Standards - Arts Education

2017 - Arts Education Course of Study Document
Arts Education (2017) Grade(s): 4 - Visual Arts

AE17.VA.4.12

Interpret art by referring to contextual information and analyzing relevant subject matter, visual qualities, and use of media.

Example: Emanuel Leutze’s Washington Crossing the Delaware River in 1776 and its relevance to the Revolutionary War.

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

  • Compare Gyotaku Japanese fish printing and printing with a rubber stamp.
  • Make conclusions about the artist's feelings and perspective.
  • Analyze the meaning of Edvard Munch's The Scream.
  • Interpret Emanuel Leutze's Washington Crossing the Delaware River and its relevance to the Revolutionary War.
  • Discuss and form an opinion about the social and personal value of a piece of art.
  • Apply one element or principle of design to discuss how students' outcomes are different even though they used the same criteria for a work of art/ design.
  • Formulate criteria for discussing and assessing works of art.
  • Use art vocabulary when discussing and judging artworks.
  • Engage in group critiques of one's work and the work of others for the purpose of personal reflection and on-going improvement.

Vocabulary

  • Constructed environment
  • Cultural traditions
  • Digital format
  • Engagement
  • Tertiary color
  • Preservation
  • Proportion
  • Principles of design
    • Unity
  • Shade
  • Style
  • Tints & shades

Anchor Standards

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

Aligned Learning Resources

A Look at Judith Leyster
Artful Thinking: Ten Times Two
Artful Thinking: Elaboration Game
Artful Thinking: What Makes You Say That?
Picturing America Lesson: The Artist's Vision: Abstraction and the American West
Line Character
Narrative Response to Art
Arts Education (2017) Grade(s): 4 - Visual Arts

AE17.VA.4.13

Apply one criterion from elements or principles of design to evaluate more than one work of art/design.

Example: Discuss how students’ outcomes are different even though they used the same criteria.

Unpacked Content

Essential Questions

EU: People evaluate art based on various criteria.
EQ: How does one determine criteria to evaluate a work of art? How and why might criteria vary? How is a personal preference different from an evaluation?

Skills Examples

  • Compare Gyotaku Japanese fish printing and printing with a rubber stamp.
  • Make conclusions about the artist's feelings and perspective.
  • Analyze the meaning of Edvard Munch's The Scream.
  • Interpret Emanuel Leutze's Washington Crossing the Delaware River and its relevance to the Revolutionary War.
  • Discuss and form an opinion about the social and personal value of a piece of art.
  • Apply one element or principle of design to discuss how students' outcomes are different even though they used the same criteria for a work of art/ design.
  • Formulate criteria for discussing and assessing works of art.
  • Use art vocabulary when discussing and judging artworks.
  • Engage in group critiques of one's work and the work of others for the purpose of personal reflection and on-going improvement.

Vocabulary

  • Constructed environment
  • Cultural traditions
  • Digital format
  • Engagement
  • Tertiary color
  • Preservation
  • Proportion
  • Principles of design
    • Unity
  • Shade
  • Style
  • Tints & shades

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.

Aligned Learning Resources

Artful Thinking: Color, Shape, Line, Creative Comparisons
Artful Thinking: Ten Times Two
Line, Color, Space, Light, and Shape: What Do They Do? What Do They Evoke?
Picturing America Lesson: The Artist's Vision: Abstraction and the American West
Portraying Emotional Messages Through Visual Art
Arts Education (2017) Grade(s): 4 - Visual Arts

AE17.VA.4.14

Create works of art that reflect community and/or cultural traditions.

Examples: Create a quilt in the style of the Gee’s Bend Quilters.

Unpacked Content

Essential Questions

EU: Through artmaking, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.
EQ: How does engaging in creating art enrich people's lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through artmaking?

Skills Examples

  • Create a quilt square in the style of the Gee's Bend Quilters.
  • State what materials or processes you prefer and why.
  • Discuss how art and design serves multiple functions such as to inform, entertain, invest, persuade, ritualize or assist in everyday tasks.
  • Observe and discuss the statue of Vulcan in Birmingham and talk about its relationship to history of the city.
  • Investigate differences in cultural style, genres, and context through historical time periods.
  • Discuss how art reflects the interests, accomplishments and conflicts of culture and society over time.
  • Use details and descriptive language to identify universal themes, subject matter and ideas expressed across arts disciplines.
  • Identify and describe how artists have depicted Alabama history.

Vocabulary

  • Constructed environment
  • Cultural traditions
  • Digital format
  • Engagement
  • Tertiary color
  • Preservation
  • Proportion
  • Principles of design
    • Unity
  • Shade
  • Style
  • Tints & shades

Anchor Standards

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.

Aligned Learning Resources

Haunting Music
100-Patch Geometric Quilts
Narrating a Family Tradition
Quilt Block Collage
Rainsticks
Classroom Quilt
Arts Education (2017) Grade(s): 4 - Visual Arts

AE17.VA.4.15

Through observation, infer information about time, place, and culture in which a work of art was created.

Example: Look at the statue of Vulcan in Birmingham and talk about its relationship to history of the city.

