National Visual Arts Standards (DRAFT PK-12) by Jeremy Holien

Visual Arts Welcome As with the PreK-8 Visual Arts Standards, the High School Standards for Visual Arts are organized around the three artistic processes: Creating, Presenting, and Responding. Connecting is a separate process in several of the other artistic disciplines. As the process of Connecting is part of the processes of Creating, Presenting, and Responding within the Visual Arts, those Visual Arts Standards which have the greatest focus on Connecting will be tagged in the final version of the new Standards. The Visual Arts Standards are comprehensive and inclusive of all media. VISUAL ARTS, as defined by the National Art Education Association, include the traditional fine arts such as drawing, painting, printmaking, photography and sculpture; media arts including film, graphic communications, animation and emerging technologies; architectural, environmental and industrial arts such as urban, interior, product and landscape design; folk arts; and works of art such as ceramics, fibers, jewelry, works in wood, paper, and other materials. The Visual Arts Standards for high school are designed to support state and local district policies regarding graduation requirements as well as college and career readiness for graduating high school students.

Visual Arts Anchor Standards

Creating

Process Component: Experiment/Imagine/Identify Anchor Standard: Initiate making works of art and design by experimenting, imagining and identifying content.

Process Component: Investigate/Plan/Make Anchor Standard: Investigate, plan and work through materials and ideas to make works of art and design.

Process Component: Reflect/Refine/Continue Anchor Standard: Reflect on, share insights about, and refine works of art and design.

Presenting

Process Component: Select/Analyze

Anchor Standard: Select and analyze their artwork and the work of others when deciding what artwork to present.

Process Component: Prepare/Curate Anchor Standard: Use a variety of methods for preparing their artwork and the work of others for presentation.

Process Component: Exhibit/Share Anchor Standard: Communicate artistic meaning through sharing their work and the work of others.

Responding

Process Component: Experience/Analyze/Interpret Anchor Standard: Experience, analyze and interpret art and other aspects of the visual world.

Process Component: Critique/Evaluate Anchor Standard: Use criteria when responding to art.

Process Component: Communicate/Internalize Anchor Standard: Communicating through art helps viewers understand and appreciate people, the natural world and constructed environments.

Discipline: Visual Art Artistic Process: Creating Process Component: Experiment/Imagine/Identify Anchor Standard: Students will initiate making works of art and design by experimenting, imagining and identifying content. Enduring Understanding: Creativity and innovative thinking are essential life skills that can be developed. Essential Question(s): Can all people be artists? What conditions, attitudes and behaviors support creativity and innovative thinking? Does collaboration expand the creative process? Pre K

Kindergarten

Engage in self-directed play with materials.

Engage in imaginative play with materials.

3rd Elaborate on an imaginative work.

6th Collaboratively combine ideas to generate innovative idea for creating art.

1st Engage in collaborative imaginative play with materials. 4th

Brainstorm multiple approaches to a problem for artmaking. 7th Identify and utilize methods to overcome creative block.

2nd Collaboratively brainstorm multiple approaches to a problem.

5th Combine ideas to generate an innovative idea for artmaking. 8th Document early stages of the creative process visually and/or verbally in traditional or new media.

Discipline: Visual Art Artistic Process: Creating Process Component: Experiment/Imagine/Identify Anchor Standard: Students will initiate making works of art and design by experimenting, imagining and identifying content. Enduring Understanding: Artists’ and designers’ ideas develop out of life experiences and are explored utilizing inquiry methods including observation, research, and experimentation. Essential Question(s): What inspires people to make art? How are artists and designers attuned to their surroundings? How do artists and designers make and use connections from various sources? Pre K

Kindergarten

Collaboratively explore the world using a variety of descriptive visual attributes.

Discuss experiences to generate ideas for making art.

3rd Communicate with others to generate and collect ideas for making a work of art or design. 6th Experiment with unfamiliar materials and objects to generate new ideas and directions for artmaking.

1st

2nd

Develop an idea for an artwork based on a personal or family story. 4th

Conduct research to support making a work of art or design.

7th Use creative writing strategies to formulate an idea bank of the student’s current interests and concerns that could be investigated in artmaking

Examine the environment to generate ideas for making a work of art or design. 5th

Use formal and conceptual vocabularies of art and design to see surroundings in new ways. 8th Collaboratively identify and elaborate on current themes in the local and global community that could be explored in artmaking.

Discipline: Visual Art Artistic Process: Creating Process Component: Investigate/Plan/Make Anchor Standard: Students will investigate, plan and work through materials and ideas to make works of art and design. Enduring Understanding: Artists and designers shape aesthetic investigations, following or breaking established conventions, in pursuit of creative goals. Essential Question(s): How does knowing the contexts of histories and traditions of art forms help us 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 aesthetic investigations? Pre K

Kindergarten

Engage in self-directed creative making.

1st

2nd

Collaboratively engage in Observe and investigate to creative artmaking in response to make a work of art or design. a problem.

3rd Select methods and tools to make personally meaningful artwork.

4th Make use of available resources, tools and technologies for investigating studentâ&#x20AC;&#x2122;s ideas.

6th

7th

Formulate an aesthetic investigation of personally relevant content for creating art.

Develop criteria to guide making a work of art, craft or design to meet an identified goal.

