pre-k kindergarten grade 1 grade 2 - montgomery...

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Montgomery County Public Schools

Pre-k–12 Visual Art Curriculum Framework

Standard I: Students will demonstrate the ability to perceive, interpret, and respond to ideas, experiences, and the environment through visual art.

Indicator 1: Identify and describe observed form

By the end of the following grades, students will know and be able to do everything in the previous grade and the following content:

Pre-K Kindergarten Grade 1 Grade 2

I.1.PK.a.

Identify colors, lines, shapes, and

textures that are found in the

environment.

I.1.PK.b.

Use colors, lines, shapes, and textures

to communicate observed form.

I.1.K.a.

Describe colors, lines, shapes, and

textures found in the environment.

I.1.K.b.

Represent observed form by combining

colors, lines, shapes, and textures.

I.1.1.a.

Describe colors, lines, shapes, textures,

and forms found in observed objects

and the environment.

I.1.1.b.

Represent observed physical qualities

of people, animals, and objects in the

environment using color, line, shape,

texture, and form.

Clarifying Example:

The student describes colors, lines,

shapes, textures, and forms observed in a

variety of masks.

The student constructs an animal mask

using color, line, shape, texture, and form.

I.1.2.a.

Describe colors, lines, shapes, textures,

forms, and space found in observed

objects and the environment.

I.1.2.b.

Represent observed physical qualities

of people, animals, and objects in the

environment using color, line, shape,

texture, form, and space.

Clarifying Example:

Given examples of assemblage, the

student describes colors, lines, shapes,

textures, forms and space found in

assemblage.

The student constructs an assemblage

using colors, lines, shapes, textures,

forms, and space.

Clarifying Example:

Given examples of lines, the student

identifies lines found in the trunk and

branches of a tree.

The student uses lines to create a tree.

Clarifying Example:

Take a walk around the school property.

Find and describe colors, lines, shapes,

and textures in trees.

The student uses colors, lines, shapes, and

textures to create a tree.

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Indicator 1: Identify and describe observed form


Grade 3 Grade 4 Grade 5

I.1.3.a.

Describe similarities and differences between the

elements of art in observed forms.

I.1.3.b

Represent the relationships among people, animals,

and objects in visual compositions using selected

elements of art in various combinations.

Clarifying Example:

The student compares and contrasts the elements of art

in two teacher-selected portraits.

The student creates a family or group portrait by

selecting a combination of the elements of art.

I.1.4.a

Analyze ways that the elements of art are used to

represent visual and tactile texture, and movement in

artworks.

I.1.4.b

Represent relationships among observed people,

animals, and objects, in a composition by selecting

and using the elements of art to achieve specific

effects.

Clarifying Example:

Looking at 3-dimensional artwork, the student

investigates the use of line to represent visual and tactile

texture, and the illusion of movement.

The student creates an action figure that demonstrates an

understanding of texture and movement.

I.1.5.a

Analyze how physical qualities of people, animals,

and objects are represented through the elements of

art.

I.1.5.b

Compose and render from observation subject

matter that shows 3-dimensional form, light and

shadow, qualities of surface texture, detail, and

spatial relationships.

Clarifying Example:

Given examples of architectural structures the student

analyzes how the elements of art are used to represent

the physical qualities of a structure.

The student draws the façade of a building that shows 3-

dimensional form, light and shadow, qualities of surface

texture, detail, and spatial relationships.

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Standard I.: Students will demonstrate the ability to perceive, interpret, and respond to ideas, experiences, and the environment through visual art.

Indicator 2: Identify and compare ways in which selected artworks represent what people see, feel, know, and imagine



I.2.PK.a

Identify the subject matter of various

works of art.

I.2.PK.b

Use color, line, and shape to represent

ideas visually from observation,

memory, and imagination.

Clarifying Example:

The student identifies family in artwork.

The student paints his/her family from

memory using color, line, and shape.

I.2.K.a

Describe the subject matter of various

works of art.

I.2.K.b

Use color, line, shape, and texture to

represent ideas visually from

observation, memory, and imagination.

Clarifying Example:

Students work with the teacher to

describe the subject matter of landscapes.

After making colored and textured paper,

the student cuts or tears to assemble a

landscape collage.

I.2.1.a

Identify ways that artists represent

what they see, know, feel, and imagine.

I.2.1.b

Use color, line, shape, texture, and form

to represent ideas visually from


Clarifying Example:

Brainstorm a list of how artists‟ represent

what they see, know, feel, and imagine.

The student uses recycled materials to

build an imagined invention that will help

them with a daily chore.

I.2.2.a

Describe how artists use color, line,

shape, texture, form, and space to

represent what people, know, feel, and

imagine.

1.2.2.b

Use color, line, shape, texture, form,

and space to represent ideas visually

from observation, memory, and

imagination.

Clarifying Example:

The student describes how the illusion of

space and depth can be created in a

seascape.

The student paints a seascape that

represents the illusion of space and depth

by using overlapping shapes, diminishing

sizes, and varying color intensities.

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Indicator 2: Identify and compare ways in which selected artworks represent what people see, feel, know, and imagine



I.2.3.a

Compare how artists communicate what they see,

feel, know, and imagine using art vocabulary.

1.2.3.b

Represent ideas and feelings visually and explain a

personal response to what is seen, felt, known, or

imagined.

Clarifying Example:

Students role-play art museum curators by sorting

artwork.

In small groups, students design an exhibit based on

student-classified themes. Students write a curatorial

statement to introduce their exhibit and defend their

selections.

I.2.4.a

Compare and describe how artists communicate

point of view and mood using art vocabulary.

1.2.4.b

Create and describe artworks that communicate

point of view and mood.

Clarifying Example:

Students discuss and sort artwork based on the points of

view and moods communicated by artists.

Based on student discussion, students select a mood to

express and create an emotion collage. Students write

artists‟ statements communicating their points of view.

I.2.5.a

Analyze and compare how artists express thematic

ideas using art vocabulary.

1.2.5.b

Create and describe thematic artworks that

communicate personal stories.

Clarifying Example:

Students use a graphic organizer to analyze and compare

artworks with a similar theme.

The student constructs a thematic artist‟s book.

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Standard I. Students will demonstrate the ability to perceive, interpret, and respond to ideas, experiences, and the environment through visual art.

Indicator 3. Use the elements of art and principles of design to organize personally meaningful compositions.



I.3.PK.a

Explore color, line, shape, texture and

basic principles of design in artworks.

I.3.PK.b

Use color, line, shape, texture and basic

principles of design to make artworks.

Clarifying Example:

The student works with the teacher to

explore patterns made with color in

artwork and the environment.

The student uses two objects and two

colors to gadget print a pattern.

I.3.K.a

Identify color, line, shape, texture and

basic principles of design in artworks.

I.3.K.b

Create artworks that use color, line,

shape, texture and basic principles of

design to express ideas.

Clarifying Example:

The student identifies contrasting textures

(i.e. soft/hard, smooth/ rough) found in

artwork and the environment.

The student creates a collage using a

variety of contrasting textures.

I.3.1.a

Explore the qualities of color, line,

shape, texture, form and basic

principles of design in artworks.

I.3.1.b

Use line, shape, texture, form, color and

basic principles of design to

communicate personal meaning in

artworks.

Clarifying Example:

The student identifies how elements of art

and principles of design are used to

communicate meaning in puppetry.

The student uses basic principles of

design to create a puppet that convey

personal meaning.

I.3.2.a

Identify how qualities of the elements

of art and principles of design are used

to communicate personal meaning in

visual compositions.

I.3.2.b

Select and use principles of design

including: pattern, contrast, repetition,

and balance to give personal meaning

to visual compositions.

Clarifying Example:

The student identifies how elements of art

and principles of design are used to

communicate meaning in a story cloth.

Students create a story cloth about their

community that demonstrates the use of

design concepts: pattern, contrast,

repetition, and balance.

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Indicator 3: Use the elements of art and principles of design to organize personally meaningful compositions.



I.3.3.a

Describe how qualities of the elements of art and

principles of design are organized to communicate

personal meaning in visual compositions.

I.3.3.b

Select and use elements of art and principles of

design including pattern, contrast, repetition, balance

rhythm/movement, and emphasis to give personal

meaning to visual compositions.

Clarifying Example: After studying the life and artwork of an artist, describe

ways the artist organized the elements of art and

principles of design to communicate personal meaning.

Using student-selected principles of design, students

create a shadow box using objects meaningful to them

(i.e. photos, mementos).

I.3.4.a

Describe how the elements of art and principles of

design are used to communicate personal meaning in

a composition.

I.3.4.b


design including pattern, contrast, repetition,

balance, rhythm/movement, emphasis, variety,

harmony/unity, and proportion to give personal

meaning to a visual composition.

Clarifying Examples:

After studying the life and artwork of an artist, describe

ways the artist uses the elements of art and principles of

design to communicate personal meaning.

Students draw a self-portrait including background

images that are personally meaningful.

I.3.5.a

Describe how artists use elements of art and

principles of design to organize visual compositions

that convey thoughts and feelings.

I.3.5.b


design to create visual compositions that convey ideas

and feelings to the viewer.

Clarifying Examples:

Given examples of political art, students describe how

the elements of art and principles of design convey

thoughts and feelings.

Students design a poster to convey ideas and feelings

about a significant current or historical event.

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Standard II: Students will demonstrate an understanding of visual arts as a basic aspect of history and human experience.

Indicator 1: Determine ways in which works of art express ideas about oneself, other people, places, and events.



II.1.PK.a

Observe works of art and identify ideas

expressed by different artists.

II.1.PK.b

Use selected works of art as inspiration

to express ideas visually and verbally.

Clarifying Example:

Students observe and identify a variety of

artwork about pets.

Students will work together to create a

large class pet sculpture. Students

participate in a shared writing that

describes the ideas represented by the

sculpture.

II.1.K.a

Observe works of art and describe

ideas expressed by different artists.

II.1.K.b


to express ideas visually and verbally

about oneself.

Clarifying Example: Students observe and describe artwork

about seasons.

Students create a painting that visually

expresses their favorite activity in a

particular season. Students present their

artwork to peers.

II.1.1.a

Observe works of art and identify ways

that artists express ideas about people,

places, and events.

II.1.1.b


to express ideas visually and verbally

about people, places, and events.

