| Arizona Standards The Arts
Standards
VISUAL ARTS
(adopted by the State Board of Education 04.28.97)
Study in the visual arts develops students
(sic); 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
Students know and apply the arts, disciplines, techniques and
processes to communicate in original or interpretive
work.
Students know and are able to do the following:
Note:
All levels are built upon previous levels
READINESS (Kindergarten)
- 1AV-R1. Identify and use a variety of art media* (e.g.,
papermaking, tempera paint, film, computer, fiber, clay) and
techniques* (e.g., crayon resist, collage, wet-on-wet, computer
graphics, coil/slab construction) to communicate ideas,
experiences and stories
PO 1. Create a variety of artworks using various art
media
PO 2. Create artworks using a
variety of techniques in one medium (e.g. clay balls, slabs,
coils and pinched forms)
PO 3. Produce a
variety of artworks to communicate ideas, experiences and
stories
Possible links to:
Language Arts - creative writing
Science - cause and effect
- 1AV-R2. Recognize that the visual arts are a form of
communication
PO 1. Identify art forms such as painting, drawing,
sculpture, and collage as a form of communicating thoughts and
ideas
PO 2. Use the elements of art in
various art forms* to communicate feelings and ideas
Possible links to:
Social Studies - awareness of time and place
Language Arts -
visual messages
Other arts - music,
dance, theatre
- 1AV-R3. Identify various subject matter, ideas, and
symbols* (e.g., lion representing courage, heart symbolizing
love, road conveying journey) used in own work and work of
others to convey meaning
PO 1. Identify a variety of subject matters used in works
of art (e.g., landscapes, portraits)
PO
2. Identify a variety of ideas used in works of art (e.g.,
families, friends, experiences)
PO 3.
Identify a variety of symbols used in works of art (e.g., heart
for love, lion for courage)
PO 4. Use a
variety of subject matter to convey meaning in their works of
art (e.g., landscapes, portraits)
PO 5.
Use a variety ideas to convey meaning in own works of art (e.g.,
families, friends, experiences)
PO 6. Use
a variety of symbols to convey meaning in town works of art
(e.g., heart for love, lion for courage)
Possible links to:
Technology &ndash (sic); icons
Language Arts - visual symbols & meaning
Other arts - music, dance, theatre
Workplace Skills - sequencing, decoding
Social Studies - maps, legends,
symbols
- 1AV-R4. Begin to look at and talk
about art
PO 1. Describe what is seen in an artwork (e.g., subject
matter, elements of art, and/or expressive qualities)
PO 2. Describe what is seen in own artwork
Possible links to:
Social Studies - exposure to different cultures/opinions
Language Arts - idea sharing
Notes Other arts -
music, dance, theatre
Workplace Skills -
positive interaction with others
- 1AV-R5. Identify and describe safe
and responsible use of tools* and materials
PO 1. Identify tools used in art (e.g., paint brush,
pencil)
PO 2. Identify materials used in
art (e.g., paper, paint)
PO 3. Use tools
safely
PO 4. Use materials safely and
responsibly
Possible links to:
Workplace Skills - appropriate behavior
Comprehensive Health - identify safe and harmful
behaviors
Social Studies - natural
resources/conservation/recycling
Foreign
Language – terminology
- 1AV-R6. Show respect for personal
work and the work of others
PO 1. Show ways to respect one’s
(sic) own work and the works of others
Possible links to:
Workplace Skills - politeness
Social
Studies - interpersonal skills
FOUNDATIONS (Grades 1-3)
- 1AV-F1. Select and use subjects,
themes and symbols* in works of art
PO 1. Use subjects in a work of art
PO 2. Use themes in a work of art
PO
3. Use symbols in a work of art
Possible links to:
Technology - use of electronic encyclopedias,
indexes, catalogs as references
Language Arts -
subjects and themes
Social Studies -
subjects and themes
- 1AV-F2. Use additional arts media
(e.g., crayon, photography, pastels, video), techniques*, and
processes* to communicate a variety of ideas, experiences
and
Notes responses
PO 1. Use unfamiliar art media in a work of art
PO 2. Use unfamiliar techniques and
processes in a work of art
PO 3.