Formulate a question and investigate it using an artistic process. 5th

Explain and demonstrate diverse methods of aesthetic investigation and choose an approach to an artistic problem. 8th Collaboratively make an artwork using a contemporary practice of making in art, craft or design.

Discipline: Visual Art Artistic Process: Creating Process Component: Investigate/Plan/Make Anchor Standard: Students will investigate, plan and work through materials and ideas to make works of art and design. Enduring Understanding: Artists and designers experiment with forms, materials, and concepts. Essential Question(s): 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? Pre K

Kindergarten

Engage in focused mark making.

Engage in focused making of a work of art or design.

3rd Create personally satisfying work using a variety of artistic processes and materials.

6th Persist through and learn from challenging artistic investigations throughout the artmaking process.

1st

2nd

Constructively explore uses of materials in creating a work of art or design. 4th

Create art or design with various materials and tools to explore personal interests. 5th

Collaboratively construct an artwork that is Manipulate forms, materials and mutually satisfying to the makers. compositional elements to make meaning in a work of art. 7th Select from a variety of media and pursue an artistic inquiry.

8th Pursue emerging ideas, forms and meanings in an artwork.

Discipline: Visual Art Artistic Process: Creating Process Component: Investigate/Plan/Make Anchor Standard: Students will investigate, plan and work through materials and ideas to make works of art and design. Enduring Understanding: Artists and designers balance experimentation and safety, freedom and responsibility. Essential Question(s): How do artists and designers care for and maintain equipment and materials? Why is it important for safety and health to understand and follow correct procedures in handling equipment and materials? How do artists appropriately use otherâ&#x20AC;&#x2122;s images and ideas? What responsibilities come with the freedom to create? Pre K

Kindergarten

Share art materials with others.

Care for art materials and equipment.

3rd Demonstrate an understanding of the proper use of materials for a variety of purposes. 6th Explain implications for the environment of conservation, care, and clean up of materials and equipment.

1st

2nd

Explain and demonstrate safe use of materials and equipment. 4th

Utilize tools in a manner that prevents danger to self and others.

Demonstrate efficient and safe procedures for cleaning equipment and spaces. 5th

Care for and utilize tools to promote quality craftsmanship.

7th

8th

Demonstrate awareness of ethical responsibility to self and others of posting and sharing images and other materials on the Internet, through social media and other communication formats.

Demonstrate awareness of practices, issues and ethics of appropriation, fair use, copy right, open source, and creative commons.

Discipline: Visual Art Artistic Process: Creating Process Component: Investigate/Plan/Make Anchor Standard: Students will investigate, plan and work through materials and ideas to make works of art and design. Enduring Understanding: Clarity of visual organization supports effective communication. Essential Question(s): How does art and design communicate stories and ideas? How do artists and designers create works of art that effectively communicate? Pre K Tell about art the student created.

Kindergarten

1st

Create art that tells a story about a life experience.

Artistically demonstrate and explain what happened before and after an event shown in the student's artwork.

3rd Elaborate visual information in the student's narrative artwork. 6th Select and organize images and text to make clear and compelling presentations.

4th Design and produce a work that clearly communicates a personal message. 7th Identify and apply visual organization strategies to clearly present information.

2nd Make a work of art or design to communicate an idea.

5th Design and produce a work that clearly communicates information or ideas. 8th Utilize effective visual strategies to relate a personal narrative in artwork.

Discipline: Visual Art Artistic Process: Creating Process Component: Investigate/Plan/Make Anchor Standard: Students will investigate, plan and work through materials and ideas to make works of art and design. Enduring Understanding: People interact with and create objects and places that define, shape, enhance and empower their lives. Essential Question(s): How do objects and places shape lives and communities? How do people design the environments in which they live and work? How do artists and designers determine goals for designing or redesigning? Pre K

Kindergarten

Represent a familiar place in an artwork.

Represent natural and built environments.

3rd Collaboratively represent, diagram or map places that are part of the student's everyday life. 6th Collaboratively design an object, artwork or system or social behavior that meets an identified need.

1st Repurpose objects to make something new. 4th

2nd Identify uses of everyday objects through drawings or diagrams. 5th

Document, describe and represent local Identify, describe and visually document architectural styles in the context of history objects that are related to family stories. of world architecture. 7th Explain, share and propose examples of accessible and universal design that meet an identified need.

8th Investigate a place using drawing, sculpture, photography, video or other media.

Discipline: Visual Art Artistic Process: Creating Process Component: Reflect/Refine/Continue Anchor Standard: Students will reflect on, share insights about, and refine works of art and design. Enduring Understanding: Developing excellence in art requires practice and persistence, exploration and invention, openness to new ideas and constructive critique, as well as the confidence to take risks. Essential Question(s): How do artists grow and become accomplished in art forms? What motivates and sustains artists in their practice? What factors prevent or encourage people to take creative risks? Pre K

Kindergarten

Use a variety of artmaking tools.

Demonstrate ability to correctly use various media.

3rd Alter an artwork that was begun in response to established guidelines.

6th

1st

2nd

Build skills in using tools and media of artmaking.

Explain procedures and develop skills in using tools and media of artmaking.

4th

5th

Demonstrate openness in trying new ideas, methods and directions in making art and design.

Engage in constructive dialogue about works of art, craft and design by self and others and explain how dialogue influenced subsequent artmaking.