Unpacked Content

Essential Questions

EU: People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art.
EQ: How does art help us understand the lives of people of different times, places, and cultures? How is art used to impact the views of a society? How does art preserve aspects of life?

Skills Examples

  • Create a quilt square in the style of the Gee's Bend Quilters.
  • State what materials or processes you prefer and why.
  • Discuss how art and design serves multiple functions such as to inform, entertain, invest, persuade, ritualize or assist in everyday tasks.
  • Observe and discuss the statue of Vulcan in Birmingham and talk about its relationship to history of the city.
  • Investigate differences in cultural style, genres, and context through historical time periods.
  • Discuss how art reflects the interests, accomplishments and conflicts of culture and society over time.
  • Use details and descriptive language to identify universal themes, subject matter and ideas expressed across arts disciplines.
  • Identify and describe how artists have depicted Alabama history.

Vocabulary

  • Constructed environment
  • Cultural traditions
  • Digital format
  • Engagement
  • Tertiary color
  • Preservation
  • Proportion
  • Principles of design
    • Unity
  • Shade
  • Style
  • Tints & shades

Anchor Standards

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Aligned Learning Resources

Alabama's Pine Barren
A Look at Judith Leyster
Comparing Past and Present
Fantastical Beasts
The Ultimate Desk
Arts Education (2017) Grade(s): 5 - Visual Arts

AE17.VA.5.1

Combine ideas to develop an innovative approach to creating art.

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

  • Use a variety of materials (wood, found objects, wire, paper, clay, etc.) to construct a three-dimensional work of art.
  • Have students keep journals to reflect on and combine ideas for their works of art.
  • Draw a still life of students' favorite objects, while adding color with a variety of media (paint, pastels, collage, etc.).
  • Draw an object or other images (landscapes, hallways, etc.) in linear one-point perspective.
  • Create tessellations in connection with interdisciplinary subjects such as mathematics.
  • Write a short story and illustrate the story with original drawings.
  • Draw and transform two-dimensional shapes into three-dimensional forms.
    • (squares to cubes, circles to spheres, triangles to pyramids and cones)
  • Write a personal artist statement to accompany an original work of art.
  • Draw a landscape including foreground, middle ground, and background.
  • Create an artwork integrating observational and technical skills to solve a problem or address contemporary social issues.
  • Create a bas-relief by carving into a clay slab.

Vocabulary

  • Cultural context
  • Formal & conceptual vocabulary
  • Genre
  • Linear perspective
  • Preserve
  • Principles of design
    • Movement
    • Emphasis
  • Relief
  • Vanishing point

Anchor Standards

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

Aligned Learning Resources

Haunting Music
Advanced Scribble Pictures
Danger! Shark!
NGAKids Art Zone
Who Am I, in Color?
Creating, Collaborating, and Problem-Solving
Creative Creatures
Color Dominance in Still Life
Atmospheric Texture
All I Want to Do Is Dance, Dance, Dance!
Pretty Ugly? The Grotesque in Art and Poetry
Giants of the Past
Funky Illuminated Fairy Tales
City Wildlife in a Vase
Quilt Block Collage
Native American Mural Research
Arts Education (2017) Grade(s): 5 - Visual Arts

AE17.VA.5.2

Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.

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

  • Use a variety of materials (wood, found objects, wire, paper, clay, etc.) to construct a three-dimensional work of art.
  • Have students keep journals to reflect on and combine ideas for their works of art.
  • Draw a still life of students' favorite objects, while adding color with a variety of media (paint, pastels, collage, etc.).
  • Draw an object or other images (landscapes, hallways, etc.) in linear one-point perspective.
  • Create tessellations in connection with interdisciplinary subjects such as mathematics.
  • Write a short story and illustrate the story with original drawings.
  • Draw and transform two-dimensional shapes into three-dimensional forms.
    • (squares to cubes, circles to spheres, triangles to pyramids and cones)
  • Write a personal artist statement to accompany an original work of art.
  • Draw a landscape including foreground, middle ground, and background.
  • Create an artwork integrating observational and technical skills to solve a problem or address contemporary social issues.
  • Create a bas-relief by carving into a clay slab.

Vocabulary

  • Cultural context
  • Formal & conceptual vocabulary
  • Genre
  • Linear perspective
  • Preserve
  • Principles of design
    • Movement
    • Emphasis
  • Relief
  • Vanishing point

Anchor Standards

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

Aligned Learning Resources

Alabama's Pine Barren
Van Gogh's Self-Portraits
A Look at Judith Leyster
Pandora's Box
Danger! Shark!
Toys Now & Then
Ancient Animals at Work
Armor - Function and Design
The Nomads of Central Asia - Turkmen Traditions
Who Am I, in Color?
100-Patch Geometric Quilts
Converging Lines
Geometric and Organic Shapes
Color and Line for Mood
Atmospheric Texture
Crosshatching for Value
Ratio and Proportion in the Human Figure
Recording the Printmaking Process
Still Life Photography: Daily Life
Flora and Fauna as Figures of Speech
Puzzle Mystery
Beyond Words
Haiku Scrolls
Name Tangles
Introducing the Art Form of Collage
7 Color-Mixing Activities to Try With Watercolor
Native American Mural Research
Arts Education (2017) Grade(s): 5 - Visual Arts

AE17.VA.5.3

Communicate personal ideas, images, and themes through artistic choices of media, technique, and subject matter.