Demonstrate how different media, techniques and processes can be
used to communicate a variety of ideas, experiences and
responses
Possible links to:
Technology - use of electronic encyclopedias,
indexes, catalogs as references
Language Arts. - viewing and
presenting recognized use of various visual media
Social Studies - source of subjects
and themes
Physical Science, - properties of
materials
- 1 AV-F3. Demonstrate knowledge and
use of a variety of techniques, processes and media to create
two-and three-dimensional artworks
PO 1. Create a two dimensional artwork using a variety of
techniques, processes and/or media
PO 2.
Create a three dimensional artwork using a variety of
techniques, processes and/or media
Possible links to:
Technology - interrelationships to produce
a product or solve a problem
Physical Science - demonstrate
properties and effects of materials
Mathematics - patterns and
geometry
- 1AV-F4. Apply the elements of art*
and principles of design* (e.g., showing perspective by varying
the size of objects in a landscape) to create and control mass,
form* and space* constructions
PO 1. Create an artwork with overlapping objects to show
depth on a two dimensional surface
PO 2.
Use varying sizes of objects in a composition to show depth
(e.g., foreground objects appear larger than background
objects)
Possible links to:
Technology - interrelationships to produce
a product or solve a problem
Science - optical
illusions
Mathematics - measurement and
discrete mathematics
- 1AV-F5. Organize and develop visual
solutions to given problems such as using color and line to
influence a response (e.g., joy, warmth, happiness, sadness)
from the viewer
PO 1. Determine a variety of possible solutions to a given
artistic problem (e.g., brainstorming)
PO
2. Select best options to a given artistic problem
PO 3. Create a work
based on selected solution to the given artistic
problem
Possible links to:
Science - history and nature
Mathematics - hypothesis generation
and experimentation
Social Studies - symbols in
society
- 1AV-F6. Use visual structures (e.g.,
organizational principles, expressive features, sensory
qualities) to organize the components of own work into a
cohesive and meaningful whole
PO 1. Create a finished work of art based on organizational
principles (e.g., rhythm, emphasis, unity)
PO 2. Use expressive qualities to create meaning in a
finished work of art
Possible links to:
Science - balance and gravity
Mathematics - patterns and Fibonacci
series
Language Arts - organization of
idea
- 1AV-F7. Expand knowledge and use of
different arts media (e.g., metals, paper casting, computer
graphics, fiber arts)
PO 1. Describe characteristics of art media
Possible links to:
Technology - product production, problem
solving
Science - properties of
material
Social Studies - natural
resources
- 1AV-F8. Demonstrate responsible use
of tools* and materials
Possible links to:
Workplace Skills - responsibility, task
completion
Technology - proper
use of tools
ESSENTIALS (Grades 4-8)
- 1AV-E1. Choose the most appropriate
media, techniques,* and processes* to enhance communication of
own ideas and experiences
(Grades
4-5)
PO 1. Create artwork using
the most appropriate media to communicate ideas and
experiences
(Grades
6-8)
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
ideas
- 1AV-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 their artwork
PO 3. Produce a portfolio demonstrating improved
technical ability and skill
Possible links to:
Technology - use of tools
Mathematics - charts,
graphs
Language Arts -
illustrations
- 1AV-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 arts media
PO 2. Demonstrate, within their own artworks, the basic
physical and scientific properties of the technical aspects of
visual arts media
Possible links to:
Technology. - advances, use of tools
Science. - properties of
materials
Mathematics -
ratios
- 1AV-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
(Grades
6-8)
PO 1. Compare different art media
and techniques
PO 2. Select a
combination of known techniques and apply them in new and
different ways creating art works
Possible links to:
Technology - use of tools and materials to
create a product
Science - properties of
materials
Social Studies - social and cultural
advancements
Language Arts - reading
instructions
- 1AV-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 their
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
(Grades
6-8)
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:
Technology - problem solving
Science - properties of
materials
Language Arts - persuasive
writing
PROFICIENCY (Grades 9-12)
- 1AV-P1. Create works of art that
apply media, techniques* and processes* with controlled skill,