Clarifying Example:

Students observe and identify

architectural materials used in structures

in cityscapes.

Students create a cityscape collage

including their favorite buildings in their

community. Students present their

artwork to peers.

II.1.2.a

Observe works of art and describe how

artists express ideas about people,

places, and events.

II.1.2.b

Select and use works of art as

inspiration to express ideas visually

and verbally about people, places, and

events.

Clarifying Example: Students observe and describe examples

of artwork that illustrate an event, such as

a celebration or parade.

Students create an artwork that describes

an event in their life.

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Indicator 1: Determine ways in which works of art express ideas about oneself, other people, places, and events.



II.1.3.a

Identify ways in which artists use symbols to express

ideas about self, people, places, and events in selected

works of art.

II.1.3.b

Select symbols that represent aspects of daily life to

express meaning in visual compositions.

Clarifying Example: Observe examples of pictographs and theorize how the

people who made them expressed ideas about their daily

life.

Students design personal symbols to represent aspects of

their daily lives.

II.1.4.a

Analyze selected works of art and describe how

different artists express ideas and feelings about

human experience.

II.1.4.b

Describe the process used to select ideas, images, and

forms to express meaning in visual compositions.

Clarifying Example:

The students analyze artwork that visually expresses

ideas and feelings about slavery.

Students think-pair-share the choices the artist made to

create the artwork.

II.1.5.a

Analyze and interpret the content of selected works

of art and compare ways artists of different times and

places express ideas and feelings about human

experience.

II.1.5.b

Select ideas, images and forms to express meaning

about human experiences in visual compositions.

Clarifying Example:

Students analyze and interpret selected artwork that

documents human migration.

Students use a graphic organizer to document aspects of

a human migration. The graphic organizer will be used

to develop ideas for a visual composition.

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Indicator 2: Classify reasons why people create and use art by studying artworks and other sources of information



II.2.PK.a

Identify and sort artworks by theme.

II.2.PK.b

Describe and share personal artworks.

Clarifying Example:

In small student groups, identify the

similarities in a single group of artwork.

Students sit in a circle and hold up their

artwork and describe it to peers.

II.2.K.a

Describe themes in artworks.

II.2.K.b

Identify reasons for creating personal

artworks.

Clarifying Example:

In small student groups, describe the

similarities in a single group of artwork.

Students present the themes to the whole

class.

Students list reasons for creating personal

artworks. Make a class graph that

displays reasons for creating artwork.

II.2.1.a

Compare themes in artworks.

II.2.1.b

Identify reasons why other artists

create artworks.

Clarifying Example:

Identify the similarities and differences in

theme in sculpture, painting, and pottery.

Generate a list of common themes found

in different art forms and identify why

artists make sculpture, painting, or

pottery.

II.2.2.a

Interpret themes in artworks.

II.2.2.b

Communicate a variety of reasons for

creating artworks, i.e., feelings,

experiences, events, places, ideas.

Clarifying Example:

Given a set of Art postcards, students

think-pair-share to interpret themes and

explain reasons for creating artwork.

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Indicator 2: Classify reasons why people create and use art by studying artworks and other sources of information



II.2.3.a

Identify techniques, processes, and materials from

different times and places used to create visual art.

II.2.3.b

Describe the origins of selected techniques, processes,

and materials used in the visual arts.

Clarifying Example: Use a timeline to identify techniques, processes, or

materials from different times and places.

Students explain how an artist uses a technique process,

or materials in his or her artwork.

II.2.4.a

Identify techniques, technologies, processes, and

materials from different times and places used to

create visual art.

II.2.4.b

Describe the origins of selected technologies,

processes, and materials used in the visual arts.

Clarifying Example:

Use a timeline to identify technologies, processes, and

materials from different times and places.

Students explain how an artist uses technologies,

processes, or materials in his or her artwork.

II.2.5.a

Identify artistic styles and forms of expression from

different times and places used to create visual art.

II.2.5.b

Describe the origins of selected forms of expression

and stylistic innovations used in the visual arts.

Clarifying Example:

Students identify specific art styles and forms of

expression by matching examples to exemplars.

Students explain what influenced the artist to develop his

or her personal style.

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Indicator 3: Differentiate among works by artists representative of different times and cultures



II.3.PK.a

Identify the subject matter of selected

artworks.

II.3.PK.b

Categorize the subject matter of

artworks as the same or different.

Clarifying Example:

Given examples, students identify the

subjects in prehistoric cave painting.

After identifying the animals in cave

paintings, students sort them into groups:

same and different.

II.3.K.a

Describe the theme and subject matter

of selected artworks.

II.3.K.b

Categorize artworks by theme and

subject matter.

Clarifying Example:

In small groups, students describe the

theme and subject matter of Renaissance

paintings, which they share with the class.

Students categorize a selection of

Renaissance paintings by theme and

identify living and non-living subjects.

II.3.1.a

Categorize selected artworks by theme

and content.

II.3.1.b

Compare how selected artworks are

similar in theme and content.

Clarifying Example: Students sort mask reproductions and

determine theme and content.

Students respond to theme and content of

mask reproductions and explain how they

are similar. The teacher can record

responses.

II.3.2.a

Categorize selected artworks by theme,

content, and form.

II.3.2.b

Compare how selected artworks are

similar in theme, content, and form.

Clarifying Example: Students label assemblage reproductions

of a variety of art forms to determine

theme, content, or form.

Students will select two artworks work

with a partner to compare theme, content

and form.

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Indicator 3: Differentiate among works by artists representative of different times and cultures



II.3.3.a

Compare how selected artworks are similar in theme,

content, form, and style.

II.3.3.b

Identify attributes of theme, content, form, and style.

Clarifying Example: Students compare various types of African cloth.

Students identify attributes of Adinkra cloth.

II.3.4.a

Compare selected artworks to determine similarities

and differences in theme, content, form, and style.

II.3.4.b

Describe attributes of theme, content, form, and style

in selected artworks of different times and cultures.

Clarifying Example:

The students compare styles between two pieces of

artwork about slavery.

Students think-pair-share to determine the stylistic

attributes of the artwork. Responses are recorded on a t-

chart.

II.3.5.a

Analyze a variety of artworks to determine

similarities and differences in theme, content, form,

and style.

II.3.5.b

Use selected attributes of theme, content, form, and

style to convey meaning in visual compositions.

Clarifying Example:

Students analyze stylistic similarities and differences in

artwork about human migration.

Students create a representation of migration (i.e. family,

westward movement, underground railroad).

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Indicator 4: Compare similarities and differences in the skills and processes used to interpret and express ideas in the visual arts and other

disciplines



II.4.PK.a

Identify the visual qualities of works of

art and the environment.

II.4.PK.b

Use a variety of visual arts processes to

express ideas.

Clarifying Example: Observe animal images in art and toy

animals to identify shapes.

The student uses printmaking techniques

to prepare papers for use in an animal

collage.

Content Connection

Math/Art Vocabulary: Shapes

II.4.K.a

Identify connections between the visual

arts and other content areas.

II.4.K.b

Identify processes used to make art.

Clarifying Example:

The student makes connections to math

by identifying shapes in drawings and

sculptures.

Given examples, students identify the

difference between the processes of

drawing and sculpting.

Content Connection

Math Vocabulary: flat, solid

Art Vocabulary: two-dimensional,

three-dimensional

II.4.1.a

Describe connections between the

visual arts and other content areas.

II.4.1.b

Use processes from other content areas

to express ideas about the visual arts.

Clarifying Example:

Students manipulate clay to determine its

physical properties.

Generate a list of the physical properties

of clay and implications for art making.

Content Connection Science Vocabulary: physical properties

Art Vocabulary: earth clay

II.4.2.a

Identify similarities between the visual

arts and other content areas.

II.4.2.b

Describe skills and processes in the

visual arts and other content areas

used to express ideas.

II.4.2.c

Use processes common to the visual

arts and other content areas to express

ideas.

Clarifying Example:

Students describe and use scientific

observation of butterflies and discuss

them in terms of elements, patterns, and

symmetry.

From observations, students draw an

accurate representation of a butterfly.

Content Connection

Science Unit: Butterflies

Math Vocabulary: symmetry

Art Vocabulary: symmetry, pattern,

observation

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Indicator 4: Compare similarities and differences in the skills and processes used to interpret and express ideas in the visual arts and other

disciplines.



II.4.3.a

Identify similarities and differences between and

among the visual arts and other content areas.

I.4.3.b

Compare skills and processes used in the visual arts

and other content areas to express ideas.

II.4.3.c

Select and use visual arts processes and similar

processes used in other content areas to express ideas.

Clarifying Example:

Students identify the relationship between patterns in

number sequence and patterns in Mexican weavings.

Students choose a pattern sequence for the weaving

process.

Students weave their chosen patterns using simple

cardboard looms.

II.4.4.a

Identify themes in art that relate to content explored

in other subjects.

II.4.4.b

Describe processes used in art and other disciplines

to express ideas.

II.4.4.c

Use selected visual art processes to interpret and

express ideas in art and other disciplines.

Clarifying Example:

Students identify how environmental science (recycling)

is used to create artworks.

Students find and list materials that can be recycled to

create a sculpture.

Students construct a sculpture using the recycled

materials to express a common idea i.e. Save the Bay.

II.4.5.a

Compare themes in art that relate to content

explored in other subjects.

II.4.5.b

Compare processes used in the visual arts and other

disciplines to express ideas.

II.4.5.c

Select and use visual art processes to interpret and

express ideas in art and other disciplines.

Clarifying Example:

Students analyze product packaging and discuss how the

elements of art and principles of design are used.

Given a packaged product, students work in pairs to

discuss and compare how the design features and writing

are used to persuade a consumer.

Students plan and design packaging for a new product.

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Standard III: Students will demonstrate the ability to organize knowledge and ideas for expression in the production of art.

Indicator 1: Create images and forms from observation, memory and imagination


Pre-K Kindergarten Grade 1 Grade 2 III.1.PK.a

Explore art media, processes and

techniques.

III.1.PK.b

Safely manipulate and share art media

and tools.

III.1.PK.c

Create artworks that explore the uses

of color, line, shape, and texture to

express ideas.

Clarifying Example: Given plastic self-sealing bags that

contain two primary colors of paint,

students manipulate the bag to mix a new

color.

Students keep bags tightly sealed.

