class why people make and enjoy works of art.
  • Explore their environment and experiences for art-making ideas.
Synthesize
Arts Education (2017)
Grade(s): K
Visual Arts
All Resources: 0
15) Recognize that people make art and identify the purpose of an artwork.

a. Distinguish among paintings, drawings, and sculptures.

Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Process Components: Synthesize
Essential Questions:
EU: People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art.
EQ: How does art help us understand the lives of people of different times, places, and cultures? How is art used to impact the views of a society? How does art preserve aspects of life?
Concepts & Vocabulary:
  • Art
  • Artwork
  • Collaboratively
  • Collage
  • Cool colors
  • Warm colors
  • Elements of Art
    • Color
    • Line
    • Shape
  • Imaginative play
  • Play
  • Portfolio
  • Primary colors
  • Principles of design
    • Pattern
  • Printmaking
Skill Examples:
  • Create an artwork showing a personal experience.
  • Distinguish among paintings, drawings and sculptures.
  • Describe what they see in a selected work of art and how it makes them feel.
  • Make connections between their personal experiences to what they see in works of art.
  • Discuss as a class why people make and enjoy works of art.
  • Explore their environment and experiences for art-making ideas.
Creating
Investigate, Plan, Make
Arts Education (2017)
Grade(s): 1
Visual Arts
All Resources: 4
Learning Activities: 1
Classroom Resources: 3
1) Engage collaboratively in exploration and imaginative play with art materials.

Examples: Work with partner or small group to create an artwork.

Use the book Perfect Square by Michael Hall to help "thinking outside the box" skills.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Creativity and innovative thinking are essential life skills that can be developed.
EQ: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process?
Concepts & Vocabulary:
  • Complementary colors
  • Contrast
  • Curator
  • Elements of Art
    • Texture
  • Landscapes
  • Portrait
  • Positive/ negative space and shape
  • Principles of design
    • Repetition
    • Variety
  • Secondary colors
  • Still life
  • Technique
  • Venue
Skill Examples:
  • Work with a partner or small group to create an artwork.
  • Use the book Perfect Square by Michael Hall to help "thinking outside the box" skills.
  • Create two-dimensional artworks using a variety of gadgets for printmaking.
  • Use paint media to create paintings of family portraits or a favorite memory.
  • Create three-dimensional artworks such as clay pinch pots or found-object sculptures.
  • View a step-by-step demonstration of an artistic technique.
  • Properly clean and store art materials.
  • Use Mouse Paint book by Helen Walsh to teach color mixing of primary to achieve secondary colors.
  • Create a painting inspired by Piet Mondrian's Broadway Boogie Woogie.
  • Create a "Pop Art" inspired artwork of positive and negative spaces and shapes by using colored paper cut-outs and gluing to different background squares.
  • Make a color wheel and identify the complimentary colors (red and green, blue and orange, yellow and purple).
  • Draw different forms in the school environment: cones in the gym, cubes in math center, and sphere used for a globe.
  • Create texture rubbings by placing paper over different surfaces and rubbing with a crayon or oil pastel. Use a rough brick wall, a smooth table, bumpy bubble wrap, or soft felt shapes.
  • Use repetition in art by looking at the designs on a shell or the stripes of a zebra for inspiration.
Arts Education (2017)
Grade(s): 1
Visual Arts
All Resources: 25
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 23
2) Explore and experiment with a range of art materials.

a. Create two-dimensional art.

Examples: Family portrait or gadget printing.

b. Create three-dimensional art.

Examples: Pinch pots or found-object sculptures.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.
EQ: How does knowing the contexts, histories, and traditions of art forms help create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigations?
Concepts & Vocabulary:
  • Complementary colors
  • Contrast
  • Curator
  • Elements of Art
    • Texture
  • Landscapes
  • Portrait
  • Positive/ negative space and shape
  • Principles of design
    • Repetition
    • Variety
  • Secondary colors
  • Still life
  • Technique
  • Venue
Skill Examples:
  • Work with a partner or small group to create an artwork.
  • Use the book Perfect Square by Michael Hall to help "thinking outside the box" skills.
  • Create two-dimensional artworks using a variety of gadgets for printmaking.
  • Use paint media to create paintings of family portraits or a favorite memory.
  • Create three-dimensional artworks such as clay pinch pots or found-object sculptures.
  • View a step-by-step demonstration of an artistic technique.
  • Properly clean and store art materials.
  • Use Mouse Paint book by Helen Walsh to teach color mixing of primary to achieve secondary colors.
  • Create a painting inspired by Piet Mondrian's Broadway Boogie Woogie.
  • Create a "Pop Art" inspired artwork of positive and negative spaces and shapes by using colored paper cut-outs and gluing to different background squares.
  • Make a color wheel and identify the complimentary colors (red and green, blue and orange, yellow and purple).
  • Draw different forms in the school environment: cones in the gym, cubes in math center, and sphere used for a globe.
  • Create texture rubbings by placing paper over different surfaces and rubbing with a crayon or oil pastel. Use a rough brick wall, a smooth table, bumpy bubble wrap, or soft felt shapes.
  • Use repetition in art by looking at the designs on a shell or the stripes of a zebra for inspiration.
Arts Education (2017)
Grade(s): 1
Visual Arts
All Resources: 20
Learning Activities: 1
Classroom Resources: 19
3) Develop skills by following a sequence of steps to create works of art on subjects that are real or imaginary.

Example: The teacher will model an artistic technique.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers experiment with forms, structures, materials, concepts, media, and artmaking approaches.
EQ: How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error?
Concepts & Vocabulary:
  • Complementary colors
  • Contrast
  • Curator
  • Elements of Art
    • Texture
  • Landscapes
  • Portrait
  • Positive/ negative space and shape
  • Principles of design
    • Repetition
    • Variety
  • Secondary colors
  • Still life
  • Technique
  • Venue
Skill Examples:
  • Work with a partner or small group to create an artwork.
  • Use the book Perfect Square by Michael Hall to help "thinking outside the box" skills.
  • Create two-dimensional artworks using a variety of gadgets for printmaking.
  • Use paint media to create paintings of family portraits or a favorite memory.
  • Create three-dimensional artworks such as clay pinch pots or found-object sculptures.
  • View a step-by-step demonstration of an artistic technique.
  • Properly clean and store art materials.
  • Use Mouse Paint book by Helen Walsh to teach color mixing of primary to achieve secondary colors.
  • Create a painting inspired by Piet Mondrian's Broadway Boogie Woogie.
  • Create a "Pop Art" inspired artwork of positive and negative spaces and shapes by using colored paper cut-outs and gluing to different background squares.
  • Make a color wheel and identify the complimentary colors (red and green, blue and orange, yellow and purple).
  • Draw different forms in the school environment: cones in the gym, cubes in math center, and sphere used for a globe.
  • Create texture rubbings by placing paper over different surfaces and rubbing with a crayon or oil pastel. Use a rough brick wall, a smooth table, bumpy bubble wrap, or soft felt shapes.
  • Use repetition in art by looking at the designs on a shell or the stripes of a zebra for inspiration.
Arts Education (2017)
Grade(s): 1
Visual Arts
All Resources: 4
Classroom Resources: 4
4) Demonstrate safe and proper procedures for using materials, tools, and equipment while making art.

Example: Show the students how to properly store the brush.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks.
EQ: How do artists and designers care for and maintain materials, tools, and equipment? Why is it important for safety and health to understand and follow correct procedures in handling materials, tools, and equipment? What responsibilities come with the freedom to create?
Concepts & Vocabulary:
  • Complementary colors
  • Contrast
  • Curator
  • Elements of Art
    • Texture
  • Landscapes
  • Portrait
  • Positive/ negative space and shape
  • Principles of design
    • Repetition
    • Variety
  • Secondary colors
  • Still life
  • Technique
  • Venue
Skill Examples:
  • Work with a partner or small group to create an artwork.
  • Use the book Perfect Square by Michael Hall to help "thinking outside the box" skills.
  • Create two-dimensional artworks using a variety of gadgets for printmaking.
  • Use paint media to create paintings of family portraits or a favorite memory.
  • Create three-dimensional artworks such as clay pinch pots or found-object sculptures.
  • View a step-by-step demonstration of an artistic technique.
  • Properly clean and store art materials.
  • Use Mouse Paint book by Helen Walsh to teach color mixing of primary to achieve secondary colors.
  • Create a painting inspired by Piet Mondrian's Broadway Boogie Woogie.
  • Create a "Pop Art" inspired artwork of positive and negative spaces and shapes by using colored paper cut-outs and gluing to different background squares.
  • Make a color wheel and identify the complimentary colors (red and green, blue and orange, yellow and purple).
  • Draw different forms in the school environment: cones in the gym, cubes in math center, and sphere used for a globe.
  • Create texture rubbings by placing paper over different surfaces and rubbing with a crayon or oil pastel. Use a rough brick wall, a smooth table, bumpy bubble wrap, or soft felt shapes.
  • Use repetition in art by looking at the designs on a shell or the stripes of a zebra for inspiration.
Reflect, Refine, Continue
Arts Education (2017)
Grade(s): 1
Visual Arts
All Resources: 12
Classroom Resources: 12
5) Create an artwork based on observation of familiar objects and scenes that reflect their own social or cultural identity.

Example: Draw a picture of a celebration.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Reflect, Refine, Continue
Essential Questions:
EU: People create and interact with objects, places, and design that define, shape, enhance, and empower their lives.
EQ: How do objects, places, and design shape lives and communities? How do artists and designers determine goals for designing or redesigning objects, places, or systems? How do artists and designers create works of art or design that effectively communicate?
Concepts & Vocabulary:
  • Complementary colors
  • Contrast
  • Curator
  • Elements of Art
    • Texture
  • Landscapes
  • Portrait
  • Positive/ negative space and shape
  • Principles of design
    • Repetition
    • Variety
  • Secondary colors
  • Still life
  • Technique
  • Venue
Skill Examples:
  • Work with a partner or small group to create an artwork.
  • Use the book Perfect Square by Michael Hall to help "thinking outside the box" skills.
  • Create two-dimensional artworks using a variety of gadgets for printmaking.
  • Use paint media to create paintings of family portraits or a favorite memory.
  • Create three-dimensional artworks such as clay pinch pots or found-object sculptures.
  • View a step-by-step demonstration of an artistic technique.
  • Properly clean and store art materials.
  • Use Mouse Paint book by Helen Walsh to teach color mixing of primary to achieve secondary colors.
  • Create a painting inspired by Piet Mondrian's Broadway Boogie Woogie.
  • Create a "Pop Art" inspired artwork of positive and negative spaces and shapes by using colored paper cut-outs and gluing to different background squares.
  • Make a color wheel and identify the complimentary colors (red and green, blue and orange, yellow and purple).
  • Draw different forms in the school environment: cones in the gym, cubes in math center, and sphere used for a globe.
  • Create texture rubbings by placing paper over different surfaces and rubbing with a crayon or oil pastel. Use a rough brick wall, a smooth table, bumpy bubble wrap, or soft felt shapes.
  • Use repetition in art by looking at the designs on a shell or the stripes of a zebra for inspiration.
Arts Education (2017)
Grade(s): 1
Visual Arts
All Resources: 12
Learning Activities: 2
Classroom Resources: 10
6) Use art vocabulary while creating art.

a. Apply primary and secondary colors in a work of art.

Example: Use Mouse Paint book by Helen Walsh to teach color mixing of primary to achieve secondary colors.

b. Apply line, shape, texture in a work of art.
Line: Horizontal, vertical, diagonal, straight, curved, dotted, broken, or thick/thin.
Shape: Geometric and organic.
Texture: Smooth or rough.

Example: Create a painting inspired by Piet Mondrian's Broadway Boogie Woogie.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Reflect, Refine, Continue
Essential Questions:
EU: Artists and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time.
EQ: What role does persistence play in revising, refining, and developing work? How do artists grow and become accomplished in art forms? How does collaboratively reflecting on a work help us experience it more completely?
Concepts & Vocabulary:
  • Complementary colors
  • Contrast
  • Curator
  • Elements of Art
    • Texture
  • Landscapes
  • Portrait
  • Positive/ negative space and shape
  • Principles of design
    • Repetition
    • Variety
  • Secondary colors
  • Still life
  • Technique
  • Venue
Skill Examples:
  • Work with a partner or small group to create an artwork.
  • Use the book Perfect Square by Michael Hall to help "thinking outside the box" skills.
  • Create two-dimensional artworks using a variety of gadgets for printmaking.
  • Use paint media to create paintings of family portraits or a favorite memory.
  • Create three-dimensional artworks such as clay pinch pots or found-object sculptures.
  • View a step-by-step demonstration of an artistic technique.
  • Properly clean and store art materials.
  • Use Mouse Paint book by Helen Walsh to teach color mixing of primary to achieve secondary colors.
  • Create a painting inspired by Piet Mondrian's Broadway Boogie Woogie.
  • Create a "Pop Art" inspired artwork of positive and negative spaces and shapes by using colored paper cut-outs and gluing to different background squares.
  • Make a color wheel and identify the complimentary colors (red and green, blue and orange, yellow and purple).
  • Draw different forms in the school environment: cones in the gym, cubes in math center, and sphere used for a globe.
  • Create texture rubbings by placing paper over different surfaces and rubbing with a crayon or oil pastel. Use a rough brick wall, a smooth table, bumpy bubble wrap, or soft felt shapes.
  • Use repetition in art by looking at the designs on a shell or the stripes of a zebra for inspiration.
Presenting
Select, Analyze, Share
Arts Education (2017)
Grade(s): 1
Visual Arts
All Resources: 0
7) Select works of art for personal portfolio and/or display.

a. Justify why they selected the artwork.

Unpacked Content
Artistic Process: Presenting
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Select, Analyze, Share
Essential Questions:
EU: Artists and other presenters consider various techniques, methods, venues, and criteria when analyzing, selecting, and curating objects, artifacts, and artworks for preservation and presentation.
EQ: How are artworks cared for and by whom? What criteria, methods, and processes are used to select work for preservation or presentation? Why do people value objects, artifacts, and artworks, and select them for presentation?
Concepts & Vocabulary:
  • Complementary colors
  • Contrast
  • Curator
  • Elements of Art
    • Texture
  • Landscapes
  • Portrait
  • Positive/ negative space and shape
  • Principles of design
    • Repetition
    • Variety
  • Secondary colors
  • Still life
  • Technique
  • Venue
Skill Examples:
  • Recognize how the geographical, cultural, and historical perspectives represented in visual artworks influence personal aesthetic criteria.
  • Encourage the selection of pieces of art with personal meaning.
  • Attach original artwork onto construction paper or matte board to present it.
  • Participate in the installation of original artwork for a display.
  • Discuss the following roles: visitor, curator, docent, guard, and studio teacher.
  • Demonstrate appropriate behavior in a museum, gallery, or other setting.
  • Interview an artist, docent, or other professional that works with public displays.
Arts Education (2017)
Grade(s): 1
Visual Arts
All Resources: 0
8) Discuss where, when, why, and how artwork should be presented or preserved.

Unpacked Content
Artistic Process: Presenting
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Select, Analyze, Share
Essential Questions:
EU: Artists, curators, and others consider a variety of factors and methods including evolving technologies when preparing and refining artwork for display and or when deciding if and how to preserve and protect it.
EQ: What methods and processes are considered when preparing artwork for presentation or preservation? How does refining artwork affect its meaning to the viewer? What criteria are considered when selecting work for presentation, a portfolio, or a collection?
Concepts & Vocabulary:
  • Complementary colors
  • Contrast
  • Curator
  • Elements of Art
    • Texture
  • Landscapes
  • Portrait
  • Positive/ negative space and shape
  • Principles of design
    • Repetition
    • Variety
  • Secondary colors
  • Still life
  • Technique
  • Venue
Skill Examples:
  • Recognize how the geographical, cultural, and historical perspectives represented in visual artworks influence personal aesthetic criteria.
  • Encourage the selection of pieces of art with personal meaning.
  • Attach original artwork onto construction paper or matte board to present it.
  • Participate in the installation of original artwork for a display.
  • Discuss the following roles: visitor, curator, docent, guard, and studio teacher.
  • Demonstrate appropriate behavior in a museum, gallery, or other setting.
  • Interview an artist, docent, or other professional that works with public displays.
Arts Education (2017)
Grade(s): 1
Visual Arts
All Resources: 0
9) Identify the roles and responsibilities of people at museums and other art venues.

Example: Discuss the following roles with the students: visitor, curator, docent, guard, and studio teacher.

Unpacked Content
Artistic Process: Presenting
Anchor Standards:
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Process Components: Select, Analyze, Share
Essential Questions:
EU: Objects, artifacts, and artworks collected, preserved, or presented either by artists, museums, or other venues communicate meaning and a record of social, cultural, and political experiences resulting in the cultivating of appreciation and understanding.
EQ: What is an art museum? How does the presenting and sharing of objects, artifacts, and artworks influence and shape ideas, beliefs, and experiences? How do objects, artifacts, and artworks collected, preserved, or presented, cultivate appreciation and understanding?
Concepts & Vocabulary:
  • Complementary colors
  • Contrast
  • Curator
  • Elements of Art
    • Texture
  • Landscapes
  • Portrait
  • Positive/ negative space and shape
  • Principles of design
    • Repetition
    • Variety
  • Secondary colors
  • Still life
  • Technique
  • Venue
Skill Examples:
  • Recognize how the geographical, cultural, and historical perspectives represented in visual artworks influence personal aesthetic criteria.
  • Encourage the selection of pieces of art with personal meaning.
  • Attach original artwork onto construction paper or matte board to present it.
  • Participate in the installation of original artwork for a display.
  • Discuss the following roles: visitor, curator, docent, guard, and studio teacher.
  • Demonstrate appropriate behavior in a museum, gallery, or other setting.
  • Interview an artist, docent, or other professional that works with public displays.
Responding
Perceive, Analyze, Interpret
Arts Education (2017)
Grade(s): 1
Visual Arts
All Resources: 8
Classroom Resources: 8
10) Select and describe works of art that illustrate daily life experiences.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments.
EQ: How do life experiences the way you relate to art? How does learning about art impact how we perceive the world? What can we learn from our responses to art?
Concepts & Vocabulary:
  • Complementary colors
  • Contrast
  • Curator
  • Elements of Art
    • Texture
  • Landscapes
  • Portrait
  • Positive/ negative space and shape
  • Principles of design
    • Repetition
    • Variety
  • Secondary colors
  • Still life
  • Technique
  • Venue
Skill Examples:
  • Identify the basic elements of art in a work of art through group discussion.
  • Discuss how people create works of art to communicate ideas and serve different purposes.
  • Investigate how a select work of art was created.
  • Identify elements of art and principles of design in their own artwork and in those of others using art vocabulary.
  • Connect the stories in works of art to the cultures they represent.
  • Compare Leonardo DaVinci's Mona Lisa with Johannes Vermeer's The Girl with the Pearl Earring to identify different uses of the elements of art and principles of design.
  • Compare images that represent the same subject matter.
  • Connect visual stories with literary stories.
  • Share their art-making processes with peers
  • Classify/ group art work by portraits, landscapes and still life.
Arts Education (2017)
Grade(s): 1
Visual Arts
All Resources: 4
Classroom Resources: 4
11) Compare and/or contrast similar images, subjects, or themes.

Examples: Compare Leonardo DaVinci's Mona Lisa with Johannes Vermeer's The Girl with the Pearl Earring.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: Visual imagery influences understanding of and responses to the world.
EQ: What is an image? Where and how do we encounter images in our world? How do images influence our views of the world?
Concepts & Vocabulary:
  • Complementary colors
  • Contrast
  • Curator
  • Elements of Art
    • Texture
  • Landscapes
  • Portrait
  • Positive/ negative space and shape
  • Principles of design
    • Repetition
    • Variety
  • Secondary colors
  • Still life
  • Technique
  • Venue
Skill Examples:
  • Identify the basic elements of art in a work of art through group discussion.
  • Discuss how people create works of art to communicate ideas and serve different purposes.
  • Investigate how a select work of art was created.
  • Identify elements of art and principles of design in their own artwork and in those of others using art vocabulary.
  • Connect the stories in works of art to the cultures they represent.
  • Compare Leonardo DaVinci's Mona Lisa with Johannes Vermeer's The Girl with the Pearl Earring to identify different uses of the elements of art and principles of design.
  • Compare images that represent the same subject matter.
  • Connect visual stories with literary stories.
  • Share their art-making processes with peers
  • Classify/ group art work by portraits, landscapes and still life.
Arts Education (2017)
Grade(s): 1
Visual Arts
All Resources: 14
Classroom Resources: 14
12) Interpret art by categorizing subject matter and identifying the visual qualities.

Example: Compare images that represent the same subject.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 8: Interpret intent and meaning in artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: People gain insights into meanings of artworks by engaging in the process of art criticism.
EQ: What is the value of engaging in the process of art criticism? How can the viewer "read" a work of art as text? How does knowing and using visual arts vocabularies help us understand and interpret works of art?
Concepts & Vocabulary:
  • Complementary colors
  • Contrast
  • Curator
  • Elements of Art
    • Texture
  • Landscapes
  • Portrait
  • Positive/ negative space and shape
  • Principles of design
    • Repetition
    • Variety
  • Secondary colors
  • Still life
  • Technique
  • Venue
Skill Examples:
  • Identify the basic elements of art in a work of art through group discussion.
  • Discuss how people create works of art to communicate ideas and serve different purposes.
  • Investigate how a select work of art was created.
  • Identify elements of art and principles of design in their own artwork and in those of others using art vocabulary.
  • Connect the stories in works of art to the cultures they represent.
  • Compare Leonardo DaVinci's Mona Lisa with Johannes Vermeer's The Girl with the Pearl Earring to identify different uses of the elements of art and principles of design.
  • Compare images that represent the same subject matter.
  • Connect visual stories with literary stories.
  • Share their art-making processes with peers
  • Classify/ group art work by portraits, landscapes and still life.
Arts Education (2017)
Grade(s): 1
Visual Arts
All Resources: 1
Learning Activities: 1
13) Classify/group artwork based on subject matter.

Examples: Group portraits, landscapes, and still life.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 9: Apply criteria to evaluate artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: People evaluate art based on various criteria.
EQ: How does one determine criteria to evaluate a work of art? How and why might criteria vary? How is a personal preference different from an evaluation?
Concepts & Vocabulary:
  • Complementary colors
  • Contrast
  • Curator
  • Elements of Art
    • Texture
  • Landscapes
  • Portrait
  • Positive/ negative space and shape
  • Principles of design
    • Repetition
    • Variety
  • Secondary colors
  • Still life
  • Technique
  • Venue
Skill Examples:
  • Identify the basic elements of art in a work of art through group discussion.
  • Discuss how people create works of art to communicate ideas and serve different purposes.
  • Investigate how a select work of art was created.
  • Identify elements of art and principles of design in their own artwork and in those of others using art vocabulary.
  • Connect the stories in works of art to the cultures they represent.
  • Compare Leonardo DaVinci's Mona Lisa with Johannes Vermeer's The Girl with the Pearl Earring to identify different uses of the elements of art and principles of design.
  • Compare images that represent the same subject matter.
  • Connect visual stories with literary stories.
  • Share their art-making processes with peers
  • Classify/ group art work by portraits, landscapes and still life.
Connecting
Interpret
Arts Education (2017)
Grade(s): 1
Visual Arts
All Resources: 0
14) Identify times, places, and reasons students make art outside of school.

Examples: Look at murals and environmental sculptures.

Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Process Components: Interpret
Essential Questions:
EU: Through artmaking, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.
EQ: How does engaging in creating art enrich people's lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through artmaking?
Concepts & Vocabulary:
  • Complementary colors
  • Contrast
  • Curator
  • Elements of Art
    • Texture
  • Landscapes
  • Portrait
  • Positive/ negative space and shape
  • Principles of design
    • Repetition
    • Variety
  • Secondary colors
  • Still life
  • Technique
  • Venue
Skill Examples:
  • Look at murals and environmental sculptures.
  • Identify and discuss what an artist does. Find and Identify works of art in their school and community.
  • Discuss the meaning of visual symbols, images and icons observed in an artwork.
  • Explain how personal interests and experiences are reflected in their artwork.
  • Look at masks from various cultures.
  • Discuss how technology such as the Internet and virtual museums increase our ability to experience different cultures.
  • Discuss their response to a work of art with others. Consider other opinions to a work of art.
  • Examine one or more cultural and historical artworks and respond to the visual, expressive features in the work.
Synthesize
Arts Education (2017)
Grade(s): 1
Visual Arts
All Resources: 0
15) Understand that people from different times and places have made art for a variety of reasons.

Examples: Look at masks from various cultures.

Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Process Components: Synthesize
Essential Questions:
EU: People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art.
EQ: How does art help us understand the lives of people of different times, places, and cultures? How is art used to impact the views of a society? How does art preserve aspects of life?
Concepts & Vocabulary:
  • Complementary colors
  • Contrast
  • Curator
  • Elements of Art
    • Texture
  • Landscapes
  • Portrait
  • Positive/ negative space and shape
  • Principles of design
    • Repetition
    • Variety
  • Secondary colors
  • Still life
  • Technique
  • Venue
Skill Examples:
  • Look at murals and environmental sculptures.
  • Identify and discuss what an artist does. Find and Identify works of art in their school and community.
  • Discuss the meaning of visual symbols, images and icons observed in an artwork.
  • Explain how personal interests and experiences are reflected in their artwork.
  • Look at masks from various cultures.
  • Discuss how technology such as the Internet and virtual museums increase our ability to experience different cultures.
  • Discuss their response to a work of art with others. Consider other opinions to a work of art.
  • Examine one or more cultural and historical artworks and respond to the visual, expressive features in the work.
Creating
Investigate, Plan, Make
Arts Education (2017)
Grade(s): 2
Visual Arts
All Resources: 6
Learning Activities: 2
Classroom Resources: 4
1) Brainstorm collaboratively to create a work of art.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Creativity and innovative thinking are essential life skills that can be developed.
EQ: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process?
Concepts & Vocabulary:
  • Principles of design
    • Balance
  • Brainstorming
  • Composition
  • Concepts
  • Characteristic
  • Elements of art
    • Space
    • Value
  • Expressive properties
  • Foreground
  • Middle ground
  • Neutral colors
  • Resist
Skill Examples:
  • Create two-dimensional artworks such as drawing or painting by using a variety of media.
  • Use the book, The Goat in the Rug by Charles L.
    • Blood & Martin Link to learn about weaving.
  • Use clay or pipe cleaners to create small animal sculptures.
  • Work in groups to brainstorm ideas for a collaborative art project.
  • Use a book about clay, When Clay Sings by Byrd Baylor to study Native Americans and their traditions.
  • Use the book A House for Hermit Crab by Eric Carle to explore collage techniques.
  • Create a real or imagined home using two-and-three-dimensional media.
  • Learn how to properly use and store brushes, close glue bottles and marker tops.
  • Use found objects such as leaves, rocks, paper tubes, egg cartons, etc.
    • to create artworks.
  • Use the book A Day with No Crayons by Elizabeth Rusch to explore different colors and values.
  • Create a landscape showing depth by placing the foreground, middle ground and background in their correct positions.
Arts Education (2017)
Grade(s): 2
Visual Arts
All Resources: 30
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 28
2) Explore personal interests and curiosities with a range of art materials.

a. Create two-dimensional art.

Examples: Paper-weaving, drawing, and resist painting.

Use book about weaving, The Goat in the Rug by Charles L. Blood & Martin Link.

b. Create three-dimensional art.

Examples: Clay animals and pipe cleaner sculptures.

Use a book about clay, When Clay Sings by Byrd Baylor.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.
EQ: How does knowing the contexts, histories, and traditions of art forms help create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigations?
Concepts & Vocabulary:
  • Principles of design
    • Balance
  • Brainstorming
  • Composition
  • Concepts
  • Characteristic
  • Elements of art
    • Space
    • Value
  • Expressive properties
  • Foreground
  • Middle ground
  • Neutral colors
  • Resist
Skill Examples:
  • Create two-dimensional artworks such as drawing or painting by using a variety of media.
  • Use the book, The Goat in the Rug by Charles L.
    • Blood & Martin Link to learn about weaving.
  • Use clay or pipe cleaners to create small animal sculptures.
  • Work in groups to brainstorm ideas for a collaborative art project.
  • Use a book about clay, When Clay Sings by Byrd Baylor to study Native Americans and their traditions.
  • Use the book A House for Hermit Crab by Eric Carle to explore collage techniques.
  • Create a real or imagined home using two-and-three-dimensional media.
  • Learn how to properly use and store brushes, close glue bottles and marker tops.
  • Use found objects such as leaves, rocks, paper tubes, egg cartons, etc.
    • to create artworks.
  • Use the book A Day with No Crayons by Elizabeth Rusch to explore different colors and values.
  • Create a landscape showing depth by placing the foreground, middle ground and background in their correct positions.
Arts Education (2017)
Grade(s): 2
Visual Arts
All Resources: 18
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 16
3) Extend skills by individually following sequential steps to create works of art on subjects that are real or imaginary.

Example: Use the book A House for Hermit Crab by Eric Carle.
Create a real or imagined home.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers experiment with forms, structures, materials, concepts, media, and artmaking approaches.
EQ: How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error?
Concepts & Vocabulary:
  • Principles of design
    • Balance
  • Brainstorming
  • Composition
  • Concepts
  • Characteristic
  • Elements of art
    • Space
    • Value
  • Expressive properties
  • Foreground
  • Middle ground
  • Neutral colors
  • Resist
Skill Examples:
  • Create two-dimensional artworks such as drawing or painting by using a variety of media.
  • Use the book, The Goat in the Rug by Charles L.
    • Blood & Martin Link to learn about weaving.
  • Use clay or pipe cleaners to create small animal sculptures.
  • Work in groups to brainstorm ideas for a collaborative art project.
  • Use a book about clay, When Clay Sings by Byrd Baylor to study Native Americans and their traditions.
  • Use the book A House for Hermit Crab by Eric Carle to explore collage techniques.
  • Create a real or imagined home using two-and-three-dimensional media.
  • Learn how to properly use and store brushes, close glue bottles and marker tops.
  • Use found objects such as leaves, rocks, paper tubes, egg cartons, etc.
    • to create artworks.
  • Use the book A Day with No Crayons by Elizabeth Rusch to explore different colors and values.
  • Create a landscape showing depth by placing the foreground, middle ground and background in their correct positions.
Arts Education (2017)
Grade(s): 2
Visual Arts
All Resources: 1
Classroom Resources: 1
4) Demonstrate safe and proper procedures for cleaning, utilizing, and maintaining materials, tools, and equipment while making art.