7th

8th

Engage in multiple experiences in the same Demonstrate persistence in developing an media to demonstrate development of artwork over time. skills.

Demonstrate willingness to experiment and take risks in artistic thinking and making.

Discipline: Visual Art Artistic Process: Creating Process Component: Reflect/Refine/Continue Anchor Standard: Students will reflect on, share insights about, and refine works of art and design. Enduring Understanding: Artists and designers reflect on, revise and refine work over time. Essential Question(s): How do artists take the initiative to improve their work? What role does persistence play in revising, refining and developing work? How does collaboratively reflecting on a work help us experience it more fully and develop it more completely? Pre K

Kindergarten

Share and talk about studentâ&#x20AC;&#x2122;s artwork.

Explain the process of making art while they are creating.

3rd Refine or alter artwork based on personal reflection.

1st

2nd

Describe choices in making artwork using art vocabulary while creating. 4th

Refine or alter artwork on the basis of insights gained through a peer discussion.

Make changes in studentâ&#x20AC;&#x2122;s artwork based on ideas from class discussion. 5th

Write an artist statement utilizing art vocabularies demonstrating choices made in artmaking.

6th

7th

8th

Revise work based on new ideas for conveying the student's intended meaning.

Reflect on and explain important information about the student's work in an artist statement or other visual formats.

Apply relevant disciplinary criteria to examine, reflect on and plan revisions for a works in progress.

Discipline: Visual Art Artistic Process: Creating Process Component: Connect/Create Lifelong Learning Anchor Standard: Creative thinking and artmaking skills transfer to many aspects of life. Enduring Understanding: Creative and critical thinking skills developed through the arts impact one's learning and transfer to other aspects of life. Essential Question(s): How do people use creative and critical thinking skills in their jobs and careers? How do people use creative and critical thinking skills in their daily lives? How do people use artmaking knowledge and skills to develop and enhance their homes, personal styles and communities? Pre K

Kindergarten

1st

2nd

Through artmaking develop fine and large motor skills that transfer to other endeavors.

Identify artmaking skills used in everyday life activities.

Visually document how people use artmaking skills to develop and enhance their homes or personal styles.

Collaboratively visually document how people contribute to community life with artmaking skills.

3rd Identify people who use artmaking and artistic thinking in their jobs and careers.

4th Demonstrate through collaborative artmaking how the ability to creatively collaborate is a valuable life skill.

5th Identify problem-solving strategies used in artmaking and explain their applicability to other areas in life.

6th

7th

8th

Identify and develop personal artistic style to utilize in various aspects of student's life.

Relate how creative skills developed though artmaking transfer to other aspects of life.

Visually demonstrate how creative artmaking and critical thinking strategies are used to investigate a problem.

Discipline: Visual Art Artistic Process: Creating Process Component: Connect/Create Lifelong Learning & College and Career Readiness Anchor Standard: Creative thinking skills transfer to all aspects of life. Enduring Understanding: Lifelong engagement in creating artistic works contributes to an enriched life. Essential Question(s): How are people's lives enriched by creating? Why do people learn about the arts in school and community settings? Pre K

Kindergarten

1st

Share personal artwork with others in the school community.

Identify times when student uses creative making skills outside of school.

Identify times and places when the student makes art outside of school.

3rd Demonstrate the skills and habits gained through making art, craft and design.

6th Artistically document thoughts and feelings generated when the student makes art, craft and design.

4th Collaboratively explain and visually document why people make artistic works throughout their lives and the types of making that people practice. 7th Collaboratively create visual documentation of places and times in which people gather to make and experience art, craft and design in the community.

2nd Identify people in the students' community who design or make art or craft as adults. 5th Compare the habits of a healthy enriched life with habits gained through artmaking.

8th Communicate through media why art making contributes to an enriched and healthy life.

Discipline: Visual Art Artistic Process: Presenting Process Component: Select/Analyze Anchor Standard: Students will intentionally select and analyze their artwork and the work of others when deciding what artwork to present. Enduring Understanding: Artists and others consider various methods, venues, and criteria when analyzing, selecting, and curating objects, artifacts and artwork for presentation and preservation. Essential Question(s): Why do people select things for display? Why do people value objects, artifacts, and artworks? How are artworks cared for, and by whom? What criteria, methods and processes are used to select work for presentation or preservation? Pre K

Kindergarten

Identify reasons for saving and displaying objects, artifacts and artwork.

Select art objects for display and explain why they were chosen.

3rd Describe the roles and responsibilities of a curator, explaining why experts are needed in preserving, maintaining, and presenting objects, artifacts and artworks. 6th Identify similarities and differences associated with preserving and presenting 2D and 3D artwork.

1st

2nd

Explain why some objects, artifacts, and artworks are valued over others. 4th

Determine how to prepare art for display, assessing limitations and possibilities.

7th Design a plan for a narrative art exhibit and display within a defined space.

Categorized artwork based on a theme or concept for an exhibit.

5th Select a place for exhibiting artwork and discuss aspects and limitations of the space.

8th Draw conclusions and discuss the process of presenting and preserving objects, artifacts and artworks.

Discipline: Visual Art Artistic Process: Presenting Process Component: Select/Analyze Anchor Standard: Students will intentionally select and analyze their artwork and the work of others when deciding what artwork to present. Enduring Understanding: Artists and others select, present, and preserve objects, artifacts and artworks in personal collections and/or portfolios. Essential Question(s): What is a portfolio? What is a collection? What criteria might be considered when selecting a work for a collection or portfolio? Pre K

Kindergarten

Select personal works of art for a portfolio.