craftsmanship, confidence, understanding and
sensitivity
PO 1. Apply media, techniques and processes with controlled
skill in artwork
PO 2. Create artwork
demonstrating skill and craftsmanship and a sensitivity to the
media
PO 3. Assess progression of skill,
craftsmanship, confidence, understanding and sensitivity through
an established criteria in own artwork
Possible links to:
Technology - use of technical equipment
Science - properties of
materials
Mathematics -
measurements
- 1AV-P2. Demonstrate extensive
knowledge of skills and techniques in at least one visual art
form*
PO 1. Explain the skills and techniques necessary to
complete an artwork in one visual art form
PO 2. Demonstrate proficiency of various techniques within
the chosen visual art form
PO 3. Produce
a body of artwork demonstrating an extensive knowledge of skills
and techniques in a particular visual art form
Possible links to:
Technology - use of tools and materials
Language Arts - artist
statements
- 1AV-P3. Reflect on and articulate
reasons for artistic decisions
PO 1. State reasons for making artistic decisions
PO 2. Evaluate the success or areas for
improvement seen in the artwork
PO 3.
Justify the evaluation of the artwork
Possible links to:
Technology - use of appropriate programs
Social Studies - cultural/historic
influences
Language Arts - oral or written
presentation
- 1AV-P4. Sustain a portfolio* of
created work demonstrating the progression of knowledge and
skills
PO 1. Develop a portfolio* that reflects a progression of
work related to a specific criteria of knowledge and skills
PO 2. Analyze the knowledge and skills
illustrated in the portfolio*
PO 3.
Evaluate the success of the portfolio* based on the identified
knowledge and skills
Possible links to:
Technology - media used to sustain portfolio
Science - scientific
innovations
Language Arts - writing
skills
DISTINCTION (Honors)
- 1AV-D1. Create,
on a regular basis, inventive works of art which solve environmental,*
industrial, technological and commercial problems
- 1AV-D2. Initiate, define and solve
challenging visual arts problems* using analysis, synthesis, and
evaluation
- 1AV-D3. Communicate ideas regularly
at a high level of effectiveness in at least one visual arts
medium
- 1AV-D4. Create multiple solutions to
specific visual arts problems that demonstrate a high level of
competence in producing effective relationships between visual
form* and expression
- 1AV-D5. Create a public exhibit of
own artwork which reflects personal growth as an
artist
STANDARD 2: Art in
Context
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
Students know and are able to do the following:
Note:
All levels are built upon previous levels.
READINESS (Kindergarten)
- 2AV-R1. Identify art objects from
different times, places and cultures through reproductions
and/or original works of art
PO 1. Group similar art
images/objects from past and present time periods
PO 2. Match art images/objects with their
location and/or cultural group
PO 3.
Identify if an art image/object is an original work or a
reproduction of the original
Possible links to:
Social Studies - time and place, historic
photographs
Language Arts - illustrations used
in books
- 2AV-R2. Recognize and articulate how
visual arts represent many cultures, times and places (e.g.,
from paintings on the walls of caves to contemporary murals on
neighborhood walls)
PO 1. Group art images/objects by
cultural groups
PO 2. Group art
images/objects by place
PO 3. Group art
images/objects by time
PO 4. Describe why
the art images/objects belong in a particular culture, place and
time
PO 5. Sequence art images/objects
chronologically
Possible links to:
Social Studies - time and place
Mathemetics -
increments
Language Arts -
articulation
Foreign Language - cultural
awareness
- 2AV-R3. Identify various sources
(e.g., nature, the constructed environment,* imagination) for
creative work
PO 1. Name inspirational influences of an art image/object
(e.g., landscapes, still lifes)
Possible links to:
Language Arts - real or fantasy meanings
Science - nature
FOUNDATIONS (Grades 1-3)
- 2AV-F1. Select and demonstrate an
understanding of how subject matter communicates meaning,
themes, and ideas in works made by themselves and
others
PO 1. Match similar subject matter in art images/objects
PO 2. Match various subject matter with
various meanings or themes (i.e., smiling face with happiness or
cityscape with growth of society)
Possible links to:
Social Studies - cultural awareness
- 2AV-F2. Demonstrate how elements of
time period and location influence art
PO 1. Identify characteristics of particular periods of
time within the history of art
PO 2.