Students draw lines and shapes in the

paint through their self-sealing bag.

III.1.K.a

Experiment with art media, processes

and techniques and identify ways they

can be used to express thoughts and

feelings.

III.1.K.b


and tools. Assist in cleaning the

workspace.

III.1.K.c

Create artworks that explore the uses

of color, line, shape, and texture to

express ideas.

Clarifying Example:

Students rotate through stations and

experiment with paper decorating

techniques (i.e. resist, stamping, dabbing,

monoprint, painting). As a class, students

brainstorm ways to use the decorated

papers to communicate thoughts and

feelings.

Students share materials and rotate

through stations. As each paper is

completed, students place it on the drying

rack.

Students create a collage using the

decorated papers.

III.1.1.a

Experiment with art media, processes,

and techniques and describe ways they

can be used to express thoughts and

feelings.

III.1.1.b


and tools. Assist in cleaning tools, the

workspace, and the art room.

III.1.1.c

Create artworks that explore the

elements of art: color, line, shape,

texture, form, and the principles of

design: pattern and repetition, to

express ideas, thoughts, and feelings.

Clarifying Example: students create a cityscape collage. The

cityscape collage will include favorite

buildings from their community in

addition to texture, pattern, and repetition.

Students will share collage materials,

wipe the tables, close and clean the tops

of the glue bottles, and pick up scraps.

III.1.2.a

Experiment with art media, processes,

and techniques and demonstrate a

variety of ways they can be used to

express meaning.

III.1.2.b


and tools. Assist in cleaning tools, the

workspace, and storage of materials.

III.1.2.c

Create artworks that explore the


texture, form, and the principles of

design: pattern, repetition, contrast,

and balance to express personal

meaning.

Clarifying Example:

Students use a variety of materials and

techniques to create a mobile with a

butterfly theme. Students utilize color

and repetition as a vehicle for expression.

Students assist in maintaining their

workspace by cleaning tools and storing

artwork and materials.

Students utilize color and repetition as a

vehicle for expression.

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Indicator 1: Create images and forms from observation, memory and imagination



III.1.3.a

Experiment with art media, processes, and

techniques to generate ideas and express personal

meaning.

III.1.3.b

Safely manipulate and share art media and tools.

III.1.3.c

Create artworks that explore the elements of art:

color, line, shape, texture, form and value, and the

principles of design: pattern/repetition, emphasis,

contrast, balance, rhythm, and movement to express

personal meaning.

Clarifying Example: Using additive and subtractive relief techniques, students

create a clay calendar.

Students safely manipulate and use clay tools.

The calendar will include personal symbols and use of

elements of art and principles of design.

III.1.4.a

Experiment with art media, processes, and

techniques to express thoughts and feelings that have

personal meaning.

III.1.4.b


III.1.4.c

Create artworks that explore the elements of art:

color, line, shape, texture, form, value and space, and

selected principles of design: pattern, repetition,

contrast, rhythm, movement, balance, and unity to

express personal meaning.

Clarifying Example: Students draw five different personal symbols and

choose one symbol to make a tag board template.

Students safely manipulate and use painting materials

and tools.

Students paint both the negative and positive space of

the symbol to create a value scale.

III.1.5.a

Experiment with art media, processes and techniques

to convey specific thoughts and feelings

III.1.5.b


III.1.5.c

Create artworks that explore the uses of the elements

of art, and selected principles of design: pattern,

repetition, contrast, rhythm, movement, balance,

unity and emphasis to express personal meaning.

Clarifying Example:

Students experiment with mixed media.

Students safely manipulate and use mixed media

materials.

Students create a composition that emphasizes specific

thoughts and feelings about migration (i.e. family,

westward movement, underground railroad).

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Indicator 2: Investigate a variety of ways that artists develop ideas and organize the elements of art in responding to what they see, know, and feel



III.2.PK.a

Create images to communicate ideas.

III.2.PK.b

Identify and use color, line, shape, and

texture in artworks.

Clarifying Example: Given an example of Op Art, students

identify shapes. Students arrange shapes

to organize a composition.

III.2.K.a

Identify ideas that come from


III.2.K.b

Identify and use color, line, shape, and

texture in artworks.

Clarifying Example:

Given teacher-selected artwork, students

infer that artists‟ ideas can come from

looking, remembering, and imagining.

Students go on a texture hunt and create a

texture rubbing. Students identify texture

in artworks and use texture rubbings to

create a collage.

III.2.1.a

Explore ways that artists develop ideas.

III.2.1.b

Identify and use color, line, shape,

texture, form and selected principles of

design: pattern and repetition in

artworks.

Clarifying Example:

Students listen to a biographical story

about how an artist develops ideas to

create artwork.

Students observe patterns and design a

sketch of a pinch pot that includes pattern

and texture.

III.2.2.a

Identify sources for ideas and

procedures used to create artworks.

III.2.2.b

Identify and use color, line, shape,

texture, form, space, and selected

principles of design: pattern,

repetition, and contrast and balance in

artworks.

Clarifying Example:

Read a biography about a still life artist.

Create a still life drawing using student

chosen toys and stuffed animals.

18


Indicator 2: Investigate a variety of ways that artists develop ideas and organize the elements of art in responding to what they see, know, and feel



III.2.3.a

Identify sources for ideas and describe the design

steps used to create artworks.

III.2.3.b

Organize the elements of art color, line, shape,

texture, form, value, and selected principles of

design: pattern, repetition, contrast, balance,

emphasis, rhythm and movement to create artworks.

Clarifying Example:

Students identify that Peruvian folk artists draw

inspiration for their Arpilleras from observations of daily

life and their environment.

Using aspects of their daily life, students create a mixed

media collage that includes the art elements rhythm,

movement, and balance.

III.2.4.a

Identify the elements of art and selected principles of

design, i.e., pattern, repetition, balance, variety and

unity in artworks.

III.2.4.b

Organize the elements of art: color, line, shape,

texture, form, value, and space and selected

principles of design: pattern, repetition, contrast,

rhythm, movement, balance, and unity to create

artworks in response to what is observed or seen.

Clarifying Example:

Given art vocabulary cards, students match cards to

artworks.

Using the elements of art and principles of design,

students create gesture, contour, and value drawings.

III.2.5.a

Describe how artists use the elements of art and

principles of design to organize visual compositions.

III.2.5.b

Organize the elements of art and principles of design:

pattern, repetition, contrast, rhythm, movement,

balance, unity and emphasis to create artworks in

response to what is observed or seen.

Clarifying Example:

Given teacher-selected artwork, students describe how

still life artists use color and pattern to produce a rich

composition, including background in their artwork.

Students create a mixed media still life, emphasizing the

contrast between the still life objects and the rich

patterned background.

19


Indicator 3: Identify sources of art expression and describe the processes artists use in developing their ideas



III.3.3.a

Identify sources for ideas and procedures used to

create artworks.

Clarifying Example:

Identify and describe the procedures (step by step

manipulative skills) that artists from Ghana use in

expressing their ideas in Adinkra cloth (i.e. carve stamps

from gourds; gather materials to make ink, print symbols

on cloth).

III.3.4.a

Describe the sources accessed for ideas and the

procedures used to create artworks.

Clarifying Example:

Given teacher-selected artwork, students describe the

sources of the artist‟s ideas and the procedures used to

create molas.

III.3.5.a

Demonstrate understanding of the processes artists

use to develop their ideas by describing strategies,

techniques, and resources.

Clarifying Example:

Given a variety of artists biographies (i.e. classroom

resources, library, internet, videos) students make

inferences about the strategies, techniques, and resources

for an artist‟s ideas.

20

Standard IV: Students will demonstrate the ability to identify, analyze, and apply criteria for making visual aesthetic judgments

Indicator 1: Develop and apply criteria to evaluate artwork



IV.1.PK.a

Observe and respond to selected

artworks.

Clarifying Example:

Given a group of artwork, students

choose their favorite and explain why.

IV.1.K.a

Observe, describe, and respond to

selected artworks.

Clarifying Example:

Given teacher-selected artworks, students

describe what they see, choose their

favorite and explain why.

IV.1.1.a

Observe and describe the aesthetic

qualities of teacher selected artworks,

using art vocabulary to express a

personal response.

IV.1.1.b

Identify established criteria for

responding to the aesthetic qualities of

artworks by interpreting exemplary

models.

IV.1.1.c

Use established criteria to respond to

artwork.

Clarifying Example:

Given teacher-selected artworks, students

observe and describe the artwork in terms

of what they see (subject matter) and

what they feel (mood).

Through guided discussion, the students

organize personal responses in terms of

color, line, shape, texture, and form.

Looking at different artworks, students

use art elements to respond to subject

matter and mood.

IV.1.2.a

Observe and describe the aesthetic

qualities of teacher selected artworks,

using art vocabulary to identify

relationships between and among the


texture, space, and form and selected

principles of design: pattern,

repetition, balance and contrast.

IV.1.2.b

Identify established criteria for judging

the aesthetic qualities of artworks using

the elements of art and selected

principles of design.

IV.1.2.c

Use established criteria and art

vocabulary to judge artwork.

Clarifying Example:

Using teacher-selected artworks, students

look for literal, visual and expressive

qualities and describe them using art

vocabulary.

Students think-pair-share a list of criteria

for judging artwork.

Using teacher-selected artworks and

established criteria, students analyze why

the artwork meets or does not meet the

criteria.

21


Indicator 1: Develop and apply criteria to evaluate artwork



IV.1.3.a

Express opinions about the aesthetic qualities of

teacher selected artworks based upon the

relationship between and among the elements of art:

color, line, shape, texture, form, space, value and the

principles of design: pattern, repetition, contrast,

balance, emphasis, rhythm, and movement.

IV.1.3.b

Develop criteria for judging the aesthetic qualities of

artworks using selected elements of art and principles

of design.

IV.1.3.c

Use established criteria to judge works of art.

Clarifying Example:

Students formulate opinions about how the artist uses

value, rhythm, movement, and balance to depict the

mood and subject matter in an artwork and write their

responses in a journal.

Using the opinions formulated, students develop a rubric

to judge other works of art including selected elements

of art and principles of design.

Students role play an art critic and write a critique of an

artwork using their personal criteria.

