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. I.1.K.a. I.1.1.a. I.1.2.a. Identify colors, lines, shapes, and Describe colors, lines, shapes, and Describe colors, lines, shapes, textures, Describe colors, lines, shapes, textures, textures that are found in the textures found in the environment. and forms found in observed objects forms, and space found in observed environment. and the environment. objects and the environment.

I.1.K.b. I.1.1.b. I.1.2.b. I.1.PK.b. Represent observed form by combining Represent observed physical qualities Represent observed physical qualities Use colors, lines, shapes, and textures colors, lines, shapes, and textures. of people, animals, and objects in the of people, animals, and objects in the to communicate observed form. environment using color, line, shape, environment using color, line, shape, texture, and form. texture, form, and space.

Clarifying Example: Clarifying Example: Clarifying Example: Clarifying Example: Given examples of lines, the student Take a walk around the school property. The student describes colors, lines, Given examples of assemblage, the identifies lines found in the trunk and Find and describe colors, lines, shapes, shapes, textures, and forms observed in a student describes colors, lines, shapes, branches of a tree. and textures in trees. variety of masks. textures, forms and space found in assemblage.

The student uses lines to create a tree. The student uses colors, lines, shapes, and The student constructs an animal mask The student constructs an assemblage textures to create a tree. using color, line, shape, texture, and form. using colors, lines, shapes, textures, forms, and space.

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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 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:

Grade 3 Grade 4 Grade 5 I.1.3.a. I.1.4.a I.1.5.a Describe similarities and differences between the Analyze ways that the elements of art are used to Analyze how physical qualities of people, animals, elements of art in observed forms. represent visual and tactile texture, and movement in and objects are represented through the elements of artworks. art.

I.1.3.b I.1.4.b I.1.5.b Represent the relationships among people, animals, Represent relationships among observed people, Compose and render from observation subject and objects in visual compositions using selected animals, and objects, in a composition by selecting matter that shows 3-dimensional form, light and elements of art in various combinations. and using the elements of art to achieve specific shadow, qualities of surface texture, detail, and effects. spatial relationships.

Clarifying Example: Clarifying Example: Clarifying Example: The student compares and contrasts the elements of art Looking at 3-dimensional artwork, the student Given examples of architectural structures the student in two teacher-selected portraits. investigates the use of line to represent visual and tactile analyzes how the elements of art are used to represent texture, and the illusion of movement. the physical qualities of a structure.

The student creates a family or group portrait by The student creates an action figure that demonstrates an The student draws the façade of a building that shows 3- selecting a combination of the elements of art. understanding of texture and movement. 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

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.2.PK.a I.2.K.a I.2.1.a I.2.2.a Identify the subject matter of various Describe the subject matter of various Identify ways that artists represent Describe how artists use color, line, works of art. works of art. what they see, know, feel, and imagine. shape, texture, form, and space to represent what people, know, feel, and imagine.

I.2.PK.b I.2.K.b I.2.1.b 1.2.2.b Use color, line, and shape to represent Use color, line, shape, and texture to Use color, line, shape, texture, and form Use color, line, shape, texture, form, ideas visually from observation, represent ideas visually from to represent ideas visually from and space to represent ideas visually memory, and imagination. observation, memory, and imagination. observation, memory, and imagination. from observation, memory, and imagination.

Clarifying Example: Clarifying Example: Clarifying Example: Clarifying Example: The student identifies family in artwork. Students work with the teacher to Brainstorm a list of how artists‟ represent The student describes how the illusion of describe the subject matter of landscapes. what they see, know, feel, and imagine. space and depth can be created in a seascape.

The student paints his/her family from After making colored and textured paper, The student uses recycled materials to The student paints a seascape that memory using color, line, and shape. the student cuts or tears to assemble a build an imagined invention that will help represents the illusion of space and depth landscape collage. them with a daily chore. by using overlapping shapes, diminishing sizes, and varying color intensities.

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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

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

Grade 3 Grade 4 Grade 5 I.2.3.a I.2.4.a I.2.5.a Compare how artists communicate what they see, Compare and describe how artists communicate Analyze and compare how artists express thematic feel, know, and imagine using art vocabulary. point of view and mood using art vocabulary. ideas using art vocabulary.

1.2.3.b 1.2.4.b 1.2.5.b Represent ideas and feelings visually and explain a Create and describe artworks that communicate Create and describe thematic artworks that personal response to what is seen, felt, known, or point of view and mood. communicate personal stories. imagined.

Clarifying Example: Clarifying Example: Clarifying Example: Students role-play art museum curators by sorting Students discuss and sort artwork based on the points of Students use a graphic organizer to analyze and compare artwork. view and moods communicated by artists. artworks with a similar theme.

In small groups, students design an exhibit based on Based on student discussion, students select a mood to The student constructs a thematic artist‟s book. student-classified themes. Students write a curatorial express and create an emotion collage. Students write statement to introduce their exhibit and defend their artists‟ statements communicating their points of view. selections.

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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.

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.3.PK.a I.3.K.a I.3.1.a I.3.2.a Explore color, line, shape, texture and Identify color, line, shape, texture and Explore the qualities of color, line, Identify how qualities of the elements basic principles of design in artworks. basic principles of design in artworks. shape, texture, form and basic of art and principles of design are used principles of design in artworks. to communicate personal meaning in visual compositions.

I.3.PK.b I.3.K.b I.3.1.b I.3.2.b Use color, line, shape, texture and basic Create artworks that use color, line, Use line, shape, texture, form, color and Select and use principles of design principles of design to make artworks. shape, texture and basic principles of basic principles of design to including: pattern, contrast, repetition, design to express ideas. communicate personal meaning in and balance to give personal meaning artworks. to visual compositions.

Clarifying Example: Clarifying Example: Clarifying Example: Clarifying Example: The student works with the teacher to The student identifies contrasting textures The student identifies how elements of art The student identifies how elements of art explore patterns made with color in (i.e. soft/hard, smooth/ rough) found in and principles of design are used to and principles of design are used to artwork and the environment. artwork and the environment. communicate meaning in puppetry. communicate meaning in a story cloth.

The student uses two objects and two The student creates a collage using a The student uses basic principles of Students create a story cloth about their colors to gadget print a pattern. variety of contrasting textures. design to create a puppet that convey community that demonstrates the use of personal meaning. design concepts: pattern, contrast, repetition, and balance.

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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.

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

Grade 3 Grade 4 Grade 5 I.3.3.a I.3.4.a I.3.5.a Describe how qualities of the elements of art and Describe how the elements of art and principles of Describe how artists use elements of art and principles of design are organized to communicate design are used to communicate personal meaning in principles of design to organize visual compositions personal meaning in visual compositions. a composition. that convey thoughts and feelings.

I.3.3.b Select and use elements of art and principles of I.3.4.b I.3.5.b design including pattern, contrast, repetition, balance Select and use elements of art and principles of Select and use elements of art and principles of rhythm/movement, and emphasis to give personal design including pattern, contrast, repetition, design to create visual compositions that convey ideas meaning to visual compositions. balance, rhythm/movement, emphasis, variety, and feelings to the viewer. harmony/unity, and proportion to give personal meaning to a visual composition.

Clarifying Example: Clarifying Examples: Clarifying Examples: After studying the life and artwork of an artist, describe After studying the life and artwork of an artist, describe Given examples of political art, students describe how ways the artist organized the elements of art and ways the artist uses the elements of art and principles of the elements of art and principles of design convey principles of design to communicate personal meaning. design to communicate personal meaning. thoughts and feelings.

Using student-selected principles of design, students Students draw a self-portrait including background Students design a poster to convey ideas and feelings create a shadow box using objects meaningful to them images that are personally meaningful. about a significant current or historical event. (i.e. photos, mementos).

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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.

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 II.1.PK.a II.1.K.a II.1.1.a II.1.2.a Observe works of art and identify ideas Observe works of art and describe Observe works of art and identify ways Observe works of art and describe how expressed by different artists. ideas expressed by different artists. that artists express ideas about people, artists express ideas about people, places, and events. places, and events.

II.1.PK.b II.1.K.b II.1.1.b II.1.2.b Use selected works of art as inspiration Use selected works of art as inspiration Use selected works of art as inspiration Select and use works of art as to express ideas visually and verbally. to express ideas visually and verbally to express ideas visually and verbally inspiration to express ideas visually about oneself. about people, places, and events. and verbally about people, places, and events.

Clarifying Example: Clarifying Example: Clarifying Example: Clarifying Example: Students observe and identify a variety of Students observe and describe artwork Students observe and identify Students observe and describe examples artwork about pets. about seasons. architectural materials used in structures of artwork that illustrate an event, such as in cityscapes. a celebration or parade.

Students will work together to create a Students create a painting that visually Students create a cityscape collage Students create an artwork that describes large class pet sculpture. Students expresses their favorite activity in a including their favorite buildings in their an event in their life. participate in a shared writing that particular season. Students present their community. Students present their describes the ideas represented by the artwork to peers. artwork to peers. sculpture.

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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.

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

Grade 3 Grade 4 Grade 5 II.1.3.a II.1.4.a II.1.5.a Identify ways in which artists use symbols to express Analyze selected works of art and describe how Analyze and interpret the content of selected works ideas about self, people, places, and events in selected different artists express ideas and feelings about of art and compare ways artists of different times and works of art. human experience. places express ideas and feelings about human experience.

II.1.3.b II.1.4.b II.1.5.b Select symbols that represent aspects of daily life to Describe the process used to select ideas, images, and Select ideas, images and forms to express meaning express meaning in visual compositions. forms to express meaning in visual compositions. about human experiences in visual compositions.

