|
Creating
| |||||||||||||||
|
Investigate, Plan, Make
| |||||||||||||||
|
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. |
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|
2) Explore collaboratively in creative art-making. Example: Work with a partner to create a project. |
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|
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. |
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|
4) Identify safe and non-toxic art materials, tools, and equipment while sharing. Example: Scissors, pencils, crayons, markers, glue, paints, paintbrushes, and clay. |
||||||||||||||
|
Reflect, Refine, Continue
| |||||||||||||||
|
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. |
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|
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. |
||||||||||||||
|
Presenting
| |||||||||||||||
|
Select, Analyze, Share
| |||||||||||||||
|
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. |
||||||||||||||
|
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. |
||||||||||||||
|
9) Explain what an art museum is and distinguish how it is different from other public buildings. |
||||||||||||||
|
Responding
| |||||||||||||||
|
Perceive, Analyze, Interpret
| |||||||||||||||
|
10) Recognize and identify uses of art within one's community and/or personal environment. Examples: Landscaping, architecture, and things people wear. |
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|
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. |
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|
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?" |
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|
13) Explain reasons for selecting a preferred artwork. Example: Explain why he/she likes or dislikes his/her artwork. |
||||||||||||||
|
Connecting
| |||||||||||||||
|
Interpret
| |||||||||||||||
|
14) Create art that tells a story about a life experience. Example: Create an artwork showing a personal experience. |
||||||||||||||
|
Synthesize
| |||||||||||||||
|
15) Recognize that people make art and identify the purpose of an artwork. a. Distinguish among paintings, drawings, and sculptures. |
||||||||||||||
|
Creating
| |||||||||||||||
|
Investigate, Plan, Make
| |||||||||||||||
|
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. |
||||||||||||||
|
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. |
||||||||||||||
|
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. |
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|
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. |
||||||||||||||
|
Reflect, Refine, Continue
| |||||||||||||||
|
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. |
||||||||||||||
|
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. |
||||||||||||||
|
Presenting
| |||||||||||||||
|
Select, Analyze, Share
| |||||||||||||||
|
7) Select works of art for personal portfolio and/or display. a. Justify why they selected the artwork. |
||||||||||||||
|
8) Discuss where, when, why, and how artwork should be presented or preserved. |
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|
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. |
||||||||||||||
|
Responding
| |||||||||||||||
|
Perceive, Analyze, Interpret
| |||||||||||||||
|
10) Select and describe works of art that illustrate daily life experiences. |
||||||||||||||
|
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. |
||||||||||||||
|
12) Interpret art by categorizing subject matter and identifying the visual qualities. Example: Compare images that represent the same subject. |
||||||||||||||
|
13) Classify/group artwork based on subject matter. Examples: Group portraits, landscapes, and still life. |
||||||||||||||
|
Connecting
| |||||||||||||||
|
Interpret
| |||||||||||||||
|
14) Identify times, places, and reasons students make art outside of school. Examples: Look at murals and environmental sculptures. |
||||||||||||||
|
Synthesize
| |||||||||||||||
|
15) Understand that people from different times and places have made art for a variety of reasons. Examples: Look at masks from various cultures. |
||||||||||||||
|
Creating
| |||||||||||||||
|
Investigate, Plan, Make
| |||||||||||||||
|
1) Brainstorm collaboratively to create a work of art. |
||||||||||||||
|
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. |
||||||||||||||
|
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. |
||||||||||||||
|
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. |
||||||||||||||
|
Reflect, Refine, Continue
| |||||||||||||||
|
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. |
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|
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. |
||||||||||||||
|
Presenting
| |||||||||||||||
|
Select, Analyze, Share
| |||||||||||||||
|
7) Collaborate on ways to publicly display artwork based on a theme or concept. |
||||||||||||||
|
8) Explore a variety of ways to prepare artwork for presentation. Examples: gluing artwork on construction paper, creating a name card |
||||||||||||||
|
9) Discuss how art exhibited inside and outside of schools contributes to communities. |
||||||||||||||
|
Responding
| |||||||||||||||
|
Perceive, Analyze, Interpret
| |||||||||||||||
|
10) Perceive and describe characteristics of natural and man-made environments. Example: Compare lines on a seashell to lines made by fence posts. |
||||||||||||||
|
11) Categorize images based on expressive properties. |
||||||||||||||
|
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. |
||||||||||||||
|
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." |
||||||||||||||
|
Connecting
| |||||||||||||||
|
Interpret
| |||||||||||||||
|
14) Create works of art about events in home, school, or community life. |
||||||||||||||
|
Synthesize
| |||||||||||||||
|
15) Compare and contrast cultural uses of artwork from different times and places. Example: Australian Aboriginal dot paintings and Plains Indians pictographs. |
||||||||||||||
|
Creating
| |||||||||||||||
|
