sign in sign up
<<
Home , Artist, Visual arts, Work of art

VISUAL - Creating Anchor Standard 1: Generate and conceptualize artistic ideas and work. Enduring Understanding: and innovative thinking are essential life skills that can be developed. Essential Question(s): What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process? Pre K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced VA:Cr1.1.PKa VA:Cr1.1.Ka VA:Cr1.1.1a VA:Cr1.1.2a VA:Cr1.1.3a VA:Cr1.1.4a VA:Cr1.1.5a VA:Cr1.1.6a VA:Cr1.1.7a VA:Cr1.1.8a VA:Cr1.1.Ia VA:Cr1.1.IIa VA:Cr1.1.IIIa

Document early Visualize and Individually or Engage Brainstorm Combine concepts stages of the hypothesize to Engage in Brainstorm Combine ideas to collaboratively Engage in self- collaboratively in collaboratively collaboratively to Apply methods to creative process Use multiple generate plans for exploration and Elaborate on an multiple approaches generate an formulate new directed play with exploration and multiple approaches generate innovative overcome creative visually and/or approaches to begin ideas and directions imaginative play imaginative idea. to a creative or innovative idea for creative problems materials. imaginative play to an art or ideas for creating blocks. verbally in creative endeavors. for creating art and with materials. design problem. art-making. based on student’s with materials. problem. art. traditional or new design that can existing artwork. media. affect social change.

Enduring Understanding: and shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals. Essential Question(s): How does knowing the contexts , and traditions of art forms help us create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigations? Pre K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced VA:Cr1.2.PKa VA:Cr1.2.Ka VA:Cr1.2.1a VA:Cr1.2.2a VA:Cr1.2.3a VA:Cr1.2.4a VA:Cr1.2.5a VA:Cr1.2.6a VA:Cr1.2.7a VA:Cr1.2.8a VA:Cr1.2.Ia VA:Cr1.2.IIa VA:Cr1.2.IIIa Choose from a range of materials and methods of traditional and

Investigate - Investigate Plan - Make Identify and Collaboratively Choose from a Apply knowledge of Shape an artistic contemporary Make art or design Collaboratively demonstrate shape an artistic range of materials Engage Use observation available resources, Formulate an Develop criteria to investigation of an artistic practices, with various goals and create diverse methods of investigation of an and methods of Engage in self- collaboratively in and investigation in tools, and artistic investigation guide making a aspect of present- following or materials and tools artwork that is artistic investigation aspect of present- traditional and directed, creative creative art-making preparation for technologies to of personally or day life using a breaking to explore personal meaningful and has to choose an day life using a contemporary making. in response to an making a work of investigate personal relevant content for design to meet an contemporary established interests, questions, purpose to the approach for contemporary artistic practices to artistic problem. art. ideas through the creating art. identified goal. practice of art or conventions, to plan and curiosity. makers. beginning a work of practice of art and plan works of art art-making process. design. the making of art. design. and design. multiple works of art and design based on a theme, idea, or concept.

Page 1, National Coalition for Core Arts Standards (2014) National Core Arts Standards. Rights Administered by the State Education Agency Directors of Arts Education. Dover, DE, www.nationalcoreartsstandards.org all rights reserved. Anchor Standard 2: Organize and develop artistic ideas and work. Enduring Understanding: Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches Essential Question(s): How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error? Pre K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced VA:Cr2.1.PKa VA:Cr2.1.Ka VA:Cr2.1.1a VA:Cr2.1.2a VA:Cr2.1.3a VA:Cr2.1.4a VA:Cr2.1.5a VA:Cr2.1.6a VA:Cr2.1.7a VA:Cr2.1.8a VA:Cr2.1.Ia VA:Cr2.1.IIa VA:Cr2.1.IIIa Demonstrate willingness to Demonstrate Through Demonstrate experiment, Experiment, plan, Through Experiment with Experiment and persistence in experimentation, Create personally openness in trying innovate, and take Engage in making a and make multiple experimentation, Explore uses of various materials Explore and invent develop skills in developing skills practice, and satisfying artwork new ideas, risks to pursue work of art or works of art and Use a variety of art- build skills in various materials and tools and tools to explore art-making multiple art-making with various persistence, using a variety of materials, methods, ideas, forms, and design without design that explore making tools media and to create works of personal interests in techniques and techniques and materials, methods, demonstrate artistic processes and approaches in meanings that having a a personally approaches to art- art or design. a work of art or approaches. approaches through and approaches in acquisition of skills and materials. making works of art emerge in the preconceived plan. meaningful theme, making. design. practice. creating works of and knowledge in a and design. process of art- idea, or concept. art or design. chosen art form. making or designing. Enduring Understanding: Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks. Essential Question(s): How do artists and designers care for and maintain materials, tools, and equipment? Why is it important for safety and health to understand and follow correct procedures in handling materials, tools, and equipment? What responsibilities come with the freedom to create? Pre K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced VA:Cr2.2.PKa VA:Cr2.2.Ka VA:Cr2.2.1a VA:Cr2.2.2a VA:Cr2.2.3a VA:Cr2.2.4a VA:Cr2.2.5a VA:Cr2.2.6a VA:Cr2.2.7a VA:Cr2.2.8a VA:Cr2.2.Ia VA:Cr2.2.IIa VA:Cr2.2.IIIa