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

  • Use a variety of materials (wood, found objects, wire, paper, clay, etc.) to construct a three-dimensional work of art.
  • Have students keep journals to reflect on and combine ideas for their works of art.
  • Draw a still life of students' favorite objects, while adding color with a variety of media (paint, pastels, collage, etc.).
  • Draw an object or other images (landscapes, hallways, etc.) in linear one-point perspective.
  • Create tessellations in connection with interdisciplinary subjects such as mathematics.
  • Write a short story and illustrate the story with original drawings.
  • Draw and transform two-dimensional shapes into three-dimensional forms.
    • (squares to cubes, circles to spheres, triangles to pyramids and cones)
  • Write a personal artist statement to accompany an original work of art.
  • Draw a landscape including foreground, middle ground, and background.
  • Create an artwork integrating observational and technical skills to solve a problem or address contemporary social issues.
  • Create a bas-relief by carving into a clay slab.

Vocabulary

  • Cultural context
  • Formal & conceptual vocabulary
  • Genre
  • Linear perspective
  • Preserve
  • Principles of design
    • Movement
    • Emphasis
  • Relief
  • Vanishing point

Anchor Standards

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

Aligned Learning Resources

Color My World: Expanding Meaning Potential Through Media
The Nomads of Central Asia - Turkmen Traditions
Geometric and Organic Shapes
Color and Line for Mood
Ratio and Proportion in the Human Figure
In Depth: Pearblossom Highway
And Then What Happened?
Once Upon a Time in the 1800s
Transforming Negatives to Positives
Postcards From the Wilderness
Dream Bed
Picture a Character
Mardi Gras Masks
My Story Collage
Resist Painting
Landscape Painting the American Way
Rainsticks
Beethoven's Thoughts
Beethoven's Sixth Symphony: Pastoral
Stravinsky and the Firebird
Oil Spill Artistry
Arts Education (2017) Grade(s): 5 - Visual Arts

AE17.VA.5.4

Demonstrate proper care and use of materials, tools, and equipment while creating art.

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

  • Use a variety of materials (wood, found objects, wire, paper, clay, etc.) to construct a three-dimensional work of art.
  • Have students keep journals to reflect on and combine ideas for their works of art.
  • Draw a still life of students' favorite objects, while adding color with a variety of media (paint, pastels, collage, etc.).
  • Draw an object or other images (landscapes, hallways, etc.) in linear one-point perspective.
  • Create tessellations in connection with interdisciplinary subjects such as mathematics.
  • Write a short story and illustrate the story with original drawings.
  • Draw and transform two-dimensional shapes into three-dimensional forms.
    • (squares to cubes, circles to spheres, triangles to pyramids and cones)
  • Write a personal artist statement to accompany an original work of art.
  • Draw a landscape including foreground, middle ground, and background.
  • Create an artwork integrating observational and technical skills to solve a problem or address contemporary social issues.
  • Create a bas-relief by carving into a clay slab.

Vocabulary

  • Cultural context
  • Formal & conceptual vocabulary
  • Genre
  • Linear perspective
  • Preserve
  • Principles of design
    • Movement
    • Emphasis
  • Relief
  • Vanishing point

Anchor Standards

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

Aligned Learning Resources

Alabama's Pine Barren
Recording the Printmaking Process
Arts Education (2017) Grade(s): 5 - Visual Arts

AE17.VA.5.5

Identify, describe, and visually document places and/or objects of personal significance.

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

  • Use a variety of materials (wood, found objects, wire, paper, clay, etc.) to construct a three-dimensional work of art.
  • Have students keep journals to reflect on and combine ideas for their works of art.
  • Draw a still life of students' favorite objects, while adding color with a variety of media (paint, pastels, collage, etc.).
  • Draw an object or other images (landscapes, hallways, etc.) in linear one-point perspective.
  • Create tessellations in connection with interdisciplinary subjects such as mathematics.
  • Write a short story and illustrate the story with original drawings.
  • Draw and transform two-dimensional shapes into three-dimensional forms.
    • (squares to cubes, circles to spheres, triangles to pyramids and cones)
  • Write a personal artist statement to accompany an original work of art.
  • Draw a landscape including foreground, middle ground, and background.
  • Create an artwork integrating observational and technical skills to solve a problem or address contemporary social issues.
  • Create a bas-relief by carving into a clay slab.

Vocabulary

  • Cultural context
  • Formal & conceptual vocabulary
  • Genre
  • Linear perspective
  • Preserve
  • Principles of design
    • Movement
    • Emphasis
  • Relief
  • Vanishing point

Anchor Standards

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

Aligned Learning Resources

Toys Now & Then
Narrating a Family Tradition
Buildings, Buildings Everywhere
Arts Education (2017) Grade(s): 5 - Visual Arts

AE17.VA.5.6

Create artist statements using art vocabulary.