Investigate, Plan, Make
| |||||||||||||||
|
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. |
||||||||||||||
|
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. |
||||||||||||||
|
3) Describe and use steps of the art-making process while creating works of art/design. |
||||||||||||||
|
4) Demonstrate an understanding of the safe and proficient use of materials, tools, equipment, and studio space. |
||||||||||||||
|
Reflect, Refine, Continue
| |||||||||||||||
|
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. |
||||||||||||||
|
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. |
||||||||||||||
|
Presenting
| |||||||||||||||
|
Select, Analyze, Share
| |||||||||||||||
|
7) Investigate and discuss possibilities and limitations of spaces, including electronic, for exhibiting artwork. |
||||||||||||||
|
8) Discuss exhibit space and prepare works of art for presentation. |
||||||||||||||
|
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. |
||||||||||||||
|
Responding
| |||||||||||||||
|
Perceive, Analyze, Interpret
| |||||||||||||||
|
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. |
||||||||||||||
|
11) Discuss the meanings and messages communicated by visual imagery. |
||||||||||||||
|
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. |
||||||||||||||
|
13) Use learned vocabulary to evaluate artwork based on given criteria. |
||||||||||||||
|
Connecting
| |||||||||||||||
|
Interpret
| |||||||||||||||
|
14) Create works of art based on observations of surroundings. |
||||||||||||||
|
Synthesize
| |||||||||||||||
|
15) Recognize that responses to art change depending on knowledge of the time and place in which it was made and on life experiences. |
||||||||||||||
|
Creating
| |||||||||||||||
|
Investigate, Plan, Make
| |||||||||||||||
|
1) Individually brainstorm multiple approaches to an art problem. Examples: Create lists, sketches, or thumbnail-sketches. |
||||||||||||||
|
2) Collaboratively design and create artwork that has meaning and purpose. Examples: Create a logo for a school or activity. |
||||||||||||||
|
3) Generate ideas and employ a variety of strategies and techniques to create a work of art/design. |
||||||||||||||
|
4) When making works of art, utilize and care for materials, tools, and equipment in a manner that prevents danger to oneself and others. |
||||||||||||||
|
Reflect, Refine, Continue
| |||||||||||||||
|
5) Document, describe, and create real or imagined constructed environments. Example: Design a futuristic art room, town, or planet. |
||||||||||||||
|
6) Revise artwork in progress on the basis of insights gained by peer discussion. |
||||||||||||||
|
Presenting
| |||||||||||||||
|
Select, Analyze, Share
| |||||||||||||||
|
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. |
||||||||||||||
|
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. |
||||||||||||||
|
9) Compare and contrast purposes of museums, galleries, and other art venues, as well as the types of personal experiences they provide. |
||||||||||||||
|
Responding
| |||||||||||||||
|
Perceive, Analyze, Interpret
| |||||||||||||||
|
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. |
||||||||||||||
|
11) Analyze components in visual imagery that convey meanings and messages. Example: What is the meaning of Edvard Munch's The Scream? |
||||||||||||||
|
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. |
||||||||||||||
|
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. |
||||||||||||||
|
Connecting
| |||||||||||||||
|
Interpret
| |||||||||||||||
|
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. |
||||||||||||||
|
Synthesize
| |||||||||||||||
|
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. |
||||||||||||||
|
Creating
| |||||||||||||||
|
Investigate, Plan, Make
| |||||||||||||||
|
1) Combine ideas to develop an innovative approach to creating art. |
||||||||||||||
|
2) Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design. |
||||||||||||||
|
3) Communicate personal ideas, images, and themes through artistic choices of media, technique, and subject matter. |
||||||||||||||
|
4) Demonstrate proper care and use of materials, tools, and equipment while creating art. |
||||||||||||||
|
Reflect, Refine, Continue
| |||||||||||||||
|
5) Identify, describe, and visually document places and/or objects of personal significance. |
||||||||||||||
|
6) Create artist statements using art vocabulary. |
||||||||||||||
|
Presenting
| |||||||||||||||
|
Select, Analyze, Share
| |||||||||||||||
|
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. |
||||||||||||||
|
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. |
||||||||||||||
|
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. |
||||||||||||||
|
Responding
| |||||||||||||||
|
Perceive, Analyze, Interpret
| |||||||||||||||
|
10) Compare one's interpretation of a work of art with the interpretation of others. |
||||||||||||||
|
11) Identify and analyze cultural associations suggested by visual imagery. Example: The Terra Cotta Army and its relationship to Chinese culture. |
||||||||||||||
|
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. |
||||||||||||||
|
13) Recognize differences in criteria used to evaluate works of art depending on styles, genres, and media as well as historical and cultural contexts. |
||||||||||||||
|
Connecting
| |||||||||||||||
|
Interpret
| |||||||||||||||
|
14) Apply formal and conceptual vocabularies of art and design to view surroundings in new ways through art-making. |
||||||||||||||
|
Synthesize
| |||||||||||||||
|
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. |
||||||||||||||
|
Creating
| |||||||||||||||
|
Investigate, Plan, Make
| |||||||||||||||
|
1) Work collaboratively to develop new and innovative ideas for creating art. |
||||||||||||||
|
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. |
||||||||||||||
|
3) Develop new ideas through open-ended experiments, using various materials, methods and approaches in creating works of art. |
||||||||||||||
|
4) Explain and/or demonstrate environmental implications of conservation, care, and clean-up of art materials, tools, and equipment. |