Examples: properly using brushes, closing glue bottles and marker tops.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks.
EQ: How do artists and designers care for and maintain materials, tools, and equipment? Why is it important for safety and health to understand and follow correct procedures in handling materials, tools, and equipment? What responsibilities come with the freedom to create?
Concepts & Vocabulary:
  • Principles of design
    • Balance
  • Brainstorming
  • Composition
  • Concepts
  • Characteristic
  • Elements of art
    • Space
    • Value
  • Expressive properties
  • Foreground
  • Middle ground
  • Neutral colors
  • Resist
Skill Examples:
  • Create two-dimensional artworks such as drawing or painting by using a variety of media.
  • Use the book, The Goat in the Rug by Charles L.
    • Blood & Martin Link to learn about weaving.
  • Use clay or pipe cleaners to create small animal sculptures.
  • Work in groups to brainstorm ideas for a collaborative art project.
  • Use a book about clay, When Clay Sings by Byrd Baylor to study Native Americans and their traditions.
  • Use the book A House for Hermit Crab by Eric Carle to explore collage techniques.
  • Create a real or imagined home using two-and-three-dimensional media.
  • Learn how to properly use and store brushes, close glue bottles and marker tops.
  • Use found objects such as leaves, rocks, paper tubes, egg cartons, etc.
    • to create artworks.
  • Use the book A Day with No Crayons by Elizabeth Rusch to explore different colors and values.
  • Create a landscape showing depth by placing the foreground, middle ground and background in their correct positions.
Reflect, Refine, Continue
Arts Education (2017)
Grade(s): 2
Visual Arts
All Resources: 6
Learning Activities: 3
Classroom Resources: 3
5) Create an artwork using found and/or recycled objects.

Examples: Use objects such as leaves, rocks, paper tubes, egg cartons, etc.
Use book A Day with No Crayons by Elizabeth Rusch.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Reflect, Refine, Continue
Essential Questions:
EU: People create and interact with objects, places, and design that define, shape, enhance, and empower their lives.
EQ: How do objects, places, and design shape lives and communities? How do artists and designers determine goals for designing or redesigning objects, places, or systems? How do artists and designers create works of art or design that effectively communicate?
Concepts & Vocabulary:
  • Principles of design
    • Balance
  • Brainstorming
  • Composition
  • Concepts
  • Characteristic
  • Elements of art
    • Space
    • Value
  • Expressive properties
  • Foreground
  • Middle ground
  • Neutral colors
  • Resist
Skill Examples:
  • Create two-dimensional artworks such as drawing or painting by using a variety of media.
  • Use the book, The Goat in the Rug by Charles L.
    • Blood & Martin Link to learn about weaving.
  • Use clay or pipe cleaners to create small animal sculptures.
  • Work in groups to brainstorm ideas for a collaborative art project.
  • Use a book about clay, When Clay Sings by Byrd Baylor to study Native Americans and their traditions.
  • Use the book A House for Hermit Crab by Eric Carle to explore collage techniques.
  • Create a real or imagined home using two-and-three-dimensional media.
  • Learn how to properly use and store brushes, close glue bottles and marker tops.
  • Use found objects such as leaves, rocks, paper tubes, egg cartons, etc.
    • to create artworks.
  • Use the book A Day with No Crayons by Elizabeth Rusch to explore different colors and values.
  • Create a landscape showing depth by placing the foreground, middle ground and background in their correct positions.
Arts Education (2017)
Grade(s): 2
Visual Arts
All Resources: 8
Learning Activities: 1
Classroom Resources: 7
6) Integrate art vocabulary while planning and creating art.

a. Elements of art: line, shape, neutral colors, value, texture.

b. Picture compositions: overlapping, background, horizontal, vertical orientation.

c. Colors in the color wheel: primary, secondary, warm and cool.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Reflect, Refine, Continue
Essential Questions:
EU: Artists and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time.
EQ: What role does persistence play in revising, refining, and developing work? How do artists grow and become accomplished in art forms? How does collaboratively reflecting on a work help us experience it more completely?
Concepts & Vocabulary:
  • Principles of design
    • Balance
  • Brainstorming
  • Composition
  • Concepts
  • Characteristic
  • Elements of art
    • Space
    • Value
  • Expressive properties
  • Foreground
  • Middle ground
  • Neutral colors
  • Resist
Skill Examples:
  • Create two-dimensional artworks such as drawing or painting by using a variety of media.
  • Use the book, The Goat in the Rug by Charles L.
    • Blood & Martin Link to learn about weaving.
  • Use clay or pipe cleaners to create small animal sculptures.
  • Work in groups to brainstorm ideas for a collaborative art project.
  • Use a book about clay, When Clay Sings by Byrd Baylor to study Native Americans and their traditions.
  • Use the book A House for Hermit Crab by Eric Carle to explore collage techniques.
  • Create a real or imagined home using two-and-three-dimensional media.
  • Learn how to properly use and store brushes, close glue bottles and marker tops.
  • Use found objects such as leaves, rocks, paper tubes, egg cartons, etc.
    • to create artworks.
  • Use the book A Day with No Crayons by Elizabeth Rusch to explore different colors and values.
  • Create a landscape showing depth by placing the foreground, middle ground and background in their correct positions.
Presenting
Select, Analyze, Share
Arts Education (2017)
Grade(s): 2
Visual Arts
All Resources: 2
Learning Activities: 1
Classroom Resources: 1
7) Collaborate on ways to publicly display artwork based on a theme or concept.

Unpacked Content
Artistic Process: Presenting
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Select, Analyze, Share
Essential Questions:
EU: Artists and other presenters consider various techniques, methods, venues, and criteria when analyzing, selecting, and curating objects, artifacts, and artworks for preservation and presentation.
EQ: How are artworks cared for and by whom? What criteria, methods, and processes are used to select work for preservation or presentation? Why do people value objects, artifacts, and artworks, and select them for presentation?
Concepts & Vocabulary:
  • Principles of design
    • Balance
  • Brainstorming
  • Composition
  • Concepts
  • Characteristic
  • Elements of art
    • Space
    • Value
  • Expressive properties
  • Foreground
  • Middle ground
  • Neutral colors
  • Resist
Skill Examples:
  • Take part in the setup of a theme-specific display.
  • Glue artwork on larger paper or mat board to create a finished look.
  • Create a name card for artwork.
  • Prepare artwork for final display by selecting from pre-made supplies, such as different colors of paper or matting that have been cut to size and different choices of labels that have been printed.
  • Look at examples of public sculptures, murals, and buildings from the surrounding community and discuss the benefits of art to the people who live there.
  • Create a community art map showing the placement of publicly displayed artwork in one's own community.
Arts Education (2017)
Grade(s): 2
Visual Arts
All Resources: 2
Learning Activities: 1
Lesson Plans: 1
8) Explore a variety of ways to prepare artwork for presentation.

Examples: gluing artwork on construction paper, creating a name card

Unpacked Content
Artistic Process: Presenting
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Select, Analyze, Share
Essential Questions:
EU: Artists, curators, and others consider a variety of factors and methods including evolving technologies when preparing and refining artwork for display and or when deciding if and how to preserve and protect it.
EQ: What methods and processes are considered when preparing artwork for presentation or preservation? How does refining artwork affect its meaning to the viewer? What criteria are considered when selecting work for presentation, a portfolio, or a collection?
Concepts & Vocabulary:
  • Principles of design
    • Balance
  • Brainstorming
  • Composition
  • Concepts
  • Characteristic
  • Elements of art
    • Space
    • Value
  • Expressive properties
  • Foreground
  • Middle ground
  • Neutral colors
  • Resist
Skill Examples:
  • Take part in the setup of a theme-specific display.
  • Glue artwork on larger paper or mat board to create a finished look.
  • Create a name card for artwork.
  • Prepare artwork for final display by selecting from pre-made supplies, such as different colors of paper or matting that have been cut to size and different choices of labels that have been printed.
  • Look at examples of public sculptures, murals, and buildings from the surrounding community and discuss the benefits of art to the people who live there.
  • Create a community art map showing the placement of publicly displayed artwork in one's own community.
Arts Education (2017)
Grade(s): 2
Visual Arts
All Resources: 0
9) Discuss how art exhibited inside and outside of schools contributes to communities.

Unpacked Content
Artistic Process: Presenting
Anchor Standards:
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Process Components: Select, Analyze, Share
Essential Questions:
EU: Objects, artifacts, and artworks collected, preserved, or presented either by artists, museums, or other venues communicate meaning and a record of social, cultural, and political experiences resulting in the cultivating of appreciation and understanding.
EQ: What is an art museum? How does the presenting and sharing of objects, artifacts, and artworks influence and shape ideas, beliefs, and experiences? How do objects, artifacts, and artworks collected, preserved, or presented, cultivate appreciation and understanding?
Concepts & Vocabulary:
  • Principles of design
    • Balance
  • Brainstorming
  • Composition
  • Concepts
  • Characteristic
  • Elements of art
    • Space
    • Value
  • Expressive properties
  • Foreground
  • Middle ground
  • Neutral colors
  • Resist
Skill Examples:
  • Take part in the setup of a theme-specific display.
  • Glue artwork on larger paper or mat board to create a finished look.
  • Create a name card for artwork.
  • Prepare artwork for final display by selecting from pre-made supplies, such as different colors of paper or matting that have been cut to size and different choices of labels that have been printed.
  • Look at examples of public sculptures, murals, and buildings from the surrounding community and discuss the benefits of art to the people who live there.
  • Create a community art map showing the placement of publicly displayed artwork in one's own community.
Responding
Perceive, Analyze, Interpret
Arts Education (2017)
Grade(s): 2
Visual Arts
All Resources: 1
Classroom Resources: 1
10) Perceive and describe characteristics of natural and man-made environments.

Example: Compare lines on a seashell to lines made by fence posts.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments.
EQ: How do life experiences the way you relate to art? How does learning about art impact how we perceive the world? What can we learn from our responses to art?
Concepts & Vocabulary:
  • Principles of design
    • Balance
  • Brainstorming
  • Composition
  • Concepts
  • Characteristic
  • Elements of art
    • Space
    • Value
  • Expressive properties
  • Foreground
  • Middle ground
  • Neutral colors
  • Resist
Skill Examples:
  • Compare lines on a seashell to lines made by fence posts.
  • Discuss how artists make choices that communicate ideas in works of art.
  • Discuss how artists use familiar symbols to express and create artwork.
  • Discuss how the artistic process can lead to "happy accidents" discovering something new.
  • Use basic self-assessment strategies to improve their artworks.
  • Discuss the difference between assessing the quality of an artwork and personal preference for the work.
  • Talk about color qualities and composition in Pablo Picasso's The Old Guitarist.
  • Discuss and recognize how artists use different materials and processes to create art.
  • Recognize patterns and textures that can be found in many places in and around the school and community.
  • Use statements that include artistic terminology such as, "I know the texture of the cat is soft from the pencil marks I see."
Arts Education (2017)
Grade(s): 2
Visual Arts
All Resources: 1
Classroom Resources: 1
11) Categorize images based on expressive properties.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: Visual imagery influences understanding of and responses to the world.
EQ: What is an image? Where and how do we encounter images in our world? How do images influence our views of the world?
Concepts & Vocabulary:
  • Principles of design
    • Balance
  • Brainstorming
  • Composition
  • Concepts
  • Characteristic
  • Elements of art
    • Space
    • Value
  • Expressive properties
  • Foreground
  • Middle ground
  • Neutral colors
  • Resist
Skill Examples:
  • Compare lines on a seashell to lines made by fence posts.
  • Discuss how artists make choices that communicate ideas in works of art.
  • Discuss how artists use familiar symbols to express and create artwork.
  • Discuss how the artistic process can lead to "happy accidents" discovering something new.
  • Use basic self-assessment strategies to improve their artworks.
  • Discuss the difference between assessing the quality of an artwork and personal preference for the work.
  • Talk about color qualities and composition in Pablo Picasso's The Old Guitarist.
  • Discuss and recognize how artists use different materials and processes to create art.
  • Recognize patterns and textures that can be found in many places in and around the school and community.
  • Use statements that include artistic terminology such as, "I know the texture of the cat is soft from the pencil marks I see."
Arts Education (2017)
Grade(s): 2
Visual Arts
All Resources: 7
Learning Activities: 1
Classroom Resources: 6
12) Interpret art by identifying the mood or feeling suggested by a work of art through subject matter and visual qualities.

Examples: Talk about color qualities and composition in Pablo Picasso's The Old Guitarist.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 8: Interpret intent and meaning in artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: People gain insights into meanings of artworks by engaging in the process of art criticism.
EQ: What is the value of engaging in the process of art criticism? How can the viewer "read" a work of art as text? How does knowing and using visual arts vocabularies help us understand and interpret works of art?
Concepts & Vocabulary:
  • Principles of design
    • Balance
  • Brainstorming
  • Composition
  • Concepts
  • Characteristic
  • Elements of art
    • Space
    • Value
  • Expressive properties
  • Foreground
  • Middle ground
  • Neutral colors
  • Resist
Skill Examples:
  • Compare lines on a seashell to lines made by fence posts.
  • Discuss how artists make choices that communicate ideas in works of art.
  • Discuss how artists use familiar symbols to express and create artwork.
  • Discuss how the artistic process can lead to "happy accidents" discovering something new.
  • Use basic self-assessment strategies to improve their artworks.
  • Discuss the difference between assessing the quality of an artwork and personal preference for the work.
  • Talk about color qualities and composition in Pablo Picasso's The Old Guitarist.
  • Discuss and recognize how artists use different materials and processes to create art.
  • Recognize patterns and textures that can be found in many places in and around the school and community.
  • Use statements that include artistic terminology such as, "I know the texture of the cat is soft from the pencil marks I see."
Arts Education (2017)
Grade(s): 2
Visual Arts
All Resources: 1
Classroom Resources: 1
13) Use learned art vocabulary to express preferences about artwork.

Example: Use statements as, "I know the texture of the cat is soft from the pencil marks."

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 9: Apply criteria to evaluate artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: People evaluate art based on various criteria.
EQ: How does one determine criteria to evaluate a work of art? How and why might criteria vary? How is a personal preference different from an evaluation?
Concepts & Vocabulary:
  • Principles of design
    • Balance
  • Brainstorming
  • Composition
  • Concepts
  • Characteristic
  • Elements of art
    • Space
    • Value
  • Expressive properties
  • Foreground
  • Middle ground
  • Neutral colors
  • Resist
Skill Examples:
  • Compare lines on a seashell to lines made by fence posts.
  • Discuss how artists make choices that communicate ideas in works of art.
  • Discuss how artists use familiar symbols to express and create artwork.
  • Discuss how the artistic process can lead to "happy accidents" discovering something new.
  • Use basic self-assessment strategies to improve their artworks.
  • Discuss the difference between assessing the quality of an artwork and personal preference for the work.
  • Talk about color qualities and composition in Pablo Picasso's The Old Guitarist.
  • Discuss and recognize how artists use different materials and processes to create art.
  • Recognize patterns and textures that can be found in many places in and around the school and community.
  • Use statements that include artistic terminology such as, "I know the texture of the cat is soft from the pencil marks I see."
Connecting
Interpret
Arts Education (2017)
Grade(s): 2
Visual Arts
All Resources: 7
Classroom Resources: 7
14) Create works of art about events in home, school, or community life.

Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Process Components: Interpret
Essential Questions:
EU: Through artmaking, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.
EQ: How does engaging in creating art enrich people's lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through artmaking?
Concepts & Vocabulary:
  • Principles of design
    • Balance
  • Brainstorming
  • Composition
  • Concepts
  • Characteristic
  • Elements of art
    • Space
    • Value
  • Expressive properties
  • Foreground
  • Middle ground
  • Neutral colors
  • Resist
Skill Examples:
  • Students compare, contrast and discuss how art can reflect artists' personal experiences or interests.
  • Compare materials and techniques in works of art using descriptive language.
  • Identify and share the uses of visual arts outside the classroom.
  • Teacher provides a diverse selection of artworks that represents different times and places for student viewing and discusses subject matter with students.
  • Recognize and respect cultural differences in works of art.
  • Compare and contrast Australian Aboriginal dot painting and Plains Indians pictographs.
Synthesize
Arts Education (2017)
Grade(s): 2
Visual Arts
All Resources: 3
Learning Activities: 1
Classroom Resources: 2
15) Compare and contrast cultural uses of artwork from different times and places.

Example: Australian Aboriginal dot paintings and Plains Indians pictographs.

Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Process Components: Synthesize
Essential Questions:
EU: People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art.
EQ: How does art help us understand the lives of people of different times, places, and cultures? How is art used to impact the views of a society? How does art preserve aspects of life?
Concepts & Vocabulary:
  • Principles of design
    • Balance
  • Brainstorming
  • Composition
  • Concepts
  • Characteristic
  • Elements of art
    • Space
    • Value
  • Expressive properties
  • Foreground
  • Middle ground
  • Neutral colors
  • Resist
Skill Examples:
  • Students compare, contrast and discuss how art can reflect artists' personal experiences or interests.
  • Compare materials and techniques in works of art using descriptive language.
  • Identify and share the uses of visual arts outside the classroom.
  • Teacher provides a diverse selection of artworks that represents different times and places for student viewing and discusses subject matter with students.
  • Recognize and respect cultural differences in works of art.
  • Compare and contrast Australian Aboriginal dot painting and Plains Indians pictographs.
Creating
Investigate, Plan, Make
Arts Education (2017)
Grade(s): 3
Visual Arts
All Resources: 35
Learning Activities: 4
Lesson Plans: 1
Classroom Resources: 30
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.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Creativity and innovative thinking are essential life skills that can be developed.
EQ: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process?
Concepts & Vocabulary:
  • Creativity
  • Criteria
  • Critique
  • Design
  • Media
  • Mixed media
  • Monochromatic
  • Principles of design
    • Rhythm
  • Technology
  • Visual image
Skill Examples:
  • Use a variety of materials to create a three-dimensional mask showing a student's personality.
  • Use torn paper scraps to create rhythm in a landscape.
  • Plan a community/city; then, build a model of it with recyclable materials, such as cardboard, boxes, containers, and tubes.
  • Collaborate with a group to demonstrate how to care for tools used in class (such as paintbrushes).
  • After looking at Vincent van Gogh's painting, Bedroom, create a narrative painting depicting a memory of a student's personal bedroom.
  • Use appropriate visual art vocabulary during the art-making process of two-and-three-dimensional artworks.
  • Collaborate with others to create a work of art that addresses an interdisciplinary theme.
  • Read and explore books like Imagine That by Joyce Raimondo or Dinner at Magritte's by Michael Garland and then create a Surrealistic style artwork.
  • Recognize and identify choices that give meaning to a personal work of art.
  • Create a drawing using monochromatic colors (paint, oil pastels, etc.).
  • Explore individual creativity using a variety of media.
  • Understand what effects different media can have in a work of art.
Arts Education (2017)
Grade(s): 3
Visual Arts
All Resources: 23
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 21
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.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.
EQ: How does knowing the contexts, histories, and traditions of art forms help create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigations?
Concepts & Vocabulary:
  • Creativity
  • Criteria
  • Critique
  • Design
  • Media
  • Mixed media
  • Monochromatic
  • Principles of design
    • Rhythm
  • Technology
  • Visual image
Skill Examples:
  • Use a variety of materials to create a three-dimensional mask showing a student's personality.
  • Use torn paper scraps to create rhythm in a landscape.
  • Plan a community/city; then, build a model of it with recyclable materials, such as cardboard, boxes, containers, and tubes.
  • Collaborate with a group to demonstrate how to care for tools used in class (such as paintbrushes).
  • After looking at Vincent van Gogh's painting, Bedroom, create a narrative painting depicting a memory of a student's personal bedroom.
  • Use appropriate visual art vocabulary during the art-making process of two-and-three-dimensional artworks.
  • Collaborate with others to create a work of art that addresses an interdisciplinary theme.
  • Read and explore books like Imagine That by Joyce Raimondo or Dinner at Magritte's by Michael Garland and then create a Surrealistic style artwork.
  • Recognize and identify choices that give meaning to a personal work of art.
  • Create a drawing using monochromatic colors (paint, oil pastels, etc.).
  • Explore individual creativity using a variety of media.
  • Understand what effects different media can have in a work of art.
Arts Education (2017)
Grade(s): 3
Visual Arts
All Resources: 7
Classroom Resources: 7
3) Describe and use steps of the art-making process while creating works of art/design.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers experiment with forms, structures, materials, concepts, media, and artmaking approaches.
EQ: How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error?
Concepts & Vocabulary:
  • Creativity
  • Criteria
  • Critique
  • Design
  • Media
  • Mixed media
  • Monochromatic
  • Principles of design
    • Rhythm
  • Technology
  • Visual image
Skill Examples:
  • Use a variety of materials to create a three-dimensional mask showing a student's personality.
  • Use torn paper scraps to create rhythm in a landscape.
  • Plan a community/city; then, build a model of it with recyclable materials, such as cardboard, boxes, containers, and tubes.
  • Collaborate with a group to demonstrate how to care for tools used in class (such as paintbrushes).
  • After looking at Vincent van Gogh's painting, Bedroom, create a narrative painting depicting a memory of a student's personal bedroom.
  • Use appropriate visual art vocabulary during the art-making process of two-and-three-dimensional artworks.
  • Collaborate with others to create a work of art that addresses an interdisciplinary theme.
  • Read and explore books like Imagine That by Joyce Raimondo or Dinner at Magritte's by Michael Garland and then create a Surrealistic style artwork.
  • Recognize and identify choices that give meaning to a personal work of art.
  • Create a drawing using monochromatic colors (paint, oil pastels, etc.).
  • Explore individual creativity using a variety of media.
  • Understand what effects different media can have in a work of art.
Arts Education (2017)
Grade(s): 3
Visual Arts
All Resources: 1
Lesson Plans: 1
4) Demonstrate an understanding of the safe and proficient use of materials, tools, equipment, and studio space.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks.
EQ: How do artists and designers care for and maintain materials, tools, and equipment? Why is it important for safety and health to understand and follow correct procedures in handling materials, tools, and equipment? What responsibilities come with the freedom to create?
Concepts & Vocabulary:
  • Creativity
  • Criteria
  • Critique
  • Design
  • Media
  • Mixed media
  • Monochromatic
  • Principles of design
    • Rhythm
  • Technology
  • Visual image
Skill Examples:
  • Use a variety of materials to create a three-dimensional mask showing a student's personality.
  • Use torn paper scraps to create rhythm in a landscape.
  • Plan a community/city; then, build a model of it with recyclable materials, such as cardboard, boxes, containers, and tubes.
  • Collaborate with a group to demonstrate how to care for tools used in class (such as paintbrushes).
  • After looking at Vincent van Gogh's painting, Bedroom, create a narrative painting depicting a memory of a student's personal bedroom.
  • Use appropriate visual art vocabulary during the art-making process of two-and-three-dimensional artworks.
  • Collaborate with others to create a work of art that addresses an interdisciplinary theme.
  • Read and explore books like Imagine That by Joyce Raimondo or Dinner at Magritte's by Michael Garland and then create a Surrealistic style artwork.
  • Recognize and identify choices that give meaning to a personal work of art.
  • Create a drawing using monochromatic colors (paint, oil pastels, etc.).
  • Explore individual creativity using a variety of media.
  • Understand what effects different media can have in a work of art.
Reflect, Refine, Continue
Arts Education (2017)
Grade(s): 3
Visual Arts
All Resources: 6
Classroom Resources: 6
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.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Reflect, Refine, Continue
Essential Questions:
EU: People create and interact with objects, places, and design that define, shape, enhance, and empower their lives.
EQ: How do objects, places, and design shape lives and communities? How do artists and designers determine goals for designing or redesigning objects, places, or systems? How do artists and designers create works of art or design that effectively communicate?
Concepts & Vocabulary:
  • Creativity
  • Criteria
  • Critique
  • Design
  • Media
  • Mixed media
  • Monochromatic
  • Principles of design
    • Rhythm
  • Technology
  • Visual image
Skill Examples:
  • Use a variety of materials to create a three-dimensional mask showing a student's personality.
  • Use torn paper scraps to create rhythm in a landscape.
  • Plan a community/city; then, build a model of it with recyclable materials, such as cardboard, boxes, containers, and tubes.
  • Collaborate with a group to demonstrate how to care for tools used in class (such as paintbrushes).
  • After looking at Vincent van Gogh's painting, Bedroom, create a narrative painting depicting a memory of a student's personal bedroom.
  • Use appropriate visual art vocabulary during the art-making process of two-and-three-dimensional artworks.
  • Collaborate with others to create a work of art that addresses an interdisciplinary theme.
  • Read and explore books like Imagine That by Joyce Raimondo or Dinner at Magritte's by Michael Garland and then create a Surrealistic style artwork.
  • Recognize and identify choices that give meaning to a personal work of art.
  • Create a drawing using monochromatic colors (paint, oil pastels, etc.).
  • Explore individual creativity using a variety of media.
  • Understand what effects different media can have in a work of art.
Arts Education (2017)
Grade(s): 3
Visual Arts
All Resources: 7
Learning Activities: 1
Classroom Resources: 6
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.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Reflect, Refine, Continue
Essential Questions:
EU: Artists and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time.
EQ: What role does persistence play in revising, refining, and developing work? How do artists grow and become accomplished in art forms? How does collaboratively reflecting on a work help us experience it more completely?
Concepts & Vocabulary:
  • Creativity
  • Criteria
  • Critique
  • Design
  • Media
  • Mixed media
  • Monochromatic
  • Principles of design
    • Rhythm
  • Technology
  • Visual image
Skill Examples:
  • Use a variety of materials to create a three-dimensional mask showing a student's personality.
  • Use torn paper scraps to create rhythm in a landscape.
  • Plan a community/city; then, build a model of it with recyclable materials, such as cardboard, boxes, containers, and tubes.
  • Collaborate with a group to demonstrate how to care for tools used in class (such as paintbrushes).
  • After looking at Vincent van Gogh's painting, Bedroom, create a narrative painting depicting a memory of a student's personal bedroom.
  • Use appropriate visual art vocabulary during the art-making process of two-and-three-dimensional artworks.
  • Collaborate with others to create a work of art that addresses an interdisciplinary theme.
  • Read and explore books like Imagine That by Joyce Raimondo or Dinner at Magritte's by Michael Garland and then create a Surrealistic style artwork.
  • Recognize and identify choices that give meaning to a personal work of art.
  • Create a drawing using monochromatic colors (paint, oil pastels, etc.).
  • Explore individual creativity using a variety of media.
  • Understand what effects different media can have in a work of art.
Presenting
Select, Analyze, Share
Arts Education (2017)
Grade(s): 3
Visual Arts
All Resources: 0
7) Investigate and discuss possibilities and limitations of spaces, including electronic, for exhibiting artwork.

Unpacked Content
Artistic Process: Presenting
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Select, Analyze, Share
Essential Questions:
EU: Artists and other presenters consider various techniques, methods, venues, and criteria when analyzing, selecting, and curating objects, artifacts, and artworks for preservation and presentation.
EQ: How are artworks cared for and by whom? What criteria, methods, and processes are used to select work for preservation or presentation? Why do people value objects, artifacts, and artworks, and select them for presentation?
Concepts & Vocabulary:
  • Creativity
  • Criteria
  • Critique
  • Design
  • Media
  • Mixed media
  • Monochromatic
  • Principles of design
    • Rhythm
  • Technology
  • Visual image
Skill Examples:
  • Communicate the process used to make a presentation of visual artwork within limited space.
  • Select and present visual arts in accordance with given topics and ideas.
  • Describe the sequence of the process used to create the artwork.
  • Discuss Chauvet cave paintings, Diego Rivera's mural (The History of Mexico), or the Bayeux Tapestry depicting the events of the Norman Conquest.
  • Discover how and understand why the color yellow is a special color in other cultures and explore the color symbolism of various cultures.
Arts Education (2017)
Grade(s): 3
Visual Arts
All Resources: 0
8) Discuss exhibit space and prepare works of art for presentation.

Unpacked Content
Artistic Process: Presenting
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Select, Analyze, Share
Essential Questions:
EU: Artists, curators, and others consider a variety of factors and methods including evolving technologies when preparing and refining artwork for display and or when deciding if and how to preserve and protect it.
EQ: What methods and processes are considered when preparing artwork for presentation or preservation? How does refining artwork affect its meaning to the viewer? What criteria are considered when selecting work for presentation, a portfolio, or a collection?
Concepts & Vocabulary:
  • Creativity
  • Criteria
  • Critique
  • Design
  • Media
  • Mixed media
  • Monochromatic
  • Principles of design
    • Rhythm
  • Technology
  • Visual image
Skill Examples:
  • Communicate the process used to make a presentation of visual artwork within limited space.
  • Select and present visual arts in accordance with given topics and ideas.
  • Describe the sequence of the process used to create the artwork.
  • Discuss Chauvet cave paintings, Diego Rivera's mural (The History of Mexico), or the Bayeux Tapestry depicting the events of the Norman Conquest.
  • Discover how and understand why the color yellow is a special color in other cultures and explore the color symbolism of various cultures.
Arts Education (2017)
Grade(s): 3
Visual Arts
All Resources: 2
Learning Activities: 1
Classroom Resources: 1
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.

