Standards - Arts Education

2017 - Arts Education Course of Study Document
Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.ADV.6

Refine, transform, and re-imagine a devised or scripted drama/theatre work using the rehearsal process to invent or re-imagine style, genre, form, and conventions.

Unpacked Content

Essential Questions

EU: Theatre artists refine their work and practice their craft through rehearsal.
EQ: How do theatre artists transform and edit their initial ideas?

Skills Examples

  • Students will work together to design a play for performance. They will use their knowledge in lighting, sound design, scenic design and costuming to create visuals that work as a unified vision for the production.
  • Students will design a soundscape of a play. They will create drafts, plots, cue sheets, sound effects, pre- and post-show music and wireless microphone schedules for the chosen play. They will pitch their design and work to the class, and one design will be chosen as the best design of the class.
  • Students will study the technique of Uta Hagen. They will use her acting technique to refine their rehearsal work. They will use her 9 Questions format to create strong characters for performance in class scenes or a play.
  • Students will study I Never Saw Another Butterfly. They will research the Holocaust and characters of the play. Students will use historical research and cultural contexts to rehearse and perform the play.

Vocabulary

Research
  • synthesizing research to adapt to the play or theater space
  • Using research to support design choices in the production meetings
Analysis
  • 9 questions
  • 7 steps to heaven
Vocal
  • Students lead warm ups
  • Students analyze the accent or vocal needs themselves
Movement
  • How does the body denote character and emotion
Characterization
  • Uta Hagen's 9 steps to creating character
  • Action Verbs for character work
  • Animal Work
Directing
  • Creating the ensemble
  • warm up exercises for your actors
  • table reads
  • walking the grid
Design
  • Unified vision
  • Scale Design
  • Transitioning from page to stage
Theatrical production
  • production concept
  • style
  • subtext

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.ADV.7

Synthesize ideas from research, script analysis, and context to create a performance that is believable, authentic, and relevant in a drama/theatre work.

Unpacked Content

Essential Questions

EU: Theatre artists refine their work and practice their craft through rehearsal.
EQ: How do theatre artists transform and edit their initial ideas?

Skills Examples

  • Students will work together to design a play for performance. They will use their knowledge in lighting, sound design, scenic design and costuming to create visuals that work as a unified vision for the production.
  • Students will design a soundscape of a play. They will create drafts, plots, cue sheets, sound effects, pre- and post-show music and wireless microphone schedules for the chosen play. They will pitch their design and work to the class, and one design will be chosen as the best design of the class.
  • Students will study the technique of Uta Hagen. They will use her acting technique to refine their rehearsal work. They will use her 9 Questions format to create strong characters for performance in class scenes or a play.
  • Students will study I Never Saw Another Butterfly. They will research the Holocaust and characters of the play. Students will use historical research and cultural contexts to rehearse and perform the play.

Vocabulary

Research
  • synthesizing research to adapt to the play or theater space
  • Using research to support design choices in the production meetings
Analysis
  • 9 questions
  • 7 steps to heaven
Vocal
  • Students lead warm ups
  • Students analyze the accent or vocal needs themselves
Movement
  • How does the body denote character and emotion
Characterization
  • Uta Hagen's 9 steps to creating character
  • Action Verbs for character work
  • Animal Work
Directing
  • Creating the ensemble
  • warm up exercises for your actors
  • table reads
  • walking the grid
Design
  • Unified vision
  • Scale Design
  • Transitioning from page to stage
Theatrical production
  • production concept
  • style
  • subtext

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.

Aligned Learning Resources

Subtext Exploration
Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.ADV.8

Apply a high level of technical proficiency to the rehearsal process to support the story and emotional impact of a devised or scripted drama/theatre work.

Unpacked Content

Essential Questions

EU: Theatre artists refine their work and practice their craft through rehearsal.
EQ: How do theatre artists transform and edit their initial ideas?

Skills Examples

  • Students will work together to design a play for performance. They will use their knowledge in lighting, sound design, scenic design and costuming to create visuals that work as a unified vision for the production.
  • Students will design a soundscape of a play. They will create drafts, plots, cue sheets, sound effects, pre- and post-show music and wireless microphone schedules for the chosen play. They will pitch their design and work to the class, and one design will be chosen as the best design of the class.
  • Students will study the technique of Uta Hagen. They will use her acting technique to refine their rehearsal work. They will use her 9 Questions format to create strong characters for performance in class scenes or a play.
  • Students will study I Never Saw Another Butterfly. They will research the Holocaust and characters of the play. Students will use historical research and cultural contexts to rehearse and perform the play.

Vocabulary

Research
  • synthesizing research to adapt to the play or theater space
  • Using research to support design choices in the production meetings
Analysis
  • 9 questions
  • 7 steps to heaven
Vocal
  • Students lead warm ups
  • Students analyze the accent or vocal needs themselves
Movement
  • How does the body denote character and emotion
Characterization
  • Uta Hagen's 9 steps to creating character
  • Action Verbs for character work
  • Animal Work
Directing
  • Creating the ensemble
  • warm up exercises for your actors
  • table reads
  • walking the grid
Design
  • Unified vision
  • Scale Design
  • Transitioning from page to stage
Theatrical production
  • production concept
  • style
  • subtext

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.ADV.9

Apply reliable research of directors’ styles to form unique choices for a directorial concept in a drama/theatre work.

Unpacked Content

Essential Questions

EU: Theatre artists make strong choices to effectively convey meaning.
EQ: Why are strong choices essential to interpreting a drama or theatre piece?

Skills Examples

  • Students will learn directing technique through lecture and classroom exercises. Students will identify the spectrum of an evolutionary director versus a director that is totally planned.
  • Students will study Viewpoints in class. Use exercises in class to show different benefits of the process. Students will use these techniques for scene work. They will have a class performance and will have oral critique and written critique.
  • Students will, after studying Viewpoints, Strasburg, Stanislavski, Uta Hagen, use these techniques for a class play. They will audition, rehearse and perform their play.
  • Students will create a children's play. They will write, rehearse and perform this show for the students in grades 3-5 in other schools.

Vocabulary

Research
  • using information from research and the text to guide the production
Analysis
  • Picturization
  • Dramaturgical analysis for directing
Vocal
  • comedic timing
  • realistic vocal work
Movement
  • Using Viewpoints to use movement to create character
  • Using technique to create specific movement motivated by text, and character
Characterization
  • By learning multiple acting techniques
Design
  • How does the audience, theatre space and or style of the play influence design
Theatrical production
  • Theatrical genres have a profound impact on the entire production and the success of the production

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Aligned Learning Resources

Silent Film
Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.ADV.10

Apply a variety of researched acting techniques as an approach to character choices in a drama/theatre work.