IV.1.4.a

Critique the aesthetic qualities of teacher selected

artworks using criteria derived from the elements of

art: color, line, shape, texture, form, value and space,

and selected principles of design: pattern, repetition,

emphasis, contrast, rhythm, movement, balance,

variety, proportion, and harmony/unity.

IV.1.4.b

Describe the aesthetic qualities of artworks in terms

of the elements of art and principles of design.

IV.1.4.c

Use established criteria to justify personal responses

to works of art.

Clarifying Example:

Divide the class into 2 groups, artists and critics. Given

a teacher-selected artwork, half of the students defend

their composition as the artist. The other half acts as art

critics. Students debate the aesthetic qualities of the

artwork, using art vocabulary.

IV.1.5.a

Compare the aesthetic qualities of teacher selected

artworks using art vocabulary derived from the

elements of art and selected principles of design to

discuss the content, forms, and artistic styles

represented.

IV.1.5.b

Establish criteria for judging artworks by

interpreting aesthetic qualities and styles of

exemplary models.

IV.1.5.c

Use criteria recognized in exemplary models to

support responses to personal artworks and the

artworks of others.

Clarifying Example: Given exemplars of different styles of artwork, students

compare how the artist used elements and principles to

achieve the aesthetic qualities.

Students combine individual criteria to generate class

criteria for judging exemplary models.

Each student selects an artwork. Using the established

criteria, the student writes a persuasive letter to the

principal giving reasons why that specific artwork

should be displayed in the school.

22


Indicator 2: Identify and apply criteria to evaluate personally created artwork and the artwork of others



IV.2.4.a

Describe the aesthetic qualities of personal artworks

and the artworks of others.

IV.2.4.b

Interpret artworks to establish criteria for making

judgments.

IV.2.4.c

Apply criteria to the assessment of personal artworks


Clarifying Example:

At the completion of an art project, the teacher displays

student artwork for all to see. Students describe what

they see (literal), and what they feel (expressive).

Students select an artwork and generate a list of ways to

make an aesthetic judgment. This list should include the

elements of art and principles of design.

Students write a paragraph about an artwork that reflects

use of their identified criteria to judge artwork.

IV.2.5.a

Establish criteria for judging artworks by

interpreting exemplary models.

IV.2.5.b

Describe, analyze, interpret, and make judgments

about personal artwork and that of others.

IV.2.5.c

Apply criteria to the assessment of personal artworks


Clarifying Example:

Students observe exemplary artworks and generate a list

of criteria for judging artwork that includes literal,

visual, and expressive qualities, the elements of art, and

principles of design.

Teacher sets up a gallery walk of student artwork.

Students look at each artwork and write down

observations. Students share their descriptions, analysis,

interpretations, and judgments with the group.

At the completion of an art project, the students analyze,

interpret, and evaluate their own work using the list of

criteria.

23


Indicator 1: Identify, describe, and produce visual representations of the physical qualities of observed form



I.1.6.a.

Differentiate how artists represent physical qualities of

observed forms in 2-and 3-dimensional artworks.

I.1.6.b.

Compose and render from observation subject matter

that shows 3-dimensional form, light and shadow,

qualities of surface texture, detail, and spatial

relationships, and proportion.

Clarifying Example:

View the work of several artists. The student describes how

artists express 3-dimensional forms on a flat surface. (Value,

Form, Space, Color, Texture).

Working from observation, the student creates a drawing of a

person including background details, and renders the

drawing to show light and shadow, detail, spatial

relationships, and proportion.

I.1.7.a.

Compare the physical qualities of observed

forms in selected artworks, including the use

of form, light and shadow, surface texture,

detail, and spatial relationships.

I.1.7.b.

Compose, render, and describe observed

subject matter that shows 3-dimensional

form, light and shadow, qualities of surface

texture, detail, spatial relationships, and

proportion.

Clarifying Example:

View the work of several artists. The student

compares how different artists create the illusion

of 3-dimensional forms on a flat surface.

Working from observation, the student draws a

self -portrait and constructs an imaginary

background, in the style of a master artist. The

drawing is rendered to show surface texture,

light and shadow, detail, spatial relationships,

and proportion.

Suggested materials: assorted pencils, conte

crayons, pen and ink.

I.1.8.a.

Analyze how artists represent visual qualities such

as spatial relationships, detail, and specific

features of subject matter.

I.1.8.b.

Represent accurately in visual form spatial

relationships, detail, and specific features of

subject matter.

Clarifying Example:

View the work of several artists. The student

analyzes how artists represent 3-dimensional qualities

of forms on a flat surface.

Working from observation, the student uses

perspective techniques including atmospheric and

linear perspective, to describe 3-dimensional forms in

a composition. The student renders the composition

to accurately express 3-dimensional form, details, and


Suggested materials: assorted pencils, colored

pencils, charcoal, pen and ink, paint.

24


Indicator 2: Interpret and communicate the meaning of art works.



I.2.6.a.

Identify narrative conventions used by artists in selected

artworks.

I.2.6.b.

Create narrative artworks from observation, memory,

and imagination that show settings and characters.

Clarifying Example:

View examples of narrative art by selected artists and

identify the techniques and strategies that the artist used to

allow the story to emerge in visual form. (I.e. point of view,

climate, season, time of day, characters, setting).

Students listen to an excerpt from the book Bridge to

Terabithia by Katherine Patterson and list the narrative

conventions that artists and authors use to tell a story.

Create an appliquéd banner using paper or cloth that narrates

the story of an important event in your life.

I.2.7.a.

Describe narrative conventions used by

artists in selected artworks.

I.2.7.b.

Create narrative artworks from observation,

memory, and imagination that show settings,

characters, and action.

Clarifying Example:

In small groups, students discuss the narrative

conventions used by artists to convey mood and

feeling in different art forms such as drawing,

painting, printmaking, and sculpture. (Seasons

of the year, settings, weather and climate,

environment, emotion).

Create a travel poster that illustrates the cultural

heritage of a location, and conveys a mood or

feeling associated with the location through the

use of selected color schemes and shapes, and

textures.

I.2.8.a.

Compare how artists use narrative conventions in

selected artworks.

I.2.8.b.

Create narrative artworks from observation,

memory, and imagination that show setting,

characters, action, and differing points of view.

Clarifying Example:

Construct a graphic organizer and compare narrative

conventions used in different art forms such as music,

theatre, dance, literary arts (action, change, characters,

book formats, scroll and accordion formats, story

boards, text and dialogue, beginning, middle, and end.

In the style of W.H. Johnson or Romare Beardon,

create a collage that is a memory of an important

family event or childhood memory.

25


Indicator 3: Analyze application of the elements of art and principles of design in artistic exemplars



I.3.6.a.

Identify how artists use design concepts to organize the

elements of art to convey ideas, thoughts, and feelings in

selected works.

I.3.6.b.

Use selected design concepts to organize the elements of

art and principles of design to convey ideas, thoughts,

and feelings.

Clarifying Example:

Students view selected artistic exemplars and identify how

the artist used the principles of design to create a mood or

feeling. (Harmony, rhythm, movement, repetition)

Create an imaginary pastel landscape that communicates an

idea, thought, or feeling through the selection of color, line,

shapes, and design concepts.

I.3.7.a.

Compare and describe how artists use design

concepts to organize the elements of art to

convey ideas, thoughts, and feelings in

selected artworks.

I.3.7.b.

Identify ways to use the elements of art and

principles of design to communicate ideas,

thoughts, and feelings in planning personal

artworks.

Clarifying Example:

Students view a variety of artistic exemplars and

compare how different artists used the principles

of design to communicate ideas, thoughts, and

feelings. (Emphasis, variety, unity, balance,

proportion).

Students will construct a 3-dimensional mask

that expresses an idea, mood, and purpose

through formal balance. Create a symmetrical

decoration using geometric shapes.

I.3.8.a.

Analyze why artists may select specific design

concepts to convey meaning in artistic exemplars.

I.3.8.b.

Explain reasons for selecting specific design

concepts to convey meaning in planning personal

artworks.

Clarifying Example:

Students compare two exemplars and analyze how the

principles of design were used to organize concepts

for perceiving and understanding the elements of art.

(Balance, rhythm, movement, repetition, harmony,

gradation, proportion, emphasis, contrast, variety and

unity).

Students write a brief statement using the principles

of design to compare two artworks that are similar in

content, but communicate entirely different messages.

26

Standard II: Students will demonstrate an understanding of visual art as an essential aspect of history and human experience.

Indicator 1: Compare and explain how works of art from various cultures communicate feelings, ideas, and universal themes.



II.1.6.a.

Identify stylistic methods used by artists of different

cultures to communicate feelings, ideas, and universal

themes.

II.1.6.b.

Explain how stylistic elements that represent a historical

period, social context or culture communicate feelings,

ideas, or universal themes in a visual composition.

Clarifying example:

View artwork and identify stylistic elements unique to

different historical periods, or cultural groups.

Select a hero (fictional or real) from a specific time in history

or culture, and create a postage stamp that communicates the

importance of that individual through the selection of images

and symbols used to describe him/her.

II.1.7.a.

Compare the roles and functions of the visual

arts in expressing ideas, events, and universal

themes within and among cultural groups.

II.1.7.b.

Select and describe images and forms from

different times and places that explore similar

universal themes about human experiences.

Clarifying Example:

Discuss the role of artwork in society. What did

the artwork mean to the artist and to the people

who lived in the time it was made? What was

happening in the world at that time? How is the

world different now and how has artwork

changed?

Imagine you have found a painting behind a

secret panel in an old house that was being

demolished in your neighborhood. Make a list

of questions that you could ask in order to learn

its origin. Discuss the art form, images,

materials, time period of this work, and consider

its cultural context.

II.1.8.a.

Analyze the roles and functions of the visual arts in

expressing ideas, events, and universal themes

within and among cultural groups.

II.1.8.b.

Compare images and forms that explore universal

themes about human experiences from different

times and places.

Clarifying Example:

Students participate in role-play as art historians and

museum curators. They compare, organize, and select

artwork in preparation for an art exhibit based on their

analysis of the role and function of the artwork, and

how well it expresses an idea, event or theme.

27


Indicator 2: Explain how artworks reflect and influence beliefs, customs, and values of a society.



II.2.6.a.

Identify historical, social, and cultural themes in selected

artworks that influence the beliefs, customs, or values of

a society.

II.2.6.b.

Plan artworks based on historical, cultural or social

themes to communicate personal beliefs, customs, or

societal values.