Unpacked Content
Artistic Process: Presenting
Anchor Standards:
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Process Components: Select, Analyze, Share
Essential Questions:
EU: Objects, artifacts, and artworks collected, preserved, or presented either by artists, museums, or other venues communicate meaning and a record of social, cultural, and political experiences resulting in the cultivating of appreciation and understanding.
EQ: What is an art museum? How does the presenting and sharing of objects, artifacts, and artworks influence and shape ideas, beliefs, and experiences? How do objects, artifacts, and artworks collected, preserved, or presented, cultivate appreciation and understanding?
Concepts & Vocabulary:
  • Creativity
  • Criteria
  • Critique
  • Design
  • Media
  • Mixed media
  • Monochromatic
  • Principles of design
    • Rhythm
  • Technology
  • Visual image
Skill Examples:
  • Communicate the process used to make a presentation of visual artwork within limited space.
  • Select and present visual arts in accordance with given topics and ideas.
  • Describe the sequence of the process used to create the artwork.
  • Discuss Chauvet cave paintings, Diego Rivera's mural (The History of Mexico), or the Bayeux Tapestry depicting the events of the Norman Conquest.
  • Discover how and understand why the color yellow is a special color in other cultures and explore the color symbolism of various cultures.
Responding
Perceive, Analyze, Interpret
Arts Education (2017)
Grade(s): 3
Visual Arts
All Resources: 1
Lesson Plans: 1
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.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments.
EQ: How do life experiences the way you relate to art? How does learning about art impact how we perceive the world? What can we learn from our responses to art?
Concepts & Vocabulary:
  • Creativity
  • Criteria
  • Critique
  • Design
  • Media
  • Mixed media
  • Monochromatic
  • Principles of design
    • Rhythm
  • Technology
  • Visual image
Skill Examples:
  • Identify the basic elements of art in a work of art through discussion and writing.
  • Observe and compare similar themes in artwork from historical and contemporary eras.
  • Theorize how individuals can have different opinions about works of art.
  • Demonstrate and apply critiques of personal work and the work of others in a positive way.
  • Select an art object and explain reasons why it is a work of art.
  • Use feedback and self-assessment to improve the quality of personal artwork.
  • Discuss the difference between Meret Oppenheim's Object and an everyday cup.
  • Discuss how art can be related to other subject areas.
Arts Education (2017)
Grade(s): 3
Visual Arts
All Resources: 6
Learning Activities: 1
Classroom Resources: 5
11) Discuss the meanings and messages communicated by visual imagery.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: Visual imagery influences understanding of and responses to the world.
EQ: What is an image? Where and how do we encounter images in our world? How do images influence our views of the world?
Concepts & Vocabulary:
  • Creativity
  • Criteria
  • Critique
  • Design
  • Media
  • Mixed media
  • Monochromatic
  • Principles of design
    • Rhythm
  • Technology
  • Visual image
Skill Examples:
  • Identify the basic elements of art in a work of art through discussion and writing.
  • Observe and compare similar themes in artwork from historical and contemporary eras.
  • Theorize how individuals can have different opinions about works of art.
  • Demonstrate and apply critiques of personal work and the work of others in a positive way.
  • Select an art object and explain reasons why it is a work of art.
  • Use feedback and self-assessment to improve the quality of personal artwork.
  • Discuss the difference between Meret Oppenheim's Object and an everyday cup.
  • Discuss how art can be related to other subject areas.
Arts Education (2017)
Grade(s): 3
Visual Arts
All Resources: 7
Classroom Resources: 7
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.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 8: Interpret intent and meaning in artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: People gain insights into meanings of artworks by engaging in the process of art criticism.
EQ: What is the value of engaging in the process of art criticism? How can the viewer "read" a work of art as text? How does knowing and using visual arts vocabularies help us understand and interpret works of art?
Concepts & Vocabulary:
  • Creativity
  • Criteria
  • Critique
  • Design
  • Media
  • Mixed media
  • Monochromatic
  • Principles of design
    • Rhythm
  • Technology
  • Visual image
Skill Examples:
  • Identify the basic elements of art in a work of art through discussion and writing.
  • Observe and compare similar themes in artwork from historical and contemporary eras.
  • Theorize how individuals can have different opinions about works of art.
  • Demonstrate and apply critiques of personal work and the work of others in a positive way.
  • Select an art object and explain reasons why it is a work of art.
  • Use feedback and self-assessment to improve the quality of personal artwork.
  • Discuss the difference between Meret Oppenheim's Object and an everyday cup.
  • Discuss how art can be related to other subject areas.
Arts Education (2017)
Grade(s): 3
Visual Arts
All Resources: 5
Classroom Resources: 5
13) Use learned vocabulary to evaluate artwork based on given criteria.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 9: Apply criteria to evaluate artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: People evaluate art based on various criteria.
EQ: How does one determine criteria to evaluate a work of art? How and why might criteria vary? How is a personal preference different from an evaluation?
Concepts & Vocabulary:
  • Creativity
  • Criteria
  • Critique
  • Design
  • Media
  • Mixed media
  • Monochromatic
  • Principles of design
    • Rhythm
  • Technology
  • Visual image
Skill Examples:
  • Identify the basic elements of art in a work of art through discussion and writing.
  • Observe and compare similar themes in artwork from historical and contemporary eras.
  • Theorize how individuals can have different opinions about works of art.
  • Demonstrate and apply critiques of personal work and the work of others in a positive way.
  • Select an art object and explain reasons why it is a work of art.
  • Use feedback and self-assessment to improve the quality of personal artwork.
  • Discuss the difference between Meret Oppenheim's Object and an everyday cup.
  • Discuss how art can be related to other subject areas.
Connecting
Interpret
Arts Education (2017)
Grade(s): 3
Visual Arts
All Resources: 6
Lesson Plans: 1
Classroom Resources: 5
14) Create works of art based on observations of surroundings.

Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Process Components: Interpret
Essential Questions:
EU: Through artmaking, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.
EQ: How does engaging in creating art enrich people's lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through artmaking?
Concepts & Vocabulary:
  • Creativity
  • Criteria
  • Critique
  • Design
  • Media
  • Mixed media
  • Monochromatic
  • Principles of design
    • Rhythm
  • Technology
  • Visual image
Skill Examples:
  • Discuss how art can be used to express ideas in poems and short stories.
  • Observe and compare similar themes, subject matter and images in artworks from historical and contemporary eras.
  • Discuss the relationships between the elements of art.
  • Use historical and cultural artworks to answer questions about daily life.
  • Discuss how we encounter art and artists in everyday life.
Synthesize
Arts Education (2017)
Grade(s): 3
Visual Arts
All Resources: 3
Learning Activities: 1
Classroom Resources: 2
15) Recognize that responses to art change depending on knowledge of the time and place in which it was made and on life experiences.

Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Process Components: Synthesize
Essential Questions:
EU: People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art.
EQ: How does art help us understand the lives of people of different times, places, and cultures? How is art used to impact the views of a society? How does art preserve aspects of life?
Concepts & Vocabulary:
  • Creativity
  • Criteria
  • Critique
  • Design
  • Media
  • Mixed media
  • Monochromatic
  • Principles of design
    • Rhythm
  • Technology
  • Visual image
Skill Examples:
  • Discuss how art can be used to express ideas in poems and short stories.
  • Observe and compare similar themes, subject matter and images in artworks from historical and contemporary eras.
  • Discuss the relationships between the elements of art.
  • Use historical and cultural artworks to answer questions about daily life.
  • Discuss how we encounter art and artists in everyday life.
Creating
Investigate, Plan, Make
Arts Education (2017)
Grade(s): 4
Visual Arts
All Resources: 14
Learning Activities: 1
Classroom Resources: 13
1) Individually brainstorm multiple approaches to an art problem.

Examples: Create lists, sketches, or thumbnail-sketches.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Creativity and innovative thinking are essential life skills that can be developed.
EQ: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process?
Concepts & Vocabulary:
  • Constructed environment
  • Cultural traditions
  • Digital format
  • Engagement
  • Tertiary color
  • Preservation
  • Proportion
  • Principles of design
    • Unity
  • Shade
  • Style
  • Tints & shades
Skill Examples:
  • Create a list of multiple ideas, sketches, or thumbnail-sketches before beginning the final version of an artwork.
  • Identify, select, and vary art materials, tools and processes to achieve desired results in their artwork.
  • Brainstorm (alone or with others) potential art styles for a given piece of art, such as Monet's Water Lilies.
  • Create an artwork from direct observation (still-life, self-portrait, figure drawing, etc.).
  • Design a two-dimensional drawings of a futuristic art room, town, or planet
  • Use wood, found objects, wire, paper, or clay-based materials to construct a three-dimensional form.
  • Locate business logos in the community and explore the visual arts skills and materials that were used to create these works.
  • Engage in group critiques of one's work and the work of others.
  • Experiment with art materials by using them in unusual and creative ways to express ideas and convey meaning.
  • Use and care for materials, tools, and equipment in a manner that prevents danger to oneself and others.
  • Mix equal parts of a primary and a secondary color located beside each other on the color wheel to create a tertiary color.
  • Use the design principles of repetition and alignment to add visual unity to an artwork.
  • Create a painting using a monochromatic color scheme by using one color (red) adding white to create a tint (a lighter value--pink) and adding black to the color (red) to create a shade (darker value).
Arts Education (2017)
Grade(s): 4
Visual Arts
All Resources: 16
Learning Activities: 8
Classroom Resources: 8
2) Collaboratively design and create artwork that has meaning and purpose.

Examples: Create a logo for a school or activity.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.
EQ: How does knowing the contexts, histories, and traditions of art forms help create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigations?
Concepts & Vocabulary:
  • Constructed environment
  • Cultural traditions
  • Digital format
  • Engagement
  • Tertiary color
  • Preservation
  • Proportion
  • Principles of design
    • Unity
  • Shade
  • Style
  • Tints & shades
Skill Examples:
  • Create a list of multiple ideas, sketches, or thumbnail-sketches before beginning the final version of an artwork.
  • Identify, select, and vary art materials, tools and processes to achieve desired results in their artwork.
  • Brainstorm (alone or with others) potential art styles for a given piece of art, such as Monet's Water Lilies.
  • Create an artwork from direct observation (still-life, self-portrait, figure drawing, etc.).
  • Design a two-dimensional drawings of a futuristic art room, town, or planet
  • Use wood, found objects, wire, paper, or clay-based materials to construct a three-dimensional form.
  • Locate business logos in the community and explore the visual arts skills and materials that were used to create these works.
  • Engage in group critiques of one's work and the work of others.
  • Experiment with art materials by using them in unusual and creative ways to express ideas and convey meaning.
  • Use and care for materials, tools, and equipment in a manner that prevents danger to oneself and others.
  • Mix equal parts of a primary and a secondary color located beside each other on the color wheel to create a tertiary color.
  • Use the design principles of repetition and alignment to add visual unity to an artwork.
  • Create a painting using a monochromatic color scheme by using one color (red) adding white to create a tint (a lighter value--pink) and adding black to the color (red) to create a shade (darker value).
Arts Education (2017)
Grade(s): 4
Visual Arts
All Resources: 35
Classroom Resources: 35
3) Generate ideas and employ a variety of strategies and techniques to create a work of art/design.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers experiment with forms, structures, materials, concepts, media, and artmaking approaches.
EQ: How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error?
Concepts & Vocabulary:
  • Constructed environment
  • Cultural traditions
  • Digital format
  • Engagement
  • Tertiary color
  • Preservation
  • Proportion
  • Principles of design
    • Unity
  • Shade
  • Style
  • Tints & shades
Skill Examples:
  • Create a list of multiple ideas, sketches, or thumbnail-sketches before beginning the final version of an artwork.
  • Identify, select, and vary art materials, tools and processes to achieve desired results in their artwork.
  • Brainstorm (alone or with others) potential art styles for a given piece of art, such as Monet's Water Lilies.
  • Create an artwork from direct observation (still-life, self-portrait, figure drawing, etc.).
  • Design a two-dimensional drawings of a futuristic art room, town, or planet
  • Use wood, found objects, wire, paper, or clay-based materials to construct a three-dimensional form.
  • Locate business logos in the community and explore the visual arts skills and materials that were used to create these works.
  • Engage in group critiques of one's work and the work of others.
  • Experiment with art materials by using them in unusual and creative ways to express ideas and convey meaning.
  • Use and care for materials, tools, and equipment in a manner that prevents danger to oneself and others.
  • Mix equal parts of a primary and a secondary color located beside each other on the color wheel to create a tertiary color.
  • Use the design principles of repetition and alignment to add visual unity to an artwork.
  • Create a painting using a monochromatic color scheme by using one color (red) adding white to create a tint (a lighter value--pink) and adding black to the color (red) to create a shade (darker value).
Arts Education (2017)
Grade(s): 4
Visual Arts
All Resources: 3
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 1
4) When making works of art, utilize and care for materials, tools, and equipment in a manner that prevents danger to oneself and others.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks.
EQ: How do artists and designers care for and maintain materials, tools, and equipment? Why is it important for safety and health to understand and follow correct procedures in handling materials, tools, and equipment? What responsibilities come with the freedom to create?
Concepts & Vocabulary:
  • Constructed environment
  • Cultural traditions
  • Digital format
  • Engagement
  • Tertiary color
  • Preservation
  • Proportion
  • Principles of design
    • Unity
  • Shade
  • Style
  • Tints & shades
Skill Examples:
  • Create a list of multiple ideas, sketches, or thumbnail-sketches before beginning the final version of an artwork.
  • Identify, select, and vary art materials, tools and processes to achieve desired results in their artwork.
  • Brainstorm (alone or with others) potential art styles for a given piece of art, such as Monet's Water Lilies.
  • Create an artwork from direct observation (still-life, self-portrait, figure drawing, etc.).
  • Design a two-dimensional drawings of a futuristic art room, town, or planet
  • Use wood, found objects, wire, paper, or clay-based materials to construct a three-dimensional form.
  • Locate business logos in the community and explore the visual arts skills and materials that were used to create these works.
  • Engage in group critiques of one's work and the work of others.
  • Experiment with art materials by using them in unusual and creative ways to express ideas and convey meaning.
  • Use and care for materials, tools, and equipment in a manner that prevents danger to oneself and others.
  • Mix equal parts of a primary and a secondary color located beside each other on the color wheel to create a tertiary color.
  • Use the design principles of repetition and alignment to add visual unity to an artwork.
  • Create a painting using a monochromatic color scheme by using one color (red) adding white to create a tint (a lighter value--pink) and adding black to the color (red) to create a shade (darker value).
Reflect, Refine, Continue
Arts Education (2017)
Grade(s): 4
Visual Arts
All Resources: 9
Lesson Plans: 1
Classroom Resources: 8
5) Document, describe, and create real or imagined constructed environments.

Example: Design a futuristic art room, town, or planet.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Reflect, Refine, Continue
Essential Questions:
EU: People create and interact with objects, places, and design that define, shape, enhance, and empower their lives.
EQ: How do objects, places, and design shape lives and communities? How do artists and designers determine goals for designing or redesigning objects, places, or systems? How do artists and designers create works of art or design that effectively communicate?
Concepts & Vocabulary:
  • Constructed environment
  • Cultural traditions
  • Digital format
  • Engagement
  • Tertiary color
  • Preservation
  • Proportion
  • Principles of design
    • Unity
  • Shade
  • Style
  • Tints & shades
Skill Examples:
  • Create a list of multiple ideas, sketches, or thumbnail-sketches before beginning the final version of an artwork.
  • Identify, select, and vary art materials, tools and processes to achieve desired results in their artwork.
  • Brainstorm (alone or with others) potential art styles for a given piece of art, such as Monet's Water Lilies.
  • Create an artwork from direct observation (still-life, self-portrait, figure drawing, etc.).
  • Design a two-dimensional drawings of a futuristic art room, town, or planet
  • Use wood, found objects, wire, paper, or clay-based materials to construct a three-dimensional form.
  • Locate business logos in the community and explore the visual arts skills and materials that were used to create these works.
  • Engage in group critiques of one's work and the work of others.
  • Experiment with art materials by using them in unusual and creative ways to express ideas and convey meaning.
  • Use and care for materials, tools, and equipment in a manner that prevents danger to oneself and others.
  • Mix equal parts of a primary and a secondary color located beside each other on the color wheel to create a tertiary color.
  • Use the design principles of repetition and alignment to add visual unity to an artwork.
  • Create a painting using a monochromatic color scheme by using one color (red) adding white to create a tint (a lighter value--pink) and adding black to the color (red) to create a shade (darker value).
Arts Education (2017)
Grade(s): 4
Visual Arts
All Resources: 1
Classroom Resources: 1
6) Revise artwork in progress on the basis of insights gained by peer discussion.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Reflect, Refine, Continue
Essential Questions:
EU: Artists and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time.
EQ: What role does persistence play in revising, refining, and developing work? How do artists grow and become accomplished in art forms? How does collaboratively reflecting on a work help us experience it more completely?
Concepts & Vocabulary:
  • Constructed environment
  • Cultural traditions
  • Digital format
  • Engagement
  • Tertiary color
  • Preservation
  • Proportion
  • Principles of design
    • Unity
  • Shade
  • Style
  • Tints & shades
Skill Examples:
  • Create a list of multiple ideas, sketches, or thumbnail-sketches before beginning the final version of an artwork.
  • Identify, select, and vary art materials, tools and processes to achieve desired results in their artwork.
  • Brainstorm (alone or with others) potential art styles for a given piece of art, such as Monet's Water Lilies.
  • Create an artwork from direct observation (still-life, self-portrait, figure drawing, etc.).
  • Design a two-dimensional drawings of a futuristic art room, town, or planet
  • Use wood, found objects, wire, paper, or clay-based materials to construct a three-dimensional form.
  • Locate business logos in the community and explore the visual arts skills and materials that were used to create these works.
  • Engage in group critiques of one's work and the work of others.
  • Experiment with art materials by using them in unusual and creative ways to express ideas and convey meaning.
  • Use and care for materials, tools, and equipment in a manner that prevents danger to oneself and others.
  • Mix equal parts of a primary and a secondary color located beside each other on the color wheel to create a tertiary color.
  • Use the design principles of repetition and alignment to add visual unity to an artwork.
  • Create a painting using a monochromatic color scheme by using one color (red) adding white to create a tint (a lighter value--pink) and adding black to the color (red) to create a shade (darker value).
Presenting
Select, Analyze, Share
Arts Education (2017)
Grade(s): 4
Visual Arts
All Resources: 0
7) Analyze how past, present, and emerging technologies have impacted the preservation and presentation of artwork.

Example: Before cameras, the only way to view artwork was in person.

Now there are books, postcards, posters and Google images.
Unpacked Content
Artistic Process: Presenting
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Select, Analyze, Share
Essential Questions:
EU: Artists and other presenters consider various techniques, methods, venues, and criteria when analyzing, selecting, and curating objects, artifacts, and artworks for preservation and presentation.
EQ: How are artworks cared for and by whom? What criteria, methods, and processes are used to select work for preservation or presentation? Why do people value objects, artifacts, and artworks, and select them for presentation?
Concepts & Vocabulary:
  • Constructed environment
  • Cultural traditions
  • Digital format
  • Engagement
  • Tertiary color
  • Preservation
  • Proportion
  • Principles of design
    • Unity
  • Shade
  • Style
  • Tints & shades
Skill Examples:
  • Compare the way artwork was viewed before the camera was invented with the technology and images that are available today.
  • Communicate the processes used to preserve and present visual artworks.
  • Research and share how artwork can be restored, transported, and installed safely for display in museums.
  • Select and prepare different types of artwork for display in different venues, taking into account the context and physical characteristics of each exhibit space.
  • Discuss why one does not touch a famous piece of art in a museum exhibit, such as Leonardo da Vinci's Mona Lisa at the Louvre in Paris, France.
  • Look at examples of museums, galleries, and public sculptures and murals in the surrounding community and compare and contrast how people interact with art in different spaces/ places.
Arts Education (2017)
Grade(s): 4
Visual Arts
All Resources: 1
Classroom Resources: 1
8) Discuss various locations for presenting and preserving art, in both indoor and outdoor settings, and in temporary or permanent and physical or digital formats.

Unpacked Content
Artistic Process: Presenting
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Select, Analyze, Share
Essential Questions:
EU: Artists, curators, and others consider a variety of factors and methods including evolving technologies when preparing and refining artwork for display and or when deciding if and how to preserve and protect it.
EQ: What methods and processes are considered when preparing artwork for presentation or preservation? How does refining artwork affect its meaning to the viewer? What criteria are considered when selecting work for presentation, a portfolio, or a collection?
Concepts & Vocabulary:
  • Constructed environment
  • Cultural traditions
  • Digital format
  • Engagement
  • Tertiary color
  • Preservation
  • Proportion
  • Principles of design
    • Unity
  • Shade
  • Style
  • Tints & shades
Skill Examples:
  • Compare the way artwork was viewed before the camera was invented with the technology and images that are available today.
  • Communicate the processes used to preserve and present visual artworks.
  • Research and share how artwork can be restored, transported, and installed safely for display in museums.
  • Select and prepare different types of artwork for display in different venues, taking into account the context and physical characteristics of each exhibit space.
  • Discuss why one does not touch a famous piece of art in a museum exhibit, such as Leonardo da Vinci's Mona Lisa at the Louvre in Paris, France.
  • Look at examples of museums, galleries, and public sculptures and murals in the surrounding community and compare and contrast how people interact with art in different spaces/ places.
Arts Education (2017)
Grade(s): 4
Visual Arts
All Resources: 0
9) Compare and contrast purposes of museums, galleries, and other art venues, as well as the types of personal experiences they provide.

Unpacked Content
Artistic Process: Presenting
Anchor Standards:
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Process Components: Select, Analyze, Share
Essential Questions:
EU: Objects, artifacts, and artworks collected, preserved, or presented either by artists, museums, or other venues communicate meaning and a record of social, cultural, and political experiences resulting in the cultivating of appreciation and understanding.
EQ: What is an art museum? How does the presenting and sharing of objects, artifacts, and artworks influence and shape ideas, beliefs, and experiences? How do objects, artifacts, and artworks collected, preserved, or presented, cultivate appreciation and understanding?
Concepts & Vocabulary:
  • Constructed environment
  • Cultural traditions
  • Digital format
  • Engagement
  • Tertiary color
  • Preservation
  • Proportion
  • Principles of design
    • Unity
  • Shade
  • Style
  • Tints & shades
Skill Examples:
  • Compare the way artwork was viewed before the camera was invented with the technology and images that are available today.
  • Communicate the processes used to preserve and present visual artworks.
  • Research and share how artwork can be restored, transported, and installed safely for display in museums.
  • Select and prepare different types of artwork for display in different venues, taking into account the context and physical characteristics of each exhibit space.
  • Discuss why one does not touch a famous piece of art in a museum exhibit, such as Leonardo da Vinci's Mona Lisa at the Louvre in Paris, France.
  • Look at examples of museums, galleries, and public sculptures and murals in the surrounding community and compare and contrast how people interact with art in different spaces/ places.
Responding
Perceive, Analyze, Interpret
Arts Education (2017)
Grade(s): 4
Visual Arts
All Resources: 1
Classroom Resources: 1
10) Compare responses to a work of art before and after working in similar media.

Example: Gyotaku Japanese fish printing and printing with a rubber stamp.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments.
EQ: How do life experiences the way you relate to art? How does learning about art impact how we perceive the world? What can we learn from our responses to art?
Concepts & Vocabulary:
  • Constructed environment
  • Cultural traditions
  • Digital format
  • Engagement
  • Tertiary color
  • Preservation
  • Proportion
  • Principles of design
    • Unity
  • Shade
  • Style
  • Tints & shades
Skill Examples:
  • Compare Gyotaku Japanese fish printing and printing with a rubber stamp.
  • Make conclusions about the artist's feelings and perspective.
  • Analyze the meaning of Edvard Munch's The Scream.
  • Interpret Emanuel Leutze's Washington Crossing the Delaware River and its relevance to the Revolutionary War.
  • Discuss and form an opinion about the social and personal value of a piece of art.
  • Apply one element or principle of design to discuss how students' outcomes are different even though they used the same criteria for a work of art/ design.
  • Formulate criteria for discussing and assessing works of art.
  • Use art vocabulary when discussing and judging artworks.
  • Engage in group critiques of one's work and the work of others for the purpose of personal reflection and on-going improvement.
Arts Education (2017)
Grade(s): 4
Visual Arts
All Resources: 6
Learning Activities: 1
Classroom Resources: 5
11) Analyze components in visual imagery that convey meanings and messages.

Example: What is the meaning of Edvard Munch's The Scream?

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: Visual imagery influences understanding of and responses to the world.
EQ: What is an image? Where and how do we encounter images in our world? How do images influence our views of the world?
Concepts & Vocabulary:
  • Constructed environment
  • Cultural traditions
  • Digital format
  • Engagement
  • Tertiary color
  • Preservation
  • Proportion
  • Principles of design
    • Unity
  • Shade
  • Style
  • Tints & shades
Skill Examples:
  • Compare Gyotaku Japanese fish printing and printing with a rubber stamp.
  • Make conclusions about the artist's feelings and perspective.
  • Analyze the meaning of Edvard Munch's The Scream.
  • Interpret Emanuel Leutze's Washington Crossing the Delaware River and its relevance to the Revolutionary War.
  • Discuss and form an opinion about the social and personal value of a piece of art.
  • Apply one element or principle of design to discuss how students' outcomes are different even though they used the same criteria for a work of art/ design.
  • Formulate criteria for discussing and assessing works of art.
  • Use art vocabulary when discussing and judging artworks.
  • Engage in group critiques of one's work and the work of others for the purpose of personal reflection and on-going improvement.
Arts Education (2017)
Grade(s): 4
Visual Arts
All Resources: 7
Classroom Resources: 7
12) Interpret art by referring to contextual information and analyzing relevant subject matter, visual qualities, and use of media.

Example: Emanuel Leutze's Washington Crossing the Delaware River in 1776 and its relevance to the Revolutionary War.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 8: Interpret intent and meaning in artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: People gain insights into meanings of artworks by engaging in the process of art criticism.
EQ: What is the value of engaging in the process of art criticism? How can the viewer "read" a work of art as text? How does knowing and using visual arts vocabularies help us understand and interpret works of art?
Concepts & Vocabulary:
  • Constructed environment
  • Cultural traditions
  • Digital format
  • Engagement
  • Tertiary color
  • Preservation
  • Proportion
  • Principles of design
    • Unity
  • Shade
  • Style
  • Tints & shades
Skill Examples:
  • Compare Gyotaku Japanese fish printing and printing with a rubber stamp.
  • Make conclusions about the artist's feelings and perspective.
  • Analyze the meaning of Edvard Munch's The Scream.
  • Interpret Emanuel Leutze's Washington Crossing the Delaware River and its relevance to the Revolutionary War.
  • Discuss and form an opinion about the social and personal value of a piece of art.
  • Apply one element or principle of design to discuss how students' outcomes are different even though they used the same criteria for a work of art/ design.
  • Formulate criteria for discussing and assessing works of art.
  • Use art vocabulary when discussing and judging artworks.
  • Engage in group critiques of one's work and the work of others for the purpose of personal reflection and on-going improvement.
Arts Education (2017)
Grade(s): 4
Visual Arts
All Resources: 5
Learning Activities: 1
Classroom Resources: 4
13) Apply one criterion from elements or principles of design to evaluate more than one work of art/design.

Example: Discuss how students' outcomes are different even though they used the same criteria.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 9: Apply criteria to evaluate artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: People evaluate art based on various criteria.
EQ: How does one determine criteria to evaluate a work of art? How and why might criteria vary? How is a personal preference different from an evaluation?
Concepts & Vocabulary:
  • Constructed environment
  • Cultural traditions
  • Digital format
  • Engagement
  • Tertiary color
  • Preservation
  • Proportion
  • Principles of design
    • Unity
  • Shade
  • Style
  • Tints & shades
Skill Examples:
  • Compare Gyotaku Japanese fish printing and printing with a rubber stamp.
  • Make conclusions about the artist's feelings and perspective.
  • Analyze the meaning of Edvard Munch's The Scream.
  • Interpret Emanuel Leutze's Washington Crossing the Delaware River and its relevance to the Revolutionary War.
  • Discuss and form an opinion about the social and personal value of a piece of art.
  • Apply one element or principle of design to discuss how students' outcomes are different even though they used the same criteria for a work of art/ design.
  • Formulate criteria for discussing and assessing works of art.
  • Use art vocabulary when discussing and judging artworks.
  • Engage in group critiques of one's work and the work of others for the purpose of personal reflection and on-going improvement.
Connecting
Interpret
Arts Education (2017)
Grade(s): 4
Visual Arts
All Resources: 6
Learning Activities: 1
Classroom Resources: 5
14) Create works of art that reflect community and/or cultural traditions.

Examples: Create a quilt in the style of the Gee's Bend Quilters.

Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Process Components: Interpret
Essential Questions:
EU: Through artmaking, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.
EQ: How does engaging in creating art enrich people's lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through artmaking?
Concepts & Vocabulary:
  • Constructed environment
  • Cultural traditions
  • Digital format
  • Engagement
  • Tertiary color
  • Preservation
  • Proportion
  • Principles of design
    • Unity
  • Shade
  • Style
  • Tints & shades
Skill Examples:
  • Create a quilt square in the style of the Gee's Bend Quilters.
  • State what materials or processes you prefer and why.
  • Discuss how art and design serves multiple functions such as to inform, entertain, invest, persuade, ritualize or assist in everyday tasks.
  • Observe and discuss the statue of Vulcan in Birmingham and talk about its relationship to history of the city.
  • Investigate differences in cultural style, genres, and context through historical time periods.
  • Discuss how art reflects the interests, accomplishments and conflicts of culture and society over time.
  • Use details and descriptive language to identify universal themes, subject matter and ideas expressed across arts disciplines.
  • Identify and describe how artists have depicted Alabama history.
Synthesize
Arts Education (2017)
Grade(s): 4
Visual Arts
All Resources: 5
Lesson Plans: 1
Classroom Resources: 4
15) Through observation, infer information about time, place, and culture in which a work of art was created.

Example: Look at the statue of Vulcan in Birmingham and talk about its relationship to history of the city.

Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Process Components: Synthesize
Essential Questions:
EU: People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art.
EQ: How does art help us understand the lives of people of different times, places, and cultures? How is art used to impact the views of a society? How does art preserve aspects of life?
Concepts & Vocabulary:
  • Constructed environment
  • Cultural traditions
  • Digital format
  • Engagement
  • Tertiary color
  • Preservation
  • Proportion
  • Principles of design
    • Unity
  • Shade
  • Style
  • Tints & shades
Skill Examples:
  • Create a quilt square in the style of the Gee's Bend Quilters.
  • State what materials or processes you prefer and why.
  • Discuss how art and design serves multiple functions such as to inform, entertain, invest, persuade, ritualize or assist in everyday tasks.
  • Observe and discuss the statue of Vulcan in Birmingham and talk about its relationship to history of the city.
  • Investigate differences in cultural style, genres, and context through historical time periods.
  • Discuss how art reflects the interests, accomplishments and conflicts of culture and society over time.
  • Use details and descriptive language to identify universal themes, subject matter and ideas expressed across arts disciplines.
  • Identify and describe how artists have depicted Alabama history.
Creating
Investigate, Plan, Make
Arts Education (2017)
Grade(s): 5
Visual Arts
All Resources: 16
Learning Activities: 1
Classroom Resources: 15
1) Combine ideas to develop an innovative approach to creating art.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Creativity and innovative thinking are essential life skills that can be developed.
EQ: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process?
Concepts & Vocabulary:
  • Cultural context
  • Formal & conceptual vocabulary
  • Genre
  • Linear perspective
  • Preserve
  • Principles of design
    • Movement
    • Emphasis
  • Relief
  • Vanishing point
Skill Examples:
  • Use a variety of materials (wood, found objects, wire, paper, clay, etc.) to construct a three-dimensional work of art.
  • Have students keep journals to reflect on and combine ideas for their works of art.
  • Draw a still life of students' favorite objects, while adding color with a variety of media (paint, pastels, collage, etc.).
  • Draw an object or other images (landscapes, hallways, etc.) in linear one-point perspective.
  • Create tessellations in connection with interdisciplinary subjects such as mathematics.
  • Write a short story and illustrate the story with original drawings.
  • Draw and transform two-dimensional shapes into three-dimensional forms.
    • (squares to cubes, circles to spheres, triangles to pyramids and cones)
  • Write a personal artist statement to accompany an original work of art.
  • Draw a landscape including foreground, middle ground, and background.
  • Create an artwork integrating observational and technical skills to solve a problem or address contemporary social issues.
  • Create a bas-relief by carving into a clay slab.
Arts Education (2017)
Grade(s): 5
Visual Arts
All Resources: 28
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 26
2) Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.
EQ: How does knowing the contexts, histories, and traditions of art forms help create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigations?
Concepts & Vocabulary:
  • Cultural context
  • Formal & conceptual vocabulary
  • Genre
  • Linear perspective
  • Preserve
  • Principles of design
    • Movement
    • Emphasis
  • Relief
  • Vanishing point
Skill Examples:
  • Use a variety of materials (wood, found objects, wire, paper, clay, etc.) to construct a three-dimensional work of art.
  • Have students keep journals to reflect on and combine ideas for their works of art.
  • Draw a still life of students' favorite objects, while adding color with a variety of media (paint, pastels, collage, etc.).
  • Draw an object or other images (landscapes, hallways, etc.) in linear one-point perspective.
  • Create tessellations in connection with interdisciplinary subjects such as mathematics.
  • Write a short story and illustrate the story with original drawings.
  • Draw and transform two-dimensional shapes into three-dimensional forms.
    • (squares to cubes, circles to spheres, triangles to pyramids and cones)
  • Write a personal artist statement to accompany an original work of art.
  • Draw a landscape including foreground, middle ground, and background.
  • Create an artwork integrating observational and technical skills to solve a problem or address contemporary social issues.
  • Create a bas-relief by carving into a clay slab.
Arts Education (2017)
Grade(s): 5
Visual Arts
All Resources: 22
Learning Activities: 1
Classroom Resources: 21
3) Communicate personal ideas, images, and themes through artistic choices of media, technique, and subject matter.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers experiment with forms, structures, materials, concepts, media, and artmaking approaches.
EQ: How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error?
Concepts & Vocabulary:
  • Cultural context
  • Formal & conceptual vocabulary
  • Genre
  • Linear perspective
  • Preserve
  • Principles of design
    • Movement
    • Emphasis
  • Relief
  • Vanishing point
Skill Examples:
  • Use a variety of materials (wood, found objects, wire, paper, clay, etc.) to construct a three-dimensional work of art.
  • Have students keep journals to reflect on and combine ideas for their works of art.
  • Draw a still life of students' favorite objects, while adding color with a variety of media (paint, pastels, collage, etc.).
  • Draw an object or other images (landscapes, hallways, etc.) in linear one-point perspective.
  • Create tessellations in connection with interdisciplinary subjects such as mathematics.
  • Write a short story and illustrate the story with original drawings.
  • Draw and transform two-dimensional shapes into three-dimensional forms.
    • (squares to cubes, circles to spheres, triangles to pyramids and cones)
  • Write a personal artist statement to accompany an original work of art.
  • Draw a landscape including foreground, middle ground, and background.
  • Create an artwork integrating observational and technical skills to solve a problem or address contemporary social issues.
  • Create a bas-relief by carving into a clay slab.
Arts Education (2017)
Grade(s): 5
Visual Arts
All Resources: 2
Lesson Plans: 1
Classroom Resources: 1
4) Demonstrate proper care and use of materials, tools, and equipment while creating art.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks.
EQ: How do artists and designers care for and maintain materials, tools, and equipment? Why is it important for safety and health to understand and follow correct procedures in handling materials, tools, and equipment? What responsibilities come with the freedom to create?
Concepts & Vocabulary:
  • Cultural context
  • Formal & conceptual vocabulary
  • Genre
  • Linear perspective
  • Preserve
  • Principles of design
    • Movement
    • Emphasis
  • Relief
  • Vanishing point
Skill Examples:
  • Use a variety of materials (wood, found objects, wire, paper, clay, etc.) to construct a three-dimensional work of art.
  • Have students keep journals to reflect on and combine ideas for their works of art.
  • Draw a still life of students' favorite objects, while adding color with a variety of media (paint, pastels, collage, etc.).
  • Draw an object or other images (landscapes, hallways, etc.) in linear one-point perspective.
  • Create tessellations in connection with interdisciplinary subjects such as mathematics.
  • Write a short story and illustrate the story with original drawings.
  • Draw and transform two-dimensional shapes into three-dimensional forms.
    • (squares to cubes, circles to spheres, triangles to pyramids and cones)
  • Write a personal artist statement to accompany an original work of art.
  • Draw a landscape including foreground, middle ground, and background.
  • Create an artwork integrating observational and technical skills to solve a problem or address contemporary social issues.
  • Create a bas-relief by carving into a clay slab.
Reflect, Refine, Continue
Arts Education (2017)
Grade(s): 5
Visual Arts
All Resources: 3
Classroom Resources: 3
5) Identify, describe, and visually document places and/or objects of personal significance.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Reflect, Refine, Continue
Essential Questions:
EU: People create and interact with objects, places, and design that define, shape, enhance, and empower their lives.
EQ: How do objects, places, and design shape lives and communities? How do artists and designers determine goals for designing or redesigning objects, places, or systems? How do artists and designers create works of art or design that effectively communicate?
Concepts & Vocabulary:
  • Cultural context
  • Formal & conceptual vocabulary
  • Genre
  • Linear perspective
  • Preserve
  • Principles of design
    • Movement
    • Emphasis
  • Relief
  • Vanishing point
Skill Examples:
  • Use a variety of materials (wood, found objects, wire, paper, clay, etc.) to construct a three-dimensional work of art.
  • Have students keep journals to reflect on and combine ideas for their works of art.
  • Draw a still life of students' favorite objects, while adding color with a variety of media (paint, pastels, collage, etc.).
  • Draw an object or other images (landscapes, hallways, etc.) in linear one-point perspective.
  • Create tessellations in connection with interdisciplinary subjects such as mathematics.
  • Write a short story and illustrate the story with original drawings.
  • Draw and transform two-dimensional shapes into three-dimensional forms.
    • (squares to cubes, circles to spheres, triangles to pyramids and cones)
  • Write a personal artist statement to accompany an original work of art.
  • Draw a landscape including foreground, middle ground, and background.
  • Create an artwork integrating observational and technical skills to solve a problem or address contemporary social issues.
  • Create a bas-relief by carving into a clay slab.
Arts Education (2017)
Grade(s): 5
Visual Arts
All Resources: 1
Classroom Resources: 1
6) Create artist statements using art vocabulary.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Reflect, Refine, Continue
Essential Questions:
EU: Artists and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time.
EQ: What role does persistence play in revising, refining, and developing work? How do artists grow and become accomplished in art forms? How does collaboratively reflecting on a work help us experience it more completely?
Concepts & Vocabulary:
  • Cultural context
  • Formal & conceptual vocabulary
  • Genre
  • Linear perspective
  • Preserve
  • Principles of design
    • Movement
    • Emphasis
  • Relief
  • Vanishing point
Skill Examples:
  • Use a variety of materials (wood, found objects, wire, paper, clay, etc.) to construct a three-dimensional work of art.
  • Have students keep journals to reflect on and combine ideas for their works of art.
  • Draw a still life of students' favorite objects, while adding color with a variety of media (paint, pastels, collage, etc.).
  • Draw an object or other images (landscapes, hallways, etc.) in linear one-point perspective.
  • Create tessellations in connection with interdisciplinary subjects such as mathematics.
  • Write a short story and illustrate the story with original drawings.
  • Draw and transform two-dimensional shapes into three-dimensional forms.
    • (squares to cubes, circles to spheres, triangles to pyramids and cones)
  • Write a personal artist statement to accompany an original work of art.
  • Draw a landscape including foreground, middle ground, and background.
  • Create an artwork integrating observational and technical skills to solve a problem or address contemporary social issues.
  • Create a bas-relief by carving into a clay slab.
Presenting
Select, Analyze, Share
Arts Education (2017)
Grade(s): 5
Visual Arts
All Resources: 0
7) Define the roles and responsibilities of museum and gallery staff, explaining the skills and knowledge needed to preserve, maintain, and present objects, artifacts, and artwork.

Unpacked Content
Artistic Process: Presenting
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Select, Analyze, Share
Essential Questions:
EU: Artists and other presenters consider various techniques, methods, venues, and criteria when analyzing, selecting, and curating objects, artifacts, and artworks for preservation and presentation.
EQ: How are artworks cared for and by whom? What criteria, methods, and processes are used to select work for preservation or presentation? Why do people value objects, artifacts, and artworks, and select them for presentation?
Concepts & Vocabulary:
  • Cultural context
  • Formal & conceptual vocabulary
  • Genre
  • Linear perspective
  • Preserve
  • Principles of design
    • Movement
    • Emphasis
  • Relief
  • Vanishing point
Skill Examples:
  • Identify and role-play various occupations that involve artists.
  • Talk about how the skills and techniques of visual arts can be an enhancement to any career choice.
  • Show how to carefully prepare and present artwork.
  • Describe how the knowledge, skills, and work habits of visual arts are used in the world of work, including careers in visual arts.
  • Talk about how a museum would present information about the Harlem Renaissance.
  • Research different types of museums and the role that visual art plays in the restoration, care, and display of artifacts.
  • Select three of one's own artworks for display and share the reasons for the selection.
Arts Education (2017)
Grade(s): 5
Visual Arts
All Resources: 0
8) Discuss the safe and effective use of materials and techniques for preparing and presenting artwork.

Example: Show how to carefully prepare and present artwork.

Unpacked Content
Artistic Process: Presenting
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Select, Analyze, Share
Essential Questions:
EU: Artists, curators, and others consider a variety of factors and methods including evolving technologies when preparing and refining artwork for display and or when deciding if and how to preserve and protect it.
EQ: What methods and processes are considered when preparing artwork for presentation or preservation? How does refining artwork affect its meaning to the viewer? What criteria are considered when selecting work for presentation, a portfolio, or a collection?
Concepts & Vocabulary:
  • Cultural context
  • Formal & conceptual vocabulary
  • Genre
  • Linear perspective
  • Preserve
  • Principles of design
    • Movement
    • Emphasis
  • Relief
  • Vanishing point
Skill Examples:
  • Identify and role-play various occupations that involve artists.
  • Talk about how the skills and techniques of visual arts can be an enhancement to any career choice.
  • Show how to carefully prepare and present artwork.
  • Describe how the knowledge, skills, and work habits of visual arts are used in the world of work, including careers in visual arts.
  • Talk about how a museum would present information about the Harlem Renaissance.
  • Research different types of museums and the role that visual art plays in the restoration, care, and display of artifacts.
  • Select three of one's own artworks for display and share the reasons for the selection.
Arts Education (2017)
Grade(s): 5
Visual Arts
All Resources: 0
9) Explore how an exhibition in a museum or other venue presents ideas and provides information about a specific concept or topic.

Example: Talk about how a museum would present information about the Harlem Renaissance.

Unpacked Content
Artistic Process: Presenting
Anchor Standards:
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Process Components: Select, Analyze, Share
Essential Questions:
EU: Objects, artifacts, and artworks collected, preserved, or presented either by artists, museums, or other venues communicate meaning and a record of social, cultural, and political experiences resulting in the cultivating of appreciation and understanding.
EQ: What is an art museum? How does the presenting and sharing of objects, artifacts, and artworks influence and shape ideas, beliefs, and experiences? How do objects, artifacts, and artworks collected, preserved, or presented, cultivate appreciation and understanding?
Concepts & Vocabulary:
  • Cultural context
  • Formal & conceptual vocabulary
  • Genre
  • Linear perspective
  • Preserve
  • Principles of design
    • Movement
    • Emphasis
  • Relief
  • Vanishing point
Skill Examples:
  • Identify and role-play various occupations that involve artists.
  • Talk about how the skills and techniques of visual arts can be an enhancement to any career choice.
  • Show how to carefully prepare and present artwork.
  • Describe how the knowledge, skills, and work habits of visual arts are used in the world of work, including careers in visual arts.
  • Talk about how a museum would present information about the Harlem Renaissance.
  • Research different types of museums and the role that visual art plays in the restoration, care, and display of artifacts.
  • Select three of one's own artworks for display and share the reasons for the selection.
Responding
Perceive, Analyze, Interpret
Arts Education (2017)
Grade(s): 5
Visual Arts
All Resources: 7
Lesson Plans: 1
Classroom Resources: 6
10) Compare one's interpretation of a work of art with the interpretation of others.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments.
EQ: How do life experiences the way you relate to art? How does learning about art impact how we perceive the world? What can we learn from our responses to art?
Concepts & Vocabulary:
  • Cultural context
  • Formal & conceptual vocabulary
  • Genre
  • Linear perspective
  • Preserve
  • Principles of design
    • Movement
    • Emphasis
  • Relief
  • Vanishing point
Skill Examples:
  • Compare and contrast artworks in terms of content, stylistic characteristics, and techniques.
  • Collaboratively observe, analyze, and interpret a body of artworks about places, focusing on content, style, and technique.
  • Identify and analyze the terracotta Army and its relationship to Chinese Culture.
  • Describe the relationship between works of art from different cultures being respectful and mindful of cultural sensitive themes.
  • Discuss differences in art of familiar and unfamiliar cultures.
  • Discuss the reasons and value of documenting and preserving works of art and objects for a culture.
  • Recognize what was learned and the challenges that remain when assessing a work of art.
  • Use criteria to assess works of art individually and collaboratively.
  • Use contextual cues to discuss notions of beauty and aesthetic value.
  • Compare and contrast different media and techniques.
Arts Education (2017)
Grade(s): 5
Visual Arts
All Resources: 1
Classroom Resources: 1
11) Identify and analyze cultural associations suggested by visual imagery.

Example: The Terra Cotta Army and its relationship to Chinese culture.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: Visual imagery influences understanding of and responses to the world.
EQ: What is an image? Where and how do we encounter images in our world? How do images influence our views of the world?
Concepts & Vocabulary:
  • Cultural context
  • Formal & conceptual vocabulary
  • Genre
  • Linear perspective
  • Preserve
  • Principles of design
    • Movement
    • Emphasis
  • Relief
  • Vanishing point
Skill Examples:
  • Compare and contrast artworks in terms of content, stylistic characteristics, and techniques.
  • Collaboratively observe, analyze, and interpret a body of artworks about places, focusing on content, style, and technique.
  • Identify and analyze the terracotta Army and its relationship to Chinese Culture.
  • Describe the relationship between works of art from different cultures being respectful and mindful of cultural sensitive themes.
  • Discuss differences in art of familiar and unfamiliar cultures.
  • Discuss the reasons and value of documenting and preserving works of art and objects for a culture.
  • Recognize what was learned and the challenges that remain when assessing a work of art.
  • Use criteria to assess works of art individually and collaboratively.
  • Use contextual cues to discuss notions of beauty and aesthetic value.
  • Compare and contrast different media and techniques.
Arts Education (2017)
Grade(s): 5
Visual Arts
All Resources: 18
Classroom Resources: 18
12) Interpret art by analyzing visual qualities and structure, contextual information, subject matter, visual elements, and use of media to identify ideas and mood conveyed.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 8: Interpret intent and meaning in artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: People gain insights into meanings of artworks by engaging in the process of art criticism.
EQ: What is the value of engaging in the process of art criticism? How can the viewer "read" a work of art as text? How does knowing and using visual arts vocabularies help us understand and interpret works of art?
Concepts & Vocabulary:
  • Cultural context
  • Formal & conceptual vocabulary
  • Genre
  • Linear perspective
  • Preserve
  • Principles of design
    • Movement
    • Emphasis
  • Relief
  • Vanishing point
Skill Examples:
  • Compare and contrast artworks in terms of content, stylistic characteristics, and techniques.
  • Collaboratively observe, analyze, and interpret a body of artworks about places, focusing on content, style, and technique.
  • Identify and analyze the terracotta Army and its relationship to Chinese Culture.
  • Describe the relationship between works of art from different cultures being respectful and mindful of cultural sensitive themes.
  • Discuss differences in art of familiar and unfamiliar cultures.
  • Discuss the reasons and value of documenting and preserving works of art and objects for a culture.
  • Recognize what was learned and the challenges that remain when assessing a work of art.
  • Use criteria to assess works of art individually and collaboratively.
  • Use contextual cues to discuss notions of beauty and aesthetic value.
  • Compare and contrast different media and techniques.
Arts Education (2017)
Grade(s): 5
Visual Arts
All Resources: 2
Lesson Plans: 1
Classroom Resources: 1
13) Recognize differences in criteria used to evaluate works of art depending on styles, genres, and media as well as historical and cultural contexts.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 9: Apply criteria to evaluate artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: People evaluate art based on various criteria.
EQ: How does one determine criteria to evaluate a work of art? How and why might criteria vary? How is a personal preference different from an evaluation?
Concepts & Vocabulary:
  • Cultural context
  • Formal & conceptual vocabulary
  • Genre
  • Linear perspective
  • Preserve
  • Principles of design
    • Movement
    • Emphasis
  • Relief
  • Vanishing point
Skill Examples:
  • Compare and contrast artworks in terms of content, stylistic characteristics, and techniques.
  • Collaboratively observe, analyze, and interpret a body of artworks about places, focusing on content, style, and technique.
  • Identify and analyze the terracotta Army and its relationship to Chinese Culture.
  • Describe the relationship between works of art from different cultures being respectful and mindful of cultural sensitive themes.
  • Discuss differences in art of familiar and unfamiliar cultures.
  • Discuss the reasons and value of documenting and preserving works of art and objects for a culture.
  • Recognize what was learned and the challenges that remain when assessing a work of art.
  • Use criteria to assess works of art individually and collaboratively.
  • Use contextual cues to discuss notions of beauty and aesthetic value.
  • Compare and contrast different media and techniques.
Connecting
Interpret
Arts Education (2017)
Grade(s): 5
Visual Arts
All Resources: 0
14) Apply formal and conceptual vocabularies of art and design to view surroundings in new ways through art-making.

Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Process Components: Interpret
Essential Questions:
EU: Through artmaking, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.
EQ: How does engaging in creating art enrich people's lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through artmaking?
Concepts & Vocabulary:
  • Cultural context
  • Formal & conceptual vocabulary
  • Genre
  • Linear perspective
  • Preserve
  • Principles of design
    • Movement
    • Emphasis
  • Relief
  • Vanishing point
Skill Examples:
  • Analyze the role of cultural objects in our everyday environment.
  • Select and access contemporary digital media arts tools to investigate ideas in art-making.
  • Interpret an artwork that communicates something about a place that has meaning for them.
  • Discuss how political cartoons can influence a person's view.
  • Compare how artists work in different cultures and at different times in history.
Synthesize
Arts Education (2017)
Grade(s): 5
Visual Arts
All Resources: 2
Classroom Resources: 2
15) Identify how works of art/design are used to inform or change beliefs, values, or behaviors of an individual or society.

Examples: Discuss how political cartoons can influence a person's view.

Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Process Components: Synthesize
Essential Questions:
EU: People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art.
EQ: How does art help us understand the lives of people of different times, places, and cultures? How is art used to impact the views of a society? How does art preserve aspects of life?
Concepts & Vocabulary:
  • Cultural context
  • Formal & conceptual vocabulary
  • Genre
  • Linear perspective
  • Preserve
  • Principles of design
    • Movement
    • Emphasis
  • Relief
  • Vanishing point
Skill Examples:
  • Analyze the role of cultural objects in our everyday environment.
  • Select and access contemporary digital media arts tools to investigate ideas in art-making.
  • Interpret an artwork that communicates something about a place that has meaning for them.
  • Discuss how political cartoons can influence a person's view.
  • Compare how artists work in different cultures and at different times in history.
Creating
Investigate, Plan, Make
Arts Education (2017)
Grade(s): 6
Visual Arts
All Resources: 4
Learning Activities: 1
Classroom Resources: 3
1) Work collaboratively to develop new and innovative ideas for creating art.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Creativity and innovative thinking are essential life skills that can be developed.
EQ: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process?
Concepts & Vocabulary:
  • Artistic ideas and work
  • Formal and conceptual vocabulary
  • Innovation
  • Investigation
  • Two-dimensional
  • Three-dimensional
  • Experimentation
  • Conservation
  • Craftsmanship
  • Linear perspective
  • Environmental responsibility
  • Prior knowledge
  • Museum
  • Gallery
  • Curator
  • Digital
  • Horizon Line
  • Brainstorming
  • Research
Skill Examples:
  • Make, share and revise a list of ideas and preliminary sketches.
  • Use introductory skills, techniques, and elements of art to create a composition
  • Demonstrate drawing techniques, such as hatching, cross-hatching, shading, and stippling.
  • Create a group project about a current or world event.
  • Examine careers and identify and role - play various jobs of artists.
  • Research a subject or idea that has personal meaning to create a work of art.
  • Use the elements of visual arts to create an artwork that depicts emotions.
  • Use a variety of media and techniques in two and three dimensions to create imagery from experience, observation and imagination.
  • Demonstrate proper clean-up and/or disposal of equipment and materials.
  • Demonstrate art room safety and procedures.
  • Design an environmentally area for the school such as a library or other multi-use learning area.
  • Engage for the purpose of personal reflection and ongoing revision, in group critiques.
  • Reflect through journal writing artist intent.
Arts Education (2017)
Grade(s): 6
Visual Arts
All Resources: 9
Learning Activities: 1
Classroom Resources: 8
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.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.
EQ: How does knowing the contexts, histories, and traditions of art forms help create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigations?
Concepts & Vocabulary:
  • Artistic ideas and work
  • Formal and conceptual vocabulary
  • Innovation
  • Investigation
  • Two-dimensional
  • Three-dimensional
  • Experimentation
  • Conservation
  • Craftsmanship
  • Linear perspective
  • Environmental responsibility
  • Prior knowledge
  • Museum
  • Gallery
  • Curator
  • Digital
  • Horizon Line
  • Brainstorming
  • Research
Skill Examples:
  • Make, share and revise a list of ideas and preliminary sketches.
  • Use introductory skills, techniques, and elements of art to create a composition
  • Demonstrate drawing techniques, such as hatching, cross-hatching, shading, and stippling.
  • Create a group project about a current or world event.
  • Examine careers and identify and role - play various jobs of artists.
  • Research a subject or idea that has personal meaning to create a work of art.
  • Use the elements of visual arts to create an artwork that depicts emotions.
  • Use a variety of media and techniques in two and three dimensions to create imagery from experience, observation and imagination.
  • Demonstrate proper clean-up and/or disposal of equipment and materials.
  • Demonstrate art room safety and procedures.
  • Design an environmentally area for the school such as a library or other multi-use learning area.
  • Engage for the purpose of personal reflection and ongoing revision, in group critiques.
  • Reflect through journal writing artist intent.
Arts Education (2017)
Grade(s): 6
Visual Arts
All Resources: 6
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 4
3) Develop new ideas through open-ended experiments, using various materials, methods and approaches in creating works of art.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers experiment with forms, structures, materials, concepts, media, and artmaking approaches.
EQ: How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error?
Concepts & Vocabulary:
  • Artistic ideas and work
  • Formal and conceptual vocabulary
  • Innovation
  • Investigation
  • Two-dimensional
  • Three-dimensional
  • Experimentation
  • Conservation
  • Craftsmanship
  • Linear perspective
  • Environmental responsibility
  • Prior knowledge
  • Museum
  • Gallery
  • Curator
  • Digital
  • Horizon Line
  • Brainstorming
  • Research
Skill Examples:
  • Make, share and revise a list of ideas and preliminary sketches.
  • Use introductory skills, techniques, and elements of art to create a composition
  • Demonstrate drawing techniques, such as hatching, cross-hatching, shading, and stippling.
  • Create a group project about a current or world event.
  • Examine careers and identify and role - play various jobs of artists.
  • Research a subject or idea that has personal meaning to create a work of art.
  • Use the elements of visual arts to create an artwork that depicts emotions.
  • Use a variety of media and techniques in two and three dimensions to create imagery from experience, observation and imagination.
  • Demonstrate proper clean-up and/or disposal of equipment and materials.
  • Demonstrate art room safety and procedures.
  • Design an environmentally area for the school such as a library or other multi-use learning area.
  • Engage for the purpose of personal reflection and ongoing revision, in group critiques.
  • Reflect through journal writing artist intent.
Arts Education (2017)
Grade(s): 6
Visual Arts
All Resources: 0
4) Explain and/or demonstrate environmental implications of conservation, care, and clean-up of art materials, tools, and equipment.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks.
EQ: How do artists and designers care for and maintain materials, tools, and equipment? Why is it important for safety and health to understand and follow correct procedures in handling materials, tools, and equipment? What responsibilities come with the freedom to create?
Concepts & Vocabulary:
  • Artistic ideas and work
  • Formal and conceptual vocabulary
  • Innovation
  • Investigation
  • Two-dimensional
  • Three-dimensional
  • Experimentation
  • Conservation
  • Craftsmanship
  • Linear perspective
  • Environmental responsibility
  • Prior knowledge
  • Museum
  • Gallery
  • Curator
  • Digital
  • Horizon Line
  • Brainstorming
  • Research
Skill Examples:
  • Make, share and revise a list of ideas and preliminary sketches.
  • Use introductory skills, techniques, and elements of art to create a composition
  • Demonstrate drawing techniques, such as hatching, cross-hatching, shading, and stippling.
  • Create a group project about a current or world event.
  • Examine careers and identify and role - play various jobs of artists.
  • Research a subject or idea that has personal meaning to create a work of art.
  • Use the elements of visual arts to create an artwork that depicts emotions.
  • Use a variety of media and techniques in two and three dimensions to create imagery from experience, observation and imagination.
  • Demonstrate proper clean-up and/or disposal of equipment and materials.
  • Demonstrate art room safety and procedures.
  • Design an environmentally area for the school such as a library or other multi-use learning area.
  • Engage for the purpose of personal reflection and ongoing revision, in group critiques.
  • Reflect through journal writing artist intent.
Reflect, Refine, Continue
Arts Education (2017)
Grade(s): 6
Visual Arts
All Resources: 1
Classroom Resources: 1
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.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Reflect, Refine, Continue
Essential Questions:
EU: People create and interact with objects, places, and design that define, shape, enhance, and empower their lives.
EQ: How do objects, places, and design shape lives and communities? How do artists and designers determine goals for designing or redesigning objects, places, or systems? How do artists and designers create works of art or design that effectively communicate?
Concepts & Vocabulary:
  • Artistic ideas and work
  • Formal and conceptual vocabulary
  • Innovation
  • Investigation
  • Two-dimensional
  • Three-dimensional
  • Experimentation
  • Conservation
  • Craftsmanship
  • Linear perspective
  • Environmental responsibility
  • Prior knowledge
  • Museum
  • Gallery
  • Curator
  • Digital
  • Horizon Line
  • Brainstorming
  • Research
Skill Examples:
  • Make, share and revise a list of ideas and preliminary sketches.
  • Use introductory skills, techniques, and elements of art to create a composition
  • Demonstrate drawing techniques, such as hatching, cross-hatching, shading, and stippling.
  • Create a group project about a current or world event.
  • Examine careers and identify and role - play various jobs of artists.
  • Research a subject or idea that has personal meaning to create a work of art.
  • Use the elements of visual arts to create an artwork that depicts emotions.
  • Use a variety of media and techniques in two and three dimensions to create imagery from experience, observation and imagination.
  • Demonstrate proper clean-up and/or disposal of equipment and materials.
  • Demonstrate art room safety and procedures.
  • Design an environmentally area for the school such as a library or other multi-use learning area.
  • Engage for the purpose of personal reflection and ongoing revision, in group critiques.
  • Reflect through journal writing artist intent.
Arts Education (2017)
Grade(s): 6
Visual Arts
All Resources: 0
6) Make observations and reflect on whether personal artwork conveys the intended meaning and revise accordingly.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Reflect, Refine, Continue
Essential Questions:
EU: Artists and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time.
EQ: What role does persistence play in revising, refining, and developing work? How do artists grow and become accomplished in art forms? How does collaboratively reflecting on a work help us experience it more completely?
Concepts & Vocabulary:
  • Artistic ideas and work
  • Formal and conceptual vocabulary
  • Innovation
  • Investigation
  • Two-dimensional
  • Three-dimensional
  • Experimentation
  • Conservation
  • Craftsmanship
  • Linear perspective
  • Environmental responsibility
  • Prior knowledge
  • Museum
  • Gallery
  • Curator
  • Digital
  • Horizon Line
  • Brainstorming
  • Research
Skill Examples:
  • Make, share and revise a list of ideas and preliminary sketches.
  • Use introductory skills, techniques, and elements of art to create a composition
  • Demonstrate drawing techniques, such as hatching, cross-hatching, shading, and stippling.
  • Create a group project about a current or world event.
  • Examine careers and identify and role - play various jobs of artists.
  • Research a subject or idea that has personal meaning to create a work of art.
  • Use the elements of visual arts to create an artwork that depicts emotions.
  • Use a variety of media and techniques in two and three dimensions to create imagery from experience, observation and imagination.
  • Demonstrate proper clean-up and/or disposal of equipment and materials.
  • Demonstrate art room safety and procedures.
  • Design an environmentally area for the school such as a library or other multi-use learning area.
  • Engage for the purpose of personal reflection and ongoing revision, in group critiques.
  • Reflect through journal writing artist intent.
Presenting
Select, Analyze, Share
Arts Education (2017)
Grade(s): 6
Visual Arts
All Resources: 1
Classroom Resources: 1
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.

Unpacked Content
Artistic Process: Presenting
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Select, Analyze, Share
Essential Questions:
EU: Artists and other presenters consider various techniques, methods, venues, and criteria when analyzing, selecting, and curating objects, artifacts, and artworks for preservation and presentation.
EQ: How are artworks cared for and by whom? What criteria, methods, and processes are used to select work for preservation or presentation? Why do people value objects, artifacts, and artworks, and select them for presentation?
Concepts & Vocabulary:
  • Artistic ideas and work
  • Formal and conceptual vocabulary
  • Innovation
  • Investigation
  • Two-dimensional
  • Three-dimensional
  • Experimentation
  • Conservation
  • Craftsmanship
  • Linear perspective
  • Environmental responsibility
  • Prior knowledge
  • Museum
  • Gallery
  • Curator
  • Digital
  • Horizon Line
  • Brainstorming
  • Research
Skill Examples:
  • Practice making preliminary sketches in a sketchbook or journal.
  • Illustrate the ability to bring a work from a sketch to a final product.
  • Observe methods for mounting and matting work for exhibition and saving personal work using digital methods.
  • Discuss appropriate behavior in a variety of settings, such as a gallery and an interactive museum.
  • Use various types of paper and recognize its various characteristics (such as tooth).
  • Examine the stages involved in the development of an artwork made of clay (differences between bone dry, bisque firing, and glaze firing), and how each affects the way that the artwork can be used as well as how long it lasts.
  • Present work to others by means of a display, show, exhibit, gallery, or portfolio review.
  • Create (with the assistance of the teacher/ student peers) an appropriate rubric for self-assessment.
  • Visit, either in person or electronically, Civil Rights Museum in Birmingham and the Rosa Parks Museum in Montgomery or other historical gallery/venue of display.
  • Participate in a School or County Art Show where family and community are invited to attend.
Arts Education (2017)
Grade(s): 6
Visual Arts
All Resources: 1
Classroom Resources: 1
8) Collaboratively or individually develop a visual plan for displaying works of art in a designated space.