Unpacked Content

Essential Questions

EU: Theatre artists make strong choices to effectively convey meaning.
EQ: Why are strong choices essential to interpreting a drama or theatre piece?

Skills Examples

  • Students will learn directing technique through lecture and classroom exercises. Students will identify the spectrum of an evolutionary director versus a director that is totally planned.
  • Students will study Viewpoints in class. Use exercises in class to show different benefits of the process. Students will use these techniques for scene work. They will have a class performance and will have oral critique and written critique.
  • Students will, after studying Viewpoints, Strasburg, Stanislavski, Uta Hagen, use these techniques for a class play. They will audition, rehearse and perform their play.
  • Students will create a children's play. They will write, rehearse and perform this show for the students in grades 3-5 in other schools.

Vocabulary

Research
  • using information from research and the text to guide the production
Analysis
  • Picturization
  • Dramaturgical analysis for directing
Vocal
  • comedic timing
  • realistic vocal work
Movement
  • Using Viewpoints to use movement to create character
  • Using technique to create specific movement motivated by text, and character
Characterization
  • By learning multiple acting techniques
Design
  • How does the audience, theatre space and or style of the play influence design
Theatrical production
  • Theatrical genres have a profound impact on the entire production and the success of the production

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.ADV.11

Collect and use a variety of acting exercises from reliable resources to prepare a believable and sustainable performance.

Unpacked Content

Essential Questions

EU: Theatre artists develop personal processes and skills for a performance or design.
EQ: What can I do to fully prepare a performance or technical design?

Skills Examples

  • Students will learn directing technique through lecture and classroom exercises. Students will identify the spectrum of an evolutionary director versus a director that is totally planned.
  • Students will study Viewpoints in class. Use exercises in class to show different benefits of the process. Students will use these techniques for scene work. They will have a class performance and will have oral critique and written critique.
  • Students will, after studying Viewpoints, Strasburg, Stanislavski, Uta Hagen, use these techniques for a class play. They will audition, rehearse and perform their play.
  • Students will create a children's play. They will write, rehearse and perform this show for the students in grades 3-5 in other schools.

Vocabulary

Research
  • using information from research and the text to guide the production
Analysis
  • Picturization
  • Dramaturgical analysis for directing
Vocal
  • comedic timing
  • realistic vocal work
Movement
  • Using Viewpoints to use movement to create character
  • Using technique to create specific movement motivated by text, and character
Characterization
  • By learning multiple acting techniques
Design
  • How does the audience, theatre space and or style of the play influence design
Theatrical production
  • Theatrical genres have a profound impact on the entire production and the success of the production

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

Aligned Learning Resources

Subtext Exploration
Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.ADV.13

Present a drama/theatre production for a specific audience that employs research and analysis grounded in the creative perspectives of the playwright, director, designer, and dramaturge.

Unpacked Content

Essential Questions

EU: Theatre artists share and present stories, ideas, and envisioned worlds to explore the human experience.
EQ: What happens when theatre artists and audiences share a creative experience?

Skills Examples

  • Students will learn directing technique through lecture and classroom exercises. Students will identify the spectrum of an evolutionary director versus a director that is totally planned.
  • Students will study Viewpoints in class. Use exercises in class to show different benefits of the process. Students will use these techniques for scene work. They will have a class performance and will have oral critique and written critique.
  • Students will, after studying Viewpoints, Strasburg, Stanislavski, Uta Hagen, use these techniques for a class play. They will audition, rehearse and perform their play.
  • Students will create a children's play. They will write, rehearse and perform this show for the students in grades 3-5 in other schools.

Vocabulary

Research
  • using information from research and the text to guide the production
Analysis
  • Picturization
  • Dramaturgical analysis for directing
Vocal
  • comedic timing
  • realistic vocal work
Movement
  • Using Viewpoints to use movement to create character
  • Using technique to create specific movement motivated by text, and character
Characterization
  • By learning multiple acting techniques
Design
  • How does the audience, theatre space and or style of the play influence design
Theatrical production
  • Theatrical genres have a profound impact on the entire production and the success of the production

Anchor Standards

Anchor Standard 6: Convey meaning through the presentation of artistic work.
Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.ADV.14

Demonstrate an understanding of multiple interpretations of artistic criteria and how each might be used to influence future artistic choices of a drama/theatre work.

Unpacked Content

Essential Questions

EU: Theatre artists reflect to understand the impact of drama processes and theatre experiences.
EQ: How do theatre artists comprehend the essence of drama processes and theatre experiences?

Skills Examples

  • Students will create a theatre blog in which they go see live theatre in the area. Students will write Theatre Reviews for each play that they see and post their critique. Students will use their interpretive skills to acknowledge and write about different directorial choices and design differences.
  • Students will pair up to peer critique monologues and scenes for competition. Students will create their own rubric for the exercise. They will watch each piece and write a critique. They will also work to help each other grow in their scenes and monologues. They will do a final performance for the class and do an oral critique.
  • Students will film a performance of one of their class plays. They will create an anonymous survey where they critique their work. They will read the critique and discuss the comments in class.

Vocabulary

Research
  • How does a Director's point of view impact the play?
Analysis
  • Using critique to analyze personal performances
  • being able to recognize a quality performance
  • Using analytical ability to discuss positives and negatives of performances
Design
  • aesthetic critique
  • application of design principles on productions
Theatrical production
  • Defining the needs of producing a play
  • critically assessing their success in their productions
  • Developing the ability to compare and contrast productions

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.
Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.ADV.15

Use detailed supporting evidence and appropriate criteria to revise personal work and interpret the work of others when participating in or observing a drama/theatre work.

Unpacked Content

Essential Questions

EU: Theatre artists' interpretations of drama/theatre work are influenced by personal experiences and aesthetics
EQ: How can the same work of art communicate different messages to different people?

Skills Examples

  • Students will create a theatre blog in which they go see live theatre in the area. Students will write Theatre Reviews for each play that they see and post their critique. Students will use their interpretive skills to acknowledge and write about different directorial choices and design differences.
  • Students will pair up to peer critique monologues and scenes for competition. Students will create their own rubric for the exercise. They will watch each piece and write a critique. They will also work to help each other grow in their scenes and monologues. They will do a final performance for the class and do an oral critique.
  • Students will film a performance of one of their class plays. They will create an anonymous survey where they critique their work. They will read the critique and discuss the comments in class.