Use the term "portfolio" to identify a selection of their own artwork.

3rd Ask and answer such questions as 'what, when, where, why and how' regarding the purpose of art collections. 6th Apply established criteria to analyze a collection of art works.

1st

2nd

Organize their artwork in a portfolio and explain the process. 4th

Make decisions about how a personal portfolio is structured and organized.

7th Develop and apply specific criteria for evaluating a collection of art works.

Select artworks to put into their portfolio and explain why they chose those specific works. 5th

Develop/select personal artwork for a portfolio and an artist's statement that reflects their learning. 8th Write a reflection on how their artwork has developed and changed over the years of their art experience.

Discipline: Visual Art Artistic Process: Presenting Process Component: Prepare/Curate Anchor Standard: Students will use a variety of methods for preparing their artwork and the work of others for presentation. Enduring Understanding: Artists, curators and others consider a variety of factors and methods when preparing artwork for display, and/or when deciding if and how to preserve/protect it. Essential Question(s): What methods and processes are considered when preparing artwork for presentation or preservation? Pre K

Kindergarten

Identify places where art may be displayed or saved.

Prepare a personal artwork for display.

1st

Ask and answer questions such Compare and contrast different as 'where, when, why, and how choices of materials or methods of artwork should be prepared for preparing artwork for display. presentation or preservation.

3rd

4th

Prepare works for art for display based on a given theme and identified exhibit space. Include artists' statements.

Identify and explain various considerations for display and protecting art in indoor or outdoor settings, in digital or in a temporary format, on various surfaces or in different locations.

6th

7th

Compare and contrast the safe and effective use of materials and techniques for preparing and presenting artwork.

2nd

Compare/contrast and evaluate methods used when preparing art for presentation and preservation. Base decisions on established criteria.

5th Collaborate to develop a visual plan for displaying works of art. Compare and contrast spaces, needs of the viewer, and the layout of the exhibit.

8th Collectively plan, prepare, and present selected artworks, based on a theme, for display and include informational materials for the viewer.

Discipline: Visual Art Artistic Process: Presenting Process Component: Exhibit/Share Anchor Standard: Students will demonstrate that art communicates meaning through sharing their work and the work of others. Enduring Understanding: Evolving technologies impact the ways in which images, objects, artifacts and artworks are presented, viewed, experienced, preserved, and documented. Essential Question(s): How do technologies influence how we share and experience images and works of art? How does technology influence our presentation and experience of art? How does technology influence how images, objects, artifacts and artworks are preserved? Pre K

Kindergarten

1st

2nd

Experience virtual galleries or artworks.

Compare and contrast artworks virtually (online museum, virtual tour).

Identify and describe a variety of formats for viewing/ experiencing artwork (i.e. original, reproduction, digital, photograph, PowerPoint, etc.).

Use a digital format for presenting an artwork.

3rd Compare and contrast experiencing an original work of art verses experiencing it in another form such as a reproduction or virtually. 6th Compare/contrast how technologies have changed how artwork is presented/preserved.

4th Analyze how a technological advance of ages past changed the preservation or presentation of artwork.

7th Provide examples of how a new technology changed the experience of art in its time.

5th Explain how the different ways art is presented impacts the message and experience obtained from it.

8th Compare and contrast how various technologies have influenced the presentation and preservation of art.

Discipline: Visual Art

Artistic Process: Presenting

Process Component: Exhibit/Share

Anchor Standard: Students will demonstrate that art communicates meaning through sharing their work and the work of others. Enduring Understanding: Objects, artifacts and artworks collected, preserved, or presented either by artists, museums, and/or other venues, communicate a record of social, cultural and political experiences; cultivating appreciation and understanding. Essential Question(s): What is an art museum? How does the presenting and sharing of objects, artifacts, and artworks influence and shape ideas, beliefs, and experiences?

Pre K

Kindergarten

Learn the term "art museum" and identify the purpose of an art museum.

Comprehend where art is displayed both in and outside of school and how an art museum is different from other buildings.

3rd Identify and explain how and where different cultures record and illustrate stories and history of life through art.

6th Explain how museums reflect the history and values of a community.

1st

2nd

Explain the purpose of an art museum and an art gallery, how they are alike and how they are different.

4th Compare and contrast how art exhibited in and outside of school, in museums, galleries, and other venues contributes to the community, and creates a cultural atmosphere and personal experience. 7th Compare/contrast collections from different museums and/or institutions.

Identify the jobs people have in museums to present and preserve images and artifacts and the responsibilities of museum visitors. 5th

Explain how an exhibition in a museum presents an idea and provides information about a specific concept or topic such as society/culture over time.

8th Draw evidence from research through various media of why and how art museums contribute to a community, a state and a nation, reflecting the values and meaning of society.

Discipline: Visual Art Artistic Process: Responding Process Component: Analyze/Interpret Anchor Standard: Students experience, analyze and interpret art and other aspects of the visual world. Enduring Understanding: Visual imagery throughout one's culture influences one's understanding of and response to the world. Essential Question(s): What is an image? How do images influence our views of the world? Where and how do we encounter images in our world? Pre K

Kindergarten

Distinguish between images and real objects.

