New York State Learning Standards for the Present Together we • Create • Perform • Respond • Connect Produce Visual AAt-A-Glancerts Standards New York State Learning Standards for the Present Together we • Create • Perform • Respond • Connect Produce Visual AAt-A-Glancerts Standards NYS Arts Standards Coding System Table of Contents NYS Learning Standards for the Arts Anchor Standard • Artistic Process • Process Components p. Revision Committee Each discipline is assigned an alphabetic abbreviation using uppercase letters DA=Dance MA=Media Arts MU=Music TH=Theatre VA=Visual Arts VISUAL ARTS Anchor Standard 1 • Creating • Investigate, Plan, Make 3 * Denotes Committee Chair Each artistic process is assigned an alphabetic abbreviation using an upper and lower case letter Anchor Standard 2 • Creating • Investigate, Consider, Respect, Make 4-5 Cr Creating Grace Barrett Commack School District Pr Performing/Presenting/Producing Anchor Standard 3 • Creating • Reflect, Refine, Continue 5 Re Responding Cn Connecting Jennifer Childress The College of Saint Rose Anchor Standard 4 • Presenting • Select, Preserve 6 Each anchor standard is assigned a number Anchor Standard 5 • Presenting • Curate 6 Cindy Henry* Union -Endicott Central School District Creating 1. Generate and conceptualize artistic ideas and work. 2. Organize and develop artistic ideas and work. Anchor Standard 6 • Presenting • Share, Relate 7 Lisa Lawson Sweet Home Central Schools 3. Refine and complete artistic ideas and work. Performing/Presenting/Producing Anchor Standard 7 • Responding • Perceive, Analyze 8 4. Analyze, interpret and select artistic work for presentation. Anne Manzella North Colonie Central School District 5. Develop and refine artistic techniques and work for presentation. Anchor Standard 8 • Responding • Interpret 9 6. Convey meaning through the presentation of artistic work. Kathleen Pfeifer Norwich City Schools Responding Anchor Standard 9 • Responding • Evaluate 9 7. Perceive and analyze artistic work. 8. Interpret intent and meaning in artistic work. Anchor Standard 10 • Connecting • Synthesize 10 Karen Rosner New York City Department of Education 9. Apply criteria to evaluate artistic work. Connecting Anchor Standard 11 • Connecting • Interrelate, Extend 11 Christina Scott Cohoes City School District 10. Synthesize and relate knowledge and personal experiences to make art. 11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. Leslie Yolen, Associate in Visual Arts Education NOTE: The Anchor Standards (AS) are the same across all arts disciplines. However, each discipline’s standards have discipline- Visual Arts Example New York State Education Department specific interpretations of the AS, called Enduring Understandings (EU). EUs guide the content of the Performance Indicators. Jennifer Childress, Art Education Consultant (editing, document Some Anchor Standards in some of the arts disciplines have more than one EU. Example Performance Indicator design) To create code alignment between all standards and disciplines, AS numbers are always followed by “.1”, “.2”, like this: 1.1, Performance Indicators are coded with a lower case alpha 1.2. “.1” follows the AS number even when there is only one Enduring Understanding. (a, b, c) even when there is only one in a column. Each grade level is indicated by a letter, number, or HS+Roman numeral Bold words indicate discipline specific vocabulary. PK=Pre-Kindergarten K=Kindergarten 1,2,3,4,5,6,7,8 for grades 1– 8 Definitions can be found in the NYS Arts Standards HSI for HS Proficient HSII for HS Accomplished HSIII for HS Advanced Glossary (separate publication). Each Performance Indicator (PI) is assigned a lower case letter even when there is only one. The first performance indicator is “a”, the next “b”, and so on. Ordering First position indicates the discipline. It is always followed by a colon ( : ). Example Second position (following the colon) indicates the Artistic Process. Code Third position indicates the Anchor Standard number and Enduring Understanding number, which are separated by a “.” Fourth position indicates the Grade Level. Fifth position indicates the Performance Indicator. Page 2 of 11, VISUAL ARTS Copyright 2017 The New York State Education Department VIS U A L AR T S ~ Cr e a t i n g ~ Co n c e i v i n g a n d d e v e l o p i n g n e w a r t i s t i c i d e a s a n d w o r k ~ 1 Anchor Standard 1 Generate and conceptualize artistic ideas and work. Enduring Understanding Creativity and innovative thinking are essential life skills that can be Essential • What conditions, attitudes, and behaviors support creative risk taking and innovative thinking? Artistic Process • CREATING 1.1 developed. Questions • How does collaboration expand the creative process? Process Components • INVESTIGATE, PLAN, MAKE Pre-K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced VA:Cr1.1.PK VA:Cr1.1.K VA:Cr1.1.1 VA:Cr1.1.2 VA:Cr1.1.3 VA:Cr1.1.4 VA:Cr1.1.5 VA:Cr1.1.6 VA:Cr1.1.7 VA:Cr1.1.8 VA:Cr1.1.HSI VA:Cr1.1.HSII VA:Cr1.1.HSIII a. Engage in self- a. Engage in a. Engage a. Collaboratively a. Elaborate on a a. Brainstorm a. Combine ideas to a. Collaboratively a. Apply strategies to a. Document and a. Use multiple a. Formulate, a. Visualize and directed exploration and collaboratively in brainstorm selected imaginative multiple artmaking generate an exchange concepts overcome creative reflect on early stages artmaking individually or hypothesize to imaginative play imaginative play exploration and multiple artmaking idea. approaches to a innovative idea for and different points of blocks. of the creative approaches to collaboratively, generate ideas and with materials. with materials. imaginative play approaches to an creative art or design artmaking. view to generate process, visually begin creative new creative plans for creating art with materials. art or design problem. innovative ideas for and/or verbally in endeavors. problems, based on and design that can problem. creating art. traditional or new student's existing affect social change. media. artwork. Enduring Understanding Artists and designers shape artistic investigations, following or breaking Essential • How does knowing the contexts, histories, and traditions of art forms help us create works Artistic Process • CREATING 1.2 with traditions in pursuit of creative artmaking goals. Questions of art and design? Process Components • INVESTIGATE, PLAN, MAKE • Why do artists and designers follow or break from established traditions? • How do artists and designers determine what resources and criteria are needed to formulate artistic investigations? Pre-K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced VA:Cr1.2.PK VA:Cr1.2.K VA:Cr1.2.1 VA:Cr1.2.2 VA:Cr1.2.3 VA:Cr1.2.4 VA:Cr1.2.5 VA:Cr1.2.6 VA:Cr1.2.7 VA:Cr1.2.8 VA:Cr1.2.HSI VA:Cr1.2.HSII VA:Cr1.2.HSIII a. Engage in self- a. Engage a. Use observation a. Create art or a. Apply knowledge a. Work individually a. Identify and a. Use a. Develop criteria a. Collaboratively a. Consider a range a. Choose from a a. Choose from a directed, creative collaboratively in and exploration in design with various of available and collaboratively demonstrate diverse brainstorming to to guide making a shape an artistic of materials and range of materials range of materials making. creative artmaking in preparation for materials and tools resources, tools, and to set goals and strategies for formulate an artistic work of art or design investigation of an methods of and methods of and methods of response to an making a work of art. to explore personal technologies to create artwork that is artistic investigation of to meet an identified aspect of present-day traditional and traditional and traditional and artistic problem. interests, questions, investigate meaningful and has investigation to personally relevant goal. life by using a contemporary contemporary contemporary and curiosity. personal ideas purpose to the makers. choose an approach content for creating contemporary artistic practices to artistic practices to artistic practices, through the for beginning a work art. practice of art and plan works of art and plan works of art and following or artmaking of art. design. design. design that follow or breaking established process. break established conventions, to artistic plan the making of conventions. multiple works of art and design connected by a theme, idea, or concept. Note: throughout the 11 NYS Visual Arts Standards, the terms art, artwork(s) and design appear over and over again as the distinct results of different kinds of visual thinking. Though unbolded in this document, their definitions are located in the NYS Visual Arts Glossary. Page 3 of 11, VISUAL ARTS Copyright 2017 The New York State Education Department VIS U A L AR T S ~ Cr e a t i n g ~ Co n c e i v i n g a n d d e v e l o p i n g n e w a r t i s t i c i d e a s a n d w o r k ~ 2 Anchor Standard 2 Organize and develop artistic ideas and work. Enduring Understanding Artists and designers experiment with forms, structures, Essential • How do artists work? Artistic Process • CREATING 2.1 materials, concepts, media, and artmaking approaches. Questions • How do artists and designers find a particular direction that is effective for their work? Process Component • INVESTIGATE • How do artists and designers learn from trial and error? Pre-K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced VA:Cr2.1.PK VA:Cr2.1.K VA:Cr2.1.1 VA:Cr2.1.2 VA:Cr2.1.3 VA:Cr2.1.4 VA:Cr2.1.5 VA:Cr2.1.6 VA:Cr2.1.7 VA:Cr2.1.8 VA:Cr2.1.HSI VA:Cr2.1.HSII VA:Cr2.1.HSIII a.