The Visual Arts Standards - (adopted by the State
Board of Education 04.28.97)
Study in the visual arts develops students’ skills of observation as they
learn to examine the objects and events of their lives. At the same time,
they grow in their ability to describe, interpret, evaluate and respond to work
in the visual arts. The visual arts are extremely rich. This broad category
includes the traditional fine arts such as drawing, painting, printmaking, sculpture,
photography and communication; design arts such as film, television, graphics
and product design; architecture and environmental arts such as urban, interior
and landscape design; folk arts; and works in ceramics, fiber and jewelry, as
well as in wood, paper and other materials. Through examination of their own
work and that of other people at various times in various places, students learn
to unravel the essence of artwork and to appraise its purpose and importance.
Further, they learn to make choices that enhance communication of their ideas.
STANDARD 1: CREATING ART Grades 4-6
Students know and apply the arts, disciplines, techniques and processes to communicate
in original or interpretive work
ESSENTIALS Grades 4-6
Students know and are able to do all of the above and the following:
1AV-E1. Choose the most appropriate media, techniques, and processes to enhance communication of one’s own ideas and experiences
(Grades 4-5)
| PO 1. Create artwork using the most appropriate media to communicate ideas and experiences
(Grade 6)
PO 1. Create artwork using the most appropriate techniques and processes to communicate ideas and experiences
PO 2. Analyze the effectiveness of the characteristics of the specific media used to enhance the communication of experiences and ideas1AV-E2. Demonstrate increasing technical ability and skill to complete visual arts assignments
PO 1. Demonstrate technical ability and skill to complete visual arts assignments
PO 2. Demonstrate improvement of technical ability and skill in a sequence of one’s own artwork
PO 3. Produce a portfolio demonstrating improved technical ability and skill Possible links to: Language Arts – illustrations; Mathematics - charts, graphs; Technology - use of tools1AV-E3. Identify and demonstrate the basic physical and scientific properties of the technical aspects of visual arts media (e.g., glazes, paints, printing equipment, photo papers/chemicals, fiber dyes, kilns, cameras, computer software and hardware, mathematics, light, tensile strength)
PO 1. Identify basic physical and scientific properties of the technical aspects of visual artsmedia
PO 2. Demonstrate, within one’s own artworks, the basic physical and scientific properties of the technical aspects of visual arts media Possible links to: Mathematics – ratios; Science - properties of materials;
Technology - advances, use of tools1AV-E4. Continue to expand knowledge and use of different arts media, acquiring several new techniques
(Grades 4-5)
PO 1. Know how to use different arts media and techniques
PO 2. Demonstrate the use of different arts media and techniques
(Grade 6)
PO 1. Compare different arts media and techniques
PO 2. Select a combination of known techniques and apply them in new and different ways creating artworks Possible links to: Language Arts - reading instructions; Science - properties of materials; Social Studies - social and cultural advancements; Technology - use of tools and materials to create a product1AV-E5. Investigate and sequence multiple visual solutions to a given problem, making revisions and articulating the rationale for the best solutions
(Grades 4-5)
PO 1. Identify the issues to be addressed within one’s own artwork
PO 2. Determine the variety of options one could use in producing an artwork to address an artistic problem
PO 3. Select the specific options that would best solve an artistic problem
PO 4. Create an artwork that best solves an artistic problem
(Grade 6)
PO 1. Analyze factors leading to a successful resolution of an artistic problem
PO 2. State rationale for the choices or options selected in resolving the artistic problem Possible links to: Language Arts - persuasive writing; Science - properties of materials; Technology - problem solving
STANDARD 2: ART IN CONTEXT
Grades 4-6
Students demonstrate how interrelated conditions (social, economic, political,
time, and place) influence and give meaning to the development and reception
of thought, ideas and concepts in the arts.
ESSENTIALS (Grades 4-6)
Students know and are able to do all of the above and the following:
2AV-E1. Use subjects, themes and symbols that demonstrate knowledge of contexts, values and aesthetics to communicate intended meaning in their artworks
(Grades 4-5)
PO 1. Identify cultural and historical symbols for one’s own meaning, past and present
PO 2. Apply subjects, themes or symbols from various cultural or historical contexts to one’s own artwork that will communicate their intended meanings
PO 3. Compare and contrast the values and aesthetics of one’s own work and the historic or cultural work with similar meanings(Grade 6)
PO 1. State meaning of symbols and subject matter based on their values and preferences
PO 2. Predict the intended meanings of symbols and subject matter to the viewing audience
PO 3. Evaluate one’s own work based on the success of communicating their intended meaning Possible links to: Language Arts - understanding visual symbolism; Mathematics - function symbols; Music – symbols; Science – symbols; Social Studies - symbols in context of time and place2AV-E2. Identify and investigate visual arts careers and qualifications, noting the personal and work attributes required to succeed
PO 1. Determine careers in the visual arts
PO 2. Research a particular career choice for qualifications necessary
PO 3. List one’s own personal strengths and interests and match those with existing arts careers Possible links to: Language Arts - research and articulation; Technology - skill requirements; Workplace Skills - career awareness2AV-E3. Identify and compare the characteristics of artworks that share similar subject matter, historical periods or cultural context
(Grades 4-5)
PO 1. Determine characteristics in several artworks from the same cultural group
PO 2. Compare and contrast the characteristics of various cultural groups in similar time periods
PO 3. Compare and contrast the use of subject matter in various cultural groups in various time periods
(Grade 6)
PO 1. Categorize subject matter based on cultural or historical content
PO 2. Differentiate the similarities in their artwork with characteristics of cultural groups or historical periods Possible links to: Language Arts - articulation of genre; Mathematics - patterns and relationships; Technology - tools used to create; Workplace Skills - speak in a content area using appropriate vocabulary2AV-E4. Describe the role art plays in culture and how it reflects, records and shapes history in various times, places and traditions
(Grades 4-5)
PO 1. Explain functional and non-functional art forms
PO 2. Describe traditional art forms based on culture
PO 3. State the social, economic, political, geographic, or cultural implications of one’s own work
(Grade 6)
PO 1. Categorize art images/objects for one’s own social, economic, political, geographic, and/or cultural purposes
PO 2. Appraise the social, economic, political, geographic, and/or cultural purpose of one’s own work Possible links to: Language Arts – articulation; Mathematics - patterns and relationships; Technology - evaluate tools and materials used; Workplace Skills - articulation using appropriate vocabulary
STANDARD 3: ART AS INQUIRY (Grades 4-6)
Students demonstrate how the arts reveal universal concepts and themes. Students
reflect upon and assess the characteristics and merits of their work and the
work of others.