Clarifying Example:

Students view artistic exemplars and discuss how art

expresses the idea that we belong to a community.

Create a concept map that shows how art helps communities

celebrate their heritage.

II.2.7.a.

Describe historical, social, and cultural

themes in selected artworks that

communicate beliefs, customs, or values of a

society.

II.2.7.b.

Plan artworks that use symbolic images and

forms to convey selected beliefs, customs, or

values.

Clarifying Example:

Students research public monuments in the

region and explain how these monuments

convey ideas about belonging to a community.

In small groups, develop a design or plan for a

monument (maquette) that commemorates an

historical or contemporary event.

II.2.8.a.

Compare historical, social, and cultural themes in

selected artworks that communicate beliefs,

customs, or values of a society.

II.2.8.b.

Plan personal artworks inspired by universal

themes that reflect aspects of daily life.

Clarifying Example:

View “Jitterbugs” by W.H. Johnson, „Rooftops” by

Jacob Lawrence, and “Blues” by Archibald Motley,

and discuss their views of city life and entertainment

and how they are reflected in art.

The student will create a collage that would help

people remember the type of life and entertainment

found in contemporary society, as inspired by the

artists of the Harlem Renaissance.

28


Indicator 3: Classify artworks by selected factors, including subject matter, style, and technique.



II.3.6.a.

Identify subject matter, styles, and techniques

representative of various cultures and periods of art

history.

II.3.6.b.

Incorporate attributes of representative subject matter,

styles, and techniques from various cultures and periods

of art history in personal artworks.

Clarifying Example:

View artistic exemplars of artwork from several cultures

(Japanese, Incan, Pueblo Indians, African). Compare the

forms, materials, and construction techniques. Identify

surface texture and designs unique to the culture.

Construct a bowl in the traditional style of the African

Calabash bowl, incorporating personal symbols in the design

motif that are reminiscent of the culture.

II.3.7.a.

Describe subject matter, styles, and

techniques representative of various cultures

and periods of art history.

II.3.7.b.

Plan personal artworks that incorporate

attributes of selected subject matter, styles,

and techniques of various cultures and

periods of art history.

Clarifying Example:

Art objects are made to show the importance of

the people who owned or used them. Identify

and compare objects in our culture that serve

similar purposes to those of other cultures.

Create a whimsical cup that honors a local or

national celebrity. Identify the person through

the symbols and images that are incorporated in

the design.

II.3.8.a.

Compare similarities and differences in subject

matter, styles, and techniques among various

cultures and periods of art history.

II.3.8.b.

Plan personal works that interpret the unique

styles and forms of different artists.

Clarifying Example:

View artist exemplars that represent different periods

of art history. Identify major styles of artwork and

how the artist has presented similar themes in new

ways.

Select an artist exemplar and re-create the image in a

new or different style. In an artist statement, explain

how the image changed and provide your

interpretation of the theme and content of the work.

29


Indicator 4: Explain commonalities of content and process among the arts, humanities, and sciences



II.4.6.a.

Identify themes, ideas, and issues common to the visual

arts and other forms of human expression.

II.4.6.b.

Identify processes common to the visual arts and other

disciplines.

Clarifying Example:

Have students study a variety of art forms (photography,

painting, drawing, sculpture, and printmaking) that depict

various human conditions. Develop a list of words to

describe what students think the art shows.

II.4.7.a.

Describe themes, ideas, and issues common to

the visual arts and other disciplines.

II.4.7.b.

Describe how visual arts processes and those

of other disciplines are related.

Clarifying Example:

Students identify how scientists and artists work

together to create products that help humanity.

(I.e. ergonomic chairs, artificial hearts).

Design “the most comfortable” shoe in the

world. Write a statement that describes the

advantages of wearing this product.

II.4.8.a.

Compare ways in which themes, ideas, and issues

in human experience are translated and expressed

through the arts, humanities, and sciences.

II.4.8.b.

Apply problems solving strategies used among the

arts, humanities and sciences to solve visual

problems.

Clarifying Example:

Students compare the process of scientific inquiry to

the process of creating art.

Students form design teams and brainstorm ways to

construct a package design for a new product. The

identity of the product must be recognizable in the

design. A prototype is constructed and tested in the

community.

30

Standard III: Creative Expression and Production – Students will demonstrate the ability to organize knowledge and ideas or expression in the

production of art

Indicator 1: Demonstrate how media, processes, and techniques communicate ideas and personal meaning



III.1.6.a.

Investigate media, processes and techniques to

demonstrate fluency and originality in generating

visual ideas.

III.1.6.b.

Create visual images or forms from observation,

memory, and imagination to convey ideas and personal

meaning with attention to 2- and 3-dimensional form,

proportion, qualities of surface texture, detail and


III.1.6.c.

Select and use a variety of tools, materials, processes,

and techniques safely to solve specific visual problem

Clarifying Example:

Students will view the works of Salvador Dali and Rene

magritte. The student will produce a drawing of a simple

object using wet and dry media on different drawing

surfaces to determine the material that best visualizes the

desired result.

The student creates a still life drawing that conveys a

personal message through the choice of specific materials.

Suggested materials: pencils, crayons, pen and ink,

tempera paint and a variety of papers.

III.1.7.a.

Investigate media, processes, and techniques to

demonstrate flexibility and elaboration in

generating visual ideas.

III.1.7.b.

Create visual images or forms from

observation, memory, and imagination to

communicate ideas and personal meaning with

attention to form, light and shadow, qualities of

surface texture, detail, and spatial relationships.

III.1.7.c.

Select and use a variety of tools, materials,

processes, and techniques to solve specific visual

problem

Clarifying Example:

Students will view self-portraits by: Paul Gauguin,

Frieda Khalo, Chuck Close. Compare materials

process and techniques using a Venn diagram.

Students will experiment with a variety of

unconventional drawing tools and media: i.e.

Stamp pads, sticks dipped in paint, melted wax,

and bleach on black paper. Create a self-portrait

using an experimental media.

III.1.8.a.

Apply components of the creative process to solve

elegant problems in the visual arts.

III.1.8.b.

Create visual images or forms from observation,

memory, and imagination to convey ideas and

personal meaning with attention to point of view,

detail, and spatial relationships.

III.1.8.c.

Select and use tools, materials, processes, and

techniques safely to solve specific visual problems

Clarifying Example:

Student will view the work of Jacob Lawrence, Andy

Warhol and Helen Marisol.

Students will compare and contrast the various media,

style, and messages conveyed in the works.

Students will create a mixed media portrait that

reflects the moods and feeling of the artist.

31

Standard III: Creative Expression and Production – Students will demonstrate the ability to organize knowledge and ideas

for expression in the production of art

Indicator 2: Demonstrate ways the elements of art and principles of design are manipulated to communicate ideas.



III.2.6.a.

Experiment with visual ideas and concepts by

manipulating the elements of art in visual compositions.

Clarifying Example:

The student arranges color, line and shapes around a central

point to create a design with radial balance.

III.2.7.a.

Manipulate the elements of art and principles

of design to develop and refine visual ideas

and concepts.

Clarifying Example:

The student uses the elements of art and

principles of design to create a poster that

advertises an upcoming school activity.

(Line, shape, color, space, balance, pattern, unity

and emphasis).

III.2.8.a.

Communicate ideas and concepts by manipulating

elements of art and principles of design to achieve

specific visual effects.

Clarifying Example:

The student creates an illustration for a book cover by

selecting and arranging elements of art and principles

of design to communicate the theme or subject matter

in their composition. (unity, harmony, emphasis).

32

Standard III: Creative Expression and Production – Students will demonstrate the ability to organize knowledge and ideas for expression in the

production of art

Indicator 3: Demonstrate understanding of processes for solving visual problems



III.3.6.a.

Identify processes used to generate and organize ideas.

Clarifying Example:

In a large group, students describe the procedures used for

creating the specific art product and list on an overhead

transparency.

III.3.7.a.

Describe the developmental processes –

strategies, techniques, and resources – used to

generate and organize ideas to solve visual

problems.

Clarifying Example:

Students describe the strategies, techniques and

resources used to solve the visual problems

using thumbnail sketches and group writing.

III.3.8.a.

Describe sources, references, and ideas used to

solve visual problems.

III.3.8.b.

Explain the creative process and ways in which

artistic choices affect how artworks evolve over

time.

Clarifying Example:

Students describe the strategies, techniques and

resources used to solve visual problems using

thumbnail sketches and written reflections.

33

Standard IV: Students will demonstrate the ability to identify, analyze, and apply criteria for making visual, aesthetic judgments.

Indicator 1: Evaluate selected artworks using established criteria


Grade 6 Grade 7 Grade 8 IV.1.6.a.

Describe how the elements of art contribute to aesthetic

response.

IV.1.6.b.

Determine the purposes and functions of artworks by

analyzing their stylistic characteristics.

IV.1.6.c.

Identify ways that beliefs and values are communicated

and reflected by the artworks of various cultures.

Clarifying Example:

Using a graphic organizer, small groups of students identify

the elements of art, principles of design, and media used in a

selected artwork. In a large group, students discuss the

stylistic similarities and differences of the works, describe

the function of the artwork, and explain how beliefs, and

values are communicated and reflected by the art.

IV.1.7.a.

Describe how the elements of art and

principles of design contribute to aesthetic

response.

IV.1.7.b.

Compare artworks using established criteria.

IV.1.7.c.

Describe ways that beliefs and values are

communicated and reflected by the artworks

of various cultures.

Clarifying Example:

Students compare and contrast artworks by

different artists that are similar in theme, style

and media (i.e. portraits by Rembrandt, Da

Vinci, Raphael, and Van Eyck).

Students describe how the artists communicate

the beliefs and values of the culture through the

use of the formal and stylistic qualities found in

the artwork.

IV.1.8.a.

Analyze ways the elements of art and principles of

design contribute to aesthetic response.

IV.1.8.b.

Apply established criteria to determine the

historical, social, and cultural contexts of

artworks.

IV.1.8.c.

Analyze ways that beliefs and values are

communicated and reflected by the artworks of

various cultures.

Clarifying Example:

Students look at several portraits of George

Washington. Include portraits painted before, during,

and after the Revolutionary War.

Analyze the artworks and describe how the image of

Washington changed over time (formal qualities,

stylistic approach, and historical or cultural

perspectives.