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

  • Use a variety of materials (wood, found objects, wire, paper, clay, etc.) to construct a three-dimensional work of art.
  • Have students keep journals to reflect on and combine ideas for their works of art.
  • Draw a still life of students' favorite objects, while adding color with a variety of media (paint, pastels, collage, etc.).
  • Draw an object or other images (landscapes, hallways, etc.) in linear one-point perspective.
  • Create tessellations in connection with interdisciplinary subjects such as mathematics.
  • Write a short story and illustrate the story with original drawings.
  • Draw and transform two-dimensional shapes into three-dimensional forms.
    • (squares to cubes, circles to spheres, triangles to pyramids and cones)
  • Write a personal artist statement to accompany an original work of art.
  • Draw a landscape including foreground, middle ground, and background.
  • Create an artwork integrating observational and technical skills to solve a problem or address contemporary social issues.
  • Create a bas-relief by carving into a clay slab.

Vocabulary

  • Cultural context
  • Formal & conceptual vocabulary
  • Genre
  • Linear perspective
  • Preserve
  • Principles of design
    • Movement
    • Emphasis
  • Relief
  • Vanishing point

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.

Aligned Learning Resources

Introducing the Art Form of Collage
Arts Education (2017) Grade(s): 5 - Visual Arts

AE17.VA.5.7

Define the roles and responsibilities of museum and gallery staff, explaining the skills and knowledge needed to preserve, maintain, and present objects, artifacts, and artwork.

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

  • Identify and role-play various occupations that involve artists.
  • Talk about how the skills and techniques of visual arts can be an enhancement to any career choice.
  • Show how to carefully prepare and present artwork.
  • Describe how the knowledge, skills, and work habits of visual arts are used in the world of work, including careers in visual arts.
  • Talk about how a museum would present information about the Harlem Renaissance.
  • Research different types of museums and the role that visual art plays in the restoration, care, and display of artifacts.
  • Select three of one's own artworks for display and share the reasons for the selection.

Vocabulary

  • Cultural context
  • Formal & conceptual vocabulary
  • Genre
  • Linear perspective
  • Preserve
  • Principles of design
    • Movement
    • Emphasis
  • Relief
  • Vanishing point

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Arts Education (2017) Grade(s): 5 - Visual Arts

AE17.VA.5.8

Discuss the safe and effective use of materials and techniques for preparing and presenting artwork.

Example: Show how to carefully prepare and present artwork.

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

  • Identify and role-play various occupations that involve artists.
  • Talk about how the skills and techniques of visual arts can be an enhancement to any career choice.
  • Show how to carefully prepare and present artwork.
  • Describe how the knowledge, skills, and work habits of visual arts are used in the world of work, including careers in visual arts.
  • Talk about how a museum would present information about the Harlem Renaissance.
  • Research different types of museums and the role that visual art plays in the restoration, care, and display of artifacts.
  • Select three of one's own artworks for display and share the reasons for the selection.

Vocabulary

  • Cultural context
  • Formal & conceptual vocabulary
  • Genre
  • Linear perspective
  • Preserve
  • Principles of design
    • Movement
    • Emphasis
  • Relief
  • Vanishing point

Anchor Standards

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

AE17.VA.5.9

Explore how an exhibition in a museum or other venue presents ideas and provides information about a specific concept or topic.

Example: Talk about how a museum would present information about the Harlem Renaissance.

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

  • Identify and role-play various occupations that involve artists.
  • Talk about how the skills and techniques of visual arts can be an enhancement to any career choice.
  • Show how to carefully prepare and present artwork.
  • Describe how the knowledge, skills, and work habits of visual arts are used in the world of work, including careers in visual arts.
  • Talk about how a museum would present information about the Harlem Renaissance.
  • Research different types of museums and the role that visual art plays in the restoration, care, and display of artifacts.
  • Select three of one's own artworks for display and share the reasons for the selection.

Vocabulary

  • Cultural context
  • Formal & conceptual vocabulary
  • Genre
  • Linear perspective
  • Preserve
  • Principles of design
    • Movement
    • Emphasis
  • Relief
  • Vanishing point

Anchor Standards

Anchor Standard 6: Convey meaning through the presentation of artistic work.
Arts Education (2017) Grade(s): 5 - Visual Arts

AE17.VA.5.10

Compare one’s interpretation of a work of art with the interpretation of others.

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

  • Compare and contrast artworks in terms of content, stylistic characteristics, and techniques.
  • Collaboratively observe, analyze, and interpret a body of artworks about places, focusing on content, style, and technique.
  • Identify and analyze the terracotta Army and its relationship to Chinese Culture.
  • Describe the relationship between works of art from different cultures being respectful and mindful of cultural sensitive themes.
  • Discuss differences in art of familiar and unfamiliar cultures.
  • Discuss the reasons and value of documenting and preserving works of art and objects for a culture.
  • Recognize what was learned and the challenges that remain when assessing a work of art.
  • Use criteria to assess works of art individually and collaboratively.
  • Use contextual cues to discuss notions of beauty and aesthetic value.
  • Compare and contrast different media and techniques.