Unpacked Content
Artistic Process: Presenting
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Select, Analyze, Share
Essential Questions:
EU: Artists, curators, and others consider a variety of factors and methods including evolving technologies when preparing and refining artwork for display and or when deciding if and how to preserve and protect it.
EQ: What methods and processes are considered when preparing artwork for presentation or preservation? How does refining artwork affect its meaning to the viewer? What criteria are considered when selecting work for presentation, a portfolio, or a collection?
Concepts & Vocabulary:
  • Artistic ideas and work
  • Formal and conceptual vocabulary
  • Innovation
  • Investigation
  • Two-dimensional
  • Three-dimensional
  • Experimentation
  • Conservation
  • Craftsmanship
  • Linear perspective
  • Environmental responsibility
  • Prior knowledge
  • Museum
  • Gallery
  • Curator
  • Digital
  • Horizon Line
  • Brainstorming
  • Research
Skill Examples:
  • Practice making preliminary sketches in a sketchbook or journal.
  • Illustrate the ability to bring a work from a sketch to a final product.
  • Observe methods for mounting and matting work for exhibition and saving personal work using digital methods.
  • Discuss appropriate behavior in a variety of settings, such as a gallery and an interactive museum.
  • Use various types of paper and recognize its various characteristics (such as tooth).
  • Examine the stages involved in the development of an artwork made of clay (differences between bone dry, bisque firing, and glaze firing), and how each affects the way that the artwork can be used as well as how long it lasts.
  • Present work to others by means of a display, show, exhibit, gallery, or portfolio review.
  • Create (with the assistance of the teacher/ student peers) an appropriate rubric for self-assessment.
  • Visit, either in person or electronically, Civil Rights Museum in Birmingham and the Rosa Parks Museum in Montgomery or other historical gallery/venue of display.
  • Participate in a School or County Art Show where family and community are invited to attend.
Arts Education (2017)
Grade(s): 6
Visual Arts
All Resources: 0
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.

Unpacked Content
Artistic Process: Presenting
Anchor Standards:
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Process Components: Select, Analyze, Share
Essential Questions:
EU: Objects, artifacts, and artworks collected, preserved, or presented either by artists, museums, or other venues communicate meaning and a record of social, cultural, and political experiences resulting in the cultivating of appreciation and understanding.
EQ: What is an art museum? How does the presenting and sharing of objects, artifacts, and artworks influence and shape ideas, beliefs, and experiences? How do objects, artifacts, and artworks collected, preserved, or presented, cultivate appreciation and understanding?
Concepts & Vocabulary:
  • Artistic ideas and work
  • Formal and conceptual vocabulary
  • Innovation
  • Investigation
  • Two-dimensional
  • Three-dimensional
  • Experimentation
  • Conservation
  • Craftsmanship
  • Linear perspective
  • Environmental responsibility
  • Prior knowledge
  • Museum
  • Gallery
  • Curator
  • Digital
  • Horizon Line
  • Brainstorming
  • Research
Skill Examples:
  • Practice making preliminary sketches in a sketchbook or journal.
  • Illustrate the ability to bring a work from a sketch to a final product.
  • Observe methods for mounting and matting work for exhibition and saving personal work using digital methods.
  • Discuss appropriate behavior in a variety of settings, such as a gallery and an interactive museum.
  • Use various types of paper and recognize its various characteristics (such as tooth).
  • Examine the stages involved in the development of an artwork made of clay (differences between bone dry, bisque firing, and glaze firing), and how each affects the way that the artwork can be used as well as how long it lasts.
  • Present work to others by means of a display, show, exhibit, gallery, or portfolio review.
  • Create (with the assistance of the teacher/ student peers) an appropriate rubric for self-assessment.
  • Visit, either in person or electronically, Civil Rights Museum in Birmingham and the Rosa Parks Museum in Montgomery or other historical gallery/venue of display.
  • Participate in a School or County Art Show where family and community are invited to attend.
Responding
Perceive, Analyze, Interpret
Arts Education (2017)
Grade(s): 6
Visual Arts
All Resources: 1
Learning Activities: 1
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.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments.
EQ: How do life experiences the way you relate to art? How does learning about art impact how we perceive the world? What can we learn from our responses to art?
Concepts & Vocabulary:
  • Artistic ideas and work
  • Formal and conceptual vocabulary
  • Innovation
  • Investigation
  • Two-dimensional
  • Three-dimensional
  • Experimentation
  • Conservation
  • Craftsmanship
  • Linear perspective
  • Environmental responsibility
  • Prior knowledge
  • Museum
  • Gallery
  • Curator
  • Digital
  • Horizon Line
  • Brainstorming
  • Research
Skill Examples:
  • Select examples of how geographical, cultural, and historical perspectives are represented in visual artworks.
  • Compare and contrast the ways that personal aesthetic choices in visual arts influence personal choices.
  • Examine and describe the influence of art in a community.
  • Research examples of arts-related activities in communities around the world.
  • Describe what the global community would look like or be like without art.
  • Demonstrate the responding process, using, background knowledge, personal experiences, and context when examining artworks and determining personal meaning.
  • Examine and discuss how the geographical, cultural, and historical perspectives represented in visual artworks influence personal choices (economic, political, and environmental) and personal aesthetic criteria.
  • Compare attributes of artworks in the classroom, school, and community, or artworks of a specific culture, place, or time, and describe how they influence culture, ideas, and events.
  • Demonstrate the responding process, with attention to the elements and principles of design, to interpret and describe works of visual art.
  • Analyze how the uses of traditional and nontraditional mediums affect the mood of an artwork.
  • Demonstrate various presentation and responding processes for a work of art. Evaluate visual artworks by analyzing their structure and interpreting meaning using various criteria.
Arts Education (2017)
Grade(s): 6
Visual Arts
All Resources: 1
Classroom Resources: 1
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.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: Visual imagery influences understanding of and responses to the world.
EQ: What is an image? Where and how do we encounter images in our world? How do images influence our views of the world?
Concepts & Vocabulary:
  • Artistic ideas and work
  • Formal and conceptual vocabulary
  • Innovation
  • Investigation
  • Two-dimensional
  • Three-dimensional
  • Experimentation
  • Conservation
  • Craftsmanship
  • Linear perspective
  • Environmental responsibility
  • Prior knowledge
  • Museum
  • Gallery
  • Curator
  • Digital
  • Horizon Line
  • Brainstorming
  • Research
Skill Examples:
  • Select examples of how geographical, cultural, and historical perspectives are represented in visual artworks.
  • Compare and contrast the ways that personal aesthetic choices in visual arts influence personal choices.
  • Examine and describe the influence of art in a community.
  • Research examples of arts-related activities in communities around the world.
  • Describe what the global community would look like or be like without art.
  • Demonstrate the responding process, using, background knowledge, personal experiences, and context when examining artworks and determining personal meaning.
  • Examine and discuss how the geographical, cultural, and historical perspectives represented in visual artworks influence personal choices (economic, political, and environmental) and personal aesthetic criteria.
  • Compare attributes of artworks in the classroom, school, and community, or artworks of a specific culture, place, or time, and describe how they influence culture, ideas, and events.
  • Demonstrate the responding process, with attention to the elements and principles of design, to interpret and describe works of visual art.
  • Analyze how the uses of traditional and nontraditional mediums affect the mood of an artwork.
  • Demonstrate various presentation and responding processes for a work of art. Evaluate visual artworks by analyzing their structure and interpreting meaning using various criteria.
Arts Education (2017)
Grade(s): 6
Visual Arts
All Resources: 4
Learning Activities: 3
Classroom Resources: 1
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.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 8: Interpret intent and meaning in artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: People gain insights into meanings of artworks by engaging in the process of art criticism.
EQ: What is the value of engaging in the process of art criticism? How can the viewer "read" a work of art as text? How does knowing and using visual arts vocabularies help us understand and interpret works of art?
Concepts & Vocabulary:
  • Artistic ideas and work
  • Formal and conceptual vocabulary
  • Innovation
  • Investigation
  • Two-dimensional
  • Three-dimensional
  • Experimentation
  • Conservation
  • Craftsmanship
  • Linear perspective
  • Environmental responsibility
  • Prior knowledge
  • Museum
  • Gallery
  • Curator
  • Digital
  • Horizon Line
  • Brainstorming
  • Research
Skill Examples:
  • Select examples of how geographical, cultural, and historical perspectives are represented in visual artworks.
  • Compare and contrast the ways that personal aesthetic choices in visual arts influence personal choices.
  • Examine and describe the influence of art in a community.
  • Research examples of arts-related activities in communities around the world.
  • Describe what the global community would look like or be like without art.
  • Demonstrate the responding process, using, background knowledge, personal experiences, and context when examining artworks and determining personal meaning.
  • Examine and discuss how the geographical, cultural, and historical perspectives represented in visual artworks influence personal choices (economic, political, and environmental) and personal aesthetic criteria.
  • Compare attributes of artworks in the classroom, school, and community, or artworks of a specific culture, place, or time, and describe how they influence culture, ideas, and events.
  • Demonstrate the responding process, with attention to the elements and principles of design, to interpret and describe works of visual art.
  • Analyze how the uses of traditional and nontraditional mediums affect the mood of an artwork.
  • Demonstrate various presentation and responding processes for a work of art. Evaluate visual artworks by analyzing their structure and interpreting meaning using various criteria.
Arts Education (2017)
Grade(s): 6
Visual Arts
All Resources: 1
Classroom Resources: 1
13) Develop and apply relevant criteria to assess works of art.

Example: Rubrics for craftsmanship, completion, and creativity.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 9: Apply criteria to evaluate artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: People evaluate art based on various criteria.
EQ: How does one determine criteria to evaluate a work of art? How and why might criteria vary? How is a personal preference different from an evaluation?
Concepts & Vocabulary:
  • Artistic ideas and work
  • Formal and conceptual vocabulary
  • Innovation
  • Investigation
  • Two-dimensional
  • Three-dimensional
  • Experimentation
  • Conservation
  • Craftsmanship
  • Linear perspective
  • Environmental responsibility
  • Prior knowledge
  • Museum
  • Gallery
  • Curator
  • Digital
  • Horizon Line
  • Brainstorming
  • Research
Skill Examples:
  • Select examples of how geographical, cultural, and historical perspectives are represented in visual artworks.
  • Compare and contrast the ways that personal aesthetic choices in visual arts influence personal choices.
  • Examine and describe the influence of art in a community.
  • Research examples of arts-related activities in communities around the world.
  • Describe what the global community would look like or be like without art.
  • Demonstrate the responding process, using, background knowledge, personal experiences, and context when examining artworks and determining personal meaning.
  • Examine and discuss how the geographical, cultural, and historical perspectives represented in visual artworks influence personal choices (economic, political, and environmental) and personal aesthetic criteria.
  • Compare attributes of artworks in the classroom, school, and community, or artworks of a specific culture, place, or time, and describe how they influence culture, ideas, and events.
  • Demonstrate the responding process, with attention to the elements and principles of design, to interpret and describe works of visual art.
  • Analyze how the uses of traditional and nontraditional mediums affect the mood of an artwork.
  • Demonstrate various presentation and responding processes for a work of art. Evaluate visual artworks by analyzing their structure and interpreting meaning using various criteria.
Connecting
Interpret
Arts Education (2017)
Grade(s): 6
Visual Arts
All Resources: 0
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.

Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Process Components: Interpret
Essential Questions:
EU: Through artmaking, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.
EQ: How does engaging in creating art enrich people's lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through artmaking?
Concepts & Vocabulary:
  • Artistic ideas and work
  • Formal and conceptual vocabulary
  • Innovation
  • Investigation
  • Two-dimensional
  • Three-dimensional
  • Experimentation
  • Conservation
  • Craftsmanship
  • Linear perspective
  • Environmental responsibility
  • Prior knowledge
  • Museum
  • Gallery
  • Curator
  • Digital
  • Horizon Line
  • Brainstorming
  • Research
Skill Examples:
  • Invent and depict a mythical creature after researching the mythology of another culture.
  • Research and synthesize ideas and information to make a "scape" (such as cityscape, landscape, spacescape, dreamscape, or seascape.
  • Recognize and distinguish between the works of various art movements or periods by comparing styles, techniques, and subjects.
  • Research and synthesize various art movements or periods and utilize their attributes to create an original work of art in the same manner or style.
  • Examine a work of art and describe what one sees and what one thinks is going on in the work and why.
  • Individually or collaboratively create an artwork about a current world event.
  • Utilize and record in a sketchbook/journal the steps of the art-making process: including brainstorming, preliminary sketching, planning, reflecting, refining, and elaborating, to create works of art.
  • Identify how visual language communicates personal meaning.
  • Describe ways artists contribute to society through their work.
  • Investigate how Renaissance art reflected the power of the church and the growing influence of humanistic ideas.
  • Utilize graffiti techniques to draw letters of names.
  • Demonstrate a use of a creative process, focus on gathering and synthesizing information from diverse sources to create visual works of art.
  • Explore the relationship between the visual arts and other content areas to create works of art that communicate specific ideas.
  • Examine visual works of art and describe the specific attributes that reflect the influences of particular artists, styles, cultures, or times.
Synthesize
Arts Education (2017)
Grade(s): 6
Visual Arts
All Resources: 1
Classroom Resources: 1
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.

Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Process Components: Synthesize
Essential Questions:
EU: People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art.
EQ: How does art help us understand the lives of people of different times, places, and cultures? How is art used to impact the views of a society? How does art preserve aspects of life?
Concepts & Vocabulary:
  • Artistic ideas and work
  • Formal and conceptual vocabulary
  • Innovation
  • Investigation
  • Two-dimensional
  • Three-dimensional
  • Experimentation
  • Conservation
  • Craftsmanship
  • Linear perspective
  • Environmental responsibility
  • Prior knowledge
  • Museum
  • Gallery
  • Curator
  • Digital
  • Horizon Line
  • Brainstorming
  • Research
Skill Examples:
  • Invent and depict a mythical creature after researching the mythology of another culture.
  • Research and synthesize ideas and information to make a "scape" (such as cityscape, landscape, spacescape, dreamscape, or seascape.
  • Recognize and distinguish between the works of various art movements or periods by comparing styles, techniques, and subjects.
  • Research and synthesize various art movements or periods and utilize their attributes to create an original work of art in the same manner or style.
  • Examine a work of art and describe what one sees and what one thinks is going on in the work and why.
  • Individually or collaboratively create an artwork about a current world event.
  • Utilize and record in a sketchbook/journal the steps of the art-making process: including brainstorming, preliminary sketching, planning, reflecting, refining, and elaborating, to create works of art.
  • Identify how visual language communicates personal meaning.
  • Describe ways artists contribute to society through their work.
  • Investigate how Renaissance art reflected the power of the church and the growing influence of humanistic ideas.
  • Utilize graffiti techniques to draw letters of names.
  • Demonstrate a use of a creative process, focus on gathering and synthesizing information from diverse sources to create visual works of art.
  • Explore the relationship between the visual arts and other content areas to create works of art that communicate specific ideas.
  • Examine visual works of art and describe the specific attributes that reflect the influences of particular artists, styles, cultures, or times.
Creating
Investigate, Plan, Make
Arts Education (2017)
Grade(s): 7
Visual Arts
All Resources: 0
1) Implement methods to overcome creative blocks.

Example: Students brainstorm possible images by sharing and listing ideas in small groups.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Creativity and innovative thinking are essential life skills that can be developed.
EQ: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process?
Concepts & Vocabulary:
  • Artistic processes
  • Various approaches to art making
  • Artist statement
  • Copyright Laws
  • Fair Use Responsibility
  • Plagiarize
  • Reflecting
  • Revising
  • Audience and Purpose
  • Critique
  • Visual Organization
  • Context
  • Technology
  • Mount
Skill Examples:
  • Demonstrate how to create a think -map to assist with creative blocks.
  • Discuss collaboratively various ideas and innovations that can overcome the creative block and develop ideas.
  • Look at examples of work by student and/artists to gain inspiration.
  • Develop and apply critical thinking skills to create a work of art that communicates an identified goal.
  • Work alone or collaboratively to design a travel poster.
  • Demonstrate perseverance in order to create high quality works of art.
  • Plan, sketch and revise in the process of creating a work of art.
  • Demonstrate various techniques in watercolor painting such as wet-on-wet, dry brush, wet-on-dry, and flat wash.
  • Examine and describe the use and misuse of the practice of appropriating copyrighted artworks and designs in their artwork.
  • Demonstrate care of materials, tools, and equipment when creating works of art.
  • Use visual organization skills to design a flyer for a community function.
  • Write an artist statement for a body of one's own original completed artwork.
  • Demonstrate visual arts vocabulary in an artist's journal when reflecting on their own processes and artwork.
Arts Education (2017)
Grade(s): 7
Visual Arts
All Resources: 2
Learning Activities: 1
Lesson Plans: 1
2) Develop and implement criteria to guide making a work of art or design to meet an identified goal.

Example: Students make a group checklist for completion to include technical steps, use of materials, subject matter and compositional strategies.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.
EQ: How does knowing the contexts, histories, and traditions of art forms help create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigations?
Concepts & Vocabulary:
  • Artistic processes
  • Various approaches to art making
  • Artist statement
  • Copyright Laws
  • Fair Use Responsibility
  • Plagiarize
  • Reflecting
  • Revising
  • Audience and Purpose
  • Critique
  • Visual Organization
  • Context
  • Technology
  • Mount
Skill Examples:
  • Demonstrate how to create a think -map to assist with creative blocks.
  • Discuss collaboratively various ideas and innovations that can overcome the creative block and develop ideas.
  • Look at examples of work by student and/artists to gain inspiration.
  • Develop and apply critical thinking skills to create a work of art that communicates an identified goal.
  • Work alone or collaboratively to design a travel poster.
  • Demonstrate perseverance in order to create high quality works of art.
  • Plan, sketch and revise in the process of creating a work of art.
  • Demonstrate various techniques in watercolor painting such as wet-on-wet, dry brush, wet-on-dry, and flat wash.
  • Examine and describe the use and misuse of the practice of appropriating copyrighted artworks and designs in their artwork.
  • Demonstrate care of materials, tools, and equipment when creating works of art.
  • Use visual organization skills to design a flyer for a community function.
  • Write an artist statement for a body of one's own original completed artwork.
  • Demonstrate visual arts vocabulary in an artist's journal when reflecting on their own processes and artwork.
Arts Education (2017)
Grade(s): 7
Visual Arts
All Resources: 0
3) Develop and demonstrate skills with various techniques, methods, and approaches in creating art through repeated and persistent practice.

Example: Students complete short perception development activities, daily contour drawings, to improve observational drawing skills.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers experiment with forms, structures, materials, concepts, media, and artmaking approaches.
EQ: How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error?
Concepts & Vocabulary:
  • Artistic processes
  • Various approaches to art making
  • Artist statement
  • Copyright Laws
  • Fair Use Responsibility
  • Plagiarize
  • Reflecting
  • Revising
  • Audience and Purpose
  • Critique
  • Visual Organization
  • Context
  • Technology
  • Mount
Skill Examples:
  • Demonstrate how to create a think -map to assist with creative blocks.
  • Discuss collaboratively various ideas and innovations that can overcome the creative block and develop ideas.
  • Look at examples of work by student and/artists to gain inspiration.
  • Develop and apply critical thinking skills to create a work of art that communicates an identified goal.
  • Work alone or collaboratively to design a travel poster.
  • Demonstrate perseverance in order to create high quality works of art.
  • Plan, sketch and revise in the process of creating a work of art.
  • Demonstrate various techniques in watercolor painting such as wet-on-wet, dry brush, wet-on-dry, and flat wash.
  • Examine and describe the use and misuse of the practice of appropriating copyrighted artworks and designs in their artwork.
  • Demonstrate care of materials, tools, and equipment when creating works of art.
  • Use visual organization skills to design a flyer for a community function.
  • Write an artist statement for a body of one's own original completed artwork.
  • Demonstrate visual arts vocabulary in an artist's journal when reflecting on their own processes and artwork.
Arts Education (2017)
Grade(s): 7
Visual Arts
All Resources: 1
Lesson Plans: 1
4) Demonstrate ethical responsibility to oneself and others when posting and sharing images and other materials through the internet, social media, and other communication formats.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks.
EQ: How do artists and designers care for and maintain materials, tools, and equipment? Why is it important for safety and health to understand and follow correct procedures in handling materials, tools, and equipment? What responsibilities come with the freedom to create?
Concepts & Vocabulary:
  • Artistic processes
  • Various approaches to art making
  • Artist statement
  • Copyright Laws
  • Fair Use Responsibility
  • Plagiarize
  • Reflecting
  • Revising
  • Audience and Purpose
  • Critique
  • Visual Organization
  • Context
  • Technology
  • Mount
Skill Examples:
  • Demonstrate how to create a think -map to assist with creative blocks.
  • Discuss collaboratively various ideas and innovations that can overcome the creative block and develop ideas.
  • Look at examples of work by student and/artists to gain inspiration.
  • Develop and apply critical thinking skills to create a work of art that communicates an identified goal.
  • Work alone or collaboratively to design a travel poster.
  • Demonstrate perseverance in order to create high quality works of art.
  • Plan, sketch and revise in the process of creating a work of art.
  • Demonstrate various techniques in watercolor painting such as wet-on-wet, dry brush, wet-on-dry, and flat wash.
  • Examine and describe the use and misuse of the practice of appropriating copyrighted artworks and designs in their artwork.
  • Demonstrate care of materials, tools, and equipment when creating works of art.
  • Use visual organization skills to design a flyer for a community function.
  • Write an artist statement for a body of one's own original completed artwork.
  • Demonstrate visual arts vocabulary in an artist's journal when reflecting on their own processes and artwork.
Reflect, Refine, Continue
Arts Education (2017)
Grade(s): 7
Visual Arts
All Resources: 1
Lesson Plans: 1
5) Apply graphic design strategies to produce a work of art, design, or media that clearly communicates information or ideas.

Example: Students design and create posters or fliers to advertise a school art show or athletic activity.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Reflect, Refine, Continue
Essential Questions:
EU: People create and interact with objects, places, and design that define, shape, enhance, and empower their lives.
EQ: How do objects, places, and design shape lives and communities? How do artists and designers determine goals for designing or redesigning objects, places, or systems? How do artists and designers create works of art or design that effectively communicate?
Concepts & Vocabulary:
  • Artistic processes
  • Various approaches to art making
  • Artist statement
  • Copyright Laws
  • Fair Use Responsibility
  • Plagiarize
  • Reflecting
  • Revising
  • Audience and Purpose
  • Critique
  • Visual Organization
  • Context
  • Technology
  • Mount
Skill Examples:
  • Demonstrate how to create a think -map to assist with creative blocks.
  • Discuss collaboratively various ideas and innovations that can overcome the creative block and develop ideas.
  • Look at examples of work by student and/artists to gain inspiration.
  • Develop and apply critical thinking skills to create a work of art that communicates an identified goal.
  • Work alone or collaboratively to design a travel poster.
  • Demonstrate perseverance in order to create high quality works of art.
  • Plan, sketch and revise in the process of creating a work of art.
  • Demonstrate various techniques in watercolor painting such as wet-on-wet, dry brush, wet-on-dry, and flat wash.
  • Examine and describe the use and misuse of the practice of appropriating copyrighted artworks and designs in their artwork.
  • Demonstrate care of materials, tools, and equipment when creating works of art.
  • Use visual organization skills to design a flyer for a community function.
  • Write an artist statement for a body of one's own original completed artwork.
  • Demonstrate visual arts vocabulary in an artist's journal when reflecting on their own processes and artwork.
Arts Education (2017)
Grade(s): 7
Visual Arts
All Resources: 0
6) Reflect on and explain personal artwork in an artist statement or another format.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Reflect, Refine, Continue
Essential Questions:
EU: Artists and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time.
EQ: What role does persistence play in revising, refining, and developing work? How do artists grow and become accomplished in art forms? How does collaboratively reflecting on a work help us experience it more completely?
Concepts & Vocabulary:
  • Artistic processes
  • Various approaches to art making
  • Artist statement
  • Copyright Laws
  • Fair Use Responsibility
  • Plagiarize
  • Reflecting
  • Revising
  • Audience and Purpose
  • Critique
  • Visual Organization
  • Context
  • Technology
  • Mount
Skill Examples:
  • Demonstrate how to create a think -map to assist with creative blocks.
  • Discuss collaboratively various ideas and innovations that can overcome the creative block and develop ideas.
  • Look at examples of work by student and/artists to gain inspiration.
  • Develop and apply critical thinking skills to create a work of art that communicates an identified goal.
  • Work alone or collaboratively to design a travel poster.
  • Demonstrate perseverance in order to create high quality works of art.
  • Plan, sketch and revise in the process of creating a work of art.
  • Demonstrate various techniques in watercolor painting such as wet-on-wet, dry brush, wet-on-dry, and flat wash.
  • Examine and describe the use and misuse of the practice of appropriating copyrighted artworks and designs in their artwork.
  • Demonstrate care of materials, tools, and equipment when creating works of art.
  • Use visual organization skills to design a flyer for a community function.
  • Write an artist statement for a body of one's own original completed artwork.
  • Demonstrate visual arts vocabulary in an artist's journal when reflecting on their own processes and artwork.
Presenting
Select, Analyze, Share
Arts Education (2017)
Grade(s): 7
Visual Arts
All Resources: 0
7) Analyze how various technologies have changed the way artwork is preserved, presented, and experienced.

Example: Compare works of art found in various publications with the original work displayed on museum websites.

Unpacked Content
Artistic Process: Presenting
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Select, Analyze, Share
Essential Questions:
EU: Artists and other presenters consider various techniques, methods, venues, and criteria when analyzing, selecting, and curating objects, artifacts, and artworks for preservation and presentation.
EQ: How are artworks cared for and by whom? What criteria, methods, and processes are used to select work for preservation or presentation? Why do people value objects, artifacts, and artworks, and select them for presentation?
Concepts & Vocabulary:
  • Artistic processes
  • Various approaches to art making
  • Artist statement
  • Copyright Laws
  • Fair Use Responsibility
  • Plagiarize
  • Reflecting
  • Revising
  • Audience and Purpose
  • Critique
  • Visual Organization
  • Context
  • Technology
  • Mount
Skill Examples:
  • Compare works of art found in various publications with the original work displayed on museum websites.
  • Make observations regarding quality and effect of viewing work in a sketchbook versus viewing work matted and hanging in an art show
  • List expectations of behavior that may differ according to venue.
  • Display appropriate behavior in a variety of settings, such as a gallery, a school show, and an interactive museum.
  • Use appropriate interactions with public art.
  • Examine, either physically or electronically, the presentation of art at a world-class museum in comparison to a local or regional venue.
  • Using books, magazines, and/or virtual exhibits, view and discuss works in various formality of display.
  • Compare an artwork's effect of communicating in contrasting settings (street cubical, hallway of school to fine art gallery display).
  • Select materials for appropriate for presentation of a work or show.
  • Attend an art show or presentation and make notes on effective display methods.
Arts Education (2017)
Grade(s): 7
Visual Arts
All Resources: 0
8) Analyze and assess methods for preparing and presenting works of art/design according to criteria.

Example: Assess the results of viewing work in a sketchbook versus viewing work matted and hanging in an art show.

Unpacked Content
Artistic Process: Presenting
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Select, Analyze, Share
Essential Questions:
EU: Artists, curators, and others consider a variety of factors and methods including evolving technologies when preparing and refining artwork for display and or when deciding if and how to preserve and protect it.
EQ: What methods and processes are considered when preparing artwork for presentation or preservation? How does refining artwork affect its meaning to the viewer? What criteria are considered when selecting work for presentation, a portfolio, or a collection?
Concepts & Vocabulary:
  • Artistic processes
  • Various approaches to art making
  • Artist statement
  • Copyright Laws
  • Fair Use Responsibility
  • Plagiarize
  • Reflecting
  • Revising
  • Audience and Purpose
  • Critique
  • Visual Organization
  • Context
  • Technology
  • Mount
Skill Examples:
  • Compare works of art found in various publications with the original work displayed on museum websites.
  • Make observations regarding quality and effect of viewing work in a sketchbook versus viewing work matted and hanging in an art show
  • List expectations of behavior that may differ according to venue.
  • Display appropriate behavior in a variety of settings, such as a gallery, a school show, and an interactive museum.
  • Use appropriate interactions with public art.
  • Examine, either physically or electronically, the presentation of art at a world-class museum in comparison to a local or regional venue.
  • Using books, magazines, and/or virtual exhibits, view and discuss works in various formality of display.
  • Compare an artwork's effect of communicating in contrasting settings (street cubical, hallway of school to fine art gallery display).
  • Select materials for appropriate for presentation of a work or show.
  • Attend an art show or presentation and make notes on effective display methods.
Arts Education (2017)
Grade(s): 7
Visual Arts
All Resources: 0
9) Compare and contrast collections and exhibitions in different venues.

Examples: Using books, magazines, and/or virtual exhibits.