34

Standard IV: Students will demonstrate the ability to identify, analyze, and apply criteria for making visual, aesthetic judgments.

Indicator 2: Construct and apply differing sets of criteria for making visual judgments



IV.2.6.a.

Identify criteria for analyzing various ways formal

qualities, stylistic approaches, and cultural contexts

affect viewers’ responses to artworks.

IV.2.6.b.

Use verbal and written critiques to defend criticism of

works by various artists.

IV.2.6.c.

Apply predetermined criteria to assess personal

artworks.

Clarifying Example:

Explore the role of an Art Critic (describe and judge the

quality of artworks, suggest why they are valuable or

important and how they influence the way we look at and

think about artworks).

In a brief statement, express your thoughts and opinions

about an artwork using the following criteria: What does it

look like; how was it made and how are the parts arranged?

(Formal qualities) Does it seem to suggest a mood or

feeling, an idea or theme? (Stylistic qualities) What aspects

of the artwork such as artist, culture, message or function

make it important and why? (Historical and cultural

significance)

IV.2.7.a.

Describe criteria for analyzing the various

ways that formal qualities, stylistic

approaches, and cultural contexts affect the

viewer’s responses to artworks.

IV.2.7.b.

Communicate personal responses to artworks

using self-generated criteria.

IV.2.7.c.

Establish and apply a set of criteria to

assessing personal artworks.

Clarifying Example:

Students are divided into 3 groups. Each group

views a selected artwork and using one criteria

for making visual judgments: formal qualities

(principles of design and art elements),

Stylistic qualities (means of expression

including media, subject matter, and category of

the artwork – realism, expressionism,

abstraction, or fantasy)

Cultural or historical context of the artwork.

List evidence of the criteria used for judging

artwork. Share the evidence in a new group that

includes one member from each of the three

original groups.

Apply established criteria to a personal work of

art and write a brief statement that assesses the

artwork in terms of its formal and stylistic

qualities, and the reflection of an historical or

cultural influence.

IV.2.8.a.

Identify and apply multiple sets of criteria for

evaluating works of art from a variety of cultures.

IV.2.8.b.

Use oral and written critiques to defend works of

art by various artists.

IV.2.8.c.

Formulate, apply, and communicate criteria for

making aesthetic judgments about personally

created artworks and the artworks of others.

Clarifying Example:

Students analyze the purpose and function of masks

from several civilizations or cultures (i.e. Chinese

Opera masks, Native American Indian masks, African

masks) and compare the symbolic use of art elements

and design principles.

The student participates in an oral or written critique

of personal artwork, and describes how the work

communicates traditions, life-style, beliefs, or

customs of a civilization.

35

Standard I: The student will demonstrate the ability to perceive, interpret, and respond to ideas, experiences, and the environment through visual

art.

Indicator I: Identify, describe and interpret qualities of form that affect visual perception and response.


Level 1 Level 2 Level 3 Level 4 I.1.L1.a.

Draw to achieve representation

accuracy in describing edges and

contours, perspective, light,

proportion and point of view to

accurately reproduce a still life

arrangement.

I.1.L2.a.

Draw to achieve emotional,

expressive content in the

interpretation of the realistic image.

I.1.L3.a.

Draw to achieve an individual

perception of the concept of reality.

I.1.L4.a.

Analyze visual imagery and concepts

to predict the visual response, prior

to creating original artwork.

Clarifying Example

Use contours, perspective, light,

proportion, and point of view to

represent observed subject matter.

Clarifying Example

Through a selection of line, space,

color, shape and texture, create artwork

that conveys a specific emotional

quality.

Clarifying Example

Select a theme or emotional state such

as alienation, inclusion, strife,

contentment, anger or other

psychological conditions and use

relevant means to convey that concept

of reality.

Clarifying Example

Use appropriate research material to

study the images of historical works of

art to understand the effect the artists

were able to achieve through the use of

those images and apply them to the

creation of your own work of art.

I.1.L1.b.

Use appropriate art vocabulary to

describe, analyze and interpret

qualities of visual form perceived

and recorded in works of art.

I.1.L2.b.




and recorded in works of art, with a

focus on emotional and expressive

content.

I.1.L3.b.




and recorded in works of art, with a

focus on the individual’s concept of

reality.

I.1.L4.b.



qualities of visual form in order to

justify the relationship between the

work and the artist’s original

concept.

Clarifying Example

From an art vocabulary list, students

will select the words that most clearly

describe their efforts to achieve

representational accuracy.

Clarifying Example



describe their efforts to achieve

emotional and expressive content.

Clarifying Example



describe how they arrived at their

individual perception of reality.

Clarifying Example



describe how they arrived at the

decisions they used to predict

individual responses; stating where

those decisions are visually evident in

their piece.

36


art.

Indicator 2: Select works of art and interpret their meaning based upon the application of expressive characteristics and use of symbolism.


Level 1 Level 2 Level 3 Level 4 I.2.L2.a.

Working from observation, memory

and/or experience, create artwork

using basic art elements to represent

mood.

Clarifying Example

Focusing on a specific mood, select

appropriate art elements to best illustrate

that mood.

I.2.L1.b.

Describe, analyze and interpret how

artists select modes of representation

and formats to express personal ideas,


Clarifying Example

Choose 4 artists with very diverse styles.


those artists selected modes of

representation and formats to express

their individual ideas, thoughts and

feelings.

I.2.L3.a.



using a mode of representation and

format that serves personal ideas,


Clarifying Example

Focusing on a personal idea, thought or

feeling; select appropriate art elements

that best fulfill the illustration of those

concepts.

I.2.L2.b.



and formats to express personal ideas,


Clarifying Example






feelings.

I.2.L3.a.



using a mode of representation,

format and media; that serves

personal ideas, thoughts and feelings.

Clarifying Example

Focusing on personal thoughts and

feelings; create an artwork with a

concentration on the mode of

representation, format and media.

I.2.L3.b.



and media to express personal ideas,


Clarifying Example






feelings.

I.2.L4.a.


and/or experience, create artwork that

represents an interpretation of reality,

based on personal images, symbols

and responses.

Clarifying Example (1.2.4.a)

Create a series of drawings investigating

personal images, symbols and responses

and use a selection of these to create a

final work of art.

I.2.L3.b.



and media to express personal ideas,


Clarifying Example






feelings.

37


art.

Indicator 3: Compare the use of elements of art and principles of design in selected works of art and demonstrate their application by executing

expressive compositions.


Level 1 Level 2 Level 3 Level 4

I.3.L1.a.

Use verbal and written expression to

explain the selection of unique or

special ways artists use specific

elements of art and design concepts

to convey feelings, ideas or meaning.

Clarifying Example

Focusing on a specific element of art,

investigate unique or special ways it

has been utilized in similar situations in

painting,, sculpture and architecture to

convey feelings, ideas or meaning.

(Spatial relationships, space used in…,

lighting used in…) Create a work of art

based on that information.

I.3.L1.b.

Use art vocabulary to describe and

analyze the role of design in

expressing unique visions.

Clarifying Example

Concentrating on the art vocabulary

that is most associated with design,

describe its role in expressing unique

visions.

I.3.L2.a.


develop unique or special ways to

advance feelings, ideas or meaning by

using specific elements of art and

design concepts.

Clarifying Example

Focusing on a specific feeling or idea,


has been portrayed in a variety of

media. Create an artwork based on that

information.

I.3.L2.b.

Use art vocabulary to describe and

analyze the role of design in

expressing unique visions.

Clarifying Example




visions.

I.3.L3.a.



advance perceived feelings, ideas or

meaning by using specific elements of

art and principles of organization.

Clarifying Example

Focusing on a specific feeling or idea,


has been portrayed in a variety of

media. Create an artwork based on that

information.

I.3.L3.b.

Use art vocabulary to describe,

analyze and interpret the role of

design in expressing unique visions.

Clarifying Example




visions.

I.3.L4.a.



advance personal visions, ideas or

meaning by using specific elements of

art and principles of organization.

Clarifying Example

Focusing on how artists used visual

elements to persuade their audience of

the importance of their vision. Create

artwork whose intention is to persuade

an audience of the importance of your

vision.

I.3.L4.b.

Use art vocabulary to describe,

analyze and justify the role of design

in expressing personal visions.

Clarifying Example

Use art vocabulary to describe, analyze

and justify the role of design in

opposition to, or in connection with art

expressing personal visions.

38

Standard II: The student will demonstrate an understanding of visual art as a basic aspect of history and human experience.

Indicator 1: Propose ways that visual art reflects significant historical, cultural and social issues.


Level 1 Level 2 Level 3 Level 4 II.1.L1.a.

Create an artwork that explores a

contemporary cultural or social

issue.

II.1.L2.a.

Create an artwork that visually

reacts to a contemporary cultural or

social issue.

II.1.L3.a.


conveys your personal response to

human experience.

II.1.L4.a.


conveys your personal response to a

psychological state of mind.


On a single sheet of paper, divide the

surface into 4 unequal sections; and

visually record 1 separate fact of a

single contemporary, cultural or social

issue in each section.


On a single sheet of paper, divide the

surface into 4 unequal sections; and

create separate images that visually

reflect 4 different possible reactions to

a contemporary, cultural or social

issue.


Explore things like love, hate, poverty,

wealth, alienation and power. Create

an artwork that visually conveys your

personal response to one of those

human experiences

.


Explore things like desperation,

happiness, loneliness, jealousy, care,

dedication, commitment, fear and

anxiety. Create an artwork that visually

conveys your personal response to one of

those psychological states of mind.

II.1.L1.b.

Determine how works of art provide

social commentary, document

historical events and reflect the

values and beliefs of the society in

which they are created.

II.1.L2.b.





which they are created. What

symbols, colors, techniques or

mediums helped to enhance this

visual reaction?

II.1.L3.b.





which they are created. What

symbols, colors, techniques or

mediums helped to enhance this

visual reaction?

II.1.L4.b.



historical events and reflect the values

and beliefs of the society in which they

are created. What symbols, colors,

techniques or mediums helped to

enhance this visual reaction?

Clarifying Example

Conduct a study of how art was used in

the African society to represent

significant culture and social issues.

(afterlife, fertility, the hunt…)

Clarifying Example

Conduct a study of Egyptian

civilization and record the symbols,

colors, techniques and media that were

used to convey the significant values

and beliefs of that society.