Vocabulary

  • Cultural context
  • Formal & conceptual vocabulary
  • Genre
  • Linear perspective
  • Preserve
  • Principles of design
    • Movement
    • Emphasis
  • Relief
  • Vanishing point

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.

Aligned Learning Resources

Alabama's Pine Barren
Pandora's Box
Artful Thinking: Step Inside
Artful Thinking: Ten Times Two
Artful Thinking: Elaboration Game
Observation/Interpretation
Color Dominance in Still Life
Arts Education (2017) Grade(s): 5 - Visual Arts

AE17.VA.5.11

Identify and analyze cultural associations suggested by visual imagery.

Example: The Terra Cotta Army and its relationship to Chinese culture.

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

  • Compare and contrast artworks in terms of content, stylistic characteristics, and techniques.
  • Collaboratively observe, analyze, and interpret a body of artworks about places, focusing on content, style, and technique.
  • Identify and analyze the terracotta Army and its relationship to Chinese Culture.
  • Describe the relationship between works of art from different cultures being respectful and mindful of cultural sensitive themes.
  • Discuss differences in art of familiar and unfamiliar cultures.
  • Discuss the reasons and value of documenting and preserving works of art and objects for a culture.
  • Recognize what was learned and the challenges that remain when assessing a work of art.
  • Use criteria to assess works of art individually and collaboratively.
  • Use contextual cues to discuss notions of beauty and aesthetic value.
  • Compare and contrast different media and techniques.

Vocabulary

  • Cultural context
  • Formal & conceptual vocabulary
  • Genre
  • Linear perspective
  • Preserve
  • Principles of design
    • Movement
    • Emphasis
  • Relief
  • Vanishing point

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.

Aligned Learning Resources

Artful Thinking: What Makes You Say That?
Arts Education (2017) Grade(s): 5 - Visual Arts

AE17.VA.5.12

Interpret art by analyzing visual qualities and structure, contextual information, subject matter, visual elements, and use of media to identify ideas and mood conveyed.

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

  • Compare and contrast artworks in terms of content, stylistic characteristics, and techniques.
  • Collaboratively observe, analyze, and interpret a body of artworks about places, focusing on content, style, and technique.
  • Identify and analyze the terracotta Army and its relationship to Chinese Culture.
  • Describe the relationship between works of art from different cultures being respectful and mindful of cultural sensitive themes.
  • Discuss differences in art of familiar and unfamiliar cultures.
  • Discuss the reasons and value of documenting and preserving works of art and objects for a culture.
  • Recognize what was learned and the challenges that remain when assessing a work of art.
  • Use criteria to assess works of art individually and collaboratively.
  • Use contextual cues to discuss notions of beauty and aesthetic value.
  • Compare and contrast different media and techniques.

Vocabulary

  • Cultural context
  • Formal & conceptual vocabulary
  • Genre
  • Linear perspective
  • Preserve
  • Principles of design
    • Movement
    • Emphasis
  • Relief
  • Vanishing point

Anchor Standards

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

Aligned Learning Resources

Line, Color, Space, Light, and Shape: What Do They Do? What Do They Evoke?
A Look at Judith Leyster
Artful Thinking: Color, Shape, Line, Creative Comparisons
Artful Thinking: What Makes You Say That?
Converging Lines
Picturing America Lesson: The Artist's Vision: Abstraction and the American West
Artful Thinking: Elaboration Game
Observation/Interpretation
Comparing Past and Present
Writing Road
Crosshatching for Value
Artful Thinking: Ten Times Two
Pandora's Box
Responding to Art: Art Criticism
Story Books
Picturing America Lesson: For the Birds
The Ultimate Desk
Artful Thinking: Step Inside
Arts Education (2017) Grade(s): 5 - Visual Arts

AE17.VA.5.13

Recognize differences in criteria used to evaluate works of art depending on styles, genres, and media as well as historical and cultural contexts.

Unpacked Content

Essential Questions

EU: People evaluate art based on various criteria.
EQ: How does one determine criteria to evaluate a work of art? How and why might criteria vary? How is a personal preference different from an evaluation?

Skills Examples

  • Compare and contrast artworks in terms of content, stylistic characteristics, and techniques.
  • Collaboratively observe, analyze, and interpret a body of artworks about places, focusing on content, style, and technique.
  • Identify and analyze the terracotta Army and its relationship to Chinese Culture.
  • Describe the relationship between works of art from different cultures being respectful and mindful of cultural sensitive themes.
  • Discuss differences in art of familiar and unfamiliar cultures.
  • Discuss the reasons and value of documenting and preserving works of art and objects for a culture.
  • Recognize what was learned and the challenges that remain when assessing a work of art.
  • Use criteria to assess works of art individually and collaboratively.
  • Use contextual cues to discuss notions of beauty and aesthetic value.
  • Compare and contrast different media and techniques.

Vocabulary

  • Cultural context
  • Formal & conceptual vocabulary
  • Genre
  • Linear perspective
  • Preserve
  • Principles of design
    • Movement
    • Emphasis
  • Relief
  • Vanishing point

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.