Vocabulary

Research
  • How does a Director's point of view impact the play?
Analysis
  • Using critique to analyze personal performances
  • being able to recognize a quality performance
  • Using analytical ability to discuss positives and negatives of performances
Design
  • aesthetic critique
  • application of design principles on productions
Theatrical production
  • Defining the needs of producing a play
  • critically assessing their success in their productions
  • Developing the ability to compare and contrast productions

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.

Aligned Learning Resources

Self-Evaluation of a Performance Video
Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.ADV.16

Use understanding of cultures and contexts to shape personal responses to drama/theatre work.

Unpacked Content

Essential Questions

EU: Theatre artists' interpretations of drama/theatre work are influenced by personal experiences and aesthetics
EQ: How can the same work of art communicate different messages to different people?

Skills Examples

  • Students will create a theatre blog in which they go see live theatre in the area. Students will write Theatre Reviews for each play that they see and post their critique. Students will use their interpretive skills to acknowledge and write about different directorial choices and design differences.
  • Students will pair up to peer critique monologues and scenes for competition. Students will create their own rubric for the exercise. They will watch each piece and write a critique. They will also work to help each other grow in their scenes and monologues. They will do a final performance for the class and do an oral critique.
  • Students will film a performance of one of their class plays. They will create an anonymous survey where they critique their work. They will read the critique and discuss the comments in class.

Vocabulary

Research
  • How does a Director's point of view impact the play?
Analysis
  • Using critique to analyze personal performances
  • being able to recognize a quality performance
  • Using analytical ability to discuss positives and negatives of performances
Design
  • aesthetic critique
  • application of design principles on productions
Theatrical production
  • Defining the needs of producing a play
  • critically assessing their success in their productions
  • Developing the ability to compare and contrast productions

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.
Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.ADV.17

Support and explain aesthetics, preferences, and beliefs to create a context for critical research that informs artistic decisions in a drama/theatre work.

Unpacked Content

Essential Questions

EU: Theatre artists' interpretations of drama/theatre work are influenced by personal experiences and aesthetics
EQ: How can the same work of art communicate different messages to different people?

Skills Examples

  • Students will create a theatre blog in which they go see live theatre in the area. Students will write Theatre Reviews for each play that they see and post their critique. Students will use their interpretive skills to acknowledge and write about different directorial choices and design differences.
  • Students will pair up to peer critique monologues and scenes for competition. Students will create their own rubric for the exercise. They will watch each piece and write a critique. They will also work to help each other grow in their scenes and monologues. They will do a final performance for the class and do an oral critique.
  • Students will film a performance of one of their class plays. They will create an anonymous survey where they critique their work. They will read the critique and discuss the comments in class.

Vocabulary

Research
  • How does a Director's point of view impact the play?
Analysis
  • Using critique to analyze personal performances
  • being able to recognize a quality performance
  • Using analytical ability to discuss positives and negatives of performances
Design
  • aesthetic critique
  • application of design principles on productions
Theatrical production
  • Defining the needs of producing a play
  • critically assessing their success in their productions
  • Developing the ability to compare and contrast productions

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.
Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.ADV.18

Analyze and assess a drama/theatre work by connecting it to art forms, history, culture, and other disciplines, using supporting evidence and criteria.

Unpacked Content

Essential Questions

EU: Theatre artists apply criteria to investigate, explore, and assess drama and theatre work.
EQ: How are the theatre artist's processes and the audience's perspectives impacted by analysis and synthesis?

Skills Examples

  • Students will create a theatre blog in which they go see live theatre in the area. Students will write Theatre Reviews for each play that they see and post their critique. Students will use their interpretive skills to acknowledge and write about different directorial choices and design differences.
  • Students will pair up to peer critique monologues and scenes for competition. Students will create their own rubric for the exercise. They will watch each piece and write a critique. They will also work to help each other grow in their scenes and monologues. They will do a final performance for the class and do an oral critique.
  • Students will film a performance of one of their class plays. They will create an anonymous survey where they critique their work. They will read the critique and discuss the comments in class.

Vocabulary

Research
  • How does a Director's point of view impact the play?
Analysis
  • Using critique to analyze personal performances
  • being able to recognize a quality performance
  • Using analytical ability to discuss positives and negatives of performances
Design
  • aesthetic critique
  • application of design principles on productions
Theatrical production
  • Defining the needs of producing a play
  • critically assessing their success in their productions
  • Developing the ability to compare and contrast productions

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.ADV.19

Analyze and evaluate varied aesthetic interpretations of production elements for the same drama/theatre work.

Unpacked Content

Essential Questions

EU: Theatre artists apply criteria to investigate, explore, and assess drama and theatre work.
EQ: How are the theatre artist's processes and the audience's perspectives impacted by analysis and synthesis?

Skills Examples

  • Students will create a theatre blog in which they go see live theatre in the area. Students will write Theatre Reviews for each play that they see and post their critique. Students will use their interpretive skills to acknowledge and write about different directorial choices and design differences.
  • Students will pair up to peer critique monologues and scenes for competition. Students will create their own rubric for the exercise. They will watch each piece and write a critique. They will also work to help each other grow in their scenes and monologues. They will do a final performance for the class and do an oral critique.
  • Students will film a performance of one of their class plays. They will create an anonymous survey where they critique their work. They will read the critique and discuss the comments in class.

Vocabulary

Research
  • How does a Director's point of view impact the play?
Analysis
  • Using critique to analyze personal performances
  • being able to recognize a quality performance
  • Using analytical ability to discuss positives and negatives of performances
Design
  • aesthetic critique
  • application of design principles on productions
Theatrical production
  • Defining the needs of producing a play
  • critically assessing their success in their productions
  • Developing the ability to compare and contrast productions

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.ADV.20

Synthesize and debate the connection between a drama/theatre work and contemporary issues that may impact audiences.

Unpacked Content

Essential Questions

EU: Theatre artists apply criteria to investigate, explore, and assess drama and theatre work.
EQ: How are the theatre artist's processes and the audience's perspectives impacted by analysis and synthesis?