Clarifying Example

Conduct a study of warfare in the

history of art and record the ways in

which the impact was represented in

art.

Clarifying Example

Conduct a study on images representing

dreams and the afterlife. Record the ways

in which these ideas were visually

represented.

39


Indicator 2: Determine factors that influenced the creation of art in specific historical eras and places by studying artworks and other sources of

information.



Create an artwork that connects art

history with personal values or

contemporary issues.

II.2.L2.a.

Create an artwork that conveys an

emotional reaction to a specific event

in history.

II.2.L3.a.

Create an artwork that focuses on a

person or event that has influenced

you as an individual.

II.2.L4.a.

Create an artwork that focuses on a

person or event that has influenced

you as an individual.

Clarifying Example

Examine artworks from the

Neoclassical and Romantic periods and

use one of these as a basis for

interpreting your own personal values in

an artwork.

Clarifying Example

Look at an artwork that portrayed a

specific event in history. Create an

artwork that conveys your emotional

reaction to a specific event in history.

Clarifying Example

Choose a person or event that has

influenced you as an individual. Write a

sequence of events and emotional

responses, then create an artwork that

focuses on the influence of that person

or event.

Clarifying Example

Choose a person or event that has

influenced you as an individual. Write a

sequence of events and emotional

responses, then create an artwork that

focuses on the influence of that person

or event.

II.2.L1.b.

Examine the information from a

variety of sources and propose factors

that influenced artists and inspired

works.

II.2.L2.b.




works, surrounding a specific event in

history.

II.2.L3.b.




works.

II.2.L4.b.




works.

Clarifying Example

Examine artworks which convey an

emotional reaction to a specific event in

history. Propose factors that influenced

and inspired these artists in creating

their works.

Clarifying Example


emotional reaction to a specific event in



their works.

Clarifying Example


emotional reaction to their personal



their works.

Clarifying Example


emotional reaction to their personal



their works.

40


Indicator 3: Draw relationships between the stylistic choices artists make and the context within which they work.



Create individual, expressive

works of art based on the same

subject or theme, selected by a

student group.

II.3.L2.a.

Create expressive works of art

based on the same subject or theme.

II.3.L3.a.

Create expressive works of art

based on opposite viewpoints of the

same subject or theme.

II.3.L4.a.

Create expressive works of art based on

opposite viewpoints of the same subject

or theme.

Clarifying Example

In diverse work groups, students

will brainstorm different themes

and select one to create individual

expressive works of art in distinctly

different styles.

Clarifying Example

Create a series of 3 works of art,

interpreting a single subject or theme

in 3 individual, expressive, distinctly

different styles.

Clarifying Example

Choose a subject or theme and

visually develop 2 opposing

viewpoints based on stylistic or

psychological contrasts.

Clarifying Example

Choose a subject or theme and visually

develop 4 diverse viewpoints based on

stylistic or psychological contrasts.

II.3.L1.b.

Compare similarities and

differences in style and technique

among schools of art and periods

in art history, using information

from a variety of sources.

II.3.L2.b.

Compare similarities and

differences in style and technique

among schools of art and periods in

art history, using information from

a variety of sources

.

II.3.L3.b.

Describe how the chosen imagery

successfully reinforces each

viewpoint.

II.3.L4.b.

Describe how the chosen imagery

successfully reinforces each viewpoint.

Clarifying Example

Choose 3 periods in art history.

Compare and contrast the styles

and techniques of those periods.

Clarifying Example

Choose 3 periods in art history.

Compare and contrast the styles and

techniques of those periods.

Clarifying Example

In the periods of art history, starting

with the Renaissance, compare and

contrast religious and secular

imagery.

Clarifying Example

In the periods of art history, starting with

the Renaissance, compare and contrast

religious and secular imagery.

41


Indicator 4: Explain and support historical, theoretical and aesthetic assumptions to explain how artistic processes and content influence, and in

turn, are affected by other disciplines.



Working within a group, students

will create individual artworks that

represent a collective commitment to

philosophical or cultural ideas.

II.4.L2.a.

Create artworks that are inspired by

the philosophical values and cultural

ideals of specific historical

movements.

II.4.L3.a.

Select a specific event in history and

create an artwork that represents

your philosophical perspective of

that event.

II.4.L4.a.

Base an artwork on current events

that are unresolved and project the

resolution or outcome of these events.

Clarifying Example

In diverse groups, students will

collaboratively agree on shared

philosophical or cultural ideas and

create a series of individual artworks

that represent the collective mindset.

Clarifying Example

Study artworks that are inspired by the

philosophical values and cultural ideals

of specific historical movements and

create a work of art based on one of

those movements.

Clarifying Example

Study artworks that are inspired by the


of specific historical movements and

create a work of art based on your

personal response to one event or

movement.

Clarifying Example

Using terrorism or some other

unresolved issue as a theme, base an

artwork on the resolution or outcome of

that event.

II.4.L1.b.

Use a study of historical periods to

identify shared underlying

philosophical values and cultural

ideals that influenced the artists,

authors, poets and musicians, who

contributed to a specific stylistic

movement.

II.4.L2.b.

Use a study of historical periods to

create connections between

philosophical values and cultural

ideals that influenced the artists,

authors, poets and musicians, who


movement.

II.4.L3.b.

Analyze, interpret and react to the

underlying philosophical values and

cultural ideals that influenced the

artists, authors, poets and musicians,

who contributed to a specific stylistic

movement.

II.4.L4.b.

Analyze, interpret and react to the

underlying philosophical values,

cultural ideals and current events

that influenced the artists, authors,

poets and musicians, who


movement.

Clarifying Example

Research the Classical period of Greek

art and identify the shared underlying


that influenced the artists, authors,

poets and musicians of that period.

Clarifying Example

Look at the Greek Classical period,

along with the Early Renaissance.

Compare and contrast the philosophical

values and cultural ideas that

influenced the artists, authors, poets

and musicians who contributed to the

similarities found in the 2 stylistic

movements.

Clarifying Example

Using the Holocaust as an example,

analyze, interpret and react to the

underlying philosophical values and

cultural ideals that influenced the

artists, authors, poets and musicians,

during that time.

Clarifying Example

Using terrorism, global warming, solar

energy, nuclear annihilation/utilization,

analyze, interpret and react to the

underlying philosophical values,

cultural ideals and current events that

influenced the artists, authors, poets

and musicians during that time.

42

Standard III: The student will demonstrate the ability to organize knowledge and ideas for expression in the production of art.

Indicator 1: Demonstrate competent application of the skills, knowledge, and attitudes required to produce works of art in a variety of media.


Level 1 Level 2 Level 3 Level 4 III.1.L1.a.

Select a single image and render that

image in a variety of media.

III.1.L2.a.

Select media and experiment with

processes and representational skills,

exploring a range of ideas that can

be expressed with different media.

II.1.L3.a.

Using a single theme, create an

artwork in a variety of media that

corresponds to a change in

perception.

III.1.L4.a.

Based on contemporary, social and

cultural events, create an artwork

that best represents the attitude that

you would preserve as a future

record of these issues.

Clarifying Example

Using the human face, render it in

pencil, charcoal, ink, tempera and

watercolor.

Clarifying Example

After experimenting with a variety of

media, create a series of artworks in

which each media is used because it

most accurately represents the nature of

each subject.

Clarifying Example

Utilizing an entryway as a theme,

create a series of artworks in which the

perception of entering a space is

changed in a variety of ways.

Clarifying Example

Using urban life as a subject, collect

actual materials related to the city

environment to act as artifacts of that

time period for the future. Use these

artifacts in the creation of an artwork in

which the values of a particular society

are reinforced.

III.2.L1.b.

In reflecting on the completed work,

describe, analyze and interpret the

meaning created and evaluate the

choice and use of media, skills and

knowledge in solving the art

problem.

III.2.L1.b.






problem.

III.2.L1.b.






problem; reflecting on how the

viewers’ perception is changed.

III.2.L1.b.






problem; reflecting on how you feel

your artwork would influence future

generations’ perceptions of this time.

Clarifying Example

Describe, analyze and interpret the gain

and loss of representative accuracy

observed in the change of media.

Clarifying Example

Describe, analyze and interpret the

means by which choices were made in

linking aesthetic choices to subject

matter.

Clarifying Example

Describe, analyze and interpret the way

in which you used various media to

alter the viewers‟ sense of entering that

specific space. Describe, analyze and

interpret the effect various media has

on the experience the viewer has in

entering a specific space.

Clarifying Example





knowledge in solving the art problem;

reflecting on how you feel your

artwork would influence future

generations‟ perceptions of this time.

43


Indicator 2: Create visual images that reflect knowledge of various subjects from observation and imagination.


Level 1 Level 2 Level 3 Level 4 III.2.L1.a.

Draw upon individual experiences as

the basis for personally meaningful

images developed through a process

that includes: 1) using two or more

strategies to generate ideas for

personal work 2) solving

intermediate representational

problems by doing research, using

references, models or practicing

different strategies – 3) crafting a

quality product demonstrating care,

thought and skill in making.

L III.2.L2.a.

Draw upon individual experiences as

the basis for personally meaningful

images by creating an artwork based

upon a series of vocabulary words

that represent values that are

important to you. Using

predominately text, create a

composition in which a hierarchy of

your values is represented.

III.2.L3.a.

Using research, choose significant

symbols from 3 different periods in

art history that had similar purposes

and combine them in an artwork to

represent an image that projects that

unified theme.

III.2.L4.a.

Create an artwork utilizing realistic

imagery, in which disparate objects

are combined in unusual

associations, in order to provide a

quest for reason and meaning.

Clarifying Example

Generate a list of words that most

clearly represent your outlook on life.

After reviewing the list, make a

selection of words that seem the most

important. Create a series of sketches

in which you render images that are

related to those words. Use these

images to create a finished artwork that

honestly represents your outlook on

life.

Clarifying Example

From your individual experiences,

select the 4 most meaningful events in

your life. Create a list of vocabulary

words that reflect the impact that those

experiences had on you. Using a

combination of actual text and images,

create an artwork that visually

represents the value you place on those

experiences.

Clarifying Example

Using the afterlife as a subject,

research 3 different periods in art

history and identify how different

cultures addressed this theme through

visual symbols. Create an artwork that

uses these symbols to project a unified

theme.