Clarifying Example: Clarifying Example: Clarifying Example: Observe examples of pictographs and theorize how the The students analyze artwork that visually expresses Students analyze and interpret selected artwork that people who made them expressed ideas about their daily ideas and feelings about slavery. documents human migration. life.

Students design personal symbols to represent aspects of Students think-pair-share the choices the artist made to Students use a graphic organizer to document aspects of their daily lives. create the artwork. a human migration. The graphic organizer will be used to develop ideas for a visual composition.

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

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

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 II.2.PK.a II.2.K.a II.2.1.a II.2.2.a Identify and sort artworks by theme. Describe themes in artworks. Compare themes in artworks. Interpret themes in artworks.

II.2.PK.b II.2.K.b II.2.1.b II.2.2.b Describe and share personal artworks. Identify reasons for creating personal Identify reasons why other artists Communicate a variety of reasons for artworks. create artworks. creating artworks, i.e., feelings, experiences, events, places, ideas.

Clarifying Example: Clarifying Example: Clarifying Example: Clarifying Example: In small student groups, identify the In small student groups, describe the Identify the similarities and differences in Given a set of Art postcards, students similarities in a single group of artwork. similarities in a single group of artwork. theme in sculpture, painting, and pottery. think-pair-share to interpret themes and Students present the themes to the whole explain reasons for creating artwork. class.

Students sit in a circle and hold up their Students list reasons for creating personal Generate a list of common themes found artwork and describe it to peers. artworks. Make a class graph that in different art forms and identify why displays reasons for creating artwork. artists make sculpture, painting, or pottery.

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

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

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

Grade 3 Grade 4 Grade 5 II.2.3.a II.2.4.a II.2.5.a Identify techniques, processes, and materials from Identify techniques, technologies, processes, and Identify artistic styles and forms of expression from different times and places used to create visual art. materials from different times and places used to different times and places used to create visual art. create visual art.

II.2.3.b II.2.4.b II.2.5.b Describe the origins of selected techniques, processes, Describe the origins of selected technologies, Describe the origins of selected forms of expression and materials used in the visual arts. processes, and materials used in the visual arts. and stylistic innovations used in the visual arts.

Clarifying Example: Clarifying Example: Clarifying Example: Use a timeline to identify techniques, processes, or Use a timeline to identify technologies, processes, and Students identify specific art styles and forms of materials from different times and places. materials from different times and places. expression by matching examples to exemplars.

Students explain how an artist uses a technique process, Students explain how an artist uses technologies, Students explain what influenced the artist to develop his or materials in his or her artwork. processes, or materials in his or her artwork. or her personal style.

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

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

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 II.3.PK.a II.3.K.a II.3.1.a II.3.2.a Identify the subject matter of selected Describe the theme and subject matter Categorize selected artworks by theme Categorize selected artworks by theme, artworks. of selected artworks. and content. content, and form.

II.3.PK.b II.3.K.b II.3.1.b II.3.2.b Categorize the subject matter of Categorize artworks by theme and Compare how selected artworks are Compare how selected artworks are artworks as the same or different. subject matter. similar in theme and content. similar in theme, content, and form.

Clarifying Example: Clarifying Example: Clarifying Example: Clarifying Example: Given examples, students identify the In small groups, students describe the Students sort mask reproductions and Students label assemblage reproductions subjects in prehistoric cave painting. theme and subject matter of Renaissance determine theme and content. of a variety of art forms to determine paintings, which they share with the class. theme, content, or form.

After identifying the animals in cave Students categorize a selection of Students respond to theme and content of Students will select two artworks work paintings, students sort them into groups: Renaissance paintings by theme and mask reproductions and explain how they with a partner to compare theme, content same and different. identify living and non-living subjects. are similar. The teacher can record and form. responses.

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

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

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

Grade 3 Grade 4 Grade 5 II.3.3.a II.3.4.a II.3.5.a Compare how selected artworks are similar in theme, Compare selected artworks to determine similarities Analyze a variety of artworks to determine content, form, and style. and differences in theme, content, form, and style. similarities and differences in theme, content, form, and style. II.3.3.b II.3.4.b Identify attributes of theme, content, form, and style. Describe attributes of theme, content, form, and style II.3.5.b in selected artworks of different times and cultures. Use selected attributes of theme, content, form, and style to convey meaning in visual compositions.

Clarifying Example: Clarifying Example: Clarifying Example: Students compare various types of African cloth. The students compare styles between two pieces of Students analyze stylistic similarities and differences in artwork about slavery. artwork about human migration.

Students identify attributes of Adinkra cloth. Students think-pair-share to determine the stylistic Students create a representation of migration (i.e. family, attributes of the artwork. Responses are recorded on a t- westward movement, underground railroad). chart.

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

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

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 II.4.PK.a II.4.K.a II.4.1.a II.4.2.a Identify the visual qualities of works of Identify connections between the visual Describe connections between the Identify similarities between the visual art and the environment. arts and other content areas. visual arts and other content areas. arts and other content areas.

II.4.PK.b II.4.K.b II.4.1.b II.4.2.b Use a variety of visual arts processes to Identify processes used to make art. Use processes from other content areas Describe skills and processes in the express ideas. to express ideas about the visual arts. 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: Clarifying Example: Clarifying Example: Clarifying Example: Observe animal images in art and toy The student makes connections to math Students manipulate clay to determine its Students describe and use scientific animals to identify shapes. by identifying shapes in drawings and physical properties. observation of butterflies and discuss sculptures. them in terms of elements, patterns, and symmetry. The student uses printmaking techniques Given examples, students identify the Generate a list of the physical properties to prepare papers for use in an animal difference between the processes of of clay and implications for art making. From observations, students draw an collage. drawing and sculpting. accurate representation of a butterfly.

Content Connection Content Connection Content Connection Math/Art Vocabulary: Shapes Math Vocabulary: flat, solid Science Vocabulary: physical properties Content Connection Art Vocabulary: two-dimensional, Art Vocabulary: earth clay Science Unit: Butterflies three-dimensional Math Vocabulary: symmetry Art Vocabulary: symmetry, pattern, observation

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

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

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

Grade 3 Grade 4 Grade 5 II.4.3.a II.4.4.a II.4.5.a Identify similarities and differences between and Identify themes in art that relate to content explored Compare themes in art that relate to content among the visual arts and other content areas. in other subjects. explored in other subjects.

I.4.3.b II.4.4.b II.4.5.b Compare skills and processes used in the visual arts Describe processes used in art and other disciplines Compare processes used in the visual arts and other and other content areas to express ideas. to express ideas. disciplines to express ideas.

II.4.3.c II.4.4.c II.4.5.c Select and use visual arts processes and similar Use selected visual art processes to interpret and Select and use visual art processes to interpret and processes used in other content areas to express ideas. express ideas in art and other disciplines. express ideas in art and other disciplines.

Clarifying Example: Clarifying Example: Clarifying Example: Students identify the relationship between patterns in Students identify how environmental science (recycling) Students analyze product packaging and discuss how the number sequence and patterns in Mexican weavings. is used to create artworks. elements of art and principles of design are used.

Students choose a pattern sequence for the weaving Students find and list materials that can be recycled to Given a packaged product, students work in pairs to process. create a sculpture. discuss and compare how the design features and writing are used to persuade a consumer. Students weave their chosen patterns using simple Students construct a sculpture using the recycled cardboard looms. materials to express a common idea i.e. Save the Bay. 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

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 III.1.PK.a III.1.K.a III.1.1.a III.1.2.a Explore art media, processes and Experiment with art media, processes Experiment with art media, processes, Experiment with art media, processes, techniques. and techniques and identify ways they and techniques and describe ways they and techniques and demonstrate a can be used to express thoughts and can be used to express thoughts and variety of ways they can be used to feelings. feelings. express meaning.

III.1.PK.b III.1.1.b III.1.2.b Safely manipulate and share art media III.1.K.b Safely manipulate and share art media Safely manipulate and share art media and tools. Safely manipulate and share art media and tools. Assist in cleaning tools, the and tools. Assist in cleaning tools, the and tools. Assist in cleaning the workspace, and the art room. workspace, and storage of materials. workspace. III.1.PK.c III.1.1.c III.1.2.c Create artworks that explore the uses III.1.K.c Create artworks that explore the Create artworks that explore the of color, line, shape, and texture to Create artworks that explore the uses elements of art: color, line, shape, elements of art: color, line, shape, express ideas. of color, line, shape, and texture to texture, form, and the principles of texture, form, and the principles of express ideas. design: pattern and repetition, to design: pattern, repetition, contrast, express ideas, thoughts, and feelings. and balance to express personal meaning.

Clarifying Example: Clarifying Example: Clarifying Example: Clarifying Example: Given plastic self-sealing bags that Students rotate through stations and students create a cityscape collage. The Students use a variety of materials and contain two primary colors of paint, experiment with paper decorating cityscape collage will include favorite techniques to create a mobile with a students manipulate the bag to mix a new techniques (i.e. resist, stamping, dabbing, buildings from their community in butterfly theme. Students utilize color color. monoprint, painting). As a class, students addition to texture, pattern, and repetition. and repetition as a vehicle for expression. brainstorm ways to use the decorated Students keep bags tightly sealed. papers to communicate thoughts and Students will share collage materials, Students assist in maintaining their Students draw lines and shapes in the feelings. wipe the tables, close and clean the tops workspace by cleaning tools and storing paint through their self-sealing bag. of the glue bottles, and pick up scraps. artwork and materials. Students share materials and rotate through stations. As each paper is Students utilize color and repetition as a completed, students place it on the drying vehicle for expression. rack.