Recall past information to suggest various influences on art
images/objects (e.g., it looks like ...)
Possible links to:
Social Studies - time and place influences
Language Arts -
articulation
- 2AV-F3. Identify and describe how
history, culture and visual arts can and do influence one
another
PO 1. Identify art images/objects from a particular
culture
PO 2. Tell what changes occur
over time in a particular culture
PO 3.
Find commonalities in art images/objects from various cultures
and time periods
PO 4. Restate the
purpose an art image/object served based on the cultural history
of the maker (e.g., Kachina dolls to the Hopi)
Possible links to:
Social Studies - historical influences
Foreign Language - cultural
awareness and influences
Mathematics - number
lines/timelines
- 2AV-F4. Identify realistic,
abstract,* and non-objective artworks
PO 1. Identify realistic art works
PO 2. Identify abstract* artworks
PO 3. Identify non-objective artworks
- 2AV-F5. Describe careers (e.g.,
children’s book illustrator, sculptor, graphic designer,
painter, arts teacher, photojournalist, museum curator,
architect, film animator) in the visual arts
PO 1. Identify careers in the visual arts
PO 2. Explore possible career options in visual art
PO 3. Identify the skills needed and career
options in the creation of a product (e.g., the process of book
making from idea to completion)
PO 4.
Present visual arts career information (e.g., role playing,
posters)
Possible links to:
Social Studies - historical preservation
Language Arts - articulation
Workplace Skills - career awareness
Technology - skills required for various
careers
ESSENTIALS (Grades 4-8)
- 2AV-E1. Use subjects, themes and
symbols* that demonstrate knowledge of contexts,* values and
aesthetics* to communicate intended meaning in their
art-works
(Grades
4-5)
PO 1. Identify cultural and historical symbols for their
meaning past and present
PO 2. Apply
subjects, themes or symbols from various cultural or historical
contexts to their art work that will communicate their intended
meanings
PO 3. Compare and contrast the
values and aesthetics of their own work and the historic or
cultural work with similar meanings
(Grades
6-8)
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 their own work based on the success of
communicating their intended meaning
Possible links
to:
Social Studies - symbols in context
of time and place
Language Arts -
understanding visual symbolism
Mathematics - function
symbols
Music - symbols
Science -
symbols
- 2AV-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 their
personal strengths and interests and match those with existing
arts careers
Possible links to:
Language Arts - research and articulation
Workplace Skills - career
awareness
Technology - skill
requirements
- 2AV-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
(Grades
6-8)
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
Workplace Skills - speak in a
content area using appropriate vocabulary
Technology - tools
used to create
Mathematics - patterns and
relationships
- 2AV-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 artforms based on culture
PO 3. State the social, economic, political, geographic, or
cultural implications of art
(Grades
6-8)
PO 1. Categorize art images/objects for their social,
economic, political, geographic, and/or cultural purposes.