Clarifying Example

Generate a list of 4 objects that are

personally interesting to you. For each

object, select another object that seems

totally unrelated. Using these 8 objects,

position and organize them in a manner

in which the viewer is challenged to

search for logical connections and

meaning.

III.2.L1.b.

Describe source(s) of ideas for a

personal work and discuss how ideas

were generated, how

representational problems were

solved, what visual references or

information was used and how the

work changed from beginning to

completion and what was though

about in the process of making the

work.

III.2.L2.b.



were generated, how







work.

III.2.L3.b.



were generated, how







work.

III.2.L4.b.



were generated, how







work.

44

Clarifying Example (3.2.1.b)



were generated, how representational

problems were solved, what visual

references or information was used and

how the work changed from beginning

to completion and what was though


work.










work.










work.










work.

45


Indicator 3: Analyze visual qualities in nature, art and the built environment, and develop creative works of art in response.



L.1.a. (3.3.1.a)

Identify a design problem in the

observed environment and propose a

solution, incorporating elements of

art and principles of design in a

visual model of the proposed

solution.


An urban crosswalk is a matter of

concern in the environment of the city.

Use the elements of art and the

principles of design in your visual

proposal to the solution.

III.3.L1.b.


describe, analyze, and interpret

visual qualities found in the work of

designers, architects, planners and

artists.

Clarifying Example


describe, analyze, and interpret visual

qualities represented in your proposed

solution to the crosswalk.

L.2.a. (3.3.2.a)

Choose an article of nature and

convert that article into a motif. Use

that motif as an element in a pattern

to create a design for your personal

wear or surroundings.


Using a snowflake as a beginning

article, simplify and refine it to create a

motif. Use this motif as an element

within a design, which would be

incorporated into a dress for a female,

or a jacket for a male or female.

III.3.L2.b.





artists.

Clarifying Example


describe, analyze, and interpret the

process by which the snowflake was

simplified and refined into a motif, and

the manner in which the motif relates

to the overall design of the article of

clothing.

L.3.a. (3.3.3.a)

Choose an article of nature and use

it as a basic unit in creating a work

of architecture.


Use the image of a flower to serve as

the basic unit that will in turn be used

to create a work of architecture.

III.3.L3.b.





artists.

Clarifying Example


describe, analyze, and interpret the

process through which the flower was

simplified and refined into a design

unit and explain the relationship

between the basic unit and the total

structure.

L.4.a. (3.3.4.a)

Using related objects from a specific

environment, create an artwork that

is contradictory to the nature of

those objects.


Using related objects such as nails,

charred glass, pieces of broken metal

and thrones, create the image of a bed.

III.3.L4.b.



visual qualities related to explaining

the relationship between the image

and the concept.

Clarifying Example


describe, analyze, and interpret how

related objects were chosen and the

process by which they were combined

to produce an image contradictory to

their nature.

46

Standard IV: The student will demonstrate the ability to identify, analyze, and apply criteria for making visual aesthetic judgments.

Indicator 1: Apply the knowledge of aesthetic traditions and conventions, including contemporary criticism to find value in diverse art works.


Level 1 Level 2 Level 3 Level 4 IV.1.L1.a.

Create a series of artworks based on

a selected set of criteria.

Clarifying Example

Create a series of artworks illustrating

the use of harmony, contrast,

dissonance and recapitulation. (1 image

for each)

L.1.b. (4.1.1.b)

Critique artworks, applying different

theories of art to judge personal

artwork and that of others.

Clarifying Example

Write a critique of student generated

artworks, explaining the successes and

failures of their use of harmony,

contrast, dissonance and recapitulation.

IV.1.L2.a.

Create a design, using geometric

foundations derived from

mathematical concepts, or scientific

research that will produce interesting

optical effects or illusions.

Clarifying Example

Using Escher, or the field of Op Art as

an example, develop a design that

utilizes a geometric form to create a

spatial illusion.

L.2.b. (4.1.2.b)




Clarifying Example

Select the most appropriate theory of

art to use it in critiquing your artwork,

based upon a mathematical concept or

Scientific research. Explain how this

theory is most relevant to your artwork.

(Theories of art could include, but are

not limited to: Formalism,

Expressionism and Conceptualism.)

IV.1.L3.a.

Devise a system where all aspects of

an artwork are based on the element

of chance. Then, create an artwork

where that spontaneity will provide

the basis for aesthetic decisions.

Clarifying Example

Create 4 separate lists, numbered 1 to

10. One list should concentrate on

colors, one list on expressions, one on

subjects and one on symbols. Generate

4 sets of the numbers 1 through 10,

allowing each number it‟s own piece of

paper – mix those numbered pieces of

paper and randomly choose 10 pieces.

Create a work of art by linking the

chosen numbers to their corresponding

qualities of color, expression, subject

and symbol

L.3.b. (4.1.3.b)




Clarifying Example

Using the information gained from the

art movements of Dada and Surrealism;

apply a theory of art to explain your

artwork, based on the elements of

chance.

IV.1.L4.a.

Create an artwork where intuition

and spontaneity provide the basis for

aesthetic decisions.

Clarifying Example

Gather together a selection of textured

materials, glues and a variety of paint.

Working from left to right, on a board

or canvas; quickly select, assemble and

apply material and paint within a time

frame of 5 minutes. Create an artwork

based on your interpretation of this

assemblage

L.4.b. (4.1.4.b)




Clarifying Example

Use the contradictory theories of

Formalism and Deconstructionism to

explain and clarify the decision making

process in creating this work of art.

47


Indicator 2: Examine and refine a personal set of criteria for judging work of art and the visual environment.


Level 1 Level 2 Level 3 Level 4 IV.2.L1.a.

Create a series of works based upon

implementing information gained

from the study to address form,

theme and context.

Clarifying Example

Examine the art movements of

Impressionism, Cubism and

Surrealism. Record your responses to

their use of form, theme and context.

Select the combinations that are most

personally satisfying to you. Based

upon your choices, create a series of

works that promote the validity of your

choices.

IV.2.L1.b.

Present a series of process portfolio

of cumulative personal work that

exemplifies the criteria used to

create it.

IV.2.L2.a.

Select a functional object from your

environment that you feel has no

artistic value. Transform that object,

providing it with the qualities that

would qualify it as a work of art.

Clarifying Example

Using a kitchen sink as a subject,

transform that object providing it with

the qualities that would qualify it as a

work of art.

IV.2.L2.b.




create it.

IV.2.L3.a.

Using a respected work of art in

history, whose value you question;

transform that work of art to give it

the qualities you think it lacks, in

order to qualify it in your eyes as a

true work of art.

Clarifying Example

Using Andy Warhol‟s Campbell‟s

Soup Can as a questionable work of

art, transform it to give it the qualities

you feel it lacks.

IV.2.L3.b.




create it.

IV.2.L4.a.

Based upon your existing knowledge

of art criteria, create a work of art

that uses none of these criteria.

Clarifying Example

Describe your personal concepts of

beauty as they relate to works of art.

Generate a list of the qualities you

consider aspects of those concepts.

Create an artwork where each one of

these qualities is visually contradicted.

IV.2.L4.b.




create it.

48

Clarifying Example

Create a series of works in which the

mastery of the information related to

form, theme and context produces an

original style, which is based upon

your personal criteria.

Clarifying Example

Produce a series of transitional

drawings that illustrate the stages your

work went through to achieve the final

transformation.

Clarifying Example

Produce a series of transitional

drawings that illustrate the stages your

work went through to achieve the final

transformation.

Clarifying Example

Create a series of drawings in which

the illustration of your subject starts

with the representation of it in your

original definition of beauty. Ending

with your final drawing representing

the stage in which your original

concept has been totally contradicted.

The drawings that fall in between

should represent the transitional stages

that occurred during that

transformation.

49


Indicator 3: Develop and refine criteria for judging art, and apply the criteria to personal choices and strategies in decision-making and art

production.



IV.3.L1.a.

Design a presentation based on a

single image, in which you trace and

reflect the refinement of your

personal aesthetic choice.

Clarifying Example

Select an image from popular culture,

such as the automobile and illustrate it

in a wide variety of formats. Present

the image to an audience in all of the

formats you have created. Through a

survey, determine the format that had

the largest impact on the audience.

Develop criteria based upon the survey,

to attain public approval for a work of

art.

IV.3.L1.b.

Study the work of contemporary

artists in exhibits, media and print to

determine the value of unique

combinations of formal criteria,

purpose and expression.

IV.3.L2.a.

Design a presentation of personal

work as a process portfolio to

demonstrate a set of criteria that

reflects personal aesthetic choices.

Clarifying Example

Visit a series of exhibitions and record

your responses to the work. Examine

and clarify the impact the work had on

you. Create a series of artworks that

reflect your understanding of, and the

value you have placed on these works

of art.

IV.3.L2.b.






IV.3.L3.a.

Design a process portfolio that

represents personal artistic criteria

that compare and contrast decisions

made from an emotional standpoint

to those made from an intellectual

standpoint.

Clarifying Example

Study the subject of color from a

scientific and an expressive or

emotional viewpoint. Create works of

art that compare and contrast the

separate approaches.

IV.3.L3.b.





purpose and expression, that

provides a basis for your own

artwork.

IV.3.L4.a.

Design a process portfolio that

represents personal artistic criteria

that compare and contrast decisions

made from an emotional standpoint

to those made from an intellectual

standpoint.

Clarifying Example

Study the subject of color from a

scientific and an expressive or

emotional viewpoint. Create works of

art that compare and contrast the

separate approaches.

IV.3.L4.b.





purpose and expression, that

provides a basis for your own

artwork.

50

Clarifying Example

Study the work of contemporary artists

in exhibits, media and print to




Clarifying Example

Study the work of contemporary artists

in exhibits, media and print to




Clarifying Example

Study the work of Joseph Albers and

the work of the German Expressionists,

as it relates to their use of color. Use

appropriate vocabulary to describe,

analyze, and interpret the visual

qualities represented in the 2 diverse

approaches to the use of color.

Clarifying Example

Study the work of Joseph Albers and

the work of the German Expressionists,

as it relates to their use of color. Use

appropriate vocabulary to describe,

analyze, and interpret the visual

qualities represented in the 2 diverse

approaches to the use of color.

pre-k kindergarten grade 1 grade 2 - montgomery...

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