Skills Examples

  • Students will create a theatre blog in which they go see live theatre in the area. Students will write Theatre Reviews for each play that they see and post their critique. Students will use their interpretive skills to acknowledge and write about different directorial choices and design differences.
  • Students will pair up to peer critique monologues and scenes for competition. Students will create their own rubric for the exercise. They will watch each piece and write a critique. They will also work to help each other grow in their scenes and monologues. They will do a final performance for the class and do an oral critique.
  • Students will film a performance of one of their class plays. They will create an anonymous survey where they critique their work. They will read the critique and discuss the comments in class.

Vocabulary

Research
  • How does a Director's point of view impact the play?
Analysis
  • Using critique to analyze personal performances
  • being able to recognize a quality performance
  • Using analytical ability to discuss positives and negatives of performances
Design
  • aesthetic critique
  • application of design principles on productions
Theatrical production
  • Defining the needs of producing a play
  • critically assessing their success in their productions
  • Developing the ability to compare and contrast productions

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.ADV.22

Collaborate on a drama/theatre work that examines a critical global issue using multiple personal, community, and cultural perspectives.

Unpacked Content

Essential Questions

EU: Theatre artists allow awareness of interrelationships between self and others to influence and inform their work.
EQ: What happens when theatre artists foster understanding between self and others through critical awareness, social responsibility, and the exploration of empathy?

Skills Examples

  • Students will read the one act play Tales of Trickery. They will study the Balinese culture. Students will do table work, character work and focus on the movement of the culture to create a show for their school and/or feeder school.
  • Students will read the play A Doll's House in class. They will do a play analysis and discuss the impact of feminism on theatre. We will also read These Shining Lives. They will compare and contrast the feminine role in the plays.
  • Students will use their knowledge of their community and school to pick their shows for their theatre season. They will be divided into groups. Each group will find 2-5 shows that address issues of their world and community. They will take into consideration the possible cost and ticket sales for each production. Each group will sell their season, and the class as a whole will vote on their favorite season.

Vocabulary

Research
  • learning about other cultures and creating an appreciation
Analysis
  • Developing skills to integrate other cultures into the performance experience
  • Examining the impact of other cultures on theatrical performances
Vocal
  • Integrating foreign language into the performance vernacular
Movement
  • Enhancing movement knowledge of different cultures
  • Learning stylized movement required by other cultures
Characterization
  • characterization versus caricature
  • Respectful representation of other cultures
Design
  • using other cultures to influence design
  • researching other cultural standards for designs
Theatrical production
  • Integrating various cultures into productions for a focus on diversity
  • Using the vehicle of theatre to encourage acceptance and celebration of other cultures

Anchor Standards

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.ADV.23

Integrate conventions and knowledge from different art forms and other disciplines to develop a cross-cultural drama/theatre work.

Unpacked Content

Essential Questions

EU: Theatre artists understand and can communicate their creative process as they analyze the way the world may be understood.
EQ: What happens when theatre artists allow an understanding of themselves and the world to inform perceptions about theatre and the purpose of their work?

Skills Examples

  • Students will read the one act play Tales of Trickery. They will study the Balinese culture. Students will do table work, character work and focus on the movement of the culture to create a show for their school and/or feeder school.
  • Students will read the play A Doll's House in class. They will do a play analysis and discuss the impact of feminism on theatre. We will also read These Shining Lives. They will compare and contrast the feminine role in the plays.
  • Students will use their knowledge of their community and school to pick their shows for their theatre season. They will be divided into groups. Each group will find 2-5 shows that address issues of their world and community. They will take into consideration the possible cost and ticket sales for each production. Each group will sell their season, and the class as a whole will vote on their favorite season.

Vocabulary

Research
  • learning about other cultures and creating an appreciation
Analysis
  • Developing skills to integrate other cultures into the performance experience
  • Examining the impact of other cultures on theatrical performances
Vocal
  • Integrating foreign language into the performance vernacular
Movement
  • Enhancing movement knowledge of different cultures
  • Learning stylized movement required by other cultures
Characterization
  • characterization versus caricature
  • Respectful representation of other cultures
Design
  • using other cultures to influence design
  • researching other cultural standards for designs
Theatrical production
  • Integrating various cultures into productions for a focus on diversity
  • Using the vehicle of theatre to encourage acceptance and celebration of other cultures

Anchor Standards

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.ADV.24

Justify the creative choices made in a devised or scripted drama/theatre work, based on a critical interpretation of specific data from theatre research.

Unpacked Content

Essential Questions

EU: Theatre artists critically inquire into the ways others have thought about and created drama processes and productions to inform their own work.
EQ: In what ways can research into theatre histories, theories, literature, and performances alter the way a drama process or production is understood?

Skills Examples

  • Students will read the one act play Tales of Trickery. They will study the Balinese culture. Students will do table work, character work and focus on the movement of the culture to create a show for their school and/or feeder school.
  • Students will read the play A Doll's House in class. They will do a play analysis and discuss the impact of feminism on theatre. We will also read These Shining Lives. They will compare and contrast the feminine role in the plays.
  • Students will use their knowledge of their community and school to pick their shows for their theatre season. They will be divided into groups. Each group will find 2-5 shows that address issues of their world and community. They will take into consideration the possible cost and ticket sales for each production. Each group will sell their season, and the class as a whole will vote on their favorite season.

Vocabulary

Research
  • learning about other cultures and creating an appreciation
Analysis
  • Developing skills to integrate other cultures into the performance experience
  • Examining the impact of other cultures on theatrical performances
Vocal
  • Integrating foreign language into the performance vernacular
Movement
  • Enhancing movement knowledge of different cultures
  • Learning stylized movement required by other cultures
Characterization
  • characterization versus caricature
  • Respectful representation of other cultures
Design
  • using other cultures to influence design
  • researching other cultural standards for designs
Theatrical production
  • Integrating various cultures into productions for a focus on diversity
  • Using the vehicle of theatre to encourage acceptance and celebration of other cultures

Anchor Standards

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.ADV.25

Present and support an opinion about the social, cultural, and historical understanding of a drama/theatre work, based on critical research.

Unpacked Content

Essential Questions

EU: Theatre artists critically inquire into the ways others have thought about and created drama processes and productions to inform their own work.
EQ: In what ways can research into theatre histories, theories, literature, and performances alter the way a drama process or production is understood?