Students create a collage using the decorated papers.

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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

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

Grade 3 Grade 4 Grade 5 III.1.3.a III.1.4.a III.1.5.a Experiment with art media, processes, and Experiment with art media, processes, and Experiment with art media, processes and techniques techniques to generate ideas and express personal techniques to express thoughts and feelings that have to convey specific thoughts and feelings meaning. personal meaning.

III.1.4.b III.1.5.b III.1.3.b Safely manipulate and share art media and tools. Safely manipulate and share art media and tools. Safely manipulate and share art media and tools.

III.1.4.c III.1.5.c III.1.3.c Create artworks that explore the elements of art: Create artworks that explore the uses of the elements Create artworks that explore the elements of art: color, line, shape, texture, form, value and space, and of art, and selected principles of design: pattern, color, line, shape, texture, form and value, and the selected principles of design: pattern, repetition, repetition, contrast, rhythm, movement, balance, principles of design: pattern/repetition, emphasis, contrast, rhythm, movement, balance, and unity to unity and emphasis to express personal meaning. contrast, balance, rhythm, and movement to express express personal meaning. personal meaning.

Clarifying Example: Clarifying Example: Clarifying Example: Using additive and subtractive relief techniques, students Students draw five different personal symbols and Students experiment with mixed media. create a clay calendar. choose one symbol to make a tag board template.

Students safely manipulate and use clay tools. Students safely manipulate and use painting materials Students safely manipulate and use mixed media and tools. materials. The calendar will include personal symbols and use of elements of art and principles of design. Students paint both the negative and positive space of Students create a composition that emphasizes specific the symbol to create a value scale. thoughts and feelings about migration (i.e. family, westward movement, underground railroad).

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

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

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 III.2.PK.a III.2.K.a III.2.1.a III.2.2.a Create images to communicate ideas. Identify ideas that come from Explore ways that artists develop ideas. Identify sources for ideas and observation, memory, and imagination. procedures used to create artworks.

III.2.PK.b III.2.K.b III.2.1.b III.2.2.b Identify and use color, line, shape, and Identify and use color, line, shape, and Identify and use color, line, shape, Identify and use color, line, shape, texture in artworks. texture in artworks. texture, form and selected principles of texture, form, space, and selected design: pattern and repetition in principles of design: pattern, artworks. repetition, and contrast and balance in artworks. Clarifying Example: Clarifying Example: Clarifying Example: Given an example of Op Art, students Given teacher-selected artwork, students Students listen to a biographical story Clarifying Example: identify shapes. Students arrange shapes infer that artists‟ ideas can come from about how an artist develops ideas to Read a biography about a still life artist. to organize a composition. looking, remembering, and imagining. create artwork. Create a still life drawing using student Students go on a texture hunt and create a Students observe patterns and design a chosen toys and stuffed animals. texture rubbing. Students identify texture sketch of a pinch pot that includes pattern in artworks and use texture rubbings to and texture. create a collage.

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

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

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

Grade 3 Grade 4 Grade 5 III.2.3.a III.2.4.a III.2.5.a Identify sources for ideas and describe the design Identify the elements of art and selected principles of Describe how artists use the elements of art and steps used to create artworks. design, i.e., pattern, repetition, balance, variety and principles of design to organize visual compositions. unity in artworks.

III.2.3.b III.2.4.b III.2.5.b Organize the elements of art color, line, shape, Organize the elements of art: color, line, shape, Organize the elements of art and principles of design: texture, form, value, and selected principles of texture, form, value, and space and selected pattern, repetition, contrast, rhythm, movement, design: pattern, repetition, contrast, balance, principles of design: pattern, repetition, contrast, balance, unity and emphasis to create artworks in emphasis, rhythm and movement to create artworks. rhythm, movement, balance, and unity to create response to what is observed or seen. artworks in response to what is observed or seen.

Clarifying Example: Clarifying Example: Clarifying Example: Students identify that Peruvian folk artists draw Given art vocabulary cards, students match cards to Given teacher-selected artwork, students describe how inspiration for their Arpilleras from observations of daily artworks. still life artists use color and pattern to produce a rich life and their environment. composition, including background in their artwork.

Using aspects of their daily life, students create a mixed Using the elements of art and principles of design, Students create a mixed media still life, emphasizing the media collage that includes the art elements rhythm, students create gesture, contour, and value drawings. contrast between the still life objects and the rich movement, and balance. patterned background.

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

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

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

Grade 3 Grade 4 Grade 5 III.3.3.a III.3.4.a III.3.5.a Identify sources for ideas and procedures used to Describe the sources accessed for ideas and the Demonstrate understanding of the processes artists create artworks. procedures used to create artworks. use to develop their ideas by describing strategies, techniques, and resources.

Clarifying Example: Clarifying Example: Clarifying Example: Identify and describe the procedures (step by step Given teacher-selected artwork, students describe the Given a variety of artists biographies (i.e. classroom manipulative skills) that artists from Ghana use in sources of the artist‟s ideas and the procedures used to resources, library, internet, videos) students make expressing their ideas in Adinkra cloth (i.e. carve stamps create molas. inferences about the strategies, techniques, and resources from gourds; gather materials to make ink, print symbols for an artist‟s ideas. on cloth).

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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

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 IV.1.PK.a IV.1.K.a IV.1.1.a IV.1.2.a Observe and respond to selected Observe, describe, and respond to Observe and describe the aesthetic Observe and describe the aesthetic artworks. selected artworks. qualities of teacher selected artworks, qualities of teacher selected artworks, using art vocabulary to express a using art vocabulary to identify personal response. relationships between and among the elements of art: color, line, shape, IV.1.1.b texture, space, and form and selected Identify established criteria for principles of design: pattern, responding to the aesthetic qualities of repetition, balance and contrast. artworks by interpreting exemplary models. IV.1.2.b Identify established criteria for judging IV.1.1.c the aesthetic qualities of artworks using Use established criteria to respond to the elements of art and selected artwork. principles of design.

IV.1.2.c Use established criteria and art vocabulary to judge artwork.

Clarifying Example: Clarifying Example: Clarifying Example: Clarifying Example: Given a group of artwork, students Given teacher-selected artworks, students Given teacher-selected artworks, students Using teacher-selected artworks, students choose their favorite and explain why. describe what they see, choose their observe and describe the artwork in terms look for literal, visual and expressive favorite and explain why. of what they see (subject matter) and qualities and describe them using art what they feel (mood). vocabulary.

Through guided discussion, the students Students think-pair-share a list of criteria organize personal responses in terms of for judging artwork. color, line, shape, texture, and form. Using teacher-selected artworks and Looking at different artworks, students established criteria, students analyze why use art elements to respond to subject the artwork meets or does not meet the matter and mood. criteria.

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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

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

Grade 3 Grade 4 Grade 5 IV.1.3.a IV.1.4.a IV.1.5.a Express opinions about the aesthetic qualities of Critique the aesthetic qualities of teacher selected Compare the aesthetic qualities of teacher selected teacher selected artworks based upon the artworks using criteria derived from the elements of artworks using art vocabulary derived from the relationship between and among the elements of art: art: color, line, shape, texture, form, value and space, elements of art and selected principles of design to color, line, shape, texture, form, space, value and the and selected principles of design: pattern, repetition, discuss the content, forms, and artistic styles principles of design: pattern, repetition, contrast, emphasis, contrast, rhythm, movement, balance, represented. balance, emphasis, rhythm, and movement. variety, proportion, and harmony/unity.

IV.1.3.b IV.1.4.b IV.1.5.b Develop criteria for judging the aesthetic qualities of Describe the aesthetic qualities of artworks in terms Establish criteria for judging artworks by artworks using selected elements of art and principles of the elements of art and principles of design. interpreting aesthetic qualities and styles of of design. exemplary models. IV.1.4.c IV.1.3.c Use established criteria to justify personal responses IV.1.5.c Use established criteria to judge works of art. to works of art. Use criteria recognized in exemplary models to support responses to personal artworks and the artworks of others.

Clarifying Example: Clarifying Example: Students formulate opinions about how the artist uses Clarifying Example: Given exemplars of different styles of artwork, students value, rhythm, movement, and balance to depict the Divide the class into 2 groups, artists and critics. Given compare how the artist used elements and principles to mood and subject matter in an artwork and write their a teacher-selected artwork, half of the students defend achieve the aesthetic qualities. responses in a journal. their composition as the artist. The other half acts as art critics. Students debate the aesthetic qualities of the Students combine individual criteria to generate class Using the opinions formulated, students develop a rubric artwork, using art vocabulary. criteria for judging exemplary models. to judge other works of art including selected elements of art and principles of design. Each student selects an artwork. Using the established criteria, the student writes a persuasive letter to the Students role play an art critic and write a critique of an principal giving reasons why that specific artwork artwork using their personal criteria. should be displayed in the school.

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

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

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

Grade 3 Grade 4 Grade 5 IV.2.4.a IV.2.5.a Describe the aesthetic qualities of personal artworks Establish criteria for judging artworks by and the artworks of others. interpreting exemplary models.

IV.2.4.b IV.2.5.b Interpret artworks to establish criteria for making Describe, analyze, interpret, and make judgments judgments. about personal artwork and that of others.

IV.2.4.c IV.2.5.c Apply criteria to the assessment of personal artworks Apply criteria to the assessment of personal artworks and the artworks of others. and the artworks of others.