Aligned Learning Resources

Alabama's Pine Barren
Picturing America Lesson: The Artist's Vision: Abstraction and the American West
Arts Education (2017) Grade(s): 5 - Visual Arts

AE17.VA.5.14

Apply formal and conceptual vocabularies of art and design to view surroundings in new ways through art-making.

Unpacked Content

Essential Questions

EU: Through artmaking, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.
EQ: How does engaging in creating art enrich people's lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through artmaking?

Skills Examples

  • Analyze the role of cultural objects in our everyday environment.
  • Select and access contemporary digital media arts tools to investigate ideas in art-making.
  • Interpret an artwork that communicates something about a place that has meaning for them.
  • Discuss how political cartoons can influence a person's view.
  • Compare how artists work in different cultures and at different times in history.

Vocabulary

  • Cultural context
  • Formal & conceptual vocabulary
  • Genre
  • Linear perspective
  • Preserve
  • Principles of design
    • Movement
    • Emphasis
  • Relief
  • Vanishing point

Anchor Standards

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Arts Education (2017) Grade(s): 5 - Visual Arts

AE17.VA.5.15

Identify how works of art/design are used to inform or change beliefs, values, or behaviors of an individual or society.

Examples: Discuss how political cartoons can influence a person’s view.

Unpacked Content

Essential Questions

EU: People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art.
EQ: How does art help us understand the lives of people of different times, places, and cultures? How is art used to impact the views of a society? How does art preserve aspects of life?

Skills Examples

  • Analyze the role of cultural objects in our everyday environment.
  • Select and access contemporary digital media arts tools to investigate ideas in art-making.
  • Interpret an artwork that communicates something about a place that has meaning for them.
  • Discuss how political cartoons can influence a person's view.
  • Compare how artists work in different cultures and at different times in history.

Vocabulary

  • Cultural context
  • Formal & conceptual vocabulary
  • Genre
  • Linear perspective
  • Preserve
  • Principles of design
    • Movement
    • Emphasis
  • Relief
  • Vanishing point

Anchor Standards

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Aligned Learning Resources

Picturing America Lesson
Fantastical Beasts
Arts Education (2017) Grade(s): 6 - Visual Arts

AE17.VA.6.1

Work collaboratively to develop new and innovative ideas for creating art.

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

  • Make, share and revise a list of ideas and preliminary sketches.
  • Use introductory skills, techniques, and elements of art to create a composition
  • Demonstrate drawing techniques, such as hatching, cross-hatching, shading, and stippling.
  • Create a group project about a current or world event.
  • Examine careers and identify and role - play various jobs of artists.
  • Research a subject or idea that has personal meaning to create a work of art.
  • Use the elements of visual arts to create an artwork that depicts emotions.
  • Use a variety of media and techniques in two and three dimensions to create imagery from experience, observation and imagination.
  • Demonstrate proper clean-up and/or disposal of equipment and materials.
  • Demonstrate art room safety and procedures.
  • Design an environmentally area for the school such as a library or other multi-use learning area.
  • Engage for the purpose of personal reflection and ongoing revision, in group critiques.
  • Reflect through journal writing artist intent.

Vocabulary

  • Artistic ideas and work
  • Formal and conceptual vocabulary
  • Innovation
  • Investigation
  • Two-dimensional
  • Three-dimensional
  • Experimentation
  • Conservation
  • Craftsmanship
  • Linear perspective
  • Environmental responsibility
  • Prior knowledge
  • Museum
  • Gallery
  • Curator
  • Digital
  • Horizon Line
  • Brainstorming
  • Research

Anchor Standards

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

Aligned Learning Resources

School Spirit
Values in Profile
What Is Real and What Is Not
Arts Education (2017) Grade(s): 6 - Visual Arts

AE17.VA.6.2

Formulate an artistic investigation and discovery of relevant content for creating art.

Example: Make, share, and revise a list of ideas and preliminary sketches.

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

  • Make, share and revise a list of ideas and preliminary sketches.
  • Use introductory skills, techniques, and elements of art to create a composition
  • Demonstrate drawing techniques, such as hatching, cross-hatching, shading, and stippling.
  • Create a group project about a current or world event.
  • Examine careers and identify and role - play various jobs of artists.
  • Research a subject or idea that has personal meaning to create a work of art.
  • Use the elements of visual arts to create an artwork that depicts emotions.
  • Use a variety of media and techniques in two and three dimensions to create imagery from experience, observation and imagination.
  • Demonstrate proper clean-up and/or disposal of equipment and materials.
  • Demonstrate art room safety and procedures.
  • Design an environmentally area for the school such as a library or other multi-use learning area.
  • Engage for the purpose of personal reflection and ongoing revision, in group critiques.
  • Reflect through journal writing artist intent.