Describe what an image represents.

1st Compare images that represent the same subject.

3rd

4th

Determine a message communicated by an image.

Analyze the components in visual imagery used to convey a message.

6th

7th

Analyze ways that visual components of and cultural associations suggested by an image are used to influence ideas, emotions and actions.

2nd

Analyze multiple ways that images are used to influence specific audiences.

Categorize images based on expressive properties. 5th

Identify and analyze cultural associations suggested by visual imagery. 8th Compare and contrast contexts in which viewers encounter images that influence ideas, emotions and actions.

Discipline: Visual Art Artistic Process: Responding Process Component: Analyze/Interpret Anchor Standard: Students experience, analyze and interpret art and other aspects of the visual world. Enduring Understanding: People gain insights into the meanings of artworks by analyzing subject matter, compositional elements, use of media and context. Essential Question(s): How do artworks convey meaning? How can the viewer "read" a work of art? How does knowing and using visual arts vocabularies help us understand and interpret works of art? Pre K

Kindergarten

Interpret art by identifying and describing subject matter.

Interpret art by identifying subject matter and describing relevant details.

3rd Interpret art by analyzing the artist's use of media to create subject matter, visual elements and mood.

6th Interpret art by distinguishing between relevant and non-relevant contextual information and analyzing subject matter, visual elements and use of media to identify ideas and mood conveyed.

1st

2nd

Interpret art by categorizing Interpret art by identifying the the subject matter and mood suggested by a work of art identifying the visual elements. and describing relevant subject matter and visual elements. 4th

5th

Interpret art by referring to contextual Interpret art by analyzing contextual information, and analyzing relevant subject information, subject matter, visual elements matter, visual elements, and use of media. and use of media to identify ideas and mood conveyed. 7th

8th

Interpret art by analyzing the formal composition of visual elements, relevant contextual information, subject matter and use of media to identify ideas and mood conveyed.

Interpret art by analyzing how the interaction of subject matter, visual elements, formal composition, media and relevant contextual information contributes to understanding messages or ideas and mood conveyed.

Discipline: Visual Art Artistic Process: Responding Process Component: Analyze/Interpret Anchor Standard: Students experience, analyze and interpret art and other aspects of the visual world. Enduring Understanding: Engaging in Art Criticism promotes understanding of how people can interpret art differently depending on their knowledge of and experiences with art and life. Essential Question(s): What can we learn from our responses to art? How do life experiences influence the way you relate to art? How do visual arts experiences enhance the ability to understand art? Pre K

Kindergarten

Identify familiar objects, places or subjects in works of art.

Describe the life experience depicted in a work of art.

1st

2nd

Select works of art that illustrate daily life experiences of self and others.

Explain how a selected work of art relates to one's own life.

3rd

4th

5th

Speculate about processes an artist used to create a work of art.

Compare responses to a work of art before and after working in similar media.

Compare one's own interpretation of a work of art with the interpretations of others.

6th

7th

8th

Analyze why a work of art can evoke different interpretations.

Explain how engaging in creating, presenting and responding to art informs responses to works of art.

Explain how an artwork is displayed and experienced influences how it is interpreted and evaluated.

Discipline: Visual Art Artistic Process: Responding Process Component: Analyze/Interpret Anchor Standard: Students experience, analyze and interpret art and other aspects of the visual world. Enduring Understanding: Understanding the historical and cultural context of an artwork can influence how people respond to it. Essential Question(s): How does art help us understand how people lived in different times, places, and cultures? How does knowing how people lived in different times and places influence our response to the art? Pre K

Kindergarten

1st

Recognize that people make art.

Identify a purpose of an artwork.

Understand that people from different places and times have made art.

3rd Recognize that responses to art change depending on knowledge of the time and place it was made. 6th Analyze how art reflects changes in time, resources and cultural uses.

4th Infer information about time, place, and culture in which a work of art was created.

7th Analyze how a response to art is influenced by understanding the time and place created, available resources and its cultural use.

2nd Identify and compare how art is used in various cultures past and present. 5th Compare and contrast cultural uses of artworks from different times and places.

8th Identify the uses of art in cultural traditions and how the art changes over time to reflect cultural changes.

Discipline: Visual Art Artistic Process: Responding Process Component: Critique/Evaluate Anchor Standard: Criteria are used when people respond to art. Enduring Understanding: People evaluate art based on various criteria. Essential Question(s): How does one determine criteria to evaluate a work of art? How and why might criteria vary? Pre K

Kindergarten

Select a preferred artwork.

Explain reasons for selecting a preferred artwork.

3rd Evaluate an artwork based on given criteria.

6th Compare and explain the difference between an evaluation of an artwork based on personal criteria and an evaluation of an artwork based on established criteria.

1st

2nd

Classify artworks based on different reasons for preferences. 4th

Apply one set of criteria to make judgments about more than one work of art.

7th Apply relevant criteria to evaluate a work of art.

Use learned art terminology to express preferences about an artwork. 5th

Recognize differences in criteria used to evaluate works of art depending on styles, genres, and media as well as cultural and historical contexts. 8th Create a convincing and logical argument to support a judgment of art.