PO 2. Appraise the social, economic,
political, geo-graphic, and/or cultural purpose of their
work
Possible links to:
Language Arts - articulation
Workplace Skills - articulation
using appropriate vocabulary
Technology - evaluate
tools and materials used
Mathematics - patterns and
relationships
PROFICIENCY (Grades 9-12)
- 2AV-P 1. Analyze and interpret how
elements of time and place influence the visual characteristics,
con-tent, purpose and message of works of art
PO 1. Determine the factors responsible for influencing
works of art
PO 2. Analyze the ways in
which a work of art expresses a point of view of the time and
place in which it was created
Possible links to:
Language Arts - articulation, reading to research time and
place
Workplace Skills - infer and
evaluate content
Technology - tools
and materials used
Social Studies - time and place
influence
- 2AV-P2. Describe the function and
meaning of specific art objects within varied cultures, times
and places
PO 1. Research a specific art object for its function and
meaning within the culture chosen
PO 2.
Compare and contrast the function or meaning of similar art
images/objects of various cultures and times
PO 3. Compare images used today, from various times and
cultures, for purposes and meanings other than originally
intended
Possible links to:
Language Arts - articulation
Social Studies - context
issues
Technology - media
and tools used, research using electronic media
- 2AV-P3. Analyze and interpret
how technological and scientific advances in the visual arts and
other disciplines (e.g., humanities, science, mathematics) influence
the creation of work
PO 1. Classify technological
and scientific advancements within a given time period
PO 2. Identify art works relevant to those technological and scientific
advancements
PO 3. Debate the significance of the advancements as they influence
the creation of works
PO 4. Predict possible influences of future advancements in technology
and science on the creation of artwork
PO 5. Defend their hypothesis
based on current and historical trends within art
Possible links to:
Language Arts - articulation
Social Studies - historical
references
Science - advances in
Science
Technology - advances
in technology, use as research tool
Mathematics - statistics and
data
- 2AV-P4. Identify
and evaluate the role* of the visual arts and artists in business,
industry, technology* and the community
PO 1. Identify the roles of
artists in business, industry, technology* and the community
PO 2. Evaluate the roles of artists in business, industry, technology*
and the community
PO 3. Identify the roles of the visual arts in business, industry,
technology* and the community
PO 4. Evaluate the roles of the visual arts in business, industry,
technology* and the community
Possible links to:
Language Arts - articulation, read research
Social Studies - art in
politics
Workplace Skills - career
awareness
- 2AV-P5. Analyze contemporary art
issues and influences on own work and that of others
PO 1. Identify contemporary issues that exist in art (e.g.,
through schools, museums, galleries, internet access and art
critics)
PO 2. Recognize influences of
contemporary art issues in their collected body of artworks
PO 3. Articulate the influences of
contemporary art issues in their collected body of
work
Possible links to:
Language Arts - articulation, research
Social Studies - art contemporary
politics, sensorship issues
Workplace Skills - career
awareness
DISTINCTION (Honors)
- 2AV-D 1. Analyze the origins of
specific images in the visual arts and explain their importance
and influence
- 2AV-D2. Analyze and interpret common
and diver-gent characteristics of artworks evident across time
and among cultural groups to formulate analyses, evaluations and
interpretations of meaning
- 2AV-D3. Compare own analysis and
interpretation of the visual arts with those made by critics,
historians, aestheticians and artists
STANDARD 3: Art As
Inquiry
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
Students know and are able to do the
following:
Note: All levels are built upon previous
levels
READINESS (Kindergarten)
- 3AV-R1. Identify design elements
(e.g., line, color, shapes, texture) and design principles
(e.g., balance, repetition, emphasis, perspective) and how they
are used by visual artists to communicate meaning
PO 1. Locate the elements of art* in
an artwork
PO 2. Locate the
principles of design* in an artwork
PO 3.