Demonstrate Demonstrate Demonstrate awareness of ethical Explain how awareness of understanding of Demonstrate an When making works responsibility to traditional and non- Demonstrate safe Explain practices, issues, the importance of Demonstrate safe understanding of of art, utilize and Demonstrate oneself and others traditional materials Demonstrate and proper environmental and ethics of balancing freedom a. Identify safe and procedures for the safe and care for materials, craftsmanship when posting and may impact awareness of ethical procedures for implications of , fair and responsibility in a. Share materials non-toxic art using and cleaning proficient use of tools, and through care for sharing and health and the implications of using materials, conservation, care, use, , open the use of images, Investigate with others. materials, tools, and art tools, materials, tools, and equipment in a and use of other materials environment and making and tools, and and clean-up of art source, and creative materials, tools, and equipment. equipment, and equipment for a manner that materials, tools, and through the demonstrate safe distributing creative equipment while materials, tools, and commons as they equipment in the studio spaces. variety of artistic prevents danger to equipment. Internet, social handling of work. making art. equipment. apply to creating creation and processes. oneself and others. media, and other materials, tools, and works of art and circulation of communication equipment. design. creative work. formats.

Enduring Understanding: People create and interact with objects, places, and design that define, shape, enhance, and empower their lives. Essential Question(s): How do objects, places, and design shape lives and communities? How do artists and designers determine goals for designing or redesigning objects, places, or systems? How do artists and designers create works of art or design that effectively communicate? Pre K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced VA:Cr2.3.PKa VA:Cr2.3.Ka VA:Cr2.3.1a VA:Cr2.3.2a VA:Cr2.3.3a VA:Cr2.3.4a VA:Cr2.3.5a VA:Cr2.3.6a VA:Cr2.3.7a VA:Cr2.3.8a VA:Cr2.3.Ia VA:Cr2.3.IIa VA:Cr2.3.IIIa Apply visual Collaboratively Individually or Demonstrate in organizational develop a proposal Create and tell Identify and classify collaboratively Identify, describe, Select, organize, works of art or Document, Design or redesign strategies to design for an installation, Redesign an object, about art that Create art that uses of everyday construct and visually and design images design how visual Repurpose objects describe, and objects, places, or and produce a work artwork, or space system, place, or communicates a represents natural objects through representations, document places and words to make and material to make something represent regional systems that meet of art, design, or design that design in response story about a and constructed , diagrams, diagrams, or maps and/or objects of visually clear and defines, shapes, new. constructed the identified needs media that clearly transforms the to contemporary familiar place or environments. , or other of places that are personal compelling enhances, inhibits, environments. of diverse users. communicates and issues. object. visual means. part of everyday significance. presentations. and/or empowers or experience of a life. people's lives. ideas. particular place.