Skills Examples

  • Students will read the one act play Tales of Trickery. They will study the Balinese culture. Students will do table work, character work and focus on the movement of the culture to create a show for their school and/or feeder school.
  • Students will read the play A Doll's House in class. They will do a play analysis and discuss the impact of feminism on theatre. We will also read These Shining Lives. They will compare and contrast the feminine role in the plays.
  • Students will use their knowledge of their community and school to pick their shows for their theatre season. They will be divided into groups. Each group will find 2-5 shows that address issues of their world and community. They will take into consideration the possible cost and ticket sales for each production. Each group will sell their season, and the class as a whole will vote on their favorite season.

Vocabulary

Research
  • learning about other cultures and creating an appreciation
Analysis
  • Developing skills to integrate other cultures into the performance experience
  • Examining the impact of other cultures on theatrical performances
Vocal
  • Integrating foreign language into the performance vernacular
Movement
  • Enhancing movement knowledge of different cultures
  • Learning stylized movement required by other cultures
Characterization
  • characterization versus caricature
  • Respectful representation of other cultures
Design
  • using other cultures to influence design
  • researching other cultural standards for designs
Theatrical production
  • Integrating various cultures into productions for a focus on diversity
  • Using the vehicle of theatre to encourage acceptance and celebration of other cultures

Anchor Standards

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Arts Education (2017) Grade(s): KG - Visual Arts

AE17.VA.K.1

Engage in self-directed exploration and imaginative play with art materials.

Unpacked Content

Essential Questions

EU: Creativity and innovative thinking are essential life skills that can be developed.
EQ: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process?

Skills Examples

  • Create two-dimensional artworks using finger painting, watercolors, paper collage, and rubbings.
  • Create three-dimensional artworks using techniques such as rolling, folding, cutting, molding, pinching, and pulling clay.
  • Work with a partner to create works of art.
  • Working in small groups, use recycled materials to create artworks.
  • Explore the books Why is Blue Dog Blue? by G. Rodrigue and My Many Colored Days by Dr. Seuss to understand color meanings and moods.
  • Read the book Lines that Wiggle by Candace Whitman to explore different styles of line.
  • Safely use and share scissors, pencils, crayons, markers, glue, paints, paintbrushes, and clay.
  • Use symbols to help tell a personal or make-believe story.
  • Manipulate art media to create textures and patterns.
  • Identify and use organic and geometric shapes to create works of art.
  • Show respect for self and others while making and viewing art.
  • Use the primary colors (red, yellow, and blue) to create a free-style painting while singing the names of the colors.
  • Use patterns in designing colored stripes on the shirt of a person you know.
  • Collect found objects such as paper tubes, forks, and pieces of cardboard. Press them in shallow tempera paint, and stamp them on paper to show printmaking.
  • Create a T-chart that separates cool (blue, green, and purple) and warm (red, yellow, and orange) colors in different columns. Use the symbols of water waves for the cool column header and the sun for the warm column header.
  • Work with a partner to find colors, lines, and shapes in art and tell each other what you see.

Vocabulary

  • Art
  • Artwork
  • Collaboratively
  • Collage
  • Cool colors
  • Warm colors
  • Elements of Art
    • Color
    • Line
    • Shape
  • Imaginative play
  • Play
  • Portfolio
  • Primary colors
  • Principles of design
    • Pattern
  • Printmaking

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Aligned Learning Resources

Animal Alterations: How Do Animals Change Their Habitats?
Make Your Own Carnival Mask
Make Your Own Fish Kite
Emotion Painting
Louise Bourgeois
Henri Matisse
Henri Rousseau
NGAKids Art Zone
Exploring Our Five Senses Through Art
Straight and Curved Lines in Paint
Straight and Curved Lines in Letters
Line Stations
Straight-Sided Shapes in Collage
Textures in Clay
Primary Colors
Making My Own Colors
Adjective Monster
Animal Habitats
A Natural Balance in Photography and Poetry
I Spy Irises
Python, Python, What Do You See?
Take a Trip on the Chandelier
I Spy (Camouflaged Animals in Art!)
Create an Illuminated Alphabet Word Book
Are You Sleeping?
Colorful and Musical Feelings
Feel the Music
My Little Robot
Clay Duck Decoys
Exploring the Sky with Van Gogh and Mozart
Kindergarten Carnival!
7 Color-Mixing Activities to Try With Watercolor
What is Pointillism?
What Do Plants Need to Survive?
How Can You Reduce Your Impact on the Environment?
Arts Education (2017) Grade(s): KG - Visual Arts

AE17.VA.K.2

Explore collaboratively in creative art-making.

Example: Work with a partner to create a project.

Unpacked Content

Essential Questions

EU: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.
EQ: How does knowing the contexts, histories, and traditions of art forms help create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigations?

Skills Examples

  • Create two-dimensional artworks using finger painting, watercolors, paper collage, and rubbings.
  • Create three-dimensional artworks using techniques such as rolling, folding, cutting, molding, pinching, and pulling clay.
  • Work with a partner to create works of art.
  • Working in small groups, use recycled materials to create artworks.
  • Explore the books Why is Blue Dog Blue? by G. Rodrigue and My Many Colored Days by Dr. Seuss to understand color meanings and moods.
  • Read the book Lines that Wiggle by Candace Whitman to explore different styles of line.
  • Safely use and share scissors, pencils, crayons, markers, glue, paints, paintbrushes, and clay.
  • Use symbols to help tell a personal or make-believe story.
  • Manipulate art media to create textures and patterns.
  • Identify and use organic and geometric shapes to create works of art.
  • Show respect for self and others while making and viewing art.
  • Use the primary colors (red, yellow, and blue) to create a free-style painting while singing the names of the colors.
  • Use patterns in designing colored stripes on the shirt of a person you know.
  • Collect found objects such as paper tubes, forks, and pieces of cardboard. Press them in shallow tempera paint, and stamp them on paper to show printmaking.
  • Create a T-chart that separates cool (blue, green, and purple) and warm (red, yellow, and orange) colors in different columns. Use the symbols of water waves for the cool column header and the sun for the warm column header.
  • Work with a partner to find colors, lines, and shapes in art and tell each other what you see.

Vocabulary

  • Art
  • Artwork
  • Collaboratively
  • Collage
  • Cool colors
  • Warm colors
  • Elements of Art
    • Color
    • Line
    • Shape
  • Imaginative play
  • Play
  • Portfolio
  • Primary colors
  • Principles of design
    • Pattern
  • Printmaking

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Aligned Learning Resources

Alma Thomas
Creating, Collaborating, and Problem-Solving
If I Ran the Zoo
Let's Make Shade
Arts Education (2017) Grade(s): KG - Visual Arts

AE17.VA.K.3

Build skills by following a sequence of steps to create art that expresses feeling and ideas.