Clarifying Example: Clarifying Example: At the completion of an art project, the teacher displays Students observe exemplary artworks and generate a list student artwork for all to see. Students describe what of criteria for judging artwork that includes literal, they see (literal), and what they feel (expressive). visual, and expressive qualities, the elements of art, and principles of design. Students select an artwork and generate a list of ways to make an aesthetic judgment. This list should include the Teacher sets up a gallery walk of student artwork. elements of art and principles of design. Students look at each artwork and write down observations. Students share their descriptions, analysis, Students write a paragraph about an artwork that reflects interpretations, and judgments with the group. use of their identified criteria to judge artwork. At the completion of an art project, the students analyze, interpret, and evaluate their own work using the list of criteria.

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

Grade 6 Grade 7 Grade 8 I.1.6.a. I.1.7.a. I.1.8.a. Differentiate how artists represent physical qualities of Compare the physical qualities of observed Analyze how artists represent visual qualities such observed forms in 2-and 3-dimensional artworks. forms in selected artworks, including the use as spatial relationships, detail, and specific of form, light and shadow, surface texture, features of subject matter. detail, and spatial relationships.

I.1.6.b. I.1.7.b. I.1.8.b. Compose and render from observation subject matter Compose, render, and describe observed Represent accurately in visual form spatial that shows 3-dimensional form, light and shadow, subject matter that shows 3-dimensional relationships, detail, and specific features of qualities of surface texture, detail, and spatial form, light and shadow, qualities of surface subject matter. relationships, and proportion. texture, detail, spatial relationships, and proportion.

Clarifying Example: Clarifying Example: Clarifying Example: View the work of several artists. The student describes how View the work of several artists. The student View the work of several artists. The student artists express 3-dimensional forms on a flat surface. (Value, compares how different artists create the illusion analyzes how artists represent 3-dimensional qualities Form, Space, Color, Texture). of 3-dimensional forms on a flat surface. of forms on a flat surface.

Working from observation, the student creates a drawing of a Working from observation, the student draws a Working from observation, the student uses person including background details, and renders the self -portrait and constructs an imaginary perspective techniques including atmospheric and drawing to show light and shadow, detail, spatial background, in the style of a master artist. The linear perspective, to describe 3-dimensional forms in relationships, and proportion. drawing is rendered to show surface texture, a composition. The student renders the composition light and shadow, detail, spatial relationships, to accurately express 3-dimensional form, details, and and proportion. spatial relationships. Suggested materials: assorted pencils, conte crayons, pen and ink. Suggested materials: assorted pencils, colored pencils, charcoal, pen and ink, paint.

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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: Interpret and communicate the meaning of art works.

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

Grade 6 Grade 7 Grade 8 I.2.6.a. I.2.7.a. I.2.8.a. Identify narrative conventions used by artists in selected Describe narrative conventions used by Compare how artists use narrative conventions in artworks. artists in selected artworks. selected artworks.

I.2.6.b. I.2.7.b. I.2.8.b. Create narrative artworks from observation, memory, Create narrative artworks from observation, Create narrative artworks from observation, and imagination that show settings and characters. memory, and imagination that show settings, memory, and imagination that show setting, characters, and action. characters, action, and differing points of view.

Clarifying Example: Clarifying Example: Clarifying Example: View examples of narrative art by selected artists and In small groups, students discuss the narrative Construct a graphic organizer and compare narrative identify the techniques and strategies that the artist used to conventions used by artists to convey mood and conventions used in different art forms such as music, allow the story to emerge in visual form. (I.e. point of view, feeling in different art forms such as drawing, theatre, dance, literary arts (action, change, characters, climate, season, time of day, characters, setting). painting, printmaking, and sculpture. (Seasons book formats, scroll and accordion formats, story of the year, settings, weather and climate, boards, text and dialogue, beginning, middle, and end. Students listen to an excerpt from the book Bridge to environment, emotion). Terabithia by Katherine Patterson and list the narrative In the style of W.H. Johnson or Romare Beardon, conventions that artists and authors use to tell a story. Create a travel poster that illustrates the cultural create a collage that is a memory of an important heritage of a location, and conveys a mood or family event or childhood memory. Create an appliquéd banner using paper or cloth that narrates feeling associated with the location through the the story of an important event in your life. use of selected color schemes and shapes, and textures.

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

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

Grade 6 Grade 7 Grade 8 I.3.6.a. I.3.7.a. I.3.8.a. Identify how artists use design concepts to organize the Compare and describe how artists use design Analyze why artists may select specific design elements of art to convey ideas, thoughts, and feelings in concepts to organize the elements of art to concepts to convey meaning in artistic exemplars. selected works. convey ideas, thoughts, and feelings in selected artworks.

I.3.6.b. I.3.7.b. I.3.8.b. Use selected design concepts to organize the elements of Identify ways to use the elements of art and Explain reasons for selecting specific design art and principles of design to convey ideas, thoughts, principles of design to communicate ideas, concepts to convey meaning in planning personal and feelings. thoughts, and feelings in planning personal artworks. artworks.

Clarifying Example: Clarifying Example: Clarifying Example: Students view selected artistic exemplars and identify how Students view a variety of artistic exemplars and Students compare two exemplars and analyze how the the artist used the principles of design to create a mood or compare how different artists used the principles principles of design were used to organize concepts feeling. (Harmony, rhythm, movement, repetition) of design to communicate ideas, thoughts, and for perceiving and understanding the elements of art. feelings. (Emphasis, variety, unity, balance, (Balance, rhythm, movement, repetition, harmony, Create an imaginary pastel landscape that communicates an proportion). gradation, proportion, emphasis, contrast, variety and idea, thought, or feeling through the selection of color, line, unity). shapes, and design concepts. Students will construct a 3-dimensional mask Students write a brief statement using the principles that expresses an idea, mood, and purpose of design to compare two artworks that are similar in through formal balance. Create a symmetrical content, but communicate entirely different messages. decoration using geometric shapes.

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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.

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

Grade 6 Grade 7 Grade 8 II.1.6.a. II.1.7.a. II.1.8.a. Identify stylistic methods used by artists of different Compare the roles and functions of the visual Analyze the roles and functions of the visual arts in cultures to communicate feelings, ideas, and universal arts in expressing ideas, events, and universal expressing ideas, events, and universal themes themes. themes within and among cultural groups. within and among cultural groups.

II.1.6.b. II.1.7.b. II.1.8.b. Explain how stylistic elements that represent a historical Select and describe images and forms from Compare images and forms that explore universal period, social context or culture communicate feelings, different times and places that explore similar themes about human experiences from different ideas, or universal themes in a visual composition. universal themes about human experiences. times and places.

Clarifying example: Clarifying Example: Clarifying Example: View artwork and identify stylistic elements unique to Discuss the role of artwork in society. What did Students participate in role-play as art historians and different historical periods, or cultural groups. the artwork mean to the artist and to the people museum curators. They compare, organize, and select who lived in the time it was made? What was artwork in preparation for an art exhibit based on their Select a hero (fictional or real) from a specific time in history happening in the world at that time? How is the analysis of the role and function of the artwork, and or culture, and create a postage stamp that communicates the world different now and how has artwork how well it expresses an idea, event or theme. importance of that individual through the selection of images changed? and symbols used to describe him/her. 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.

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

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

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

Grade 6 Grade 7 Grade 8 II.2.6.a. II.2.7.a. II.2.8.a. Identify historical, social, and cultural themes in selected Describe historical, social, and cultural Compare historical, social, and cultural themes in artworks that influence the beliefs, customs, or values of themes in selected artworks that selected artworks that communicate beliefs, a society. communicate beliefs, customs, or values of a customs, or values of a society. society.

II.2.6.b. II.2.7.b. II.2.8.b. Plan artworks based on historical, cultural or social Plan artworks that use symbolic images and Plan personal artworks inspired by universal themes to communicate personal beliefs, customs, or forms to convey selected beliefs, customs, or themes that reflect aspects of daily life. societal values. values.

Clarifying Example: Clarifying Example: Clarifying Example: Students view artistic exemplars and discuss how art Students research public monuments in the View “Jitterbugs” by W.H. Johnson, „Rooftops” by expresses the idea that we belong to a community. region and explain how these monuments Jacob Lawrence, and “Blues” by Archibald Motley, convey ideas about belonging to a community. and discuss their views of city life and entertainment Create a concept map that shows how art helps communities and how they are reflected in art. celebrate their heritage. In small groups, develop a design or plan for a monument (maquette) that commemorates an historical or contemporary event. 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.

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

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

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

Grade 6 Grade 7 Grade 8 II.3.6.a. II.3.7.a. II.3.8.a. Identify subject matter, styles, and techniques Describe subject matter, styles, and Compare similarities and differences in subject representative of various cultures and periods of art techniques representative of various cultures matter, styles, and techniques among various history. and periods of art history. cultures and periods of art history.

II.3.6.b. II.3.7.b. II.3.8.b. Incorporate attributes of representative subject matter, Plan personal artworks that incorporate Plan personal works that interpret the unique styles, and techniques from various cultures and periods attributes of selected subject matter, styles, styles and forms of different artists. of art history in personal artworks. and techniques of various cultures and periods of art history.

Clarifying Example: Clarifying Example: Clarifying Example: View artistic exemplars of artwork from several cultures Art objects are made to show the importance of View artist exemplars that represent different periods (Japanese, Incan, Pueblo Indians, African). Compare the the people who owned or used them. Identify of art history. Identify major styles of artwork and forms, materials, and construction techniques. Identify and compare objects in our culture that serve how the artist has presented similar themes in new surface texture and designs unique to the culture. similar purposes to those of other cultures. ways.

Construct a bowl in the traditional style of the African Create a whimsical cup that honors a local or Select an artist exemplar and re-create the image in a Calabash bowl, incorporating personal symbols in the design national celebrity. Identify the person through new or different style. In an artist statement, explain motif that are reminiscent of the culture. the symbols and images that are incorporated in how the image changed and provide your the design. interpretation of the theme and content of the work.