Discipline: Visual Art Artistic Process: Responding Process Component: Communicate/Internalize Anchor Standard: Art communicates about and helps viewers understand the natural and constructed world. Enduring Understanding: Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of the natural and constructed world. Essential Question(s): How do people engage in the visual arts throughout their lives? How does learning in the arts help us build relationships with others? How do your choices in life and engagement with the world evolve as you grow in your knowledge and interaction with the visual arts? Pre K

Kindergarten

Identify art in their environment.

Recognize the uses of art within their environment.

3rd Analyze the aesthetic choices made by artists and designers.

6th Identify and interpret works of art that reveal different ways that people live around the world and what they value.

1st

2nd

Analyze aesthetic characteristics of their natural and constructed world.

Recognize and compare multiple design solutions for functional works of art.

4th

5th

Analyze the roles that artists and designers play in our response to the natural or constructed world.

Explain how specific works of art or design impact our response to and appreciation of the natural and constructed world.

7th

8th

Explain how an individual's aesthetic choices are influenced by culture and environment.

Evaluate how individual aesthetic choices impact the visual image projected to others.

Discipline: Visual Art Artistic Process: Creating VACR1A HS Process Component: Experiment/Imagine/Identify Anchor Standard: Initiate making works of art and design by experimenting, imagining and identifying content. Enduring Understanding: Creativity and innovative thinking are essential life skills that can be developed. Essential Question (s): Can all people be artists? What conditions, attitudes and behaviors support creativity and innovative thinking? Does collaboration expand the creative process? HS Proficient Utilize multiple approaches to begin creative endeavors.

HS Accomplished Individually or collaboratively formulate new creative problems based on students existing artwork.

HS Advanced Visualize and hypothesize how creativity and innovative thinking lead to choices and actions that can effect change.

Discipline: Visual Art Artistic Process: Creating VACR1B HS Process Component: Experiment/Imagine/Identify Anchor Standard: Initiate making works of art and design by experimenting, imagining and identifying content. Enduring Understanding: Artists and designers explore ideas with inquiry methods of observation, research and experimentation. Essential Question (s): What inspires people to make art? How are artists and designers attuned to their surroundings? How do artists and designers make and use connections from various sources? HS Proficient Document process of developing nascent idea to complex, fully elaborated idea.

HS Accomplished Utilize inquiry methods of observation, research and experimentation to explore unfamiliar subjects through artmaking.

HS Advanced Identify sources for ideas, document research and experimentation, and provide account of how initial ideas developed into completed work.

Discipline: Visual Art Artistic Process: Creating VACR2A HS Process Component: Investigate/Plan/Make Anchor Standard: Investigate, plan and work through materials and ideas to make works of art and design. Enduring Understanding: Artists and designers shape artistic investigations, following or breaking established conventions, in pursuit of creative goals. Essential Question (s): How does knowing the contexts of histories and traditions of art forms help us 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? What is a contemporary practice? HS Proficient Investigate an aspect of contemporary life using a contemporary artmaking process.

HS Accomplished Choose from a range of materials and methods of traditional and contemporary artistic practices to plan the making of meaningful works of art and design.

HS Advanced Choose from a range of materials and methods of traditional and contemporary artistic practices, following or breaking established conventions, to plan the making of meaningful series of works of art and design based on a theme, idea or concept.

Discipline: Visual Art Artistic Process: Creating VACR2B HS Process Component: Investigate/Plan/Make Anchor Standard: Investigate, plan and work through materials and ideas to make works of art and design. Enduring Understanding: Artists and designers experiment with forms, materials and concepts for artmaking. Essential Question (s): 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? HS Proficient Engage in making a work of art without having a preconceived plan.

HS Accomplished

HS Advanced

Investigate and work through materials and Investigate and work through materials and ideas to make meaningful works of art and ideas to make a series of works of art and design. design that explores a personally meaningful theme, idea or concept.

Discipline: Visual Art Artistic Process: Creating VACR2C HS Process Component: Investigate/Plan/Make Anchor Standard: Investigate, plan and work through materials and ideas to make works of art and design. Enduring Understanding: Artists and designers balance experimentation and safety, freedom and responsibility in creating works of art and design. Essential Question (s): How do artists and designers care for and maintain equipment and materials? Why is it important for safety and health to understand and follow correct procedures in handling equipment and materials? How do artists appropriately use otherâ&#x20AC;&#x2122;s images and ideas? What responsibilities come with the freedom to create? HS Proficient Understand how traditional and nontraditional art materials may impact human health and the environment and demonstrate safe handling of materials.

HS Accomplished Demonstrate awareness of ethical implications of making and distributing creative work.

HS Advanced Demonstrate understanding of the importance of balancing freedom and responsibility in the use of tools and materials and in the creation and circulation of creative work.

Discipline: Visual Art Artistic Process: Creating VACR2D HS Process Component: Investigate/Plan/Make Anchor Standard: Investigate, plan and work through materials and ideas to make works of art and design. Enduring Understanding: Effective communication is supported through clarity of visual organization. Essential Question (s): How does art and design communicate stories and ideas? How do artists and designers create works of art that effectively communicate? HS Proficient Use effective communication approaches to tell a personal narrative.

HS Accomplished Identify and use contemporary practices for clear, legible and useful design.

HS Advanced Synthesize knowledge of multiple effective communication strategies to create a personal design style.