Unpacked Content
Artistic Process: Presenting
Anchor Standards:
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Process Components: Select, Analyze, Share
Essential Questions:
EU: Objects, artifacts, and artworks collected, preserved, or presented either by artists, museums, or other venues communicate meaning and a record of social, cultural, and political experiences resulting in the cultivating of appreciation and understanding.
EQ: What is an art museum? How does the presenting and sharing of objects, artifacts, and artworks influence and shape ideas, beliefs, and experiences? How do objects, artifacts, and artworks collected, preserved, or presented, cultivate appreciation and understanding?
Concepts & Vocabulary:
  • Artistic processes
  • Various approaches to art making
  • Artist statement
  • Copyright Laws
  • Fair Use Responsibility
  • Plagiarize
  • Reflecting
  • Revising
  • Audience and Purpose
  • Critique
  • Visual Organization
  • Context
  • Technology
  • Mount
Skill Examples:
  • Compare works of art found in various publications with the original work displayed on museum websites.
  • Make observations regarding quality and effect of viewing work in a sketchbook versus viewing work matted and hanging in an art show
  • List expectations of behavior that may differ according to venue.
  • Display appropriate behavior in a variety of settings, such as a gallery, a school show, and an interactive museum.
  • Use appropriate interactions with public art.
  • Examine, either physically or electronically, the presentation of art at a world-class museum in comparison to a local or regional venue.
  • Using books, magazines, and/or virtual exhibits, view and discuss works in various formality of display.
  • Compare an artwork's effect of communicating in contrasting settings (street cubical, hallway of school to fine art gallery display).
  • Select materials for appropriate for presentation of a work or show.
  • Attend an art show or presentation and make notes on effective display methods.
Responding
Perceive, Analyze, Interpret
Arts Education (2017)
Grade(s): 7
Visual Arts
All Resources: 0
10) Analyze how the method of display and the location of an artwork influence how it is perceived and valued.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments.
EQ: How do life experiences the way you relate to art? How does learning about art impact how we perceive the world? What can we learn from our responses to art?
Concepts & Vocabulary:
  • Artistic processes
  • Various approaches to art making
  • Artist statement
  • Copyright Laws
  • Fair Use Responsibility
  • Plagiarize
  • Reflecting
  • Revising
  • Audience and Purpose
  • Critique
  • Visual Organization
  • Context
  • Technology
  • Mount
Skill Examples:
  • Examine how personal aesthetic criteria and values are influenced by geography, culture, and history, and explain how such preferences impact our perceptions of and response to artworks on display.
  • Examine and explain how artworks that are designed for display in particular contexts and that serve specific purposes are perceived and valued by their intended audiences.
  • Use one's understanding of visual arts genres and the styles of various artists, cultures, places, and times to analyze how stylistic, thematic, and/or technical content of artworks is selected and used to influence the intended audience.
  • Demonstrate presentation and responding processes, with attention to applying one's understanding of ideas, skills, and techniques of visual arts.
  • Explore how artists express feelings and present original ideas by using visual arts symbols in a variety of genres, styles, and media.
  • Demonstrate a responding process, with particular attention to using the elements and foundations of visual arts when evaluating a work of art.
Arts Education (2017)
Grade(s): 7
Visual Arts
All Resources: 0
11) Analyze multiple ways in which works of art and design influence specific audiences.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: Visual imagery influences understanding of and responses to the world.
EQ: What is an image? Where and how do we encounter images in our world? How do images influence our views of the world?
Concepts & Vocabulary:
  • Artistic processes
  • Various approaches to art making
  • Artist statement
  • Copyright Laws
  • Fair Use Responsibility
  • Plagiarize
  • Reflecting
  • Revising
  • Audience and Purpose
  • Critique
  • Visual Organization
  • Context
  • Technology
  • Mount
Skill Examples:
  • Examine how personal aesthetic criteria and values are influenced by geography, culture, and history, and explain how such preferences impact our perceptions of and response to artworks on display.
  • Examine and explain how artworks that are designed for display in particular contexts and that serve specific purposes are perceived and valued by their intended audiences.
  • Use one's understanding of visual arts genres and the styles of various artists, cultures, places, and times to analyze how stylistic, thematic, and/or technical content of artworks is selected and used to influence the intended audience.
  • Demonstrate presentation and responding processes, with attention to applying one's understanding of ideas, skills, and techniques of visual arts.
  • Explore how artists express feelings and present original ideas by using visual arts symbols in a variety of genres, styles, and media.
  • Demonstrate a responding process, with particular attention to using the elements and foundations of visual arts when evaluating a work of art.
Arts Education (2017)
Grade(s): 7
Visual Arts
All Resources: 0
12) Interpret by analyzing art-making approaches, subject matter, and use of media to identify ideas and meaning.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 8: Interpret intent and meaning in artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: People gain insights into meanings of artworks by engaging in the process of art criticism.
EQ: What is the value of engaging in the process of art criticism? How can the viewer "read" a work of art as text? How does knowing and using visual arts vocabularies help us understand and interpret works of art?
Concepts & Vocabulary:
  • Artistic processes
  • Various approaches to art making
  • Artist statement
  • Copyright Laws
  • Fair Use Responsibility
  • Plagiarize
  • Reflecting
  • Revising
  • Audience and Purpose
  • Critique
  • Visual Organization
  • Context
  • Technology
  • Mount
Skill Examples:
  • Examine how personal aesthetic criteria and values are influenced by geography, culture, and history, and explain how such preferences impact our perceptions of and response to artworks on display.
  • Examine and explain how artworks that are designed for display in particular contexts and that serve specific purposes are perceived and valued by their intended audiences.
  • Use one's understanding of visual arts genres and the styles of various artists, cultures, places, and times to analyze how stylistic, thematic, and/or technical content of artworks is selected and used to influence the intended audience.
  • Demonstrate presentation and responding processes, with attention to applying one's understanding of ideas, skills, and techniques of visual arts.
  • Explore how artists express feelings and present original ideas by using visual arts symbols in a variety of genres, styles, and media.
  • Demonstrate a responding process, with particular attention to using the elements and foundations of visual arts when evaluating a work of art.
Arts Education (2017)
Grade(s): 7
Visual Arts
All Resources: 0
13) Compare and contrast evaluation methods between artwork based on personal criteria and artwork based on a set of established criteria.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 9: Apply criteria to evaluate artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: People evaluate art based on various criteria.
EQ: How does one determine criteria to evaluate a work of art? How and why might criteria vary? How is a personal preference different from an evaluation?
Concepts & Vocabulary:
  • Artistic processes
  • Various approaches to art making
  • Artist statement
  • Copyright Laws
  • Fair Use Responsibility
  • Plagiarize
  • Reflecting
  • Revising
  • Audience and Purpose
  • Critique
  • Visual Organization
  • Context
  • Technology
  • Mount
Skill Examples:
  • Examine how personal aesthetic criteria and values are influenced by geography, culture, and history, and explain how such preferences impact our perceptions of and response to artworks on display.
  • Examine and explain how artworks that are designed for display in particular contexts and that serve specific purposes are perceived and valued by their intended audiences.
  • Use one's understanding of visual arts genres and the styles of various artists, cultures, places, and times to analyze how stylistic, thematic, and/or technical content of artworks is selected and used to influence the intended audience.
  • Demonstrate presentation and responding processes, with attention to applying one's understanding of ideas, skills, and techniques of visual arts.
  • Explore how artists express feelings and present original ideas by using visual arts symbols in a variety of genres, styles, and media.
  • Demonstrate a responding process, with particular attention to using the elements and foundations of visual arts when evaluating a work of art.
Connecting
Interpret
Arts Education (2017)
Grade(s): 7
Visual Arts
All Resources: 0
14) Individually or collaboratively research places and times in which people make and experience art.

Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Process Components: Interpret
Essential Questions:
EU: Through artmaking, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.
EQ: How does engaging in creating art enrich people's lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through artmaking?
Concepts & Vocabulary:
  • Artistic processes
  • Various approaches to art making
  • Artist statement
  • Copyright Laws
  • Fair Use Responsibility
  • Plagiarize
  • Reflecting
  • Revising
  • Audience and Purpose
  • Critique
  • Visual Organization
  • Context
  • Technology
  • Mount
Skill Examples:
  • Recreate a historical moment in art history.
  • Create posters for a community issue or event.
  • Compare the styles and/or themes of artworks from various artists, cultures, and times.
  • Determine how cultural differences influence the content/themes of various murals of the past and present.
  • Examine the work of Andy Warhol and create a work of art in his style of a contemporary icon.
  • Investigate the significance and symbolism of cultural icons.
  • Create an original work of art or group artwork which utilizes culture symbols, icons, or logos to represent an individual or social group.
  • Work alone or collaboratively to demonstrate the creative process and create artworks that represent an artistic event or experience in a community.
  • Analyze the aesthetic, stylistic, thematic, and/or technical content of an artwork and identify the influences that it is reflects and the purpose for its creation.
  • Explain how one's interpretation or response to a work of art was affected by one's understanding and background knowledge.
Synthesize
Arts Education (2017)
Grade(s): 7
Visual Arts
All Resources: 0
15) Analyze how response to art is influenced by understanding the cultures, times, and places in which it was created.

Example: Analyze the art of Andy Warhol by exploring the influence of mass media and advertising on 20th-century America.

Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Process Components: Synthesize
Essential Questions:
EU: People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art.
EQ: How does art help us understand the lives of people of different times, places, and cultures? How is art used to impact the views of a society? How does art preserve aspects of life?
Concepts & Vocabulary:
  • Artistic processes
  • Various approaches to art making
  • Artist statement
  • Copyright Laws
  • Fair Use Responsibility
  • Plagiarize
  • Reflecting
  • Revising
  • Audience and Purpose
  • Critique
  • Visual Organization
  • Context
  • Technology
  • Mount
Skill Examples:
  • Recreate a historical moment in art history.
  • Create posters for a community issue or event.
  • Compare the styles and/or themes of artworks from various artists, cultures, and times.
  • Determine how cultural differences influence the content/themes of various murals of the past and present.
  • Examine the work of Andy Warhol and create a work of art in his style of a contemporary icon.
  • Investigate the significance and symbolism of cultural icons.
  • Create an original work of art or group artwork which utilizes culture symbols, icons, or logos to represent an individual or social group.
  • Work alone or collaboratively to demonstrate the creative process and create artworks that represent an artistic event or experience in a community.
  • Analyze the aesthetic, stylistic, thematic, and/or technical content of an artwork and identify the influences that it is reflects and the purpose for its creation.
  • Explain how one's interpretation or response to a work of art was affected by one's understanding and background knowledge.
Creating
Investigate, Plan, Make
Arts Education (2017)
Grade(s): 8
Visual Arts
All Resources: 0
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.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Creativity and innovative thinking are essential life skills that can be developed.
EQ: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process?
Concepts & Vocabulary:
  • Creative Processes
  • Organize and develop ideas
  • Traditional Media
  • Contemporary Media
  • Fair Use
  • Open Source
  • Creative Commons
  • Develop artistic ideas
  • Plagiarizing
  • Graffiti
  • Defacing
  • Criteria
  • Refine and complete artistic work
  • Archival
  • Criteria
  • Cultural Context
  • Body of Artwork
  • Collaborate
  • Medium/ Media
  • Genre
Skill Examples:
  • Create a pre-drawing self-portrait at the beginning of a drawing unit and compare it to a finished self-portrait at the end of the unit.
  • Write a survey at the beginning of a course to communicate prior knowledge and apprehensions of creating artwork and skill levels. At the end of the course review the survey to reflect on progress.
  • Collaborate with other students to create a legacy project, communication-based posters or a mural.
  • Collaboratively or individually compare, contrast and investigate self -portraits and social media selfies.
  • Create an artwork that explores new techniques, with the understanding that the artwork is experimental.
  • After exploring Tibetan sand mandalas, write a reflection, that highlights the importance of the process over product.
  • Discuss, examine and describe the use and misuses of appropriating (plagiarizing) copyrighted artworks and designs.
  • Describe the difference between the intent of graffiti vandalism and urban street art and the effects on various communities- compare defacing with creating.
  • Create an artwork implementing ideas, organizational elements, foundations, skills, and techniques of visual art in a traditional and/or digital method.
  • Engage - for the purposes of personal reflection and on-going improvement, group critiques.
  • Create a rubric with teacher input to be used for evaluation purposes.
Arts Education (2017)
Grade(s): 8
Visual Arts
All Resources: 0
2) Collaboratively shape an artistic investigation of an aspect of present-day life using a traditional and/or contemporary practice of art and design.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.
EQ: How does knowing the contexts, histories, and traditions of art forms help create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigations?
Concepts & Vocabulary:
  • Creative Processes
  • Organize and develop ideas
  • Traditional Media
  • Contemporary Media
  • Fair Use
  • Open Source
  • Creative Commons
  • Develop artistic ideas
  • Plagiarizing
  • Graffiti
  • Defacing
  • Criteria
  • Refine and complete artistic work
  • Archival
  • Criteria
  • Cultural Context
  • Body of Artwork
  • Collaborate
  • Medium/ Media
  • Genre
Skill Examples:
  • Create a pre-drawing self-portrait at the beginning of a drawing unit and compare it to a finished self-portrait at the end of the unit.
  • Write a survey at the beginning of a course to communicate prior knowledge and apprehensions of creating artwork and skill levels. At the end of the course review the survey to reflect on progress.
  • Collaborate with other students to create a legacy project, communication-based posters or a mural.
  • Collaboratively or individually compare, contrast and investigate self -portraits and social media selfies.
  • Create an artwork that explores new techniques, with the understanding that the artwork is experimental.
  • After exploring Tibetan sand mandalas, write a reflection, that highlights the importance of the process over product.
  • Discuss, examine and describe the use and misuses of appropriating (plagiarizing) copyrighted artworks and designs.
  • Describe the difference between the intent of graffiti vandalism and urban street art and the effects on various communities- compare defacing with creating.
  • Create an artwork implementing ideas, organizational elements, foundations, skills, and techniques of visual art in a traditional and/or digital method.
  • Engage - for the purposes of personal reflection and on-going improvement, group critiques.
  • Create a rubric with teacher input to be used for evaluation purposes.
Arts Education (2017)
Grade(s): 8
Visual Arts
All Resources: 2
Lesson Plans: 2
3) Engage, experiment, innovate, and take risks to pursue ideas, forms, and meaning that emerge in the process of creating art.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers experiment with forms, structures, materials, concepts, media, and artmaking approaches.
EQ: How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error?
Concepts & Vocabulary:
  • Creative Processes
  • Organize and develop ideas
  • Traditional Media
  • Contemporary Media
  • Fair Use
  • Open Source
  • Creative Commons
  • Develop artistic ideas
  • Plagiarizing
  • Graffiti
  • Defacing
  • Criteria
  • Refine and complete artistic work
  • Archival
  • Criteria
  • Cultural Context
  • Body of Artwork
  • Collaborate
  • Medium/ Media
  • Genre
Skill Examples:
  • Create a pre-drawing self-portrait at the beginning of a drawing unit and compare it to a finished self-portrait at the end of the unit.
  • Write a survey at the beginning of a course to communicate prior knowledge and apprehensions of creating artwork and skill levels. At the end of the course review the survey to reflect on progress.
  • Collaborate with other students to create a legacy project, communication-based posters or a mural.
  • Collaboratively or individually compare, contrast and investigate self -portraits and social media selfies.
  • Create an artwork that explores new techniques, with the understanding that the artwork is experimental.
  • After exploring Tibetan sand mandalas, write a reflection, that highlights the importance of the process over product.
  • Discuss, examine and describe the use and misuses of appropriating (plagiarizing) copyrighted artworks and designs.
  • Describe the difference between the intent of graffiti vandalism and urban street art and the effects on various communities- compare defacing with creating.
  • Create an artwork implementing ideas, organizational elements, foundations, skills, and techniques of visual art in a traditional and/or digital method.
  • Engage - for the purposes of personal reflection and on-going improvement, group critiques.
  • Create a rubric with teacher input to be used for evaluation purposes.
Arts Education (2017)
Grade(s): 8
Visual Arts
All Resources: 1
Lesson Plans: 1
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.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks.
EQ: How do artists and designers care for and maintain materials, tools, and equipment? Why is it important for safety and health to understand and follow correct procedures in handling materials, tools, and equipment? What responsibilities come with the freedom to create?
Concepts & Vocabulary:
  • Creative Processes
  • Organize and develop ideas
  • Traditional Media
  • Contemporary Media
  • Fair Use
  • Open Source
  • Creative Commons
  • Develop artistic ideas
  • Plagiarizing
  • Graffiti
  • Defacing
  • Criteria
  • Refine and complete artistic work
  • Archival
  • Criteria
  • Cultural Context
  • Body of Artwork
  • Collaborate
  • Medium/ Media
  • Genre
Skill Examples:
  • Create a pre-drawing self-portrait at the beginning of a drawing unit and compare it to a finished self-portrait at the end of the unit.
  • Write a survey at the beginning of a course to communicate prior knowledge and apprehensions of creating artwork and skill levels. At the end of the course review the survey to reflect on progress.
  • Collaborate with other students to create a legacy project, communication-based posters or a mural.
  • Collaboratively or individually compare, contrast and investigate self -portraits and social media selfies.
  • Create an artwork that explores new techniques, with the understanding that the artwork is experimental.
  • After exploring Tibetan sand mandalas, write a reflection, that highlights the importance of the process over product.
  • Discuss, examine and describe the use and misuses of appropriating (plagiarizing) copyrighted artworks and designs.
  • Describe the difference between the intent of graffiti vandalism and urban street art and the effects on various communities- compare defacing with creating.
  • Create an artwork implementing ideas, organizational elements, foundations, skills, and techniques of visual art in a traditional and/or digital method.
  • Engage - for the purposes of personal reflection and on-going improvement, group critiques.
  • Create a rubric with teacher input to be used for evaluation purposes.
Reflect, Refine, Continue
Arts Education (2017)
Grade(s): 8
Visual Arts
All Resources: 3
Learning Activities: 3
5) Plan select, organize, and design images and words to make visually clear works of art using traditional and/or digital methods.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Reflect, Refine, Continue
Essential Questions:
EU: People create and interact with objects, places, and design that define, shape, enhance, and empower their lives.
EQ: How do objects, places, and design shape lives and communities? How do artists and designers determine goals for designing or redesigning objects, places, or systems? How do artists and designers create works of art or design that effectively communicate?
Concepts & Vocabulary:
  • Creative Processes
  • Organize and develop ideas
  • Traditional Media
  • Contemporary Media
  • Fair Use
  • Open Source
  • Creative Commons
  • Develop artistic ideas
  • Plagiarizing
  • Graffiti
  • Defacing
  • Criteria
  • Refine and complete artistic work
  • Archival
  • Criteria
  • Cultural Context
  • Body of Artwork
  • Collaborate
  • Medium/ Media
  • Genre
Skill Examples:
  • Create a pre-drawing self-portrait at the beginning of a drawing unit and compare it to a finished self-portrait at the end of the unit.
  • Write a survey at the beginning of a course to communicate prior knowledge and apprehensions of creating artwork and skill levels. At the end of the course review the survey to reflect on progress.
  • Collaborate with other students to create a legacy project, communication-based posters or a mural.
  • Collaboratively or individually compare, contrast and investigate self -portraits and social media selfies.
  • Create an artwork that explores new techniques, with the understanding that the artwork is experimental.
  • After exploring Tibetan sand mandalas, write a reflection, that highlights the importance of the process over product.
  • Discuss, examine and describe the use and misuses of appropriating (plagiarizing) copyrighted artworks and designs.
  • Describe the difference between the intent of graffiti vandalism and urban street art and the effects on various communities- compare defacing with creating.
  • Create an artwork implementing ideas, organizational elements, foundations, skills, and techniques of visual art in a traditional and/or digital method.
  • Engage - for the purposes of personal reflection and on-going improvement, group critiques.
  • Create a rubric with teacher input to be used for evaluation purposes.
Arts Education (2017)
Grade(s): 8
Visual Arts
All Resources: 0
6) Apply relevant criteria to examine, reflect on, and plan revisions for a work of art or design in progress.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Reflect, Refine, Continue
Essential Questions:
EU: Artists and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time.
EQ: What role does persistence play in revising, refining, and developing work? How do artists grow and become accomplished in art forms? How does collaboratively reflecting on a work help us experience it more completely?
Concepts & Vocabulary:
  • Creative Processes
  • Organize and develop ideas
  • Traditional Media
  • Contemporary Media
  • Fair Use
  • Open Source
  • Creative Commons
  • Develop artistic ideas
  • Plagiarizing
  • Graffiti
  • Defacing
  • Criteria
  • Refine and complete artistic work
  • Archival
  • Criteria
  • Cultural Context
  • Body of Artwork
  • Collaborate
  • Medium/ Media
  • Genre
Skill Examples:
  • Create a pre-drawing self-portrait at the beginning of a drawing unit and compare it to a finished self-portrait at the end of the unit.
  • Write a survey at the beginning of a course to communicate prior knowledge and apprehensions of creating artwork and skill levels. At the end of the course review the survey to reflect on progress.
  • Collaborate with other students to create a legacy project, communication-based posters or a mural.
  • Collaboratively or individually compare, contrast and investigate self -portraits and social media selfies.
  • Create an artwork that explores new techniques, with the understanding that the artwork is experimental.
  • After exploring Tibetan sand mandalas, write a reflection, that highlights the importance of the process over product.
  • Discuss, examine and describe the use and misuses of appropriating (plagiarizing) copyrighted artworks and designs.
  • Describe the difference between the intent of graffiti vandalism and urban street art and the effects on various communities- compare defacing with creating.
  • Create an artwork implementing ideas, organizational elements, foundations, skills, and techniques of visual art in a traditional and/or digital method.
  • Engage - for the purposes of personal reflection and on-going improvement, group critiques.
  • Create a rubric with teacher input to be used for evaluation purposes.
Presenting
Select, Analyze, Share
Arts Education (2017)
Grade(s): 8
Visual Arts
All Resources: 0
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?

Unpacked Content
Artistic Process: Presenting
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Select, Analyze, Share
Essential Questions:
EU: Artists and other presenters consider various techniques, methods, venues, and criteria when analyzing, selecting, and curating objects, artifacts, and artworks for preservation and presentation.
EQ: How are artworks cared for and by whom? What criteria, methods, and processes are used to select work for preservation or presentation? Why do people value objects, artifacts, and artworks, and select them for presentation?
Concepts & Vocabulary:
  • Creative Processes
  • Organize and develop ideas
  • Traditional Media
  • Contemporary Media
  • Fair Use
  • Open Source
  • Creative Commons
  • Develop artistic ideas
  • Plagiarizing
  • Graffiti
  • Defacing
  • Criteria
  • Refine and complete artistic work
  • Archival
  • Criteria
  • Cultural Context
  • Body of Artwork
  • Collaborate
  • Medium/ Media
  • Genre
Skill Examples:
  • Answer from observation, 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?
  • Select an artwork of one's own to be critiqued by peers.
  • Participate in critiques individually or in a group.
  • Create (with the assistance of the teacher/ peers) an appropriate rubric for evaluating and selecting artworks for display in a particular setting.
  • Work alone or in collaboration with others to plan and create visual artworks in a variety of media that communicate particular ideas.
  • Select artworks for an exhibit or display.
  • Use digital media to locate and research art exhibits that represent ideas, beliefs and experiences of a historical or political nature.
  • State the purpose and/or use for various qualities of paper, what it is used for, and why a higher quality (archival) paper is used for the final version of an artwork.
  • View works on display in a museum. View works of art on display in a museum either in person or electronically. Write about what was seen, noting what stood out about the presentation of the works.
  • Select and mount one's own work for display.
Arts Education (2017)
Grade(s): 8
Visual Arts
All Resources: 0
8) Collaboratively prepare and present a body of related artwork and accompanying narratives for display.

Unpacked Content
Artistic Process: Presenting
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Select, Analyze, Share
Essential Questions:
EU: Artists, curators, and others consider a variety of factors and methods including evolving technologies when preparing and refining artwork for display and or when deciding if and how to preserve and protect it.
EQ: What methods and processes are considered when preparing artwork for presentation or preservation? How does refining artwork affect its meaning to the viewer? What criteria are considered when selecting work for presentation, a portfolio, or a collection?
Concepts & Vocabulary:
  • Creative Processes
  • Organize and develop ideas
  • Traditional Media
  • Contemporary Media
  • Fair Use
  • Open Source
  • Creative Commons
  • Develop artistic ideas
  • Plagiarizing
  • Graffiti
  • Defacing
  • Criteria
  • Refine and complete artistic work
  • Archival
  • Criteria
  • Cultural Context
  • Body of Artwork
  • Collaborate
  • Medium/ Media
  • Genre
Skill Examples:
  • Answer from observation, 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?
  • Select an artwork of one's own to be critiqued by peers.
  • Participate in critiques individually or in a group.
  • Create (with the assistance of the teacher/ peers) an appropriate rubric for evaluating and selecting artworks for display in a particular setting.
  • Work alone or in collaboration with others to plan and create visual artworks in a variety of media that communicate particular ideas.
  • Select artworks for an exhibit or display.
  • Use digital media to locate and research art exhibits that represent ideas, beliefs and experiences of a historical or political nature.
  • State the purpose and/or use for various qualities of paper, what it is used for, and why a higher quality (archival) paper is used for the final version of an artwork.
  • View works on display in a museum. View works of art on display in a museum either in person or electronically. Write about what was seen, noting what stood out about the presentation of the works.
  • Select and mount one's own work for display.
Arts Education (2017)
Grade(s): 8
Visual Arts
All Resources: 0
9) Working in a group, discuss why and how an exhibition or collection may influence ideas, beliefs, and experiences.

Unpacked Content
Artistic Process: Presenting
Anchor Standards:
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Process Components: Select, Analyze, Share
Essential Questions:
EU: Objects, artifacts, and artworks collected, preserved, or presented either by artists, museums, or other venues communicate meaning and a record of social, cultural, and political experiences resulting in the cultivating of appreciation and understanding.
EQ: What is an art museum? How does the presenting and sharing of objects, artifacts, and artworks influence and shape ideas, beliefs, and experiences? How do objects, artifacts, and artworks collected, preserved, or presented, cultivate appreciation and understanding?
Concepts & Vocabulary:
  • Creative Processes
  • Organize and develop ideas
  • Traditional Media
  • Contemporary Media
  • Fair Use
  • Open Source
  • Creative Commons
  • Develop artistic ideas
  • Plagiarizing
  • Graffiti
  • Defacing
  • Criteria
  • Refine and complete artistic work
  • Archival
  • Criteria
  • Cultural Context
  • Body of Artwork
  • Collaborate
  • Medium/ Media
  • Genre
Skill Examples:
  • Answer from observation, 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?
  • Select an artwork of one's own to be critiqued by peers.
  • Participate in critiques individually or in a group.
  • Create (with the assistance of the teacher/ peers) an appropriate rubric for evaluating and selecting artworks for display in a particular setting.
  • Work alone or in collaboration with others to plan and create visual artworks in a variety of media that communicate particular ideas.
  • Select artworks for an exhibit or display.
  • Use digital media to locate and research art exhibits that represent ideas, beliefs and experiences of a historical or political nature.
  • State the purpose and/or use for various qualities of paper, what it is used for, and why a higher quality (archival) paper is used for the final version of an artwork.
  • View works on display in a museum. View works of art on display in a museum either in person or electronically. Write about what was seen, noting what stood out about the presentation of the works.
  • Select and mount one's own work for display.
Responding
Perceive, Analyze, Interpret
Arts Education (2017)
Grade(s): 8
Visual Arts
All Resources: 1
Learning Activities: 1
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.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments.
EQ: How do life experiences the way you relate to art? How does learning about art impact how we perceive the world? What can we learn from our responses to art?
Concepts & Vocabulary:
  • Creative Processes
  • Organize and develop ideas
  • Traditional Media
  • Contemporary Media
  • Fair Use
  • Open Source
  • Creative Commons
  • Develop artistic ideas
  • Plagiarizing
  • Graffiti
  • Defacing
  • Criteria
  • Refine and complete artistic work
  • Archival
  • Criteria
  • Cultural Context
  • Body of Artwork
  • Collaborate
  • Medium/ Media
  • Genre
Skill Examples:
  • Examine and discuss how geographical, cultural, and historical perspectives represented in visual artworks influence an artist's personal aesthetic criteria.
  • Determine how the personal aesthetic choices reflected in one's own visual artworks are influenced by geography, culture, and history.
  • Distinguish between various artworks (in a variety of media) based upon each work's context, and aesthetic, stylistic, thematic, and/or technical content.
  • Analyze how an artist's design choices influence the feelings and ideas of the intended audience.
  • Demonstrate creative, presentation, and responding processes, with attention to applying the characteristics of form and structure, media, and art making approaches to interpret and describe the mood and messages of a work of art.
  • Evaluate a variety of visual artworks, identifying the personal aesthetic choices represented in each and explaining how these choices reflect the influence of geography, culture, and history.
Arts Education (2017)
Grade(s): 8
Visual Arts
All Resources: 0
11) Analyze the contexts and media in which images influence ideas, emotions, and actions.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: Visual imagery influences understanding of and responses to the world.
EQ: What is an image? Where and how do we encounter images in our world? How do images influence our views of the world?
Concepts & Vocabulary:
  • Creative Processes
  • Organize and develop ideas
  • Traditional Media
  • Contemporary Media
  • Fair Use
  • Open Source
  • Creative Commons
  • Develop artistic ideas
  • Plagiarizing
  • Graffiti
  • Defacing
  • Criteria
  • Refine and complete artistic work
  • Archival
  • Criteria
  • Cultural Context
  • Body of Artwork
  • Collaborate
  • Medium/ Media
  • Genre
Skill Examples:
  • Examine and discuss how geographical, cultural, and historical perspectives represented in visual artworks influence an artist's personal aesthetic criteria.
  • Determine how the personal aesthetic choices reflected in one's own visual artworks are influenced by geography, culture, and history.
  • Distinguish between various artworks (in a variety of media) based upon each work's context, and aesthetic, stylistic, thematic, and/or technical content.
  • Analyze how an artist's design choices influence the feelings and ideas of the intended audience.
  • Demonstrate creative, presentation, and responding processes, with attention to applying the characteristics of form and structure, media, and art making approaches to interpret and describe the mood and messages of a work of art.
  • Evaluate a variety of visual artworks, identifying the personal aesthetic choices represented in each and explaining how these choices reflect the influence of geography, culture, and history.
Arts Education (2017)
Grade(s): 8
Visual Arts
All Resources: 0
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.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 8: Interpret intent and meaning in artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: People gain insights into meanings of artworks by engaging in the process of art criticism.
EQ: What is the value of engaging in the process of art criticism? How can the viewer "read" a work of art as text? How does knowing and using visual arts vocabularies help us understand and interpret works of art?
Concepts & Vocabulary:
  • Creative Processes
  • Organize and develop ideas
  • Traditional Media
  • Contemporary Media
  • Fair Use
  • Open Source
  • Creative Commons
  • Develop artistic ideas
  • Plagiarizing
  • Graffiti
  • Defacing
  • Criteria
  • Refine and complete artistic work
  • Archival
  • Criteria
  • Cultural Context
  • Body of Artwork
  • Collaborate
  • Medium/ Media
  • Genre
Skill Examples:
  • Examine and discuss how geographical, cultural, and historical perspectives represented in visual artworks influence an artist's personal aesthetic criteria.
  • Determine how the personal aesthetic choices reflected in one's own visual artworks are influenced by geography, culture, and history.
  • Distinguish between various artworks (in a variety of media) based upon each work's context, and aesthetic, stylistic, thematic, and/or technical content.
  • Analyze how an artist's design choices influence the feelings and ideas of the intended audience.
  • Demonstrate creative, presentation, and responding processes, with attention to applying the characteristics of form and structure, media, and art making approaches to interpret and describe the mood and messages of a work of art.
  • Evaluate a variety of visual artworks, identifying the personal aesthetic choices represented in each and explaining how these choices reflect the influence of geography, culture, and history.
Arts Education (2017)
Grade(s): 8
Visual Arts
All Resources: 0
13) Collaborate to create a convincing and logical justification to support an evaluation of art.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 9: Apply criteria to evaluate artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: People evaluate art based on various criteria.
EQ: How does one determine criteria to evaluate a work of art? How and why might criteria vary? How is a personal preference different from an evaluation?
Concepts & Vocabulary:
  • Creative Processes
  • Organize and develop ideas
  • Traditional Media
  • Contemporary Media
  • Fair Use
  • Open Source
  • Creative Commons
  • Develop artistic ideas
  • Plagiarizing
  • Graffiti
  • Defacing
  • Criteria
  • Refine and complete artistic work
  • Archival
  • Criteria
  • Cultural Context
  • Body of Artwork
  • Collaborate
  • Medium/ Media
  • Genre
Skill Examples:
  • Examine and discuss how geographical, cultural, and historical perspectives represented in visual artworks influence an artist's personal aesthetic criteria.
  • Determine how the personal aesthetic choices reflected in one's own visual artworks are influenced by geography, culture, and history.
  • Distinguish between various artworks (in a variety of media) based upon each work's context, and aesthetic, stylistic, thematic, and/or technical content.
  • Analyze how an artist's design choices influence the feelings and ideas of the intended audience.
  • Demonstrate creative, presentation, and responding processes, with attention to applying the characteristics of form and structure, media, and art making approaches to interpret and describe the mood and messages of a work of art.
  • Evaluate a variety of visual artworks, identifying the personal aesthetic choices represented in each and explaining how these choices reflect the influence of geography, culture, and history.
Connecting
Interpret
Arts Education (2017)
Grade(s): 8
Visual Arts
All Resources: 0
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.

Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Process Components: Interpret
Essential Questions:
EU: Through artmaking, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.
EQ: How does engaging in creating art enrich people's lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through artmaking?
Concepts & Vocabulary:
  • Creative Processes
  • Organize and develop ideas
  • Traditional Media
  • Contemporary Media
  • Fair Use
  • Open Source
  • Creative Commons
  • Develop artistic ideas
  • Plagiarizing
  • Graffiti
  • Defacing
  • Criteria
  • Refine and complete artistic work
  • Archival
  • Criteria
  • Cultural Context
  • Body of Artwork
  • Collaborate
  • Medium/ Media
  • Genre
Skill Examples:
  • Work collaboratively to plan and create a work of art to express or represent individual or group identity.
  • Create a group portrait that shows students personal interests.
  • Compare the styles and/or themes of artworks from various artists, cultures, and times.
  • Create group artwork about a current world event.
  • Research and explain how companies or sports teams utilize icons and logos, then create a logo of one's own.
  • Create tributes to family members, school and/or community heritage.
  • Work collaboratively to plan and create visual works of art in a variety of media to communicate a specific message or for a specific purpose.
  • Analyze and compare the aesthetic, stylistic, thematic, and or technical content of works of art.
  • Identify the original contexts and purposes of works of art, and explain how each work of art reflects and is influenced by a particular culture or community.
Synthesize
Arts Education (2017)
Grade(s): 8
Visual Arts
All Resources: 1
Learning Activities: 1
15) Differentiate the ways art is used to reflect, represent, and establish group identity.

Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Process Components: Synthesize
Essential Questions:
EU: People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art.
EQ: How does art help us understand the lives of people of different times, places, and cultures? How is art used to impact the views of a society? How does art preserve aspects of life?
Concepts & Vocabulary:
  • Creative Processes
  • Organize and develop ideas
  • Traditional Media
  • Contemporary Media
  • Fair Use
  • Open Source
  • Creative Commons
  • Develop artistic ideas
  • Plagiarizing
  • Graffiti
  • Defacing
  • Criteria
  • Refine and complete artistic work
  • Archival
  • Criteria
  • Cultural Context
  • Body of Artwork
  • Collaborate
  • Medium/ Media
  • Genre
Skill Examples:
  • Work collaboratively to plan and create a work of art to express or represent individual or group identity.
  • Create a group portrait that shows students personal interests.
  • Compare the styles and/or themes of artworks from various artists, cultures, and times.
  • Create group artwork about a current world event.
  • Research and explain how companies or sports teams utilize icons and logos, then create a logo of one's own.
  • Create tributes to family members, school and/or community heritage.
  • Work collaboratively to plan and create visual works of art in a variety of media to communicate a specific message or for a specific purpose.
  • Analyze and compare the aesthetic, stylistic, thematic, and or technical content of works of art.
  • Identify the original contexts and purposes of works of art, and explain how each work of art reflects and is influenced by a particular culture or community.
Creating
Investigate, Plan, Make
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Accomplished
All Resources: 0
1) Individually or collaboratively formulate new creative problems based on student's existing artwork.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Creativity and innovative thinking are essential life skills that can be developed.
EQ: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process?
Concepts & Vocabulary:
  • Portraiture
  • Figures
  • Landscapes
  • Cityscapes
  • Everyday Life
  • Social Issues
  • Personal History
  • Conceptual/ Text-based Art
  • Image Appropriation
  • Conceptual Art
  • Reflection
  • Innovative thing are essential life skills.
  • Understanding contexts, histories and traditions that lead artists to break established traditions.
  • Experimentation of various art forms to express visual communication.
  • Responsible and ethical use of resources is essential when creating works of art.
  • People interact and perceive various art works in many different ways.
Skill Examples:
  • Use drawing skills and techniques as well as a variety of media to create a series of artworks based upon one's personal narrative.
  • Use perceptual skills (to create imagery from observation), imagination, and forming skills to achieve specific purposes in drawing and painting.
  • Use a variety of photographic and digital media techniques to develop compositions for the purposes of expression.
  • Select materials and processes and apply techniques and attributes of other artists and cultures to create original works of art.
  • Create and interpret an artwork that reflects the influences of a particular artist style, culture, or time.
  • Use a wide variety of found objects to create a work of art around a personal theme in the manner of artist Thornton Dial.
  • Create a series of artworks (sculptures, paintings) based upon the human figure.
  • Discuss the differences between art as practice (copying a masterwork, comic art, etc.) and art as a personal original creation.
  • Understand the importance of signing and dating original artwork.
  • Create a drawing or photograph that reflects the traditions and ideals of one's school.
  • Create and install an original work of art for a public space that reflects a social or cultural issue.
  • Redesign a public space (playground) that includes special needs children.
  • Create a sketch book that reflects ideas, themes, experimentation and growth.
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Advanced
All Resources: 0
1) Individually and/or collaboratively formulate and expand new ideas based on existing artwork.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Creativity and innovative thinking are essential life skills that can be developed.
EQ: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process?
Concepts & Vocabulary:
  • Artist Statement
  • Abstraction
  • Animation
  • Distortion
  • Elaboration
  • Fragmentation
  • Juxtaposition
  • Magnification
  • Metamorphosis
  • Multiplication
  • Reversals
  • Simplification
  • Viewpoint
  • Form, intent, and content complement each other
  • Intent drives the selection of media and technique
  • Mix and blend materials
  • Expand on new ideas of communicating visually.
  • Making informed choices to communicate effectively.
  • Artists pursue new and innovative ways to create multiple themed artworks with technical skill and mastery while maintaining and caring for materials.
  • Reflect, re-engage, revise and refining works of art.
Skill Examples:
  • Generate a socially-relevant idea for an artwork that can affect a positive social change.
  • After researching propaganda art, such as painting used during WWII, create an original work of art intended to sway the viewer's opinion about a specific social issue.
  • Create works of art that revolve around a theme that the student has defined.
  • Reflect upon and justify one's use of media and techniques when planning artworks that serve a specific purpose or address a particular theme.
  • Demonstrate the creative process, with particular attention to gathering and interpreting information from diverse sources responsibility to create original works of art.
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Accomplished
All Resources: 1
Lesson Plans: 1
2) Make informed choices using a range of materials, methods, and techniques of traditional and/or contemporary artistic processes to plan works of art and design.

a. Employ a diverse range of traditional media, digital media, and multimedia; techniques; styles; tools; concepts; and processes in producing meaningful and expressive compositions.

b. Organize subject matter and formal qualities in a work of art into meaningful and expressive compositions.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.
EQ: How does knowing the contexts, histories, and traditions of art forms help create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigations?
Concepts & Vocabulary:
  • Portraiture
  • Figures
  • Landscapes
  • Cityscapes
  • Everyday Life
  • Social Issues
  • Personal History
  • Conceptual/ Text-based Art
  • Image Appropriation
  • Conceptual Art
  • Reflection
  • Innovative thing are essential life skills.
  • Understanding contexts, histories and traditions that lead artists to break established traditions.
  • Experimentation of various art forms to express visual communication.
  • Responsible and ethical use of resources is essential when creating works of art.
  • People interact and perceive various art works in many different ways.
Skill Examples:
  • Use drawing skills and techniques as well as a variety of media to create a series of artworks based upon one's personal narrative.
  • Use perceptual skills (to create imagery from observation), imagination, and forming skills to achieve specific purposes in drawing and painting.
  • Use a variety of photographic and digital media techniques to develop compositions for the purposes of expression.
  • Select materials and processes and apply techniques and attributes of other artists and cultures to create original works of art.
  • Create and interpret an artwork that reflects the influences of a particular artist style, culture, or time.
  • Use a wide variety of found objects to create a work of art around a personal theme in the manner of artist Thornton Dial.
  • Create a series of artworks (sculptures, paintings) based upon the human figure.
  • Discuss the differences between art as practice (copying a masterwork, comic art, etc.) and art as a personal original creation.
  • Understand the importance of signing and dating original artwork.
  • Create a drawing or photograph that reflects the traditions and ideals of one's school.
  • Create and install an original work of art for a public space that reflects a social or cultural issue.
  • Redesign a public space (playground) that includes special needs children.
  • Create a sketch book that reflects ideas, themes, experimentation and growth.
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Advanced
All Resources: 0
2) Make informed choices from a range of materials, methods, and techniques of traditional and/or contemporary artistic practices, following or breaking established conventions, to plan the making of multiple works of art and design based on a theme, idea, or concept.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.
EQ: How does knowing the contexts, histories, and traditions of art forms help create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigations?
Concepts & Vocabulary:
  • Artist Statement
  • Abstraction
  • Animation
  • Distortion
  • Elaboration
  • Fragmentation
  • Juxtaposition
  • Magnification
  • Metamorphosis
  • Multiplication
  • Reversals
  • Simplification
  • Viewpoint
  • Form, intent, and content complement each other
  • Intent drives the selection of media and technique
  • Mix and blend materials
  • Expand on new ideas of communicating visually.
  • Making informed choices to communicate effectively.
  • Artists pursue new and innovative ways to create multiple themed artworks with technical skill and mastery while maintaining and caring for materials.
  • Reflect, re-engage, revise and refining works of art.
Skill Examples:
  • Generate a socially-relevant idea for an artwork that can affect a positive social change.
  • After researching propaganda art, such as painting used during WWII, create an original work of art intended to sway the viewer's opinion about a specific social issue.
  • Create works of art that revolve around a theme that the student has defined.
  • Reflect upon and justify one's use of media and techniques when planning artworks that serve a specific purpose or address a particular theme.
  • Demonstrate the creative process, with particular attention to gathering and interpreting information from diverse sources responsibility to create original works of art.
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Accomplished
All Resources: 1
Lesson Plans: 1
3) Explore and create works of art and/or design that demonstrate increased technical skill and craftsmanship with various art media to explore a theme, idea, or concept.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers experiment with forms, structures, materials, concepts, media, and artmaking approaches.
EQ: How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error?
Concepts & Vocabulary:
  • Portraiture
  • Figures
  • Landscapes
  • Cityscapes
  • Everyday Life
  • Social Issues
  • Personal History
  • Conceptual/ Text-based Art
  • Image Appropriation
  • Conceptual Art
  • Reflection
  • Innovative thing are essential life skills.
  • Understanding contexts, histories and traditions that lead artists to break established traditions.
  • Experimentation of various art forms to express visual communication.
  • Responsible and ethical use of resources is essential when creating works of art.
  • People interact and perceive various art works in many different ways.
Skill Examples:
  • Use drawing skills and techniques as well as a variety of media to create a series of artworks based upon one's personal narrative.
  • Use perceptual skills (to create imagery from observation), imagination, and forming skills to achieve specific purposes in drawing and painting.
  • Use a variety of photographic and digital media techniques to develop compositions for the purposes of expression.
  • Select materials and processes and apply techniques and attributes of other artists and cultures to create original works of art.
  • Create and interpret an artwork that reflects the influences of a particular artist style, culture, or time.
  • Use a wide variety of found objects to create a work of art around a personal theme in the manner of artist Thornton Dial.
  • Create a series of artworks (sculptures, paintings) based upon the human figure.
  • Discuss the differences between art as practice (copying a masterwork, comic art, etc.) and art as a personal original creation.
  • Understand the importance of signing and dating original artwork.
  • Create a drawing or photograph that reflects the traditions and ideals of one's school.
  • Create and install an original work of art for a public space that reflects a social or cultural issue.
  • Redesign a public space (playground) that includes special needs children.
  • Create a sketch book that reflects ideas, themes, experimentation and growth.
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Advanced
All Resources: 0
3) Experiment to make multiple works of art and/or design that explore a personal theme, idea, or concept and demonstrate mastery of technical skill and craftsmanship with various art media.

a. Generate an alternative design solution to a visual art problem.

b. Solve visual art problems using analysis, synthesis, and evaluation.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers experiment with forms, structures, materials, concepts, media, and artmaking approaches.
EQ: How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error?
Concepts & Vocabulary:
  • Artist Statement
  • Abstraction
  • Animation
  • Distortion
  • Elaboration
  • Fragmentation
  • Juxtaposition
  • Magnification
  • Metamorphosis
  • Multiplication
  • Reversals
  • Simplification
  • Viewpoint
  • Form, intent, and content complement each other
  • Intent drives the selection of media and technique
  • Mix and blend materials
  • Expand on new ideas of communicating visually.
  • Making informed choices to communicate effectively.
  • Artists pursue new and innovative ways to create multiple themed artworks with technical skill and mastery while maintaining and caring for materials.
  • Reflect, re-engage, revise and refining works of art.
Skill Examples:
  • Generate a socially-relevant idea for an artwork that can affect a positive social change.
  • After researching propaganda art, such as painting used during WWII, create an original work of art intended to sway the viewer's opinion about a specific social issue.
  • Create works of art that revolve around a theme that the student has defined.
  • Reflect upon and justify one's use of media and techniques when planning artworks that serve a specific purpose or address a particular theme.
  • Demonstrate the creative process, with particular attention to gathering and interpreting information from diverse sources responsibility to create original works of art.
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Accomplished
All Resources: 0
4) Demonstrate awareness of ethical implications of making and distributing creative work.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks.
EQ: How do artists and designers care for and maintain materials, tools, and equipment? Why is it important for safety and health to understand and follow correct procedures in handling materials, tools, and equipment? What responsibilities come with the freedom to create?
Concepts & Vocabulary:
  • Portraiture
  • Figures
  • Landscapes
  • Cityscapes
  • Everyday Life
  • Social Issues
  • Personal History
  • Conceptual/ Text-based Art
  • Image Appropriation
  • Conceptual Art
  • Reflection
  • Innovative thing are essential life skills.
  • Understanding contexts, histories and traditions that lead artists to break established traditions.
  • Experimentation of various art forms to express visual communication.
  • Responsible and ethical use of resources is essential when creating works of art.
  • People interact and perceive various art works in many different ways.
Skill Examples:
  • Use drawing skills and techniques as well as a variety of media to create a series of artworks based upon one's personal narrative.
  • Use perceptual skills (to create imagery from observation), imagination, and forming skills to achieve specific purposes in drawing and painting.
  • Use a variety of photographic and digital media techniques to develop compositions for the purposes of expression.
  • Select materials and processes and apply techniques and attributes of other artists and cultures to create original works of art.
  • Create and interpret an artwork that reflects the influences of a particular artist style, culture, or time.
  • Use a wide variety of found objects to create a work of art around a personal theme in the manner of artist Thornton Dial.
  • Create a series of artworks (sculptures, paintings) based upon the human figure.
  • Discuss the differences between art as practice (copying a masterwork, comic art, etc.) and art as a personal original creation.
  • Understand the importance of signing and dating original artwork.
  • Create a drawing or photograph that reflects the traditions and ideals of one's school.
  • Create and install an original work of art for a public space that reflects a social or cultural issue.
  • Redesign a public space (playground) that includes special needs children.
  • Create a sketch book that reflects ideas, themes, experimentation and growth.
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Advanced
All Resources: 0
4) Demonstrate the importance of balancing freedom and responsibility in the use of images, materials, tools, and equipment in the creation and circulation of creative work.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks.
EQ: How do artists and designers care for and maintain materials, tools, and equipment? Why is it important for safety and health to understand and follow correct procedures in handling materials, tools, and equipment? What responsibilities come with the freedom to create?
Concepts & Vocabulary:
  • Artist Statement
  • Abstraction
  • Animation
  • Distortion
  • Elaboration
  • Fragmentation
  • Juxtaposition
  • Magnification
  • Metamorphosis
  • Multiplication
  • Reversals
  • Simplification
  • Viewpoint
  • Form, intent, and content complement each other
  • Intent drives the selection of media and technique
  • Mix and blend materials
  • Expand on new ideas of communicating visually.
  • Making informed choices to communicate effectively.
  • Artists pursue new and innovative ways to create multiple themed artworks with technical skill and mastery while maintaining and caring for materials.
  • Reflect, re-engage, revise and refining works of art.
Skill Examples:
  • Generate a socially-relevant idea for an artwork that can affect a positive social change.
  • After researching propaganda art, such as painting used during WWII, create an original work of art intended to sway the viewer's opinion about a specific social issue.
  • Create works of art that revolve around a theme that the student has defined.
  • Reflect upon and justify one's use of media and techniques when planning artworks that serve a specific purpose or address a particular theme.
  • Demonstrate the creative process, with particular attention to gathering and interpreting information from diverse sources responsibility to create original works of art.
Reflect, Refine, Continue
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Accomplished
All Resources: 0
5) Design a body of work in consideration of space and/or contemporary issues.

a. Maintain a self-directed sketchbook and/or journal.

b. Produce a thematically-related body of work.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Reflect, Refine, Continue
Essential Questions:
EU: People create and interact with objects, places, and design that define, shape, enhance, and empower their lives.
EQ: How do objects, places, and design shape lives and communities? How do artists and designers determine goals for designing or redesigning objects, places, or systems? How do artists and designers create works of art or design that effectively communicate?
Concepts & Vocabulary:
  • Portraiture
  • Figures
  • Landscapes
  • Cityscapes
  • Everyday Life
  • Social Issues
  • Personal History
  • Conceptual/ Text-based Art
  • Image Appropriation
  • Conceptual Art
  • Reflection
  • Innovative thing are essential life skills.
  • Understanding contexts, histories and traditions that lead artists to break established traditions.
  • Experimentation of various art forms to express visual communication.
  • Responsible and ethical use of resources is essential when creating works of art.
  • People interact and perceive various art works in many different ways.
Skill Examples:
  • Use drawing skills and techniques as well as a variety of media to create a series of artworks based upon one's personal narrative.
  • Use perceptual skills (to create imagery from observation), imagination, and forming skills to achieve specific purposes in drawing and painting.
  • Use a variety of photographic and digital media techniques to develop compositions for the purposes of expression.
  • Select materials and processes and apply techniques and attributes of other artists and cultures to create original works of art.
  • Create and interpret an artwork that reflects the influences of a particular artist style, culture, or time.
  • Use a wide variety of found objects to create a work of art around a personal theme in the manner of artist Thornton Dial.
  • Create a series of artworks (sculptures, paintings) based upon the human figure.
  • Discuss the differences between art as practice (copying a masterwork, comic art, etc.) and art as a personal original creation.
  • Understand the importance of signing and dating original artwork.
  • Create a drawing or photograph that reflects the traditions and ideals of one's school.
  • Create and install an original work of art for a public space that reflects a social or cultural issue.
  • Redesign a public space (playground) that includes special needs children.
  • Create a sketch book that reflects ideas, themes, experimentation and growth.
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Advanced
All Resources: 0
5) Demonstrate in works of art or design how visual and material culture defines, shapes, enhances, inhibits, and/or empowers people's lives.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Reflect, Refine, Continue
Essential Questions:
EU: People create and interact with objects, places, and design that define, shape, enhance, and empower their lives.
EQ: How do objects, places, and design shape lives and communities? How do artists and designers determine goals for designing or redesigning objects, places, or systems? How do artists and designers create works of art or design that effectively communicate?
Concepts & Vocabulary:
  • Artist Statement
  • Abstraction
  • Animation
  • Distortion
  • Elaboration
  • Fragmentation
  • Juxtaposition
  • Magnification
  • Metamorphosis
  • Multiplication
  • Reversals
  • Simplification
  • Viewpoint
  • Form, intent, and content complement each other
  • Intent drives the selection of media and technique
  • Mix and blend materials
  • Expand on new ideas of communicating visually.
  • Making informed choices to communicate effectively.
  • Artists pursue new and innovative ways to create multiple themed artworks with technical skill and mastery while maintaining and caring for materials.
  • Reflect, re-engage, revise and refining works of art.
Skill Examples:
  • Generate a socially-relevant idea for an artwork that can affect a positive social change.
  • After researching propaganda art, such as painting used during WWII, create an original work of art intended to sway the viewer's opinion about a specific social issue.
  • Create works of art that revolve around a theme that the student has defined.
  • Reflect upon and justify one's use of media and techniques when planning artworks that serve a specific purpose or address a particular theme.
  • Demonstrate the creative process, with particular attention to gathering and interpreting information from diverse sources responsibility to create original works of art.
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Accomplished
All Resources: 0
6) Engage in constructive critiques with peers and revisit works of art/design in response to personal artistic vision.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Reflect, Refine, Continue
Essential Questions:
EU: Artists and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time.
EQ: What role does persistence play in revising, refining, and developing work? How do artists grow and become accomplished in art forms? How does collaboratively reflecting on a work help us experience it more completely?
Concepts & Vocabulary:
  • Portraiture
  • Figures
  • Landscapes
  • Cityscapes
  • Everyday Life
  • Social Issues
  • Personal History
  • Conceptual/ Text-based Art
  • Image Appropriation
  • Conceptual Art
  • Reflection
  • Innovative thing are essential life skills.
  • Understanding contexts, histories and traditions that lead artists to break established traditions.
  • Experimentation of various art forms to express visual communication.
  • Responsible and ethical use of resources is essential when creating works of art.
  • People interact and perceive various art works in many different ways.
Skill Examples:
  • Use drawing skills and techniques as well as a variety of media to create a series of artworks based upon one's personal narrative.
  • Use perceptual skills (to create imagery from observation), imagination, and forming skills to achieve specific purposes in drawing and painting.
  • Use a variety of photographic and digital media techniques to develop compositions for the purposes of expression.
  • Select materials and processes and apply techniques and attributes of other artists and cultures to create original works of art.
  • Create and interpret an artwork that reflects the influences of a particular artist style, culture, or time.
  • Use a wide variety of found objects to create a work of art around a personal theme in the manner of artist Thornton Dial.
  • Create a series of artworks (sculptures, paintings) based upon the human figure.
  • Discuss the differences between art as practice (copying a masterwork, comic art, etc.) and art as a personal original creation.
  • Understand the importance of signing and dating original artwork.
  • Create a drawing or photograph that reflects the traditions and ideals of one's school.
  • Create and install an original work of art for a public space that reflects a social or cultural issue.
  • Redesign a public space (playground) that includes special needs children.
  • Create a sketch book that reflects ideas, themes, experimentation and growth.
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Advanced
All Resources: 0
6) Reflect on, re-engage, revise, and refine works of art or design considering relevant traditional and contemporary criteria as well as personal artistic vision.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Reflect, Refine, Continue
Essential Questions:
EU: Artists and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time.
EQ: What role does persistence play in revising, refining, and developing work? How do artists grow and become accomplished in art forms? How does collaboratively reflecting on a work help us experience it more completely?
Concepts & Vocabulary:
  • Artist Statement
  • Abstraction
  • Animation
  • Distortion
  • Elaboration
  • Fragmentation
  • Juxtaposition
  • Magnification
  • Metamorphosis
  • Multiplication
  • Reversals
  • Simplification
  • Viewpoint
  • Form, intent, and content complement each other
  • Intent drives the selection of media and technique
  • Mix and blend materials
  • Expand on new ideas of communicating visually.
  • Making informed choices to communicate effectively.
  • Artists pursue new and innovative ways to create multiple themed artworks with technical skill and mastery while maintaining and caring for materials.
  • Reflect, re-engage, revise and refining works of art.
Skill Examples:
  • Generate a socially-relevant idea for an artwork that can affect a positive social change.
  • After researching propaganda art, such as painting used during WWII, create an original work of art intended to sway the viewer's opinion about a specific social issue.
  • Create works of art that revolve around a theme that the student has defined.
  • Reflect upon and justify one's use of media and techniques when planning artworks that serve a specific purpose or address a particular theme.
  • Demonstrate the creative process, with particular attention to gathering and interpreting information from diverse sources responsibility to create original works of art.
Presenting
Select, Analyze, Share
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Accomplished
All Resources: 0
7) Apply various methods for preparing works of art/design for presentation appropriate for a set environment.

Unpacked Content
Artistic Process: Presenting
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Select, Analyze, Share
Essential Questions:
EU: Artists and other presenters consider various techniques, methods, venues, and criteria when analyzing, selecting, and curating objects, artifacts, and artworks for preservation and presentation.
EQ: How are artworks cared for and by whom? What criteria, methods, and processes are used to select work for preservation or presentation? Why do people value objects, artifacts, and artworks, and select them for presentation?
Concepts & Vocabulary:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
  • Portraiture
  • Figures
  • Landscapes
  • Cityscapes
  • Everyday Life
  • Social Issues
  • Personal History
  • Conceptual/ Text-based Art
  • Image Appropriation
  • Conceptual Art
  • Reflection
  • Innovative thing are essential life skills.
  • Understanding contexts, histories and traditions that lead artists to break established traditions.
  • Experimentation of various art forms to express visual communication.
  • Responsible and ethical use of resources is essential when creating works of art.
  • People interact and perceive various art works in many different ways.
Skill Examples:
  • Create a unique mat or frame.
  • Create a piece inspired by an environment and/or for an environment.
  • Explore ways to preserve works of art in various environments.
  • Explore ways that museums or galleries restore works of arts exposed to various environments.
  • Explore testing how materials may be impacted by an environment prior to creating a work of art.
  • Curate an online gallery of artist work.
  • Curate a body of work with a specific theme by various artists.
  • Present a presentation of works that are related by theme, subject matter, time period, or artist and explain the connection and impact of each piece.
  • Design a pop up gallery space in a school.
  • Research an artist’s body of work and create a timeline presentation of their work to offer insight into their process, history, or cultural impacts.
  • Research and create a work of art that is intentionally meant to disappear or disintegrate or not last longer that a short time period.
  • Explore how a work is only preserved in a video or photograph.
  • Work collaboratively to create an art show.
  • Work with local venues to host an art show.
  • Hide mini works of art around the school or in a public venue (with permission).
  • Work collaboratively with another art form (dance, music, theater, digital media) to create a work of art with a collaborative purpose and artistic meaning to be displayed or used in a new way (backdrop for dancers, video for music).
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Advanced
All Resources: 0
7) Apply and expand traditional and/or unconventional methods to prepare works for presentation and preservation.

a. Document personal work of art.

Examples: Multi-media presentation, images, and process portfolio

Unpacked Content
Artistic Process: Presenting
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Select, Analyze, Share
Essential Questions:
EU: Artists and other presenters consider various techniques, methods, venues, and criteria when analyzing, selecting, and curating objects, artifacts, and artworks for preservation and presentation.
EQ: How are artworks cared for and by whom? What criteria, methods, and processes are used to select work for preservation or presentation? Why do people value objects, artifacts, and artworks, and select them for presentation?
Concepts & Vocabulary:
  • Artist Statement
  • Abstraction
  • Animation
  • Distortion
  • Elaboration
  • Fragmentation
  • Juxtaposition
  • Magnification
  • Metamorphosis
  • Multiplication
  • Reversals
  • Simplification
  • Viewpoint
  • Form, intent, and content complement each other
  • Intent drives the selection of media and technique
  • Mix and blend materials
  • Expand on new ideas of communicating visually.
  • Making informed choices to communicate effectively.
  • Artists pursue new and innovative ways to create multiple themed artworks with technical skill and mastery while maintaining and caring for materials.
  • Reflect, re-engage, revise and refining works of art.
Skill Examples:
  • Independently mat and prepare one's own work for display.
  • Apply concepts, following research, of various methods of preserving artwork across different cultures.
  • Plan an exhibition showcasing one's own body of work.
  • Write an artist's statement, with curatorial and personal reflections for each work of art in personal show or concentration.
  • Create a portfolio of wide-ranging work to use for future ventures. Include in the portfolio an artist's statement, with curatorial and personal reflections for each work of art.
  • After meeting with a curator at a local museum, create a presentation about the various methods of preservation and the circumstances to which each method is best suited.
  • Select and organize a collection of artworks to prepare for an exhibit, taking into account the artist messages and impact on the viewers.
  • Research and select specific art reproductions, describing the artworks' social, historical, and cultural influence on the world.
  • Critique peers' and one's own work for revision and clarity of a cohesive body of work.
  • Interact with viewers of one's own work on display. Converse and explain methods and reasoning behind choices. Reflect on viewer perception and personal intent.
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Accomplished
All Resources: 0
8) Evaluate, select, and apply methods or processes appropriate for displaying artwork in a specific place.

Example: Create matting and frame.

Unpacked Content
Artistic Process: Presenting
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Select, Analyze, Share
Essential Questions:
EU: Artists, curators, and others consider a variety of factors and methods including evolving technologies when preparing and refining artwork for display and or when deciding if and how to preserve and protect it.
EQ: What methods and processes are considered when preparing artwork for presentation or preservation? How does refining artwork affect its meaning to the viewer? What criteria are considered when selecting work for presentation, a portfolio, or a collection?
Concepts & Vocabulary:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
  • Portraiture
  • Figures
  • Landscapes
  • Cityscapes
  • Everyday Life
  • Social Issues
  • Personal History
  • Conceptual/ Text-based Art
  • Image Appropriation
  • Conceptual Art
  • Reflection
  • Innovative thing are essential life skills.
  • Understanding contexts, histories and traditions that lead artists to break established traditions.
  • Experimentation of various art forms to express visual communication.
  • Responsible and ethical use of resources is essential when creating works of art.
  • People interact and perceive various art works in many different ways.
Skill Examples:
  • Create a unique mat or frame.
  • Create a piece inspired by an environment and/or for an environment.
  • Explore ways to preserve works of art in various environments.
  • Explore ways that museums or galleries restore works of arts exposed to various environments.
  • Explore testing how materials may be impacted by an environment prior to creating a work of art.
  • Curate an online gallery of artist work.
  • Curate a body of work with a specific theme by various artists.
  • Present a presentation of works that are related by theme, subject matter, time period, or artist and explain the connection and impact of each piece.
  • Design a pop up gallery space in a school.
  • Research an artist’s body of work and create a timeline presentation of their work to offer insight into their process, history, or cultural impacts.
  • Research and create a work of art that is intentionally meant to disappear or disintegrate or not last longer that a short time period.
  • Explore how a work is only preserved in a video or photograph.
  • Work collaboratively to create an art show.
  • Work with local venues to host an art show.
  • Hide mini works of art around the school or in a public venue (with permission).
  • Work collaboratively with another art form (dance, music, theater, digital media) to create a work of art with a collaborative purpose and artistic meaning to be displayed or used in a new way (backdrop for dancers, video for music).
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Advanced
All Resources: 0
8) Investigate, compare, and contrast methods for preserving and protecting art.