Locate the elements and principles used by the visual artist to
communicate meaning
Possible links to:
Language Arts - viewing and recognizing visual messages,
color and shape books
Mathematics- shape
identification
Workplace - developing
vocabulary
- 3AV-R2. Know that art is a visual
language and is a form of expression and
communication
PO 1. Use elements and principles to identify meaning
within a work of art
PO 2. Name symbols
that communicate as a visual language
Possible links to:
Language Arts - recognizing visual messages
Mathematics - sorting images by
physical attributes
Technology - symbol
representation
Foreign Language -
culture
Social Studies - community
workers
- 3AV-R3. Recognize and describe the
many ways to create, value and respond to art
PO 1. Identify various visual art forms*
PO 2. Explain why an art work is valued by the student
PO 3. List various ways to respond to art
(e.g., likes, dislikes, from different personal points of
view)
Possible links to:
Mathematics - collect simple data
Workplace - speak in complete
sentences, demonstrate politeness
- 3AV-R4. Recognize and respect that
there are many valid responses to works of art that may be
different from their own
PO 1. State different opinions about an artwork
PO 2. Show respect for responses of others
to works of art
Possible links to:
Language Arts - articulation
Social Studies - interpersonal
relations
Workplace Skills - interpersonal
relations
FOUNDATIONS (Grades 1-3)
- 3AV-F 1. Identify
and discuss the similarities and differences of art produced by
themselves and others, using technology* as one means of communicating
personal ideas in a variety of forums
PO 1. Compare works of art produced by themselves to
communicate a personal idea
PO 2. Compare
works of art produced by others to communicate a personal
idea
PO 3. Use electronic media to describe similarities
and differences between art works
Possible links to:
Language Arts - purposeful writing
Technology - keyboard
skills, word processing
- 3AV-F2. Understand there are various
purposes for creating works of art
PO 1. Explain various purposes for art (e.g., function,
ceremonial)
PO 2. Identify various uses
for art works in time and context
PO 3.
Determine the other purposes the artwork could have
served
Possible links to:
Language Arts - articulation
Social Studies - time and place
concepts
Math - categorizing
Technology - electronic
information sources
- 3AV-F3. Provide a rationale for why
they like or dislike specific artworks based on the art
elements, principles of design,* values and themes
PO 1. Use the elements of art* to provide a rationale for
their like or dislike of a specific artwork
PO 2. Use the principles of design* to provide a rationale
for like or dislike of a specific artwork
PO 3. Use values and themes to provide a rationale for
their like or dislike of a specific artwork
Possible links to:
Language Arts - articulation
Social Studies - time and
place
Math - categorizing
Workplace Skills - electronic
information sources
- 3AV-F4. Use appropriate visual art
terminology to describe artworks
PO 1. Describe artworks using the elements of art* and
principles of design*
PO 2. Describe
artworks based on its art form,* tools, media, and processes
used (e.g., sculpture, chisel, stone, and reduction)
Possible links to:
Language Arts - articulation, vocabulary
Workplace Skills- content
vocabulary
Foreign Language - terminology
deviations
- 3AV-F5. Describe how personal
experiences and outside influences may affect the work of an
artist, as well as the perceptions* of the viewer
PO 1. Identify the influences and experiences of the artist
in relationship to a particular artwork
PO 2. Identify the influences and experiences of the viewer
in relationship to a particular artwork
PO 3. Compare the influences and experiences of the artist
and viewer in relation to a particular artwork
Possible links to:
Language Arts - articulation
Social Studies - social
context
Technology - use
electronic information sources
ESSENTIALS (Grades 4-8)
- 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
ideas
- 3AV-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
(Grades
6-8)
PO 1. Explain
characteristics of realistic artworks
PO
2. Explain characteristics of abstract artworks
PO 3. Explain characteristics
of non-objective art-works
Possible links to:
Language Arts - articulation
Math - geometry and
symmetry
- 3AV-E3. Interpret and describe the
messages of con-temporary and historic artworks in terms of
cultural and ethnic influences
(Grades
4-5)
PO 1. Describe the meaning
of contemporary art works 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
(Grades
6-8)
PO 1. Interpret the meaning
of contemporary art works in terms of a particular culture or
ethnic back ground
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 sources
- 3AV-E4. Use art elements and the
principles of design* to describe the effective communication of
ideas in 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
(Grades
6-8)
PO 1. Use the elements of
art* to describe the effective communication of ideas in own
personal work
PO 2. Use the principles of
design* to describe the effective communication of ideas in own
personal work
Possible links to:
Language Arts - articulation
Social Studies - historical context
of master work
Technology - electronic
information/research source
- 3AV-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 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
own response with the responses of others about works from
various eras and cultures
(Grades
6-8)
PO 1. Develop 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
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 sources
- 3AV-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
(Grades
6-8)
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
art
- 3AV-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)
(Grades
6-8)
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 areas
- 3AV-E8. Demonstrate the process*
and value of critiquing one’s(sic)
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 art work
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(sic)
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
PROFICIENCY (Grades 9-12)
- 3AV-P1. Identify and critique the
reasons for the success or need for improvement in a progression
of their own works
PO 1. Identify the reasons for success in own art-work
PO 2. Justify the reasons for success in our
artwork
PO 3. Evaluate the need for
improvement in own artwork
PO 4.