Page 2, Visual Arts National Coalition for Core Arts Standards (2014) National Core Arts Standards. Rights Administered by the State Education Agency Directors of Arts Education. Dover, DE, www.nationalcoreartsstandards.org all rights reserved. Anchor Standard 3: Refine and complete artistic work. Enduring Understanding: and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time. Essential Question(s): What role does persistence play in revising, refining, and developing work? How do artists grow and become accomplished in art forms? How does collaboratively reflecting on a work help us experience it more completely? Pre K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced VA:Cr3.1.PKa VA:Cr3.1.Ka VA:Cr3.1.1a VA:Cr3.1.2a VA:Cr3.1.3a VA:Cr3.1.4a VA:Cr3.1.5a VA:Cr3.1.6a VA:Cr3.1.7a VA:Cr3.1.8a VA:Cr3.1.Ia VA:Cr3.1.IIa VA:Cr3.1.IIIa Engage in Reflect on, re- Apply relevant constructive critique engage, revise, and criteria from Create artist Reflect on whether Reflect on and Apply relevant with peers, then refine works of art Elaborate visual Revise artwork in traditional and Discuss and reflect statements using art personal artwork explain important criteria to examine, reflect on, re- or design Share and talk Explain the process Use art vocabulary information by on the contemporary with peers about vocabulary to conveys the information about reflect on, and plan engage, revise, and considering relevant about personal of making art while to describe choices adding details in an basis of insights cultural contexts to choices made in describe personal intended meaning personal artwork in revisions for a work refine works of art traditional and artwork. creating. while creating art. artwork to enhance gained through peer examine, reflect on, creating artwork. choices in art- and revise an artist statement of art or design in and design in contemporary emerging meaning. discussion. and plan revisions making. accordingly. or another format. progress. response to criteria as well as for works of art and personal artistic personal artistic Reflect - Refine Continue Reflect design in progress. vision. vision.

Page 3, Visual Arts National Coalition for Core Arts Standards (2014) National Core Arts Standards. Rights Administered by the State Education Agency Directors of Arts Education. Dover, DE, www.nationalcoreartsstandards.org all rights reserved. VISUAL ARTS - Presenting Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. Enduring Understanding: Artists and other presenters consider various techniques, methods, venues, and criteria when analyzing, selecting, and curating objects artifacts, and artworks for preservation and presentation. Essential Question(s): How are artworks cared for and by whom? What criteria, methods, and processes are used to select work for preservation or presentation? Why do people value objects, artifacts, and artworks, and select them for presentation? Pre K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced VA:Pr4.1.PKa VA:Pr4.1.Ka VA:Pr4.1.1a VA:Pr4.1.2a VA:Pr4.1.3a VA:Pr4.1.4a VA:Pr4.1.5a VA:Pr4.1.6a VA:Pr4.1.7a VA:Pr4.1.8a VA:Pr4.1.Ia VA:Pr4.1.IIa VA:Pr4.1.IIIa

Define the roles and Analyze how past, responsibilities of a Analyze similarities Compare and Critique, justify, and Select art objects Investigate and present, and , explaining and differences contrast how Develop and apply Analyze, select, and present choices in Identify reasons for Analyze, select, and for personal Explain why some Categorize artwork discuss possibilities emerging the skills and associated with technologies have criteria for critique personal the process of saving and curate artifacts portfolio and objects, artifacts, based on a theme and limitations of technologies have knowledge needed preserving and changed the way evaluating a artwork for a analyzing, selecting, displaying objects, and/or artworks for display, explaining and artwork are or concept for an spaces, including impacted the in preserving, presenting two- artwork is collection of collection or curating, and Select artifacts, and presentation and why they were valued over others. exhibit. electronic, for preservation and maintaining, and dimensional, three- preserved, artwork for portfolio presenting artwork artwork. preservation. chosen. exhibiting artwork. presentation of presenting objects, dimensional, and presented, and presentation. presentation. for a specific exhibit artwork. artifacts, and digital artwork. experienced. or event. artwork.

Anchor Standard 5: Develop and refine artistic techniques and work for presentation. Enduring Understanding: Artists, and others consider a variety of factors and methods including evolving technologies when preparing and refining artwork for display and or when deciding if and how to preserve and protect it. Essential Question(s): What methods and processes are considered when preparing artwork for presentation or preservation? How does refining artwork affect its meaning to the viewer? What criteria are considered when selecting work for presentation, a portfolio, or a collection? Pre K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced VA:Pr5.1.PKa VA:Pr5.1.Ka VA:Pr5.1.1a VA:Pr5.1.2a VA:Pr5.1.3a VA:Pr5.1.4a VA:Pr5.1.5a VA:Pr5.1.6a VA:Pr5.1.7a VA:Pr5.1.8a VA:Pr5.1.Ia VA:Pr5.1.IIa VA:Pr5.1.IIIa Analyze the various Individually or considerations for collaboratively, Collaboratively Ask and answer presenting and Develop a logical Distinguish between Identify exhibit develop a visual prepare and present Evaluate, select, and questions such as protecting art in argument for safe Based on criteria, Analyze and Investigate, different materials space and prepare plan for displaying selected theme- apply methods or Identify places Explain the purpose where, when, why, various locations, and effective use of analyze and evaluate the compare, and or artistic works of art works of art, based artwork for processes where art may be of a portfolio or and how artwork indoor or outdoor materials and evaluate methods reasons and ways contrast methods techniques for including artists’ analyzing exhibit display, and appropriate to