Examples: Explore the books Why is Blue Dog Blue? by G. Rodrigue and My Many Colored Days by Dr. Seuss to understand color meanings and moods.

Unpacked Content

Essential Questions

EU: Artists and designers experiment with forms, structures, materials, concepts, media, and artmaking approaches.
EQ: How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error?

Skills Examples

  • Create two-dimensional artworks using finger painting, watercolors, paper collage, and rubbings.
  • Create three-dimensional artworks using techniques such as rolling, folding, cutting, molding, pinching, and pulling clay.
  • Work with a partner to create works of art.
  • Working in small groups, use recycled materials to create artworks.
  • Explore the books Why is Blue Dog Blue? by G. Rodrigue and My Many Colored Days by Dr. Seuss to understand color meanings and moods.
  • Read the book Lines that Wiggle by Candace Whitman to explore different styles of line.
  • Safely use and share scissors, pencils, crayons, markers, glue, paints, paintbrushes, and clay.
  • Use symbols to help tell a personal or make-believe story.
  • Manipulate art media to create textures and patterns.
  • Identify and use organic and geometric shapes to create works of art.
  • Show respect for self and others while making and viewing art.
  • Use the primary colors (red, yellow, and blue) to create a free-style painting while singing the names of the colors.
  • Use patterns in designing colored stripes on the shirt of a person you know.
  • Collect found objects such as paper tubes, forks, and pieces of cardboard. Press them in shallow tempera paint, and stamp them on paper to show printmaking.
  • Create a T-chart that separates cool (blue, green, and purple) and warm (red, yellow, and orange) colors in different columns. Use the symbols of water waves for the cool column header and the sun for the warm column header.
  • Work with a partner to find colors, lines, and shapes in art and tell each other what you see.

Vocabulary

  • Art
  • Artwork
  • Collaboratively
  • Collage
  • Cool colors
  • Warm colors
  • Elements of Art
    • Color
    • Line
    • Shape
  • Imaginative play
  • Play
  • Portfolio
  • Primary colors
  • Principles of design
    • Pattern
  • Printmaking

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.

Aligned Learning Resources

A Unique Drawing Experience
George Bellows
Joseph Cornell
Wassily Kandinsky
Claude Monet
Georgia O'Keeffe
Raphael
Straight and Curved Lines in Letters
Line Stations
Straight-Sided Shapes in Collage
Textures in Clay
Making My Own Colors
Finding the Animals: A Visual Exploration of Art
A Glittery, Starry Night
Expressing Feelings Using Colors
Arts Education (2017) Grade(s): KG - Visual Arts

AE17.VA.K.4

Identify safe and non-toxic art materials, tools, and equipment while sharing.

Example: Scissors, pencils, crayons, markers, glue, paints, paintbrushes, and clay.

Unpacked Content

Essential Questions

EU: Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks.
EQ: How do artists and designers care for and maintain materials, tools, and equipment? Why is it important for safety and health to understand and follow correct procedures in handling materials, tools, and equipment? What responsibilities come with the freedom to create?

Skills Examples

  • Create two-dimensional artworks using finger painting, watercolors, paper collage, and rubbings.
  • Create three-dimensional artworks using techniques such as rolling, folding, cutting, molding, pinching, and pulling clay.
  • Work with a partner to create works of art.
  • Working in small groups, use recycled materials to create artworks.
  • Explore the books Why is Blue Dog Blue? by G. Rodrigue and My Many Colored Days by Dr. Seuss to understand color meanings and moods.
  • Read the book Lines that Wiggle by Candace Whitman to explore different styles of line.
  • Safely use and share scissors, pencils, crayons, markers, glue, paints, paintbrushes, and clay.
  • Use symbols to help tell a personal or make-believe story.
  • Manipulate art media to create textures and patterns.
  • Identify and use organic and geometric shapes to create works of art.
  • Show respect for self and others while making and viewing art.
  • Use the primary colors (red, yellow, and blue) to create a free-style painting while singing the names of the colors.
  • Use patterns in designing colored stripes on the shirt of a person you know.
  • Collect found objects such as paper tubes, forks, and pieces of cardboard. Press them in shallow tempera paint, and stamp them on paper to show printmaking.
  • Create a T-chart that separates cool (blue, green, and purple) and warm (red, yellow, and orange) colors in different columns. Use the symbols of water waves for the cool column header and the sun for the warm column header.
  • Work with a partner to find colors, lines, and shapes in art and tell each other what you see.

Vocabulary

  • Art
  • Artwork
  • Collaboratively
  • Collage
  • Cool colors
  • Warm colors
  • Elements of Art
    • Color
    • Line
    • Shape
  • Imaginative play
  • Play
  • Portfolio
  • Primary colors
  • Principles of design
    • Pattern
  • Printmaking

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.

Aligned Learning Resources

Straight-Sided Shapes in Collage
Textures in Clay
Primary Colors
Arts Education (2017) Grade(s): KG - Visual Arts

AE17.VA.K.5

Create and tell a story with art that communicates about a familiar person, place, or thing.

Example: Use symbols and details to help tell a story.

Unpacked Content

Essential Questions

EU: People create and interact with objects, places, and design that define, shape, enhance, and empower their lives.
EQ: How do objects, places, and design shape lives and communities? How do artists and designers determine goals for designing or redesigning objects, places, or systems? How do artists and designers create works of art or design that effectively communicate?

Skills Examples

  • Create two-dimensional artworks using finger painting, watercolors, paper collage, and rubbings.
  • Create three-dimensional artworks using techniques such as rolling, folding, cutting, molding, pinching, and pulling clay.
  • Work with a partner to create works of art.
  • Working in small groups, use recycled materials to create artworks.
  • Explore the books Why is Blue Dog Blue? by G. Rodrigue and My Many Colored Days by Dr. Seuss to understand color meanings and moods.
  • Read the book Lines that Wiggle by Candace Whitman to explore different styles of line.
  • Safely use and share scissors, pencils, crayons, markers, glue, paints, paintbrushes, and clay.
  • Use symbols to help tell a personal or make-believe story.
  • Manipulate art media to create textures and patterns.
  • Identify and use organic and geometric shapes to create works of art.
  • Show respect for self and others while making and viewing art.
  • Use the primary colors (red, yellow, and blue) to create a free-style painting while singing the names of the colors.
  • Use patterns in designing colored stripes on the shirt of a person you know.
  • Collect found objects such as paper tubes, forks, and pieces of cardboard. Press them in shallow tempera paint, and stamp them on paper to show printmaking.
  • Create a T-chart that separates cool (blue, green, and purple) and warm (red, yellow, and orange) colors in different columns. Use the symbols of water waves for the cool column header and the sun for the warm column header.
  • Work with a partner to find colors, lines, and shapes in art and tell each other what you see.