Vocabulary

  • Artistic ideas and work
  • Formal and conceptual vocabulary
  • Innovation
  • Investigation
  • Two-dimensional
  • Three-dimensional
  • Experimentation
  • Conservation
  • Craftsmanship
  • Linear perspective
  • Environmental responsibility
  • Prior knowledge
  • Museum
  • Gallery
  • Curator
  • Digital
  • Horizon Line
  • Brainstorming
  • Research

Anchor Standards

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

Aligned Learning Resources

Make Your Own Fish Kite
Color My World: Expanding Meaning Potential Through Media
Values in Profile
Views in Architecture
Harlem Renaissance Inspired Art
Arts Education (2017) Grade(s): 6 - Visual Arts

AE17.VA.6.3

Develop new ideas through open-ended experiments, using various materials, methods and approaches in creating works of art.

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

  • Make, share and revise a list of ideas and preliminary sketches.
  • Use introductory skills, techniques, and elements of art to create a composition
  • Demonstrate drawing techniques, such as hatching, cross-hatching, shading, and stippling.
  • Create a group project about a current or world event.
  • Examine careers and identify and role - play various jobs of artists.
  • Research a subject or idea that has personal meaning to create a work of art.
  • Use the elements of visual arts to create an artwork that depicts emotions.
  • Use a variety of media and techniques in two and three dimensions to create imagery from experience, observation and imagination.
  • Demonstrate proper clean-up and/or disposal of equipment and materials.
  • Demonstrate art room safety and procedures.
  • Design an environmentally area for the school such as a library or other multi-use learning area.
  • Engage for the purpose of personal reflection and ongoing revision, in group critiques.
  • Reflect through journal writing artist intent.

Vocabulary

  • Artistic ideas and work
  • Formal and conceptual vocabulary
  • Innovation
  • Investigation
  • Two-dimensional
  • Three-dimensional
  • Experimentation
  • Conservation
  • Craftsmanship
  • Linear perspective
  • Environmental responsibility
  • Prior knowledge
  • Museum
  • Gallery
  • Curator
  • Digital
  • Horizon Line
  • Brainstorming
  • Research

Anchor Standards

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

Aligned Learning Resources

What Is Real and What Is Not
Creating Art Using Ratios
Arts Education (2017) Grade(s): 6 - Visual Arts

AE17.VA.6.4

Explain and/or demonstrate environmental implications of conservation, care, and clean-up of art materials, tools, and equipment.

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

  • Make, share and revise a list of ideas and preliminary sketches.
  • Use introductory skills, techniques, and elements of art to create a composition
  • Demonstrate drawing techniques, such as hatching, cross-hatching, shading, and stippling.
  • Create a group project about a current or world event.
  • Examine careers and identify and role - play various jobs of artists.
  • Research a subject or idea that has personal meaning to create a work of art.
  • Use the elements of visual arts to create an artwork that depicts emotions.
  • Use a variety of media and techniques in two and three dimensions to create imagery from experience, observation and imagination.
  • Demonstrate proper clean-up and/or disposal of equipment and materials.
  • Demonstrate art room safety and procedures.
  • Design an environmentally area for the school such as a library or other multi-use learning area.
  • Engage for the purpose of personal reflection and ongoing revision, in group critiques.
  • Reflect through journal writing artist intent.

Vocabulary

  • Artistic ideas and work
  • Formal and conceptual vocabulary
  • Innovation
  • Investigation
  • Two-dimensional
  • Three-dimensional
  • Experimentation
  • Conservation
  • Craftsmanship
  • Linear perspective
  • Environmental responsibility
  • Prior knowledge
  • Museum
  • Gallery
  • Curator
  • Digital
  • Horizon Line
  • Brainstorming
  • Research

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 6 - Visual Arts

AE17.VA.6.5

Design or redesign objects, places, or systems that address the specific needs of a community and explore related careers.

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

  • Make, share and revise a list of ideas and preliminary sketches.
  • Use introductory skills, techniques, and elements of art to create a composition
  • Demonstrate drawing techniques, such as hatching, cross-hatching, shading, and stippling.
  • Create a group project about a current or world event.
  • Examine careers and identify and role - play various jobs of artists.
  • Research a subject or idea that has personal meaning to create a work of art.
  • Use the elements of visual arts to create an artwork that depicts emotions.
  • Use a variety of media and techniques in two and three dimensions to create imagery from experience, observation and imagination.
  • Demonstrate proper clean-up and/or disposal of equipment and materials.
  • Demonstrate art room safety and procedures.
  • Design an environmentally area for the school such as a library or other multi-use learning area.
  • Engage for the purpose of personal reflection and ongoing revision, in group critiques.
  • Reflect through journal writing artist intent.

Vocabulary

  • Artistic ideas and work
  • Formal and conceptual vocabulary
  • Innovation
  • Investigation
  • Two-dimensional
  • Three-dimensional
  • Experimentation
  • Conservation
  • Craftsmanship
  • Linear perspective
  • Environmental responsibility
  • Prior knowledge
  • Museum
  • Gallery
  • Curator
  • Digital
  • Horizon Line
  • Brainstorming
  • Research

Anchor Standards

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

Aligned Learning Resources

Views in Architecture
Arts Education (2017) Grade(s): 6 - Visual Arts

AE17.VA.6.6

Make observations and reflect on whether personal artwork conveys the intended meaning and revise accordingly.