Discipline: Visual Art Artistic Process: Creating VACR2E HS Process Component: Investigate/Plan/Make Anchor Standard: Investigate, plan and work through materials and ideas to make works of art and design. Enduring Understanding: People interact with and create objects and places that define, shape, enhance, and empower their lives. Essential Question (s): How do objects and places shape lives and communities? How do people design the environments in which they live and work? How do artists and designers determine goals for designing or redesigning objects, places, or systems? HS Proficient Collaboratively develop a proposal for an installation, artwork or space design that transforms the perception and experience of a particular place.

HS Accomplished Redesign an object or system in response to contemporary issues and practices in art.

HS Advanced Demonstrate in works of art or design awareness of how material culture defines, shapes, enhances, inhibits, and empowers people's lives.

Discipline: Visual Art Artistic Process: Creating VACR3A HS Process Component: Reflect/Refine/Continue Anchor Standard: Reflect on, share insights about, and refine works of art and design. Enduring Understanding: Developing excellence in art requires practice and persistence, exploration and invention, and openness to new ideas as well as the confidence to take risks. Essential Question (s): How do artists grow and become accomplished in art forms? What role does persistence play in revising, refining and developing work? What motivates and sustains artists in their practice? What factors prevent or encourage people to take creative risks? HS Proficient Demonstrate openness to new ideas gained through a variety of artistic investigations.)

HS Accomplished Through practice and persistence demonstrate acquisition of skills and knowledge in a chosen art form.

HS Advanced Demonstrate skills, knowledge and habits of reflection and experimentation while creating art in a chosen art form.

Discipline: Visual Art Artistic Process: Creating VACR3B HS Process Component: Reflect/Refine/Continue Anchor Standard: Reflect on, share insights about, and refine works of art and design. Enduring Understanding: Artists and designers engage in constructive critique, reflect on, revise and refine work over time. Essential Question (s): How do artists take the initiative to improve their work? How does collaboratively reflecting on a work help us experience it more fully and develop it more completely HS Proficient

HS Accomplished

Apply relevant criteria from traditional and contemporary cultural contexts to examine, reflect on and plan revisions for works of art and design in progress

Engage in constructive critique with peers and then demonstrate reflecting upon, reengaging, revising and refining works of art and design in response to personal artistic vision.

HS Advanced Demonstrate reflecting upon, re-engaging, revising and refining works of art and design in response to relevant traditional and contemporary criteria and to personal artistic vision.

Discipline: Visual Arts Artistic Process: Presenting VAP1A HS Process Component: Select/Analyze Anchor Standard: Select and analyze their artwork and the work of others when deciding what artwork to present. Enduring Understanding: Artists and others consider various methods, venues, and criteria when analyzing, selecting, and curating objects, artifacts and artwork for presentation and preservation. Essential Question (s): Why do people select things for display? Why do people value objects, artifacts, and artworks? How are artworks cared for and by whom? What criteria, methods and processes are used to select work for presentation or preservation? Why do people select things for display? Why do people value objects, artifacts, and artworks? How are artworks cared for and by whom? What criteria, methods and processes are used to select work for presentation or preservation? HS Proficient

HS Accomplished

Analyze, select and curate artifacts and/or Prepare, present, and preserve objects, artworks for presentation and preservation. artifacts or artwork for a specific exhibit or event.

HS Advanced Critique, justify and present choices in the process of analyzing, selecting, curating and presenting works of art for a specific exhibit or event.

Discipline: Visual Arts Artistic Process: Presenting VAP1B HS Process Component: Select/Analyze Anchor Standard: Select and analyze their artwork and the work of others when deciding what artwork to present. Enduring Understanding: Artists and others select, present, and preserve objects, artifacts and artworks in personal collections and/or portfolios. Essential Question (s): What is a portfolio? What is a collection? What criteria might be considered when selecting a work for a collection or portfolio? HS Proficient

HS Accomplished

Analyze and defend choices, and establish goals for work included in a portfolio or collection.

Evaluate portfolio and determine goals for future work.

HS Advanced Prepare, critique, and present a portfolio / collection of work for a designated audience or purpose.

Discipline: Visual Arts Artistic Process: Presenting VAP2A HS Process Component: Prepare/Curate Anchor Standard: Use a variety of methods for preparing their artwork and the work of others for presentation. Enduring Understanding: Artists, curators and others consider a variety of factors and methods when preparing artwork for display, and/or when deciding if and how to preserve/protect it. Essential Question (s): What methods and processes are considered when preparing artwork for presentation or preservation? HS Proficient

HS Accomplished

HS Advanced

Analyze and evaluate the reasons and ways an exhibition was presented.

Evaluate and select methods or processes appropriate to display a specific set of artwork in a specific place.

Research, compare and contrast methods for preserving and protecting art.

Discipline: Visual Arts Artistic Process: Presenting VAP3A HS Process Component: Exhibit/Share Anchor Standard: Communicate artistic meaning through sharing their work and the work of others. Enduring Understanding: Evolving technologies impact the ways in which images, objects, artifacts and artworks are presented, viewed, experienced, preserved, and documented. Essential Question (s): How do technologies influence how we share and experience images and works of art? How does technology influence our presentation and experience of art? How does technology influence how images, objects, artifacts and artworks are preserved? HS Proficient Select and use a specific form of technology for presenting and preserving art.

HS Accomplished Select and use a form of technology to present a specific artwork or set of artworks to enhance and impact the message and/or purpose.