Analyze displayed or saved. collection. should be prepared settings, in techniques for for preparing and an exhibition is for preserving and preparing artwork statements, for space, the needs of formulate exhibition display artwork in a for presentation or temporary or preparing and presenting art. presented. protecting art. for presentation. presentation. the viewer, and the for the specific place. preservation. permanent forms, presenting artwork. layout of the viewer. and in physical or exhibit. digital formats.

Page 4, Visual Arts National Coalition for Core Arts Standards (2014) National Core Arts Standards. Rights Administered by the State Education Agency Directors of Arts Education. Dover, DE, www.nationalcoreartsstandards.org all rights reserved. Anchor Standard 6: Convey meaning through the presentation of artistic work. Enduring Understanding: Objects, artifacts, and artworks collected, preserved, or presented either by artists, , or other venues communicate meaning and a record of social, cultural, and political experiences resulting in the cultivating of appreciation and understanding. Essential Question(s):What is an art ? How does the presenting and sharing of objects, artifacts, and artworks influence and shape ideas, beliefs, and experiences? How do objects, artifacts, and artworks collected, preserved, or presented, cultivate appreciation and understanding? Pre K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced VA:Pr6.1.PKa VA:Pr6.1.Ka VA:Pr6.1.1a VA:Pr6.1.2a VA:Pr6.1.3a VA:Pr6.1.4a VA:Pr6.1.5a VA:Pr6.1.6a VA:Pr6.1.7a VA:Pr6.1.8a VA:Pr6.1.Ia VA:Pr6.1.IIa VA:Pr6.1.IIIa

Analyze how art Compare and Cite evidence about Analyze and Curate a collection exhibited inside and contrast purposes Explain what an art Identify the roles Identify and explain how an exhibition in Assess, explain, and Compare and Analyze why and describe the impact Make, explain, and of objects, artifacts, outside of schools of art museums, art Identify where art is museum is and and responsibilities how and where a museum or other provide evidence of contrast viewing how an exhibition that an exhibition or justify connections or artwork to (such as in galleries, and other displayed both distinguish how an of people who work different venue presents how museums or and experiencing or collection may collection has on between artists or impact the viewer’s museums, galleries, venues, as well as

Share inside and outside is in and visit record and illustrate ideas and provides other venues reflect collections and influence ideas, personal awareness artwork and social, understanding of virtual spaces, and the types of of school. different from other museums and other stories and information about a history and values exhibitions in beliefs, and of social, cultural, or cultural, and social, cultural, other venues) personal . art venues. of life through art. specific concept or of a community. different venues. experiences. political beliefs and political history. and/or political contributes to experiences they topic. understandings. experiences. communities. provide.

Page 5, Visual Arts National Coalition for Core Arts Standards (2014) National Core Arts Standards. Rights Administered by the State Education Agency Directors of Arts Education. Dover, DE, www.nationalcoreartsstandards.org all rights reserved. VISUAL ARTS - Responding Anchor Standard 7: Perceive and analyze artistic work Enduring Understanding: Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments. Essential Question(s): How do life experiences influence the way you relate to art? How does learning about art impact how we perceive the world? What can we learn from our responses to art? Pre K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced VA:Re.7.1.Pka VA:Re.7.1.Ka VA:Re.7.1.1a VA:Re.7.1.2a VA:Re.7.1.3a VA:Re.7.1.4a VA:Re.7.1.5a VA:Re.7.1.6a VA:Re.7.1.7a VA:Re.7.1.8a VA:Re.7.1.Ia VA:Re.7.1.IIa VA:Re.7.1.IIIa Explain how a Explain how the Recognize and Identify and person’s aesthetic Analyze how Perceive and method of display, describe personal Select and describe Compare responses interpret works of choices are Hypothesize ways in responses to art Identify uses of art describe aesthetic Speculate about Compare one's own the location, and aesthetic and works of art that to a work of art art or design that influenced by which art influences develop over time Recognize art in within one’s characteristics of processes an artist interpretation of a work the experience of empathetic illustrate daily life before and after reveal how people culture and perception and based on one’s environment. personal one’s natural world uses to create a of art with the an artwork responses to the experiences of one’s working in similar live around the environment and understanding of knowledge of and environment. and constructed work of art. interpretation of others. influence how it is natural world and self and others. media. world and what impact the visual human experiences. experience with art environments. perceived and constructed they value. that one and life. valued. environments. conveys to others. Enduring Understanding: Visual imagery influences understanding of and responses to the world. Essential Question(s): What is an image? Where and how do we encounter images in our world? How do images influence our views of the world? Pre K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced Perceive VA:Re.7.2.Pka VA:Re.7.2.Ka VA:Re.7.2.1a VA:Re.7.2.2a VA:Re.7.2.3a VA:Re.7.2.4a VA:Re.7.2.5a VA:Re.7.2.6a VA:Re.7.2.7a VA:Re.7.2.8a VA:Re.7.2.Ia VA:Re.7.2.IIa VA:Re.7.2.IIIa