Vocabulary

  • Art
  • Artwork
  • Collaboratively
  • Collage
  • Cool colors
  • Warm colors
  • Elements of Art
    • Color
    • Line
    • Shape
  • Imaginative play
  • Play
  • Portfolio
  • Primary colors
  • Principles of design
    • Pattern
  • Printmaking

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.

Aligned Learning Resources

Make Your Own Quilt Square
A Drawing Adventure
Mary Cassatt
Jacob Lawrence
Joan Miró
Primary Colors
Connecting to Centennial
All in the Family
Remembering Waiting
Our Illuminated Alphabet
Arts Education (2017) Grade(s): KG - Visual Arts

AE17.VA.K.6

Share and talk about the art they are creating.

Unpacked Content

Essential Questions

EU: Artists and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time.
EQ: What role does persistence play in revising, refining, and developing work? How do artists grow and become accomplished in art forms? How does collaboratively reflecting on a work help us experience it more completely?

Skills Examples

  • Create two-dimensional artworks using finger painting, watercolors, paper collage, and rubbings.
  • Create three-dimensional artworks using techniques such as rolling, folding, cutting, molding, pinching, and pulling clay.
  • Work with a partner to create works of art.
  • Working in small groups, use recycled materials to create artworks.
  • Explore the books Why is Blue Dog Blue? by G. Rodrigue and My Many Colored Days by Dr. Seuss to understand color meanings and moods.
  • Read the book Lines that Wiggle by Candace Whitman to explore different styles of line.
  • Safely use and share scissors, pencils, crayons, markers, glue, paints, paintbrushes, and clay.
  • Use symbols to help tell a personal or make-believe story.
  • Manipulate art media to create textures and patterns.
  • Identify and use organic and geometric shapes to create works of art.
  • Show respect for self and others while making and viewing art.
  • Use the primary colors (red, yellow, and blue) to create a free-style painting while singing the names of the colors.
  • Use patterns in designing colored stripes on the shirt of a person you know.
  • Collect found objects such as paper tubes, forks, and pieces of cardboard. Press them in shallow tempera paint, and stamp them on paper to show printmaking.
  • Create a T-chart that separates cool (blue, green, and purple) and warm (red, yellow, and orange) colors in different columns. Use the symbols of water waves for the cool column header and the sun for the warm column header.
  • Work with a partner to find colors, lines, and shapes in art and tell each other what you see.

Vocabulary

  • Art
  • Artwork
  • Collaboratively
  • Collage
  • Cool colors
  • Warm colors
  • Elements of Art
    • Color
    • Line
    • Shape
  • Imaginative play
  • Play
  • Portfolio
  • Primary colors
  • Principles of design
    • Pattern
  • Printmaking

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.

Aligned Learning Resources

Designing Elements of Story in Little Blue and Little Yellow
Mind Maps
Line Stations
My Many Colored Days
Wiggly, Squiggly Lines
Arts Education (2017) Grade(s): KG - Visual Arts

AE17.VA.K.7

Identify reasons for saving and displaying objects, artifacts, and artwork for personal portfolio and display.

Example: Students talk about why their artwork has value and should be displayed.

Unpacked Content

Essential Questions

EU: Artists and other presenters consider various techniques, methods, venues, and criteria when analyzing, selecting, and curating objects, artifacts, and artworks for preservation and presentation.
EQ: How are artworks cared for and by whom? What criteria, methods, and processes are used to select work for preservation or presentation? Why do people value objects, artifacts, and artworks, and select them for presentation?

Skills Examples

  • Discuss why student artwork has value and should be displayed.
  • Collect favorite selections of original artwork to present during parent conferences.
  • Choose artwork for public display, such as in a hallway, office, or gymnasium.
  • Choose particular artworks from among those created over the course of the school year and tell how the collection shows what was learned.
  • Create a portfolio folder with comments describing purpose or process of each piece of art.
  • View different art publications and/or museums via the Internet.
  • Engage in a virtual field study by viewing an art museum's website or virtual museum.
  • Visit a museum on a field trip.

Vocabulary

  • Art
  • Artwork
  • Collaboratively
  • Collage
  • Cool colors
  • Warm colors
  • Elements of Art
    • Color
    • Line
    • Shape
  • Imaginative play
  • Play
  • Portfolio
  • Primary colors
  • Principles of design
    • Pattern
  • Printmaking

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Arts Education (2017) Grade(s): KG - Visual Arts

AE17.VA.K.8

Explain the purpose of a portfolio or collection, while identifying places where art may be displayed or preserved.

Examples: Art publications and/or museums via the Internet.

Unpacked Content

Essential Questions

EU: Artists, curators, and others consider a variety of factors and methods including evolving technologies when preparing and refining artwork for display and or when deciding if and how to preserve and protect it.
EQ: What methods and processes are considered when preparing artwork for presentation or preservation? How does refining artwork affect its meaning to the viewer? What criteria are considered when selecting work for presentation, a portfolio, or a collection?

Skills Examples

  • Discuss why student artwork has value and should be displayed.
  • Collect favorite selections of original artwork to present during parent conferences.
  • Choose artwork for public display, such as in a hallway, office, or gymnasium.
  • Choose particular artworks from among those created over the course of the school year and tell how the collection shows what was learned.
  • Create a portfolio folder with comments describing purpose or process of each piece of art.
  • View different art publications and/or museums via the Internet.
  • Engage in a virtual field study by viewing an art museum's website or virtual museum.
  • Visit a museum on a field trip.

Vocabulary

  • Art
  • Artwork
  • Collaboratively
  • Collage
  • Cool colors
  • Warm colors
  • Elements of Art
    • Color
    • Line
    • Shape
  • Imaginative play
  • Play
  • Portfolio
  • Primary colors
  • Principles of design
    • Pattern
  • Printmaking

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): KG - Visual Arts

AE17.VA.K.9

Explain what an art museum is and distinguish how it is different from other public buildings.