||||||||||||||
|
Reflect, Refine, Continue
| |||||||||||||||
|
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. |
||||||||||||||
|
6) Make observations and reflect on whether personal artwork conveys the intended meaning and revise accordingly. |
||||||||||||||
|
Presenting
| |||||||||||||||
|
Select, Analyze, Share
| |||||||||||||||
|
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. |
||||||||||||||
|
8) Collaboratively or individually develop a visual plan for displaying works of art in a designated space. |
||||||||||||||
|
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. |
||||||||||||||
|
Responding
| |||||||||||||||
|
Perceive, Analyze, Interpret
| |||||||||||||||
|
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. |
||||||||||||||
|
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. |
||||||||||||||
|
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. |
||||||||||||||
|
13) Develop and apply relevant criteria to assess works of art. Example: Rubrics for craftsmanship, completion, and creativity. |
||||||||||||||
|
Connecting
| |||||||||||||||
|
Interpret
| |||||||||||||||
|
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. |
||||||||||||||
|
Synthesize
| |||||||||||||||
|
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. |
||||||||||||||
|
Creating
| |||||||||||||||
|
Investigate, Plan, Make
| |||||||||||||||
|
1) Implement methods to overcome creative blocks. Example: Students brainstorm possible images by sharing and listing ideas in small groups. |
||||||||||||||
|
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. |
||||||||||||||
|
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. |
||||||||||||||
|
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. |
||||||||||||||
|
Reflect, Refine, Continue
| |||||||||||||||
|
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. |
||||||||||||||
|
6) Reflect on and explain personal artwork in an artist statement or another format. |
||||||||||||||
|
Presenting
| |||||||||||||||
|
Select, Analyze, Share
| |||||||||||||||
|
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. |
||||||||||||||
|
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. |
||||||||||||||
|
9) Compare and contrast collections and exhibitions in different venues. Examples: Using books, magazines, and/or virtual exhibits. |
||||||||||||||
|
Responding
| |||||||||||||||
|
Perceive, Analyze, Interpret
| |||||||||||||||
|
10) Analyze how the method of display and the location of an artwork influence how it is perceived and valued. |
||||||||||||||
|
11) Analyze multiple ways in which works of art and design influence specific audiences. |
||||||||||||||
|
12) Interpret by analyzing art-making approaches, subject matter, and use of media to identify ideas and meaning. |
||||||||||||||
|
13) Compare and contrast evaluation methods between artwork based on personal criteria and artwork based on a set of established criteria. |
||||||||||||||
|
Connecting
| |||||||||||||||
|
Interpret
| |||||||||||||||
|
14) Individually or collaboratively research places and times in which people make and experience art. |
||||||||||||||
|
Synthesize
| |||||||||||||||
|
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. |
||||||||||||||
|
Creating
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Investigate, Plan, Make
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1) Apply early stages of the creative process visually and/or verbally in traditional or new media. Example: Document processes through sketchbooks, phone pictures, and digital media. |
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2) Collaboratively shape an artistic investigation of an aspect of present-day life using a traditional and/or contemporary practice of art and design. |
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3) Engage, experiment, innovate, and take risks to pursue ideas, forms, and meaning that emerge in the process of creating art. |
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4) Define and/or illustrate awareness of practices, issues, and ethics of appropriation, fair use, copyright, Open Source, and Creative Commons as they apply to creating works of art and design. Example: Take their own reference photos and use them to create a work of art. |
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Reflect, Refine, Continue
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5) Plan select, organize, and design images and words to make visually clear works of art using traditional and/or digital methods. |
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6) Apply relevant criteria to examine, reflect on, and plan revisions for a work of art or design in progress. |
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Presenting
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Select, Analyze, Share
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7) Develop and apply criteria for evaluating a collection of artwork for presentation. Example: Create a list of questions that address the interpretation of a collection of artwork, such as: How are these pieces related? How are they different? Does each piece address a similar theme or idea? |
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8) Collaboratively prepare and present a body of related artwork and accompanying narratives for display. |
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9) Working in a group, discuss why and how an exhibition or collection may influence ideas, beliefs, and experiences. |
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Responding
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Perceive, Analyze, Interpret
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10) Collaboratively discuss how a person's aesthetic choices are influenced by culture and environment and how these influences impact the visual images that one creates. Example: Discuss the influence of Japanese animation on drawing techniques and styles of American youth. |