Analyze ways that Compare and Determine the Evaluate the visual components contrast contexts Analyze how one’s commonalities effectiveness of an Determine Analyze Identify and analyze and cultural Analyze multiple and media in which understanding of within a group of Distinguish between Compare images Categorize images image or images to Describe what an messages components in cultural associations associations ways that images viewers encounter the world is artists or visual images and real that represent the based on expressive influence ideas, image represents. communicated by visual imagery that suggested by visual suggested by influence specific images that affected by images attributed to objects. same subject. properties. feelings, and an image. convey messages. imagery. images influence . influence ideas, experiencing visual a particular type of behaviors of specific ideas, emotions, emotions, and imagery. art, timeframe, or audiences. and actions. actions. culture.

Page 6, Visual Arts National Coalition for Core Arts Standards (2014) National Core Arts Standards. Rights Administered by the State Education Agency Directors of Arts Education. Dover, DE, www.nationalcoreartsstandards.org all rights reserved. Anchor Standard 8: Interpret intent and meaning in artistic work. Enduring Understanding: People gain insights into meanings of artworks by engaging in the process of . Essential Question(s): What is the value of engaging in the process of art criticism? How can the viewer "read" a work of art as text? How does knowing and using visual art vocabularies help us understand and interpret works of art? Pre K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced VA:Re8.1.Pka VA:Re8.1.Ka VA:Re8.1.1a VA:Re8.1.2a VA:Re8.1.3a VA:Re8.1.4a VA:Re8.1.5a VA:Re8.1.6a VA:Re8.1.7a VA:Re8.1.8a VA:Re8.1.Ia VA:Re8.1.IIa VA:Re8.1.IIIa Interpret art by analyzing how the Interpret art by Interpret art by interaction of distinguishing analyzing art- subject matter, Interpret art by between relevant Interpret an Interpret art by Interpret art by making approaches, characteristics of Identify types of Analyze differing referring to and non-relevant artwork or Interpret art by identifying the Interpret art by analyzing characteristics the characteristics form and structure, contextual interpretations of Interpret art by contextual contextual collection of works, Interpret art by categorizing subject mood suggested by analyzing use of of form and structure, of form and use of media, art- information useful an artwork or identifying subject information and information and supported by identifying and matter and a work of art and media to create contextual information, structure, relevant making approaches, in the process of collection of works matter and analyzing relevant analyzing subject relevant and describing subject identifying the describing relevant subject matter, subject matter, visual contextual and relevant constructing in order to select Analyze describing relevant subject matter, matter, sufficient evidence matter. characteristics of subject matter and characteristics of elements, and use of information, subject contextual interpretations of and defend a details. characteristics of characteristics of found in the work form. characteristics of form, and mood. media to identify ideas matter, and use of information an artwork or plausible critical form, and use of form and structure, and its various form. and mood conveyed. media to identify contributes to collection of works. analysis. media. and use of media to contexts. ideas and mood understanding identify ideas and conveyed. messages or ideas mood conveyed. and mood conveyed. Anchor Standard 9: Apply criteria to evaluate artistic work. Enduring Understanding: People evaluate art based on various criteria. Essential Question(s): How does one determine criteria to evaluate a work of art? How and why might criteria vary? How is a personal preference different from an evaluation? Pre K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced VA:Re9.1.Pka VA:Re9.1.Ka VA:Re9.1.1a VA:Re9.1.2a VA:Re9.1.3a VA:Re9.1.4a VA:Re9.1.5a VA:Re9.1.6a VA:Re9.1.7a VA:Re9.1.8a VA:Re9.1.Ia VA:Re9.1.IIa VA:Re9.1.IIIa