Unpacked Content
Artistic Process: Presenting
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Select, Analyze, Share
Essential Questions:
EU: Artists, curators, and others consider a variety of factors and methods including evolving technologies when preparing and refining artwork for display and or when deciding if and how to preserve and protect it.
EQ: What methods and processes are considered when preparing artwork for presentation or preservation? How does refining artwork affect its meaning to the viewer? What criteria are considered when selecting work for presentation, a portfolio, or a collection?
Concepts & Vocabulary:
  • Artist Statement
  • Abstraction
  • Animation
  • Distortion
  • Elaboration
  • Fragmentation
  • Juxtaposition
  • Magnification
  • Metamorphosis
  • Multiplication
  • Reversals
  • Simplification
  • Viewpoint
  • Form, intent, and content complement each other
  • Intent drives the selection of media and technique
  • Mix and blend materials
  • Expand on new ideas of communicating visually.
  • Making informed choices to communicate effectively.
  • Artists pursue new and innovative ways to create multiple themed artworks with technical skill and mastery while maintaining and caring for materials.
  • Reflect, re-engage, revise and refining works of art.
Skill Examples:
  • Independently mat and prepare one's own work for display.
  • Apply concepts, following research, of various methods of preserving artwork across different cultures.
  • Plan an exhibition showcasing one's own body of work.
  • Write an artist's statement, with curatorial and personal reflections for each work of art in personal show or concentration.
  • Create a portfolio of wide-ranging work to use for future ventures. Include in the portfolio an artist's statement, with curatorial and personal reflections for each work of art.
  • After meeting with a curator at a local museum, create a presentation about the various methods of preservation and the circumstances to which each method is best suited.
  • Select and organize a collection of artworks to prepare for an exhibit, taking into account the artist messages and impact on the viewers.
  • Research and select specific art reproductions, describing the artworks' social, historical, and cultural influence on the world.
  • Critique peers' and one's own work for revision and clarity of a cohesive body of work.
  • Interact with viewers of one's own work on display. Converse and explain methods and reasoning behind choices. Reflect on viewer perception and personal intent.
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Accomplished
All Resources: 0
9) Create, explain, and justify connections between artists or artwork and social, cultural, and/or political history.

Unpacked Content
Artistic Process: Presenting
Anchor Standards:
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Process Components: Select, Analyze, Share
Essential Questions:
EU: Objects, artifacts, and artworks collected, preserved, or presented either by artists, museums, or other venues communicate meaning and a record of social, cultural, and political experiences resulting in the cultivating of appreciation and understanding.
EQ: What is an art museum? How does the presenting and sharing of objects, artifacts, and artworks influence and shape ideas, beliefs, and experiences? How do objects, artifacts, and artworks collected, preserved, or presented, cultivate appreciation and understanding?
Concepts & Vocabulary:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
  • Portraiture
  • Figures
  • Landscapes
  • Cityscapes
  • Everyday Life
  • Social Issues
  • Personal History
  • Conceptual/ Text-based Art
  • Image Appropriation
  • Conceptual Art
  • Reflection
  • Innovative thing are essential life skills.
  • Understanding contexts, histories and traditions that lead artists to break established traditions.
  • Experimentation of various art forms to express visual communication.
  • Responsible and ethical use of resources is essential when creating works of art.
  • People interact and perceive various art works in many different ways.
Skill Examples:
  • Create a unique mat or frame.
  • Create a piece inspired by an environment and/or for an environment.
  • Explore ways to preserve works of art in various environments.
  • Explore ways that museums or galleries restore works of arts exposed to various environments.
  • Explore testing how materials may be impacted by an environment prior to creating a work of art.
  • Curate an online gallery of artist work.
  • Curate a body of work with a specific theme by various artists.
  • Present a presentation of works that are related by theme, subject matter, time period, or artist and explain the connection and impact of each piece.
  • Design a pop up gallery space in a school.
  • Research an artist’s body of work and create a timeline presentation of their work to offer insight into their process, history, or cultural impacts.
  • Research and create a work of art that is intentionally meant to disappear or disintegrate or not last longer that a short time period.
  • Explore how a work is only preserved in a video or photograph.
  • Work collaboratively to create an art show.
  • Work with local venues to host an art show.
  • Hide mini works of art around the school or in a public venue (with permission).
  • Work collaboratively with another art form (dance, music, theater, digital media) to create a work of art with a collaborative purpose and artistic meaning to be displayed or used in a new way (backdrop for dancers, video for music).
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Advanced
All Resources: 0
9) Curate a collection of objects, artifacts, or artwork to impact the viewer's understanding of social, cultural, and/or political experiences.

Unpacked Content
Artistic Process: Presenting
Anchor Standards:
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Process Components: Select, Analyze, Share
Essential Questions:
EU: Objects, artifacts, and artworks collected, preserved, or presented either by artists, museums, or other venues communicate meaning and a record of social, cultural, and political experiences resulting in the cultivating of appreciation and understanding.
EQ: What is an art museum? How does the presenting and sharing of objects, artifacts, and artworks influence and shape ideas, beliefs, and experiences? How do objects, artifacts, and artworks collected, preserved, or presented, cultivate appreciation and understanding?
Concepts & Vocabulary:
  • Artist Statement
  • Abstraction
  • Animation
  • Distortion
  • Elaboration
  • Fragmentation
  • Juxtaposition
  • Magnification
  • Metamorphosis
  • Multiplication
  • Reversals
  • Simplification
  • Viewpoint
  • Form, intent, and content complement each other
  • Intent drives the selection of media and technique
  • Mix and blend materials
  • Expand on new ideas of communicating visually.
  • Making informed choices to communicate effectively.
  • Artists pursue new and innovative ways to create multiple themed artworks with technical skill and mastery while maintaining and caring for materials.
  • Reflect, re-engage, revise and refining works of art.
Skill Examples:
  • Independently mat and prepare one's own work for display.
  • Apply concepts, following research, of various methods of preserving artwork across different cultures.
  • Plan an exhibition showcasing one's own body of work.
  • Write an artist's statement, with curatorial and personal reflections for each work of art in personal show or concentration.
  • Create a portfolio of wide-ranging work to use for future ventures. Include in the portfolio an artist's statement, with curatorial and personal reflections for each work of art.
  • After meeting with a curator at a local museum, create a presentation about the various methods of preservation and the circumstances to which each method is best suited.
  • Select and organize a collection of artworks to prepare for an exhibit, taking into account the artist messages and impact on the viewers.
  • Research and select specific art reproductions, describing the artworks' social, historical, and cultural influence on the world.
  • Critique peers' and one's own work for revision and clarity of a cohesive body of work.
  • Interact with viewers of one's own work on display. Converse and explain methods and reasoning behind choices. Reflect on viewer perception and personal intent.
Responding
Perceive, Analyze, Interpret
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Accomplished
All Resources: 0
10) Recognize and describe personal aesthetic and empathetic responses to the natural and/or digital world.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments.
EQ: How do life experiences the way you relate to art? How does learning about art impact how we perceive the world? What can we learn from our responses to art?
Concepts & Vocabulary:
  • Portraiture
  • Figures
  • Landscapes
  • Cityscapes
  • Everyday Life
  • Social Issues
  • Personal History
  • Conceptual/ Text-based Art
  • Image Appropriation
  • Conceptual Art
  • Reflection
  • Innovative thing are essential life skills.
  • Understanding contexts, histories and traditions that lead artists to break established traditions.
  • Experimentation of various art forms to express visual communication.
  • Responsible and ethical use of resources is essential when creating works of art.
  • People interact and perceive various art works in many different ways.
Skill Examples:
  • Investigate and discuss how visual appearances (aesthetics) influence one's opinion and perceptions of the natural world and manmade constructions.
  • Explain how the arts reflect life choices one has made, as well as how those choices have been influenced by culture, society, and environment.
  • Analyze the images in an artwork created for a specific purpose, and determine how effective the imagery was at altering the social perceptions or ideas and behavior of the audience.
  • Evaluate how effectively visual artworks created for a particular purpose and audience communicate the ideas and inspire intended responses.
  • Articulate and justify the rationale that one uses when making artistic choices to create artworks that communicate to a specific audience.
  • Identify and gather evidence/information by researching the context of an artwork to discover its significance.
  • Apply contextual information when interpreting an artwork to extend one's understanding beyond what can be deduced just by looking.
  • Demonstrate a responding process, with particular attention to perceiving and critiquing the aesthetic criteria and other factors that shape the way that others respond to and evaluate visual artworks.
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Advanced
All Resources: 0
10) Analyze how responses to art develop over time based on knowledge of and experience with art and life.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments.
EQ: How do life experiences the way you relate to art? How does learning about art impact how we perceive the world? What can we learn from our responses to art?
Concepts & Vocabulary:
  • Artist Statement
  • Abstraction
  • Animation
  • Distortion
  • Elaboration
  • Fragmentation
  • Juxtaposition
  • Magnification
  • Metamorphosis
  • Multiplication
  • Reversals
  • Simplification
  • Viewpoint
  • Form, intent, and content complement each other
  • Intent drives the selection of media and technique
  • Mix and blend materials
  • Expand on new ideas of communicating visually.
  • Making informed choices to communicate effectively.
  • Artists pursue new and innovative ways to create multiple themed artworks with technical skill and mastery while maintaining and caring for materials.
  • Reflect, re-engage, revise and refining works of art.
Skill Examples:
  • Critique and justify how personal aesthetic criteria and choices evolve over time and are influenced by the geographical, cultural, and historical perspectives represented in a variety of visual artworks.
  • Compare society's responses to artworks over time, taking into account that perceptions are influenced by culture, personal experiences, social media, and advertisements.
  • Examine the knowledge, skills, and work habits that are needed for careers in the arts; explain how arts skills, innovation, and imagination transfer to various careers in the world of work, and justify the explanation.
  • Apply one's understanding of the genres and styles of various artists, cultures, places, and times when selecting, categorizing, and critiquing historically significant works of art by a variety of artists, in a variety of styles, and from a variety of cultures and times.
  • Describe common characteristics, attributes, styles, and relationships between groups of artists and artworks.
    • Select and use specific images, attributes, or characteristics to create a work of art in the manner of a particular group, style, culture, or historical period.
  • Evaluate and compare various interpretations of a visual artwork; choose one interpretation and use one's own analysis of the artwork to explain and justify the choice.
  • Demonstrate a responding process, with particular attention to engaging the senses actively and purposefully and applying diverse criteria and relevant background knowledge and research when evaluating visual artworks.
  • Work independently to use arts symbols in a variety of genres, styles, and media in order to create artworks that synthesize original ideas and feelings.
  • Integrate and adapt attributes of a particular society or culture, or of one's own experiences, to create original artworks and designs.
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Accomplished
All Resources: 0
11) Evaluate the effectiveness of an image or images to influence ideas, feelings, and behaviors of specific audiences.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: Visual imagery influences understanding of and responses to the world.
EQ: What is an image? Where and how do we encounter images in our world? How do images influence our views of the world?
Concepts & Vocabulary:
  • Portraiture
  • Figures
  • Landscapes
  • Cityscapes
  • Everyday Life
  • Social Issues
  • Personal History
  • Conceptual/ Text-based Art
  • Image Appropriation
  • Conceptual Art
  • Reflection
  • Innovative thing are essential life skills.
  • Understanding contexts, histories and traditions that lead artists to break established traditions.
  • Experimentation of various art forms to express visual communication.
  • Responsible and ethical use of resources is essential when creating works of art.
  • People interact and perceive various art works in many different ways.
Skill Examples:
  • Investigate and discuss how visual appearances (aesthetics) influence one's opinion and perceptions of the natural world and manmade constructions.
  • Explain how the arts reflect life choices one has made, as well as how those choices have been influenced by culture, society, and environment.
  • Analyze the images in an artwork created for a specific purpose, and determine how effective the imagery was at altering the social perceptions or ideas and behavior of the audience.
  • Evaluate how effectively visual artworks created for a particular purpose and audience communicate the ideas and inspire intended responses.
  • Articulate and justify the rationale that one uses when making artistic choices to create artworks that communicate to a specific audience.
  • Identify and gather evidence/information by researching the context of an artwork to discover its significance.
  • Apply contextual information when interpreting an artwork to extend one's understanding beyond what can be deduced just by looking.
  • Demonstrate a responding process, with particular attention to perceiving and critiquing the aesthetic criteria and other factors that shape the way that others respond to and evaluate visual artworks.
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Advanced
All Resources: 0
11) Compare and contrast universal themes and sociopolitical issues in artworks from different cultures and historical periods.

a. Explain the importance of major works of art.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: Visual imagery influences understanding of and responses to the world.
EQ: What is an image? Where and how do we encounter images in our world? How do images influence our views of the world?
Concepts & Vocabulary:
  • Artist Statement
  • Abstraction
  • Animation
  • Distortion
  • Elaboration
  • Fragmentation
  • Juxtaposition
  • Magnification
  • Metamorphosis
  • Multiplication
  • Reversals
  • Simplification
  • Viewpoint
  • Form, intent, and content complement each other
  • Intent drives the selection of media and technique
  • Mix and blend materials
  • Expand on new ideas of communicating visually.
  • Making informed choices to communicate effectively.
  • Artists pursue new and innovative ways to create multiple themed artworks with technical skill and mastery while maintaining and caring for materials.
  • Reflect, re-engage, revise and refining works of art.
Skill Examples:
  • Critique and justify how personal aesthetic criteria and choices evolve over time and are influenced by the geographical, cultural, and historical perspectives represented in a variety of visual artworks.
  • Compare society's responses to artworks over time, taking into account that perceptions are influenced by culture, personal experiences, social media, and advertisements.
  • Examine the knowledge, skills, and work habits that are needed for careers in the arts; explain how arts skills, innovation, and imagination transfer to various careers in the world of work, and justify the explanation.
  • Apply one's understanding of the genres and styles of various artists, cultures, places, and times when selecting, categorizing, and critiquing historically significant works of art by a variety of artists, in a variety of styles, and from a variety of cultures and times.
  • Describe common characteristics, attributes, styles, and relationships between groups of artists and artworks.
    • Select and use specific images, attributes, or characteristics to create a work of art in the manner of a particular group, style, culture, or historical period.
  • Evaluate and compare various interpretations of a visual artwork; choose one interpretation and use one's own analysis of the artwork to explain and justify the choice.
  • Demonstrate a responding process, with particular attention to engaging the senses actively and purposefully and applying diverse criteria and relevant background knowledge and research when evaluating visual artworks.
  • Work independently to use arts symbols in a variety of genres, styles, and media in order to create artworks that synthesize original ideas and feelings.
  • Integrate and adapt attributes of a particular society or culture, or of one's own experiences, to create original artworks and designs.
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Accomplished
All Resources: 0
12) Identify types of contextual information useful in the process of constructing interpretations of an artwork or collection of works.

a. Write a reflective narrative that critically analyzes the organizational effectiveness and artistic choices of personal and peer works of art.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 8: Interpret intent and meaning in artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: People gain insights into meanings of artworks by engaging in the process of art criticism.
EQ: What is the value of engaging in the process of art criticism? How can the viewer "read" a work of art as text? How does knowing and using visual arts vocabularies help us understand and interpret works of art?
Concepts & Vocabulary:
  • Portraiture
  • Figures
  • Landscapes
  • Cityscapes
  • Everyday Life
  • Social Issues
  • Personal History
  • Conceptual/ Text-based Art
  • Image Appropriation
  • Conceptual Art
  • Reflection
  • Innovative thing are essential life skills.
  • Understanding contexts, histories and traditions that lead artists to break established traditions.
  • Experimentation of various art forms to express visual communication.
  • Responsible and ethical use of resources is essential when creating works of art.
  • People interact and perceive various art works in many different ways.
Skill Examples:
  • Investigate and discuss how visual appearances (aesthetics) influence one's opinion and perceptions of the natural world and manmade constructions.
  • Explain how the arts reflect life choices one has made, as well as how those choices have been influenced by culture, society, and environment.
  • Analyze the images in an artwork created for a specific purpose, and determine how effective the imagery was at altering the social perceptions or ideas and behavior of the audience.
  • Evaluate how effectively visual artworks created for a particular purpose and audience communicate the ideas and inspire intended responses.
  • Articulate and justify the rationale that one uses when making artistic choices to create artworks that communicate to a specific audience.
  • Identify and gather evidence/information by researching the context of an artwork to discover its significance.
  • Apply contextual information when interpreting an artwork to extend one's understanding beyond what can be deduced just by looking.
  • Demonstrate a responding process, with particular attention to perceiving and critiquing the aesthetic criteria and other factors that shape the way that others respond to and evaluate visual artworks.
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Advanced
All Resources: 0
12) Analyze differing interpretations of an artwork or collection of works in order to select and defend a plausible critical analysis.

a. Evaluate artists' choices in order to interpret meanings, ideas, attitudes, views, and intentions in works of art.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 8: Interpret intent and meaning in artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: People gain insights into meanings of artworks by engaging in the process of art criticism.
EQ: What is the value of engaging in the process of art criticism? How can the viewer "read" a work of art as text? How does knowing and using visual arts vocabularies help us understand and interpret works of art?
Concepts & Vocabulary:
  • Artist Statement
  • Abstraction
  • Animation
  • Distortion
  • Elaboration
  • Fragmentation
  • Juxtaposition
  • Magnification
  • Metamorphosis
  • Multiplication
  • Reversals
  • Simplification
  • Viewpoint
  • Form, intent, and content complement each other
  • Intent drives the selection of media and technique
  • Mix and blend materials
  • Expand on new ideas of communicating visually.
  • Making informed choices to communicate effectively.
  • Artists pursue new and innovative ways to create multiple themed artworks with technical skill and mastery while maintaining and caring for materials.
  • Reflect, re-engage, revise and refining works of art.
Skill Examples:
  • Critique and justify how personal aesthetic criteria and choices evolve over time and are influenced by the geographical, cultural, and historical perspectives represented in a variety of visual artworks.
  • Compare society's responses to artworks over time, taking into account that perceptions are influenced by culture, personal experiences, social media, and advertisements.
  • Examine the knowledge, skills, and work habits that are needed for careers in the arts; explain how arts skills, innovation, and imagination transfer to various careers in the world of work, and justify the explanation.
  • Apply one's understanding of the genres and styles of various artists, cultures, places, and times when selecting, categorizing, and critiquing historically significant works of art by a variety of artists, in a variety of styles, and from a variety of cultures and times.
  • Describe common characteristics, attributes, styles, and relationships between groups of artists and artworks.
    • Select and use specific images, attributes, or characteristics to create a work of art in the manner of a particular group, style, culture, or historical period.
  • Evaluate and compare various interpretations of a visual artwork; choose one interpretation and use one's own analysis of the artwork to explain and justify the choice.
  • Demonstrate a responding process, with particular attention to engaging the senses actively and purposefully and applying diverse criteria and relevant background knowledge and research when evaluating visual artworks.
  • Work independently to use arts symbols in a variety of genres, styles, and media in order to create artworks that synthesize original ideas and feelings.
  • Integrate and adapt attributes of a particular society or culture, or of one's own experiences, to create original artworks and designs.
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Accomplished
All Resources: 0
13) Determine the relevance of criteria used by others to evaluate a work of art or collection of works.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 9: Apply criteria to evaluate artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: People evaluate art based on various criteria.
EQ: How does one determine criteria to evaluate a work of art? How and why might criteria vary? How is a personal preference different from an evaluation?
Concepts & Vocabulary:
  • Portraiture
  • Figures
  • Landscapes
  • Cityscapes
  • Everyday Life
  • Social Issues
  • Personal History
  • Conceptual/ Text-based Art
  • Image Appropriation
  • Conceptual Art
  • Reflection
  • Innovative thing are essential life skills.
  • Understanding contexts, histories and traditions that lead artists to break established traditions.
  • Experimentation of various art forms to express visual communication.
  • Responsible and ethical use of resources is essential when creating works of art.
  • People interact and perceive various art works in many different ways.
Skill Examples:
  • Investigate and discuss how visual appearances (aesthetics) influence one's opinion and perceptions of the natural world and manmade constructions.
  • Explain how the arts reflect life choices one has made, as well as how those choices have been influenced by culture, society, and environment.
  • Analyze the images in an artwork created for a specific purpose, and determine how effective the imagery was at altering the social perceptions or ideas and behavior of the audience.
  • Evaluate how effectively visual artworks created for a particular purpose and audience communicate the ideas and inspire intended responses.
  • Articulate and justify the rationale that one uses when making artistic choices to create artworks that communicate to a specific audience.
  • Identify and gather evidence/information by researching the context of an artwork to discover its significance.
  • Apply contextual information when interpreting an artwork to extend one's understanding beyond what can be deduced just by looking.
  • Demonstrate a responding process, with particular attention to perceiving and critiquing the aesthetic criteria and other factors that shape the way that others respond to and evaluate visual artworks.
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Advanced
All Resources: 0
13) Construct evaluations of a work of art or collection of works based on differing sets of criteria.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 9: Apply criteria to evaluate artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: People evaluate art based on various criteria.
EQ: How does one determine criteria to evaluate a work of art? How and why might criteria vary? How is a personal preference different from an evaluation?
Concepts & Vocabulary:
  • Artist Statement
  • Abstraction
  • Animation
  • Distortion
  • Elaboration
  • Fragmentation
  • Juxtaposition
  • Magnification
  • Metamorphosis
  • Multiplication
  • Reversals
  • Simplification
  • Viewpoint
  • Form, intent, and content complement each other
  • Intent drives the selection of media and technique
  • Mix and blend materials
  • Expand on new ideas of communicating visually.
  • Making informed choices to communicate effectively.
  • Artists pursue new and innovative ways to create multiple themed artworks with technical skill and mastery while maintaining and caring for materials.
  • Reflect, re-engage, revise and refining works of art.
Skill Examples:
  • Critique and justify how personal aesthetic criteria and choices evolve over time and are influenced by the geographical, cultural, and historical perspectives represented in a variety of visual artworks.
  • Compare society's responses to artworks over time, taking into account that perceptions are influenced by culture, personal experiences, social media, and advertisements.
  • Examine the knowledge, skills, and work habits that are needed for careers in the arts; explain how arts skills, innovation, and imagination transfer to various careers in the world of work, and justify the explanation.
  • Apply one's understanding of the genres and styles of various artists, cultures, places, and times when selecting, categorizing, and critiquing historically significant works of art by a variety of artists, in a variety of styles, and from a variety of cultures and times.
  • Describe common characteristics, attributes, styles, and relationships between groups of artists and artworks.
    • Select and use specific images, attributes, or characteristics to create a work of art in the manner of a particular group, style, culture, or historical period.
  • Evaluate and compare various interpretations of a visual artwork; choose one interpretation and use one's own analysis of the artwork to explain and justify the choice.
  • Demonstrate a responding process, with particular attention to engaging the senses actively and purposefully and applying diverse criteria and relevant background knowledge and research when evaluating visual artworks.
  • Work independently to use arts symbols in a variety of genres, styles, and media in order to create artworks that synthesize original ideas and feelings.
  • Integrate and adapt attributes of a particular society or culture, or of one's own experiences, to create original artworks and designs.
Connecting
Interpret
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Accomplished
All Resources: 0
14) Apply inquiry and analytical processes when viewing, judging, and consuming usual content to explore unfamiliar subjects through art-making.

a. Compare modes of artistic expression used in art and other academic disciplines.

Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Process Components: Interpret
Essential Questions:
EU: Through artmaking, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.
EQ: How does engaging in creating art enrich people's lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through artmaking?
Concepts & Vocabulary:
  • Portraiture
  • Figures
  • Landscapes
  • Cityscapes
  • Everyday Life
  • Social Issues
  • Personal History
  • Conceptual/ Text-based Art
  • Image Appropriation
  • Conceptual Art
  • Reflection
  • Innovative thing are essential life skills.
  • Understanding contexts, histories and traditions that lead artists to break established traditions.
  • Experimentation of various art forms to express visual communication.
  • Responsible and ethical use of resources is essential when creating works of art.
  • People interact and perceive various art works in many different ways.
Skill Examples:
  • When given a list of historical or social subjects, use the artistic process to research multiple facts and perspectives; then create an original work of art that synthesizes one's newly informed belief system.
  • After researching various elements of Japanese history and culture, create an original Sumi Painting that includes elements discovered through investigation.
  • Debate the short- and long-term effects of visual pollution, such as billboards on scenic roadsides, landfills, and highway signs.
  • Examine the public art selection process: Determine how a specific artwork in one's community was selected, and analyze its impact on the environment.
  • Analyze how an individual's choice of clothing reflects the popular culture of the time as well as other social and environmental influences.
  • Demonstrate the creative process, with particular attention to investigating and experimenting with new ideas, skills, foundations, and techniques of visual arts in order to create visual artworks.
  • Create an arts presentation that explores and/or integrates multiple disciplines.
  • Examine and compare the purposes of artworks in a variety of settings, such as in the family/ home, in the classroom, at school, at events in the community, at other public events, and in advertisement.
  • Explore how setting, purpose, and overall context influence viewers' perceptions of visual images, including whether the images constitute visual pollution.
  • Investigate and discuss how visual artworks in different societal, cultural, and historical contexts have influenced people's opinions and perception of other people and places.
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Advanced
All Resources: 0
14) Appraise the impact of an artist or a group of artists on the beliefs, values, and behaviors of a society.

Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Process Components: Interpret
Essential Questions:
EU: Through artmaking, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.
EQ: How does engaging in creating art enrich people's lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through artmaking?
Concepts & Vocabulary:
  • Artist Statement
  • Abstraction
  • Animation
  • Distortion
  • Elaboration
  • Fragmentation
  • Juxtaposition
  • Magnification
  • Metamorphosis
  • Multiplication
  • Reversals
  • Simplification
  • Viewpoint
  • Form, intent, and content complement each other
  • Intent drives the selection of media and technique
  • Mix and blend materials
  • Expand on new ideas of communicating visually.
  • Making informed choices to communicate effectively.
  • Artists pursue new and innovative ways to create multiple themed artworks with technical skill and mastery while maintaining and caring for materials.
  • Reflect, re-engage, revise and refining works of art.
Skill Examples:
  • Create an artwork that combines influences of a particular artist, style, culture, or time with personal experience; for instance, create a collage in the manner of Romare Bearden that references gentrification of urban areas.
  • Create an original painting that speaks to a significant personal memory and contains features, qualities, or attributes that were derived from a historical art movement.
  • Describe, from different perspectives, the extent to which Jim Fitzpatrick's portraiture of Che Guevara or Shepard Fairey's Hope changed how society viewed the historical figures depicted.
  • Analyze how an artistic movement influenced greater society, such as how the pop art movement of the 1960's changed the way that many Americans viewed marketing and popular imagery.
  • Work independently to use arts symbols in a variety of genres, styles, and media in order to create artworks that synthesize original ideas and feelings.
  • Integrate and adapt attributes of a particular society of culture, or of one's own experiences, to create original works and designs.
  • Evaluate how specific artists, artworks, or designs have shaped culture, society, or history, and justify one's evaluation and conclusions.
  • Evaluate the role of the artist and the impact of visual arts in relation to the economy, politics, and the environment.
Synthesize
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Accomplished
All Resources: 0
15) Compare uses of art in a variety of societal, cultural, and historical contexts and make connections to uses of art in contemporary and local contexts.

Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Process Components: Synthesize
Essential Questions:
EU: People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art.
EQ: How does art help us understand the lives of people of different times, places, and cultures? How is art used to impact the views of a society? How does art preserve aspects of life?
Concepts & Vocabulary:
  • Portraiture
  • Figures
  • Landscapes
  • Cityscapes
  • Everyday Life
  • Social Issues
  • Personal History
  • Conceptual/ Text-based Art
  • Image Appropriation
  • Conceptual Art
  • Reflection
  • Innovative thing are essential life skills.
  • Understanding contexts, histories and traditions that lead artists to break established traditions.
  • Experimentation of various art forms to express visual communication.
  • Responsible and ethical use of resources is essential when creating works of art.
  • People interact and perceive various art works in many different ways.
Skill Examples:
  • When given a list of historical or social subjects, use the artistic process to research multiple facts and perspectives; then create an original work of art that synthesizes one's newly informed belief system.
  • After researching various elements of Japanese history and culture, create an original Sumi Painting that includes elements discovered through investigation.
  • Debate the short- and long-term effects of visual pollution, such as billboards on scenic roadsides, landfills, and highway signs.
  • Examine the public art selection process: Determine how a specific artwork in one's community was selected, and analyze its impact on the environment.
  • Analyze how an individual's choice of clothing reflects the popular culture of the time as well as other social and environmental influences.
  • Demonstrate the creative process, with particular attention to investigating and experimenting with new ideas, skills, foundations, and techniques of visual arts in order to create visual artworks.
  • Create an arts presentation that explores and/or integrates multiple disciplines.
  • Examine and compare the purposes of artworks in a variety of settings, such as in the family/ home, in the classroom, at school, at events in the community, at other public events, and in advertisement.
  • Explore how setting, purpose, and overall context influence viewers' perceptions of visual images, including whether the images constitute visual pollution.
  • Investigate and discuss how visual artworks in different societal, cultural, and historical contexts have influenced people's opinions and perception of other people and places.
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Advanced
All Resources: 0
15) Synthesize knowledge of social, cultural, historical, and personal life with art-making approaches to create and defend personal philosophies of art based on a connection to aesthetic theories and visual culture.

Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Process Components: Synthesize
Essential Questions:
EU: People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art.
EQ: How does art help us understand the lives of people of different times, places, and cultures? How is art used to impact the views of a society? How does art preserve aspects of life?
Concepts & Vocabulary:
  • Artist Statement
  • Abstraction
  • Animation
  • Distortion
  • Elaboration
  • Fragmentation
  • Juxtaposition
  • Magnification
  • Metamorphosis
  • Multiplication
  • Reversals
  • Simplification
  • Viewpoint
  • Form, intent, and content complement each other
  • Intent drives the selection of media and technique
  • Mix and blend materials
  • Expand on new ideas of communicating visually.
  • Making informed choices to communicate effectively.
  • Artists pursue new and innovative ways to create multiple themed artworks with technical skill and mastery while maintaining and caring for materials.
  • Reflect, re-engage, revise and refining works of art.
Skill Examples:
  • Create an artwork that combines influences of a particular artist, style, culture, or time with personal experience; for instance, create a collage in the manner of Romare Bearden that references gentrification of urban areas.
  • Create an original painting that speaks to a significant personal memory and contains features, qualities, or attributes that were derived from a historical art movement.
  • Describe, from different perspectives, the extent to which Jim Fitzpatrick's portraiture of Che Guevara or Shepard Fairey's Hope changed how society viewed the historical figures depicted.
  • Analyze how an artistic movement influenced greater society, such as how the pop art movement of the 1960's changed the way that many Americans viewed marketing and popular imagery.
  • Work independently to use arts symbols in a variety of genres, styles, and media in order to create artworks that synthesize original ideas and feelings.
  • Integrate and adapt attributes of a particular society of culture, or of one's own experiences, to create original works and designs.
  • Evaluate how specific artists, artworks, or designs have shaped culture, society, or history, and justify one's evaluation and conclusions.
  • Evaluate the role of the artist and the impact of visual arts in relation to the economy, politics, and the environment.