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

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

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

Grade 6 Grade 7 Grade 8 II.4.6.a. II.4.7.a. II.4.8.a. Identify themes, ideas, and issues common to the visual Describe themes, ideas, and issues common to Compare ways in which themes, ideas, and issues arts and other forms of human expression. the visual arts and other disciplines. in human experience are translated and expressed through the arts, humanities, and sciences. II.4.6.b. II.4.7.b. Identify processes common to the visual arts and other Describe how visual arts processes and those II.4.8.b. disciplines. of other disciplines are related. Apply problems solving strategies used among the arts, humanities and sciences to solve visual problems.

Clarifying Example: Clarifying Example: Clarifying Example: Have students study a variety of art forms (photography, Students identify how scientists and artists work Students compare the process of scientific inquiry to painting, drawing, sculpture, and printmaking) that depict together to create products that help humanity. the process of creating art. various human conditions. Develop a list of words to (I.e. ergonomic chairs, artificial hearts). describe what students think the art shows. Students form design teams and brainstorm ways to Design “the most comfortable” shoe in the construct a package design for a new product. The world. Write a statement that describes the identity of the product must be recognizable in the advantages of wearing this product. design. A prototype is constructed and tested in the community.

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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

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

Grade 6 Grade 7 Grade 8 III.1.6.a. III.1.7.a. III.1.8.a. Investigate media, processes and techniques to Investigate media, processes, and techniques to Apply components of the creative process to solve demonstrate fluency and originality in generating demonstrate flexibility and elaboration in elegant problems in the visual arts. visual ideas. generating visual ideas.

III.1.6.b. III.1.7.b. III.1.8.b. Create visual images or forms from observation, Create visual images or forms from Create visual images or forms from observation, memory, and imagination to convey ideas and personal observation, memory, and imagination to memory, and imagination to convey ideas and meaning with attention to 2- and 3-dimensional form, communicate ideas and personal meaning with personal meaning with attention to point of view, proportion, qualities of surface texture, detail and attention to form, light and shadow, qualities of detail, and spatial relationships. spatial relationships. surface texture, detail, and spatial relationships.

III.1.6.c. III.1.7.c. III.1.8.c. Select and use a variety of tools, materials, processes, Select and use a variety of tools, materials, Select and use tools, materials, processes, and and techniques safely to solve specific visual problem processes, and techniques to solve specific visual techniques safely to solve specific visual problems problem

Clarifying Example: Clarifying Example: Clarifying Example: Students will view the works of Salvador Dali and Rene Students will view self-portraits by: Paul Gauguin, Student will view the work of Jacob Lawrence, Andy magritte. The student will produce a drawing of a simple Frieda Khalo, Chuck Close. Compare materials Warhol and Helen Marisol. object using wet and dry media on different drawing process and techniques using a Venn diagram. Students will compare and contrast the various media, surfaces to determine the material that best visualizes the style, and messages conveyed in the works. desired result. Students will experiment with a variety of unconventional drawing tools and media: i.e. Students will create a mixed media portrait that The student creates a still life drawing that conveys a Stamp pads, sticks dipped in paint, melted wax, reflects the moods and feeling of the artist. personal message through the choice of specific materials. and bleach on black paper. Create a self-portrait Suggested materials: pencils, crayons, pen and ink, using an experimental media. tempera paint and a variety of papers.

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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.

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

Grade 6 Grade 7 Grade 8 III.2.6.a. III.2.7.a. III.2.8.a. Experiment with visual ideas and concepts by Manipulate the elements of art and principles Communicate ideas and concepts by manipulating manipulating the elements of art in visual compositions. of design to develop and refine visual ideas elements of art and principles of design to achieve and concepts. specific visual effects.

Clarifying Example: Clarifying Example: Clarifying Example: The student arranges color, line and shapes around a central The student uses the elements of art and The student creates an illustration for a book cover by point to create a design with radial balance. principles of design to create a poster that selecting and arranging elements of art and principles advertises an upcoming school activity. of design to communicate the theme or subject matter (Line, shape, color, space, balance, pattern, unity in their composition. (unity, harmony, emphasis). and emphasis).

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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

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

Grade 6 Grade 7 Grade 8 III.3.6.a. III.3.7.a. III.3.8.a. Identify processes used to generate and organize ideas. Describe the developmental processes – Describe sources, references, and ideas used to strategies, techniques, and resources – used to solve visual problems. generate and organize ideas 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: Clarifying Example: Clarifying Example: In a large group, students describe the procedures used for Students describe the strategies, techniques and Students describe the strategies, techniques and creating the specific art product and list on an overhead resources used to solve the visual problems resources used to solve visual problems using transparency. using thumbnail sketches and group writing. thumbnail sketches and written reflections.

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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

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

Grade 6 Grade 7 Grade 8 IV.1.6.a. IV.1.7.a. IV.1.8.a. Describe how the elements of art contribute to aesthetic Describe how the elements of art and Analyze ways the elements of art and principles of response. principles of design contribute to aesthetic design contribute to aesthetic response. response.

IV.1.6.b. IV.1.8.b. Determine the purposes and functions of artworks by IV.1.7.b. Apply established criteria to determine the analyzing their stylistic characteristics. Compare artworks using established criteria. historical, social, and cultural contexts of artworks.

IV.1.6.c. Identify ways that beliefs and values are communicated IV.1.7.c. IV.1.8.c. and reflected by the artworks of various cultures. Describe ways that beliefs and values are Analyze ways that beliefs and values are communicated and reflected by the artworks communicated and reflected by the artworks of of various cultures. various cultures.

Clarifying Example: Clarifying Example: Clarifying Example: Using a graphic organizer, small groups of students identify Students compare and contrast artworks by Students look at several portraits of George the elements of art, principles of design, and media used in a different artists that are similar in theme, style Washington. Include portraits painted before, during, selected artwork. In a large group, students discuss the and media (i.e. portraits by Rembrandt, Da and after the Revolutionary War. stylistic similarities and differences of the works, describe Vinci, Raphael, and Van Eyck). the function of the artwork, and explain how beliefs, and Analyze the artworks and describe how the image of values are communicated and reflected by the art. Students describe how the artists communicate Washington changed over time (formal qualities, the beliefs and values of the culture through the stylistic approach, and historical or cultural use of the formal and stylistic qualities found in perspectives. the artwork.

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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

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

Grade 6 Grade 7 Grade 8 IV.2.6.a. IV.2.7.a. IV.2.8.a. Identify criteria for analyzing various ways formal Describe criteria for analyzing the various Identify and apply multiple sets of criteria for qualities, stylistic approaches, and cultural contexts ways that formal qualities, stylistic evaluating works of art from a variety of cultures. affect viewers’ responses to artworks. approaches, and cultural contexts affect the viewer’s responses to artworks.

IV.2.6.b. IV.2.7.b. IV.2.8.b. Use verbal and written critiques to defend criticism of Communicate personal responses to artworks Use oral and written critiques to defend works of works by various artists. using self-generated criteria. art by various artists.

IV.2.6.c. IV.2.7.c. IV.2.8.c. Apply predetermined criteria to assess personal Establish and apply a set of criteria to Formulate, apply, and communicate criteria for artworks. assessing personal artworks. making aesthetic judgments about personally created artworks and the artworks of others.

Clarifying Example: Clarifying Example: Clarifying Example: Explore the role of an Art Critic (describe and judge the Students are divided into 3 groups. Each group Students analyze the purpose and function of masks quality of artworks, suggest why they are valuable or views a selected artwork and using one criteria from several civilizations or cultures (i.e. Chinese important and how they influence the way we look at and for making visual judgments: formal qualities Opera masks, Native American Indian masks, African think about artworks). (principles of design and art elements), masks) and compare the symbolic use of art elements Stylistic qualities (means of expression and design principles. In a brief statement, express your thoughts and opinions including media, subject matter, and category of about an artwork using the following criteria: What does it the artwork – realism, expressionism, The student participates in an oral or written critique look like; how was it made and how are the parts arranged? abstraction, or fantasy) of personal artwork, and describes how the work (Formal qualities) Does it seem to suggest a mood or Cultural or historical context of the artwork. communicates traditions, life-style, beliefs, or feeling, an idea or theme? (Stylistic qualities) What aspects customs of a civilization. of the artwork such as artist, culture, message or function List evidence of the criteria used for judging make it important and why? (Historical and cultural artwork. Share the evidence in a new group that significance) 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.

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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.

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

Level 1 Level 2 Level 3 Level 4 I.1.L1.a. I.1.L2.a. I.1.L3.a. I.1.L4.a. Draw to achieve representation Draw to achieve emotional, Draw to achieve an individual Analyze visual imagery and concepts accuracy in describing edges and expressive content in the perception of the concept of reality. to predict the visual response, prior contours, perspective, light, interpretation of the realistic image. to creating original artwork. proportion and point of view to accurately reproduce a still life arrangement.

Clarifying Example Clarifying Example Clarifying Example Clarifying Example Use contours, perspective, light, Through a selection of line, space, Select a theme or emotional state such Use appropriate research material to proportion, and point of view to color, shape and texture, create artwork as alienation, inclusion, strife, study the images of historical works of represent observed subject matter. that conveys a specific emotional contentment, anger or other art to understand the effect the artists quality. psychological conditions and use were able to achieve through the use of relevant means to convey that concept those images and apply them to the of reality. creation of your own work of art.