Compare and explain the Recognize differences difference between Determine the Construct in criteria used to Create a convincing Establish relevant Classify artwork Use learned art Apply one set of Develop and apply an evaluation of an relevance of criteria evaluations of a Explain reasons for Evaluate an artwork evaluate works of art and logical criteria in order to Select a preferred based on different vocabulary to criteria to evaluate relevant criteria to artwork based on used by others to work of art or selecting a based on given depending on styles, argument to evaluate a work of artwork. reasons for express preferences more than one work evaluate a work of personal criteria evaluate a work of collection of works

Interpret preferred artwork. criteria. , and media as support an art or collection of preferences. about artwork. of art. art. and an evaluation of art or collection of based on differing well as historical and evaluation of art. works. an artwork based on works. sets of criteria. cultural contexts. a set of established criteria.

Page 7, Visual Arts National Coalition for Core Arts Standards (2014) National Core Arts Standards. Rights Administered by the State Education Agency Directors of Arts Education. Dover, DE, www.nationalcoreartsstandards.org all rights reserved. VISUAL ARTS - Connecting Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. Enduring Understanding: Through art-making, people make meaning by investigating and developing awareness of , knowledge, and experiences. Essential Question(s): How does engaging in creating art enrich people's lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through art-making? Pre K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced VA:Cn10.1.Pka VA:Cn10.1.Ka VA:Cn10.1.1a VA:Cn10.1.2a VA:Cn10.1.3a VA:Cn10.1.4a VA:Cn10.1.5a VA:Cn10.1.6a VA:Cn10.1.7a VA:Cn10.1.8a VA:Cn10.1.Ia VA:Cn10.1.IIa VA:Cn10.1.IIIa Individually or collaboratively Utilize inquiry Synthesize Apply formal and Generate a create visual Make art Document the methods of knowledge of social, Identify times, conceptual collection of ideas Explore the world Create works of art Develop a work of Create works of art documentation of collaboratively to process of observation, cultural, historical, Create art that tells a places, and reasons vocabularies of art reflecting current using descriptive and about events in art based on that reflect places and times in reflect on and developing ideas research, and and personal life story about a life by which students and design to view interests and expressive words home, school, or observations of community cultural which people gather reinforce positive from early stages to experimentation to with art-making experience. make art outside of surroundings in new concerns that could Synthesize and art-making. community life. surroundings. traditions. to make and aspects of group fully elaborated explore unfamiliar approaches to create school. ways through art- be investigated in art- experience art or identity. ideas. subjects through art- meaningful works of making. making. design in the making. art or design. community. Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding Enduring Understanding: People develop ideas and understandings of , culture, and history through their interactions with and analysis of art. Essential Question(s): How does art help us understand the lives of people of different times, places, and cultures? How is art used to impact the views of a society? How does art preserve aspects of life? Pre K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced VA:Cn11.1.Pka VA:Cn11.1.Ka VA:Cn11.1.1a VA:Cn11.1.2a VA:Cn11.1.3a VA:Cn11.1.4a VA:Cn11.1.5a VA:Cn11.1.6a VA:Cn11.1.7a VA:Cn11.1.8a VA:Cn11.1.Ia VA:Cn11.1.IIa VA:Cn11.1.IIIa Analyze how Compare uses of art response to art is in a variety of Understand that Recognize that Through observation, Identify how art is Describe how Appraise the impact Compare and Analyze how art influenced by Distinguish different societal, cultural, and people from responses to art infer information used to inform or knowledge of of an artist or a contrast cultural uses reflects changing understanding the ways art is used to historical contexts Recognize that Identify a purpose of different places and change depending about time, place, change beliefs, culture, traditions, group of artists on of artwork from times, traditions, time and place in represent, establish, and make people make art. an artwork. times have made art on knowledge of the and culture in which values, or behaviors and history may the beliefs, values, Relate different times and resources, and which it was created, reinforce, and reflect connections to uses for a variety of time and place in a work of art was of an individual or influence personal and behaviors of a places. cultural uses. the available group identity. of art in reasons. which it was made. created. society. responses to art. society. resources, and contemporary and cultural uses. local contexts.

Page 8, Visual Arts National Coalition for Core Arts Standards (2014) National Core Arts Standards. Rights Administered by the State Education Agency Directors of Arts Education. Dover, DE, www.nationalcoreartsstandards.org all rights reserved.