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11) Analyze the contexts and media in which images influence ideas, emotions, and actions. |
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12) Interpret and analyze how the interaction of the art-making process, subject matter, use of media, visual qualities, and contextual information contributes to understanding messages or ideas. |
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13) Collaborate to create a convincing and logical justification to support an evaluation of art. |
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Connecting
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Interpret
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14) Create art collaboratively or individually to reflect on and reinforce positive aspects of group identity. Example: Create tributes to family members, school and/or community heritage. |
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Synthesize
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15) Differentiate the ways art is used to reflect, represent, and establish group identity. |
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Creating
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Investigate, Plan, Make
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1) Individually or collaboratively formulate new creative problems based on student's existing artwork. |
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1) Individually and/or collaboratively formulate and expand new ideas based on existing artwork. |
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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. |
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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. |
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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. |
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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. |
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4) Demonstrate awareness of ethical implications of making and distributing creative work. |
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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. |
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Reflect, Refine, Continue
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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. |
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5) Demonstrate in works of art or design how visual and material culture defines, shapes, enhances, inhibits, and/or empowers people's lives. |
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6) Engage in constructive critiques with peers and revisit works of art/design in response to personal artistic vision. |
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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. |
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Presenting
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Select, Analyze, Share
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7) Apply various methods for preparing works of art/design for presentation appropriate for a set environment. |
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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 |
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8) Evaluate, select, and apply methods or processes appropriate for displaying artwork in a specific place. Example: Create matting and frame. |
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8) Investigate, compare, and contrast methods for preserving and protecting art. |
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9) Create, explain, and justify connections between artists or artwork and social, cultural, and/or political history. |
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9) Curate a collection of objects, artifacts, or artwork to impact the viewer's understanding of social, cultural, and/or political experiences. |
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Responding
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Perceive, Analyze, Interpret
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10) Recognize and describe personal aesthetic and empathetic responses to the natural and/or digital world. |
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10) Analyze how responses to art develop over time based on knowledge of and experience with art and life. |
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11) Evaluate the effectiveness of an image or images to influence ideas, feelings, and behaviors of specific audiences. |
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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. |
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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. |
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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. |
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13) Determine the relevance of criteria used by others to evaluate a work of art or collection of works. |
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13) Construct evaluations of a work of art or collection of works based on differing sets of criteria. |
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Connecting
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Interpret
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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. |
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14) Appraise the impact of an artist or a group of artists on the beliefs, values, and behaviors of a society. |
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Synthesize
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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. |
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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. |
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