Synthesize the information into a progression of own
works
Possible links to:
Language Arts - articulation
Workplace Skills - analyze complex
problems
- 3AV-P2. Compare and explain the
power of the visual arts to communicate universal concepts
(e.g., love, birth, death, truth, fear) throughout time and
across cultures
PO 1. Identify the characteristics of the visual arts to
communicate universal concepts throughout time and across
cultures
PO 2. Use the characteristics of
universal concepts to explain a particular artwork
PO 3. Compare the power of the visual arts
to communicate universal concepts
Possible links to:
Language Arts - articulation/universal
concepts
Social Studies - historical
references
Mathemetics - data
analysis
Science - scientific
processes
Technology - communication
Other arts - universal concepts in
other art forms
- 3AV-P3. Identify intentions of those
creating art-works, compare the implications of the various
purposes, and justify analysis of purposes in particular
works
PO 1. Identify and analyze an artist’s(sic)
intentions in an artwork
PO 2. Justify the analysis of the artist’s(sic)
intention
PO 3. Compare the implications of the intent of various artworks
Possible links to:
Language Arts - articulation, interpretation
Technology - communication,
research tools
Social Studies - social, political,
economic implications
- 3AV-P4. Compare
the materials, technologies, media, and processes* of the visual
arts with those of other arts disciplines and subject areas to
create and analyze artworks
PO 1. Identify connections
(material, technologies, media, and processes*) in the visual
arts with other arts disciplines and subject areas
PO 2. Analyze artworks to determine connections (material, technologies,
media, and processes*) between disciplines
PO 3. Analyze the use of material, technologies, media, and processes*
among other disciplines in the creation of works of art
Possible links to:
All content areas
- 3AV-P5. Analyze and interpret the
effectiveness of contemporary artistic expressions in at least
one visual art form,* school, or style*
PO 1. Interpret the artistic expressions in at least one
contemporary visual art form,* school/movement, or style* (e.g.,
art form, painting; school/movement, Abstract Expressionism;
style, action painting [Jackson Pollock], color field painting
[Rothko])
PO 2. Analyze the effectiveness
of contemporary artistic expressions in at least one visual art
form,* school/movement, or style*
Possible links to:
Language Arts - articulation
Technology - communication,
research tools
Social Studies - historical context
of social, political,
economic, geographic
influences
Mathemetics - data analysis, charts,
graphs
DISTINCTION (Honors)
- 3AV-D1. Demonstrate the ability to
compare two or more perspectives concerning the use of
organizational principles and functions in the visual
arts
- 3AV-D2. Analyze the unique
characteristics of aesthetic perception* as compared with those
of general perception, which is only concerned with an immediate
like or dislike of an image
- 3AV-D3. Demonstrate the ability to
make refined and subtle discriminations when analyzing works of
art by one’s self and/or works by others
- 3AV-D4. Analyze and critique (e.g.,
using descriptors, analogies and metaphors) prominent works of
art and the work emerging artists, using technology* as one
means of doing so
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