I.1.L1.b. I.1.L2.b. I.1.L3.b. I.1.L4.b. Use appropriate art vocabulary to Use appropriate art vocabulary to Use appropriate art vocabulary to Use appropriate art vocabulary to describe, analyze and interpret describe, analyze and interpret describe, analyze and interpret describe, analyze and interpret qualities of visual form perceived qualities of visual form perceived qualities of visual form perceived qualities of visual form in order to and recorded in works of art. and recorded in works of art, with a and recorded in works of art, with a justify the relationship between the focus on emotional and expressive focus on the individual’s concept of work and the artist’s original content. reality. concept.

Clarifying Example Clarifying Example Clarifying Example Clarifying Example From an art vocabulary list, students From an art vocabulary list, students From an art vocabulary list, students From an art vocabulary list, students will select the words that most clearly will select the words that most clearly will select the words that most clearly will select the words that most clearly describe their efforts to achieve describe their efforts to achieve describe how they arrived at their describe how they arrived at the representational accuracy. emotional and expressive content. individual perception of reality. decisions they used to predict individual responses; stating where those decisions are visually evident in their piece.

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

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

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

Level 1 Level 2 Level 3 Level 4 I.2.L2.a. I.2.L3.a. I.2.L3.a. I.2.L4.a. Working from observation, memory Working from observation, memory Working from observation, memory Working from observation, memory and/or experience, create artwork and/or experience, create artwork and/or experience, create artwork and/or experience, create artwork that using basic art elements to represent using a mode of representation and using a mode of representation, represents an interpretation of reality, mood. format that serves personal ideas, format and media; that serves based on personal images, symbols thoughts and feelings. personal ideas, thoughts and feelings. and responses.

Clarifying Example Clarifying Example Clarifying Example Clarifying Example (1.2.4.a) Focusing on a specific mood, select Focusing on a personal idea, thought or Focusing on personal thoughts and Create a series of drawings investigating appropriate art elements to best illustrate feeling; select appropriate art elements feelings; create an artwork with a personal images, symbols and responses that mood. that best fulfill the illustration of those concentration on the mode of and use a selection of these to create a concepts. representation, format and media. final work of art.

I.2.L1.b. I.2.L2.b. I.2.L3.b. I.2.L3.b. Describe, analyze and interpret how Describe, analyze and interpret how Describe, analyze and interpret how Describe, analyze and interpret how artists select modes of representation artists select modes of representation artists select modes of representation artists select modes of representation and formats to express personal ideas, and formats to express personal ideas, and media to express personal ideas, and media to express personal ideas, thoughts and feelings. thoughts and feelings. thoughts and feelings. thoughts and feelings.

Clarifying Example Clarifying Example Clarifying Example Clarifying Example Choose 4 artists with very diverse styles. Choose 4 artists with very diverse styles. Choose 4 artists with very diverse styles. Choose 4 artists with very diverse styles. Describe, analyze and interpret how Describe, analyze and interpret how Describe, analyze and interpret how Describe, analyze and interpret how those artists selected modes of those artists selected modes of those artists selected modes of those artists selected modes of representation and formats to express representation and formats to express representation and formats to express representation and formats to express their individual ideas, thoughts and their individual ideas, thoughts and their individual ideas, thoughts and their individual ideas, thoughts and feelings. feelings. feelings. feelings.

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

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

Level 1 Level 2 Level 3 Level 4 I.3.L1.a. I.3.L2.a. I.3.L3.a. I.3.L4.a. Use verbal and written expression to Use verbal and written expression to Use verbal and written expression to Use verbal and written expression to explain the selection of unique or develop unique or special ways to develop unique or special ways to develop unique or special ways to special ways artists use specific advance feelings, ideas or meaning by advance perceived feelings, ideas or advance personal visions, ideas or elements of art and design concepts using specific elements of art and meaning by using specific elements of meaning by using specific elements of to convey feelings, ideas or meaning. design concepts. art and principles of organization. art and principles of organization.

Clarifying Example Clarifying Example Clarifying Example Clarifying Example Focusing on a specific element of art, Focusing on a specific feeling or idea, Focusing on a specific feeling or idea, Focusing on how artists used visual investigate unique or special ways it investigate unique or special ways it investigate unique or special ways it elements to persuade their audience of has been utilized in similar situations in has been portrayed in a variety of has been portrayed in a variety of the importance of their vision. Create painting,, sculpture and architecture to media. Create an artwork based on that media. Create an artwork based on that artwork whose intention is to persuade convey feelings, ideas or meaning. information. information. an audience of the importance of your (Spatial relationships, space used in…, vision. lighting used in…) Create a work of art based on that information.

I.3.L1.b. I.3.L2.b. I.3.L3.b. I.3.L4.b. Use art vocabulary to describe and Use art vocabulary to describe and Use art vocabulary to describe, Use art vocabulary to describe, analyze the role of design in analyze the role of design in analyze and interpret the role of analyze and justify the role of design expressing unique visions. expressing unique visions. design in expressing unique visions. in expressing personal visions.

Clarifying Example Clarifying Example Clarifying Example Clarifying Example Concentrating on the art vocabulary Concentrating on the art vocabulary Concentrating on the art vocabulary Use art vocabulary to describe, analyze that is most associated with design, that is most associated with design, that is most associated with design, and justify the role of design in describe its role in expressing unique describe its role in expressing unique describe its role in expressing unique opposition to, or in connection with art visions. visions. visions. expressing personal visions.

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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.

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

Level 1 Level 2 Level 3 Level 4 II.1.L1.a. II.1.L2.a. II.1.L3.a. II.1.L4.a. Create an artwork that explores a Create an artwork that visually Create an artwork that visually Create an artwork that visually contemporary cultural or social reacts to a contemporary cultural or conveys your personal response to conveys your personal response to a issue. social issue. human experience. psychological state of mind.

Clarifying Example (2.1.1.a) Clarifying Example (2.1.2.a) Clarifying Example (2.1.3.a) Clarifying Example (2.1.4.a) On a single sheet of paper, divide the On a single sheet of paper, divide the Explore things like love, hate, poverty, Explore things like desperation, surface into 4 unequal sections; and surface into 4 unequal sections; and wealth, alienation and power. Create happiness, loneliness, jealousy, care, visually record 1 separate fact of a create separate images that visually an artwork that visually conveys your dedication, commitment, fear and single contemporary, cultural or social reflect 4 different possible reactions to personal response to one of those anxiety. Create an artwork that visually issue in each section. a contemporary, cultural or social human experiences conveys your personal response to one of issue. those psychological states of mind. . II.1.L1.b. II.1.L2.b. II.1.L3.b. II.1.L4.b. Determine how works of art provide Determine how works of art provide Determine how works of art provide Determine how works of art provide social commentary, document social commentary, document social commentary, document social commentary, document historical events and reflect the historical events and reflect the historical events and reflect the historical events and reflect the values values and beliefs of the society in values and beliefs of the society in values and beliefs of the society in and beliefs of the society in which they which they are created. which they are created. What which they are created. What are created. What symbols, colors, symbols, colors, techniques or symbols, colors, techniques or techniques or mediums helped to mediums helped to enhance this mediums helped to enhance this enhance this visual reaction? visual reaction? visual reaction?

Clarifying Example Clarifying Example Clarifying Example Clarifying Example Conduct a study of how art was used in Conduct a study of Egyptian Conduct a study of warfare in the Conduct a study on images representing the African society to represent civilization and record the symbols, history of art and record the ways in dreams and the afterlife. Record the ways significant culture and social issues. colors, techniques and media that were which the impact was represented in in which these ideas were visually (afterlife, fertility, the hunt…) used to convey the significant values art. represented. and beliefs of that society.

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

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

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

Level 1 Level 2 Level 3 Level 4 II.2.L1.a. II.2.L2.a. II.2.L3.a. II.2.L4.a. Create an artwork that connects art Create an artwork that conveys an Create an artwork that focuses on a Create an artwork that focuses on a history with personal values or emotional reaction to a specific event person or event that has influenced person or event that has influenced contemporary issues. in history. you as an individual. you as an individual.

Clarifying Example Clarifying Example Clarifying Example Clarifying Example Examine artworks from the Look at an artwork that portrayed a Choose a person or event that has Choose a person or event that has Neoclassical and Romantic periods and specific event in history. Create an influenced you as an individual. Write a influenced you as an individual. Write a use one of these as a basis for artwork that conveys your emotional sequence of events and emotional sequence of events and emotional interpreting your own personal values in reaction to a specific event in history. responses, then create an artwork that responses, then create an artwork that an artwork. focuses on the influence of that person focuses on the influence of that person or event. or event.

II.2.L1.b. II.2.L2.b. II.2.L3.b. II.2.L4.b. Examine the information from a Examine the information from a Examine the information from a Examine the information from a variety of sources and propose factors variety of sources and propose factors variety of sources and propose factors variety of sources and propose factors that influenced artists and inspired that influenced artists and inspired that influenced artists and inspired that influenced artists and inspired works. works, surrounding a specific event in works. works. history.

Clarifying Example Clarifying Example Clarifying Example Clarifying Example Examine artworks which convey an Examine artworks which convey an Examine artworks which convey an Examine artworks which convey an emotional reaction to a specific event in emotional reaction to a specific event in emotional reaction to their personal emotional reaction to their personal history. Propose factors that influenced history. Propose factors that influenced history. Propose factors that influenced history. Propose factors that influenced and inspired these artists in creating and inspired these artists in creating and inspired these artists in creating and inspired these artists in creating their works. their works. their works. their works.