Unpacked Content

Essential Questions

EU: Objects, artifacts, and artworks collected, preserved, or presented either by artists, museums, or other venues communicate meaning and a record of social, cultural, and political experiences resulting in the cultivating of appreciation and understanding.
EQ: What is an art museum? How does the presenting and sharing of objects, artifacts, and artworks influence and shape ideas, beliefs, and experiences? How do objects, artifacts, and artworks collected, preserved, or presented, cultivate appreciation and understanding?

Skills Examples

  • Discuss why student artwork has value and should be displayed.
  • Collect favorite selections of original artwork to present during parent conferences.
  • Choose artwork for public display, such as in a hallway, office, or gymnasium.
  • Choose particular artworks from among those created over the course of the school year and tell how the collection shows what was learned.
  • Create a portfolio folder with comments describing purpose or process of each piece of art.
  • View different art publications and/or museums via the Internet.
  • Engage in a virtual field study by viewing an art museum's website or virtual museum.
  • Visit a museum on a field trip.

Vocabulary

  • Art
  • Artwork
  • Collaboratively
  • Collage
  • Cool colors
  • Warm colors
  • Elements of Art
    • Color
    • Line
    • Shape
  • Imaginative play
  • Play
  • Portfolio
  • Primary colors
  • Principles of design
    • Pattern
  • Printmaking

Anchor Standards

Anchor Standard 6: Convey meaning through the presentation of artistic work.
Arts Education (2017) Grade(s): KG - Visual Arts

AE17.VA.K.10

Recognize and identify uses of art within one’s community and/or personal environment.

Examples: Landscaping, architecture, and things people wear.

Unpacked Content

Essential Questions

EU: Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments.
EQ: How do life experiences the way you relate to art? How does learning about art impact how we perceive the world? What can we learn from our responses to art?

Skills Examples

  • Identify art in their community, such as landscaping, etc.
  • Communicate the ideas and stories he/she sees in a work of art.
  • Recognize and point out basic elements of art in their own artwork and that of others.
  • Describe the meaning in the marks they make on paper.
  • Compare a photograph or painting of a vase to a real vase.
  • Explain what they think a piece of artwork means.
  • Listen carefully to the point of views of others and recognize that people have different opinions and responses.
  • Share what they see in a piece of artwork by listing items seen using art vocabulary. Answer questions such as, "What do you see?" or "How does this art make you feel?"
  • Explain why they like or do not like a piece of artwork.
  • Explain why he/she likes or dislikes his/her own artwork.

Vocabulary

  • Art
  • Artwork
  • Collaboratively
  • Collage
  • Cool colors
  • Warm colors
  • Elements of Art
    • Color
    • Line
    • Shape
  • Imaginative play
  • Play
  • Portfolio
  • Primary colors
  • Principles of design
    • Pattern
  • Printmaking

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.
Arts Education (2017) Grade(s): KG - Visual Arts

AE17.VA.K.11

Distinguish between images and real objects

Unpacked Content

Essential Questions

EU: Visual imagery influences understanding of and responses to the world.
EQ: What is an image? Where and how do we encounter images in our world? How do images influence our views of the world?

Skills Examples

  • Identify art in their community, such as landscaping, etc.
  • Communicate the ideas and stories he/she sees in a work of art.
  • Recognize and point out basic elements of art in their own artwork and that of others.
  • Describe the meaning in the marks they make on paper.
  • Compare a photograph or painting of a vase to a real vase.
  • Explain what they think a piece of artwork means.
  • Listen carefully to the point of views of others and recognize that people have different opinions and responses.
  • Share what they see in a piece of artwork by listing items seen using art vocabulary. Answer questions such as, "What do you see?" or "How does this art make you feel?"
  • Explain why they like or do not like a piece of artwork.
  • Explain why he/she likes or dislikes his/her own artwork.

Vocabulary

  • Art
  • Artwork
  • Collaboratively
  • Collage
  • Cool colors
  • Warm colors
  • Elements of Art
    • Color
    • Line
    • Shape
  • Imaginative play
  • Play
  • Portfolio
  • Primary colors
  • Principles of design
    • Pattern
  • Printmaking

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.

Aligned Learning Resources

Diego Rivera
Exploring Our Five Senses Through Art
Photo or Painting?
Arts Education (2017) Grade(s): KG - Visual Arts

AE17.VA.K.12

Interpret art by identifying subject matter and describing relevant details.

Example: Answer questions such as, What do you see?“ or “How does this art make you feel?”“

Unpacked Content

Essential Questions

EU: People gain insights into meanings of artworks by engaging in the process of art criticism.
EQ: What is the value of engaging in the process of art criticism? How can the viewer "read" a work of art as text? How does knowing and using visual arts vocabularies help us understand and interpret works of art?

Skills Examples

  • Identify art in their community, such as landscaping, etc.
  • Communicate the ideas and stories he/she sees in a work of art.
  • Recognize and point out basic elements of art in their own artwork and that of others.
  • Describe the meaning in the marks they make on paper.
  • Compare a photograph or painting of a vase to a real vase.
  • Explain what they think a piece of artwork means.
  • Listen carefully to the point of views of others and recognize that people have different opinions and responses.
  • Share what they see in a piece of artwork by listing items seen using art vocabulary. Answer questions such as, "What do you see?" or "How does this art make you feel?"
  • Explain why they like or do not like a piece of artwork.
  • Explain why he/she likes or dislikes his/her own artwork.

Vocabulary

  • Art
  • Artwork
  • Collaboratively
  • Collage
  • Cool colors
  • Warm colors
  • Elements of Art
    • Color
    • Line
    • Shape
  • Imaginative play
  • Play
  • Portfolio
  • Primary colors
  • Principles of design
    • Pattern
  • Printmaking

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.

Aligned Learning Resources

George Bellows
Louise Bourgeois
Mary Cassatt
Joseph Cornell
Wassily Kandinsky
Jacob Lawrence
Henri Matisse
Joan Miró
Claude Monet
Georgia O'Keeffe
Raphael
Diego Rivera
Henri Rousseau
Alma Thomas
Comparing Past and Present
Straight and Curved Lines in Letters
Textures All Around You
Navajo Weaving
See-Think-Wonder Strategy Using Severe Weather
iNotice 3

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