HS Advanced Critique and justify how a specific form of technology was used to change and/or enhance the presentation and/or preservation of artwork.

Discipline: Visual Arts Artistic Process: Presenting VAP3B HS Process Component: Exhibit/Share Anchor Standard: Communicate artistic meaning through sharing their work and the work of others. Enduring Understanding: Objects, artifacts and artworks collected, preserved, or presented either by artists, museums, and/or other venues, communicate a record of social, cultural and/or political experiences; cultivating appreciation and understanding. Essential Question (s): What is an art museum? How does the presenting and sharing of objects, artifacts, and artworks influence and shape ideas, beliefs, and experiences? HS Proficient (strand) Describe the impact that an exhibition or collection had on one’s personal awareness of social, cultural or political beliefs and understandings.

HS Accomplished (strand) Explain connections between artists/artwork and social, cultural, and political history.

HS Advanced (strand) Curate a collection of objects, artifacts or artworks to impact a viewer’s understanding of social, cultural and/or political experiences.

Discipline: Visual Art Artistic Process: Responding VAR1A HS Process Component: Experience/Analyze/Interpret Anchor Standard: Experience, analyze and interpret art and other aspects of the visual world. Enduring Understanding: Visual imagery experienced in one’s cultural contexts influences one’s understanding of and responses to the world. Essential Question (s): What is an image? Where and how do we encounter images in our world? How do images influence our views of the world? HS Proficient Analyze how one's understanding of the world is affected by experiencing visual imagery.

HS Accomplished Provide and compare examples of images that function to influence ideas, feelings, and behaviors.

HS Advanced Evaluate the effectiveness of an image or images to influence ideas, feelings, and behaviors of specific audiences.

Discipline: Visual Art Artistic Process: Responding VAR1B HS Process Component: Experience/Analyze/Interpret Anchor Standard: Experience, analyze and interpret art and other aspects of the visual world. Enduring Understanding: People gain insights into the meanings of artworks by analyzing subject matter, characteristics of form and structure, contextual information, the use of media and art making approaches. Essential Question (s): How do artworks convey meaning? How can the viewer "read" a work of art? How does knowing and using visual arts vocabularies help us understand and interpret works of art? HS Proficient Interpret an artwork or collection of works, supported by relevant and sufficient evidence found in the work and its various contexts.

HS Accomplished Identify examples of the types of contextual information useful in the process of constructing interpretations of an artwork or collection of works.

HS Advanced Analyze differing interpretations of an artwork or collection of works in order to select and defend a plausible interpretation.

Discipline: Visual Art Artistic Process: Responding VAR1C HS Process Component: Experience/Analyze/Interpret Anchor Standard: Experience, analyze and interpret art and other aspects of the visual world. Enduring Understanding: Engaging in art criticism promotes understanding of how people can interpret art differently depending on their knowledge of and experiences with art and life. Essential Question (s): What can we learn from our responses to art? How do life experiences influence the way you relate to art? How do visual arts experiences enhance the ability to understand art? HS Proficient Hypothesize how works of art influence ways people perceive and understand human experiences.

HS Accomplished

HS Advanced

Compare and contrast the divergent points of view presented in multiple interpretations of a work of art or a collection of works.

Analyze how responses to art change over time based on knowledge of and experience with art and life.

Discipline: Visual Art Artistic Process: Responding VAR1D HS Process Component: Experience/Analyze/Interpret Anchor Standard: Experience, analyze and interpret art and other aspects of the visual world. Enduring Understanding: Understanding the historical and cultural context of an artwork can influence how people respond to it. Essential Question (s): How does art help us understand the lives of people of different times, places, and cultures? How does knowing how people live or lived in different times and places influence our response to the art?

HS Proficient Explain how the visual arts have affected and are reflected in the culture, traditions, and history of a defined group.

HS Accomplished Describe how knowledge of historical and cultural context may influence personal responses to art.

HS Advanced Compare the uses of art in a variety of cultural and historical contexts and make connections to contemporary uses.

Discipline: Visual Art Artistic Process: Responding VAR2A HS Process Component: Critique/Evaluate Anchor Standard: Use criteria when responding to art. Enduring Understanding: People evaluate art based on various criteria. Essential Question (s): How does one determine criteria to evaluate a work of art? How and why might criteria vary? HS Proficient Establish relevant criteria in order to evaluate a work of art or collection of works.

HS Accomplished Determine the relevance of criteria used by others to evaluate a work of art.

HS Advanced Explain why different criteria can be used for evaluating a work of art or collection of works.

Discipline: Visual Art Artistic Process: Responding VAR3A HS Process Component: Communicate/Internalize Anchor Standard: Communicating through art helps viewers understand and appreciate people, the natural world and constructed environments. Enduring Understanding: Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of the natural and constructed world. Essential Question (s): How does learning in the arts influence our interactions with others? How do choices in life and engagement with the world evolve as one grows in knowledge of an interaction with the visual arts? How does learning in the arts impact how we interact with the world? HS Proficient

HS Accomplished

HS Advanced

Explain how personal life choices evolve through knowledge of and interaction with

Recognize and describe personal aesthetic and empathetic responses to the natural

Hypothesize how engagement with the arts enhances an individualâ&#x20AC;&#x2122;s aesthetic and

visual arts.

and constructed world.

empathetic awareness throughout their lives.