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

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

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

Level 1 Level 2 Level 3 Level 4 II.3.L1.a. II.3.L2.a. II.3.L3.a. II.3.L4.a. Create individual, expressive Create expressive works of art Create expressive works of art Create expressive works of art based on works of art based on the same based on the same subject or theme. based on opposite viewpoints of the opposite viewpoints of the same subject subject or theme, selected by a same subject or theme. or theme. student group.

Clarifying Example Clarifying Example Clarifying Example Clarifying Example In diverse work groups, students Create a series of 3 works of art, Choose a subject or theme and Choose a subject or theme and visually will brainstorm different themes interpreting a single subject or theme visually develop 2 opposing develop 4 diverse viewpoints based on and select one to create individual in 3 individual, expressive, distinctly viewpoints based on stylistic or stylistic or psychological contrasts. expressive works of art in distinctly different styles. psychological contrasts. different styles.

II.3.L1.b. II.3.L2.b. II.3.L3.b. II.3.L4.b. Compare similarities and Compare similarities and Describe how the chosen imagery Describe how the chosen imagery differences in style and technique differences in style and technique successfully reinforces each successfully reinforces each viewpoint. among schools of art and periods among schools of art and periods in viewpoint. in art history, using information art history, using information from from a variety of sources. a variety of sources

. Clarifying Example Clarifying Example Clarifying Example Clarifying Example Choose 3 periods in art history. Choose 3 periods in art history. In the periods of art history, starting In the periods of art history, starting with Compare and contrast the styles Compare and contrast the styles and with the Renaissance, compare and the Renaissance, compare and contrast and techniques of those periods. techniques of those periods. contrast religious and secular religious and secular imagery. imagery.

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

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.

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

Level 1 Level 2 Level 3 Level 4 II.4.L1.a. II.4.L2.a. II.4.L3.a. II.4.L4.a. Working within a group, students Create artworks that are inspired by Select a specific event in history and Base an artwork on current events will create individual artworks that the philosophical values and cultural create an artwork that represents that are unresolved and project the represent a collective commitment to ideals of specific historical your philosophical perspective of resolution or outcome of these events. philosophical or cultural ideas. movements. that event.

Clarifying Example Clarifying Example Clarifying Example Clarifying Example In diverse groups, students will Study artworks that are inspired by the Study artworks that are inspired by the Using terrorism or some other collaboratively agree on shared philosophical values and cultural ideals philosophical values and cultural ideals unresolved issue as a theme, base an philosophical or cultural ideas and of specific historical movements and of specific historical movements and artwork on the resolution or outcome of create a series of individual artworks create a work of art based on one of create a work of art based on your that event. that represent the collective mindset. those movements. personal response to one event or movement.

II.4.L1.b. II.4.L2.b. II.4.L3.b. II.4.L4.b. Use a study of historical periods to Use a study of historical periods to Analyze, interpret and react to the Analyze, interpret and react to the identify shared underlying create connections between underlying philosophical values and underlying philosophical values, philosophical values and cultural philosophical values and cultural cultural ideals that influenced the cultural ideals and current events ideals that influenced the artists, ideals that influenced the artists, artists, authors, poets and musicians, that influenced the artists, authors, authors, poets and musicians, who authors, poets and musicians, who who contributed to a specific stylistic poets and musicians, who contributed to a specific stylistic contributed to a specific stylistic movement. contributed to a specific stylistic movement. movement. movement.

Clarifying Example Clarifying Example Clarifying Example Clarifying Example Research the Classical period of Greek Look at the Greek Classical period, Using the Holocaust as an example, Using terrorism, global warming, solar art and identify the shared underlying along with the Early Renaissance. analyze, interpret and react to the energy, nuclear annihilation/utilization, philosophical values and cultural ideals Compare and contrast the philosophical underlying philosophical values and analyze, interpret and react to the that influenced the artists, authors, values and cultural ideas that cultural ideals that influenced the underlying philosophical values, poets and musicians of that period. influenced the artists, authors, poets artists, authors, poets and musicians, cultural ideals and current events that and musicians who contributed to the during that time. influenced the artists, authors, poets similarities found in the 2 stylistic and musicians during that time. movements.

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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.

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

Level 1 Level 2 Level 3 Level 4 III.1.L1.a. III.1.L2.a. II.1.L3.a. III.1.L4.a. Select a single image and render that Select media and experiment with Using a single theme, create an Based on contemporary, social and image in a variety of media. processes and representational skills, artwork in a variety of media that cultural events, create an artwork exploring a range of ideas that can corresponds to a change in that best represents the attitude that be expressed with different media. perception. you would preserve as a future record of these issues.

Clarifying Example Clarifying Example Clarifying Example Clarifying Example Using the human face, render it in After experimenting with a variety of Utilizing an entryway as a theme, Using urban life as a subject, collect pencil, charcoal, ink, tempera and media, create a series of artworks in create a series of artworks in which the actual materials related to the city watercolor. which each media is used because it perception of entering a space is environment to act as artifacts of that most accurately represents the nature of changed in a variety of ways. time period for the future. Use these each subject. artifacts in the creation of an artwork in which the values of a particular society are reinforced.

III.2.L1.b. III.2.L1.b. III.2.L1.b. III.2.L1.b. In reflecting on the completed work, In reflecting on the completed work, In reflecting on the completed work, In reflecting on the completed work, describe, analyze and interpret the describe, analyze and interpret the describe, analyze and interpret the describe, analyze and interpret the meaning created and evaluate the meaning created and evaluate the meaning created and evaluate the meaning created and evaluate the choice and use of media, skills and choice and use of media, skills and choice and use of media, skills and choice and use of media, skills and knowledge in solving the art knowledge in solving the art knowledge in solving the art knowledge in solving the art problem. problem. problem; reflecting on how the problem; reflecting on how you feel viewers’ perception is changed. your artwork would influence future generations’ perceptions of this time.

Clarifying Example Clarifying Example Clarifying Example Clarifying Example Describe, analyze and interpret the gain Describe, analyze and interpret the Describe, analyze and interpret the way In reflecting on the completed work, and loss of representative accuracy means by which choices were made in in which you used various media to describe, analyze and interpret the observed in the change of media. linking aesthetic choices to subject alter the viewers‟ sense of entering that meaning created and evaluate the matter. specific space. Describe, analyze and choice and use of media, skills and interpret the effect various media has knowledge in solving the art problem; on the experience the viewer has in reflecting on how you feel your entering a specific space. artwork would influence future generations‟ perceptions of this time.

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

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

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

Level 1 Level 2 Level 3 Level 4 III.2.L1.a. L III.2.L2.a. III.2.L3.a. III.2.L4.a. Draw upon individual experiences as Draw upon individual experiences as Using research, choose significant Create an artwork utilizing realistic the basis for personally meaningful the basis for personally meaningful symbols from 3 different periods in imagery, in which disparate objects images developed through a process images by creating an artwork based art history that had similar purposes are combined in unusual that includes: 1) using two or more upon a series of vocabulary words and combine them in an artwork to associations, in order to provide a strategies to generate ideas for that represent values that are represent an image that projects that quest for reason and meaning. personal work 2) solving important to you. Using unified theme. intermediate representational predominately text, create a problems by doing research, using composition in which a hierarchy of references, models or practicing your values is represented. different strategies – 3) crafting a quality product demonstrating care, thought and skill in making.

Clarifying Example Clarifying Example Clarifying Example Clarifying Example Generate a list of words that most From your individual experiences, Using the afterlife as a subject, Generate a list of 4 objects that are clearly represent your outlook on life. select the 4 most meaningful events in research 3 different periods in art personally interesting to you. For each After reviewing the list, make a your life. Create a list of vocabulary history and identify how different object, select another object that seems selection of words that seem the most words that reflect the impact that those cultures addressed this theme through totally unrelated. Using these 8 objects, important. Create a series of sketches experiences had on you. Using a visual symbols. Create an artwork that position and organize them in a manner in which you render images that are combination of actual text and images, uses these symbols to project a unified in which the viewer is challenged to related to those words. Use these create an artwork that visually theme. search for logical connections and images to create a finished artwork that represents the value you place on those meaning. honestly represents your outlook on experiences. life.

III.2.L1.b. III.2.L2.b. III.2.L3.b. III.2.L4.b. Describe source(s) of ideas for a Describe source(s) of ideas for a Describe source(s) of ideas for a Describe source(s) of ideas for a personal work and discuss how ideas personal work and discuss how ideas personal work and discuss how ideas personal work and discuss how ideas were generated, how were generated, how were generated, how were generated, how representational problems were representational problems were representational problems were representational problems were solved, what visual references or solved, what visual references or solved, what visual references or solved, what visual references or information was used and how the information was used and how the information was used and how the information was used and how the work changed from beginning to work changed from beginning to work changed from beginning to work changed from beginning to completion and what was though completion and what was though completion and what was though completion and what was though about in the process of making the about in the process of making the about in the process of making the about in the process of making the work. work. work. work.

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Clarifying Example (3.2.1.b) Clarifying Example (3.2.2.b) Clarifying Example (3.2.3.b) Clarifying Example (3.2.4.b) Describe source(s) of ideas for a Describe source(s) of ideas for a Describe source(s) of ideas for a Describe source(s) of ideas for a personal work and discuss how ideas personal work and discuss how ideas personal work and discuss how ideas personal work and discuss how ideas were generated, how representational were generated, how representational were generated, how representational were generated, how representational problems were solved, what visual problems were solved, what visual problems were solved, what visual problems were solved, what visual references or information was used and references or information was used and references or information was used and references or information was used and how the work changed from beginning how the work changed from beginning how the work changed from beginning how the work changed from beginning to completion and what was though to completion and what was though to completion and what was though to completion and what was though about in the process of making the about in the process of making the about in the process of making the about in the process of making the work. work. work. work.