ESSENTIALS (Grades 4-8)
Students know and are able to do all of the above and the following:
3AV-E1. Compare and contrast the various purposes for creating art
PO 1. Analyze purposes for creating art
PO 2. Compare various purposes for creating art
PO 3. Contrast various purposes for creating art Possible links to: Language Arts – articulation; Social Studies - social context; Workplace Skills - share ideas3AV-E2. Identify the artistic styles of realistic, abstract and non-objective artworks
(Grades 4-5)
PO 1. Identify realistic artworks
PO 2. Identify abstract artworks
PO 3. Identify non-objective artworks
(Grade 6)
PO 1. Explain characteristics of realistic artworks
PO 2. Explain characteristics of abstract artworks
PO 3. Explain characteristics of non-objective artworks Possible links to: Language Arts – articulation; Mathematics - geometry and symmetry3AV-E3. Interpret and describe the messages of contemporary and historic artworks in terms of cultural and ethnic influences
(Grades 4-5)
PO 1. Describe the meaning of contemporary artworks in terms of a particular culture or ethnic back ground
PO 2. Describe the meaning of historical artworks in terms of a particular culture or ethnic background(Grade 6)
PO 1. Interpret the meaning of contemporary artworks in terms of a particular culture or ethnic background
PO 2. Interpret the meaning of historical artworks in terms of a particular culture or ethnic background
PO 3. Suggest the influences of culture on artworks Possible links to: Language Arts – articulation; Social Studies - cultural and ethnic study; Technology - electronic information/research sources3AV-E4. Use art elements and the principles of design to describe the effective communication of ideas in one’s own personal work and in the work of master artists
(Grades 4-5)
PO 1. Use the elements of art to describe the effective communication of ideas in the work of master artists of various cultures
PO 2. Use the principles of design to describe the effective communication of ideas in the work of master artists of various cultures
(Grade 6)
PO 1. Use the elements of art to describe the effective communication of ideas in one’s own personal work
PO 2. Use the principles of design to describe the effective communication of ideas in one’s own personal work Possible links to: Language Arts – articulation; Social Studies - historical context of master work; Technology - electronic information/research source3AV-E5. Describe and compare own responses and responses of others to works by artists from various eras and cultures
(Grades 4-5)
PO 1. Develop one’s own response about works from various eras and cultures
PO 2. Identify the responses of others about works from various eras and cultures
PO 3. Compare one’s own response with the responses of others about works from various eras and cultures
(Grade 6)
PO 1. Develop one’s own rationale about works from various eras and cultures
PO 2. Describe the rationale of others about works from various eras and cultures
PO 3. Compare one’s own rationale with the rationale of others about works from various eras and cultures Possible links to: Language Arts – articulation; Social Studies - historical concept/social responses; Technology - electronic information/research sources3AV-E6. Describe and demonstrate the persuasive power of the visual arts to influence messages used by business, industry and politics
(Grades 4-5)
PO 1. Identify images used to influence messages used by business, industry, and politics
PO 2. Describe the persuasive power of the images to influence messages used by business, industry and politics
(Grade 6)
PO 1. Develop a presentation illustrating the persuasive power of the visual arts to influence messages used by business, industry and politics Possible links to: Language Arts - articulation, analyze visual media;
Social Studies - political, economic and social ramifications of art3AV-E7. Describe ways in which the principles and subject matter of other disciplines in the curriculum are interrelated with visual arts
(Grades 4-5)
PO 1. Identify the curriculum concepts from other disciplines that are used in the visual arts (e.g., measurements in mathematics, writing and public speaking in language arts)
(Grade 6)
PO 1. Explain how the curriculum concepts translate from other disciplines into the visual arts (e.g., measurements in mathematics, writing and public speaking in language arts)
PO 2. Employ the curriculum concepts from other disciplines to the visual arts (e.g., measurements in mathematics, writing, and public speaking in language arts) Possible links to: All content areas3AV-E8. Demonstrate the process and value of critiquing one’s own artwork and the work of others, using technology as one means of communicating personal ideas in a variety of forums
(Grades 4-5)
PO 1. Demonstrate one process of critiquing an artwork
PO 2. Name a benefit of the critique process(Grades 6-8) PO 1. Summarize one process of critiquing
PO 2. Use one process of critiquing to critique one’s own work using a computer
PO 3. Use one process of critiquing to critique the work of others using a computer Possible links to: Language Arts - articulation, analyze visual media; Social Studies - politics, economics, society