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

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

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

Level 1 Level 2 Level 3 Level 4 L.1.a. (3.3.1.a) L.2.a. (3.3.2.a) L.3.a. (3.3.3.a) L.4.a. (3.3.4.a) Identify a design problem in the Choose an article of nature and Choose an article of nature and use Using related objects from a specific observed environment and propose a convert that article into a motif. Use it as a basic unit in creating a work environment, create an artwork that solution, incorporating elements of that motif as an element in a pattern of architecture. is contradictory to the nature of art and principles of design in a to create a design for your personal those objects. visual model of the proposed wear or surroundings. solution.

Clarifying Example (3.3.1.a) Clarifying Example (3.3.2.a) Clarifying Example (3.3.3.a) Clarifying Example (3.3.4.a) An urban crosswalk is a matter of Using a snowflake as a beginning Use the image of a flower to serve as Using related objects such as nails, concern in the environment of the city. article, simplify and refine it to create a the basic unit that will in turn be used charred glass, pieces of broken metal Use the elements of art and the motif. Use this motif as an element to create a work of architecture. and thrones, create the image of a bed. principles of design in your visual within a design, which would be proposal to the solution. incorporated into a dress for a female, or a jacket for a male or female.

III.3.L1.b. III.3.L2.b. III.3.L3.b. III.3.L4.b. Use appropriate art vocabulary to Use appropriate art vocabulary to Use appropriate art vocabulary to Use appropriate art vocabulary to describe, analyze, and interpret describe, analyze, and interpret describe, analyze, and interpret describe, analyze, and interpret visual qualities found in the work of visual qualities found in the work of visual qualities found in the work of visual qualities related to explaining designers, architects, planners and designers, architects, planners and designers, architects, planners and the relationship between the image artists. artists. artists. and the concept.

Clarifying Example Clarifying Example Clarifying Example Clarifying Example Use appropriate art vocabulary to Use appropriate art vocabulary to Use appropriate art vocabulary to Use appropriate art vocabulary to describe, analyze, and interpret visual describe, analyze, and interpret the describe, analyze, and interpret the describe, analyze, and interpret how qualities represented in your proposed process by which the snowflake was process through which the flower was related objects were chosen and the solution to the crosswalk. simplified and refined into a motif, and simplified and refined into a design process by which they were combined the manner in which the motif relates unit and explain the relationship to produce an image contradictory to to the overall design of the article of between the basic unit and the total their nature. clothing. structure.

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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.

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

Level 1 Level 2 Level 3 Level 4 IV.1.L1.a. IV.1.L2.a. IV.1.L3.a. IV.1.L4.a. Create a series of artworks based on Create a design, using geometric Devise a system where all aspects of Create an artwork where intuition a selected set of criteria. foundations derived from an artwork are based on the element and spontaneity provide the basis for mathematical concepts, or scientific of chance. Then, create an artwork aesthetic decisions. research that will produce interesting where that spontaneity will provide optical effects or illusions. the basis for aesthetic decisions.

Clarifying Example Clarifying Example Clarifying Example Clarifying Example Create a series of artworks illustrating Using Escher, or the field of Op Art as Create 4 separate lists, numbered 1 to Gather together a selection of textured the use of harmony, contrast, an example, develop a design that 10. One list should concentrate on materials, glues and a variety of paint. dissonance and recapitulation. (1 image utilizes a geometric form to create a colors, one list on expressions, one on Working from left to right, on a board for each) spatial illusion. subjects and one on symbols. Generate or canvas; quickly select, assemble and 4 sets of the numbers 1 through 10, apply material and paint within a time allowing each number it‟s own piece of frame of 5 minutes. Create an artwork L.1.b. (4.1.1.b) L.2.b. (4.1.2.b) paper – mix those numbered pieces of based on your interpretation of this Critique artworks, applying different Critique artworks, applying different paper and randomly choose 10 pieces. assemblage theories of art to judge personal theories of art to judge personal Create a work of art by linking the artwork and that of others. artwork and that of others. chosen numbers to their corresponding qualities of color, expression, subject and symbol

L.3.b. (4.1.3.b) L.4.b. (4.1.4.b) Critique artworks, applying different Critique artworks, applying different theories of art to judge personal theories of art to judge personal artwork and that of others. artwork and that of others.

Clarifying Example Clarifying Example Clarifying Example Clarifying Example Write a critique of student generated Select the most appropriate theory of Using the information gained from the Use the contradictory theories of artworks, explaining the successes and art to use it in critiquing your artwork, art movements of Dada and Surrealism; Formalism and Deconstructionism to failures of their use of harmony, based upon a mathematical concept or apply a theory of art to explain your explain and clarify the decision making contrast, dissonance and recapitulation. Scientific research. Explain how this artwork, based on the elements of process in creating this work of art. theory is most relevant to your artwork. chance. (Theories of art could include, but are not limited to: Formalism, Expressionism and Conceptualism.)

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

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

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

Level 1 Level 2 Level 3 Level 4 IV.2.L1.a. IV.2.L2.a. IV.2.L3.a. IV.2.L4.a. Create a series of works based upon Select a functional object from your Using a respected work of art in Based upon your existing knowledge implementing information gained environment that you feel has no history, whose value you question; of art criteria, create a work of art from the study to address form, artistic value. Transform that object, transform that work of art to give it that uses none of these criteria. theme and context. providing it with the qualities that the qualities you think it lacks, in would qualify it as a work of art. order to qualify it in your eyes as a true work of art.

Clarifying Example Clarifying Example Clarifying Example Clarifying Example Examine the art movements of Using a kitchen sink as a subject, Using Andy Warhol‟s Campbell‟s Describe your personal concepts of Impressionism, Cubism and transform that object providing it with Soup Can as a questionable work of beauty as they relate to works of art. Surrealism. Record your responses to the qualities that would qualify it as a art, transform it to give it the qualities Generate a list of the qualities you their use of form, theme and context. work of art. you feel it lacks. consider aspects of those concepts. Select the combinations that are most Create an artwork where each one of personally satisfying to you. Based these qualities is visually contradicted. upon your choices, create a series of works that promote the validity of your choices.

IV.2.L1.b. IV.2.L2.b. IV.2.L3.b. IV.2.L4.b. Present a series of process portfolio Present a series of process portfolio Present a series of process portfolio Present a series of process portfolio of cumulative personal work that of cumulative personal work that of cumulative personal work that of cumulative personal work that exemplifies the criteria used to exemplifies the criteria used to exemplifies the criteria used to exemplifies the criteria used to create it. create it. create it. create it.

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Clarifying Example Clarifying Example Clarifying Example Clarifying Example Create a series of works in which the Produce a series of transitional Produce a series of transitional Create a series of drawings in which mastery of the information related to drawings that illustrate the stages your drawings that illustrate the stages your the illustration of your subject starts form, theme and context produces an work went through to achieve the final work went through to achieve the final with the representation of it in your original style, which is based upon transformation. transformation. original definition of beauty. Ending your personal criteria. 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.

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

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

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

Level 1 Level 2 Level 3 Level 4 IV.3.L1.a. IV.3.L2.a. IV.3.L3.a. IV.3.L4.a. Design a presentation based on a Design a presentation of personal Design a process portfolio that Design a process portfolio that single image, in which you trace and work as a process portfolio to represents personal artistic criteria represents personal artistic criteria reflect the refinement of your demonstrate a set of criteria that that compare and contrast decisions that compare and contrast decisions personal aesthetic choice. reflects personal aesthetic choices. made from an emotional standpoint made from an emotional standpoint to those made from an intellectual to those made from an intellectual standpoint. standpoint.

Clarifying Example Clarifying Example Clarifying Example Clarifying Example Select an image from popular culture, Visit a series of exhibitions and record Study the subject of color from a Study the subject of color from a such as the automobile and illustrate it your responses to the work. Examine scientific and an expressive or scientific and an expressive or in a wide variety of formats. Present and clarify the impact the work had on emotional viewpoint. Create works of emotional viewpoint. Create works of the image to an audience in all of the you. Create a series of artworks that art that compare and contrast the art that compare and contrast the formats you have created. Through a reflect your understanding of, and the separate approaches. separate approaches. survey, determine the format that had value you have placed on these works the largest impact on the audience. of art. Develop criteria based upon the survey, to attain public approval for a work of art.

IV.3.L1.b. IV.3.L2.b. IV.3.L3.b. IV.3.L4.b. Study the work of contemporary Study the work of contemporary Study the work of contemporary Study the work of contemporary artists in exhibits, media and print to artists in exhibits, media and print to artists in exhibits, media and print to artists in exhibits, media and print to determine the value of unique determine the value of unique determine the value of unique determine the value of unique combinations of formal criteria, combinations of formal criteria, combinations of formal criteria, combinations of formal criteria, purpose and expression. purpose and expression. purpose and expression, that purpose and expression, that provides a basis for your own provides a basis for your own artwork. artwork.

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Clarifying Example Clarifying Example Clarifying Example Clarifying Example Study the work of contemporary artists Study the work of contemporary artists Study the work of Joseph Albers and Study the work of Joseph Albers and in exhibits, media and print to in exhibits, media and print to the work of the German Expressionists, the work of the German Expressionists, determine the value of unique determine the value of unique as it relates to their use of color. Use as it relates to their use of color. Use combinations of formal criteria, combinations of formal criteria, appropriate vocabulary to describe, appropriate vocabulary to describe, purpose and expression. purpose and expression. analyze, and interpret the visual analyze, and interpret the visual qualities represented in the 2 diverse qualities represented in the 2 diverse approaches to the use of color. approaches to the use of color.

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