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

  • Make, share and revise a list of ideas and preliminary sketches.
  • Use introductory skills, techniques, and elements of art to create a composition
  • Demonstrate drawing techniques, such as hatching, cross-hatching, shading, and stippling.
  • Create a group project about a current or world event.
  • Examine careers and identify and role - play various jobs of artists.
  • Research a subject or idea that has personal meaning to create a work of art.
  • Use the elements of visual arts to create an artwork that depicts emotions.
  • Use a variety of media and techniques in two and three dimensions to create imagery from experience, observation and imagination.
  • Demonstrate proper clean-up and/or disposal of equipment and materials.
  • Demonstrate art room safety and procedures.
  • Design an environmentally area for the school such as a library or other multi-use learning area.
  • Engage for the purpose of personal reflection and ongoing revision, in group critiques.
  • Reflect through journal writing artist intent.

Vocabulary

  • Artistic ideas and work
  • Formal and conceptual vocabulary
  • Innovation
  • Investigation
  • Two-dimensional
  • Three-dimensional
  • Experimentation
  • Conservation
  • Craftsmanship
  • Linear perspective
  • Environmental responsibility
  • Prior knowledge
  • Museum
  • Gallery
  • Curator
  • Digital
  • Horizon Line
  • Brainstorming
  • Research

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 6 - Visual Arts

AE17.VA.6.7

Compare and contrast methods associated with preserving and presenting two-dimensional, three-dimensional, and digital artwork.

Examples: Storing preliminary sketches in a sketchbook or journal versus mounting and matting work for exhibition and saving personal work using digital methods.

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

  • Practice making preliminary sketches in a sketchbook or journal.
  • Illustrate the ability to bring a work from a sketch to a final product.
  • Observe methods for mounting and matting work for exhibition and saving personal work using digital methods.
  • Discuss appropriate behavior in a variety of settings, such as a gallery and an interactive museum.
  • Use various types of paper and recognize its various characteristics (such as tooth).
  • Examine the stages involved in the development of an artwork made of clay (differences between bone dry, bisque firing, and glaze firing), and how each affects the way that the artwork can be used as well as how long it lasts.
  • Present work to others by means of a display, show, exhibit, gallery, or portfolio review.
  • Create (with the assistance of the teacher/ student peers) an appropriate rubric for self-assessment.
  • Visit, either in person or electronically, Civil Rights Museum in Birmingham and the Rosa Parks Museum in Montgomery or other historical gallery/venue of display.
  • Participate in a School or County Art Show where family and community are invited to attend.

Vocabulary

  • Artistic ideas and work
  • Formal and conceptual vocabulary
  • Innovation
  • Investigation
  • Two-dimensional
  • Three-dimensional
  • Experimentation
  • Conservation
  • Craftsmanship
  • Linear perspective
  • Environmental responsibility
  • Prior knowledge
  • Museum
  • Gallery
  • Curator
  • Digital
  • Horizon Line
  • Brainstorming
  • Research

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Arts Education (2017) Grade(s): 6 - Visual Arts

AE17.VA.6.8

Collaboratively or individually develop a visual plan for displaying works of art in a designated space.

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

  • Practice making preliminary sketches in a sketchbook or journal.
  • Illustrate the ability to bring a work from a sketch to a final product.
  • Observe methods for mounting and matting work for exhibition and saving personal work using digital methods.
  • Discuss appropriate behavior in a variety of settings, such as a gallery and an interactive museum.
  • Use various types of paper and recognize its various characteristics (such as tooth).
  • Examine the stages involved in the development of an artwork made of clay (differences between bone dry, bisque firing, and glaze firing), and how each affects the way that the artwork can be used as well as how long it lasts.
  • Present work to others by means of a display, show, exhibit, gallery, or portfolio review.
  • Create (with the assistance of the teacher/ student peers) an appropriate rubric for self-assessment.
  • Visit, either in person or electronically, Civil Rights Museum in Birmingham and the Rosa Parks Museum in Montgomery or other historical gallery/venue of display.
  • Participate in a School or County Art Show where family and community are invited to attend.

Vocabulary

  • Artistic ideas and work
  • Formal and conceptual vocabulary
  • Innovation
  • Investigation
  • Two-dimensional
  • Three-dimensional
  • Experimentation
  • Conservation
  • Craftsmanship
  • Linear perspective
  • Environmental responsibility
  • Prior knowledge
  • Museum
  • Gallery
  • Curator
  • Digital
  • Horizon Line
  • Brainstorming
  • Research

Anchor Standards

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

Aligned Learning Resources

What Is Real and What Is Not
Arts Education (2017) Grade(s): 6 - Visual Arts

AE17.VA.6.9

Explain and evaluate how museums or other venues communicate the history and values of a community.

Examples: Civil Rights Museum in Birmingham and the Rosa Parks Museum in Montgomery.

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

  • Practice making preliminary sketches in a sketchbook or journal.
  • Illustrate the ability to bring a work from a sketch to a final product.
  • Observe methods for mounting and matting work for exhibition and saving personal work using digital methods.
  • Discuss appropriate behavior in a variety of settings, such as a gallery and an interactive museum.
  • Use various types of paper and recognize its various characteristics (such as tooth).
  • Examine the stages involved in the development of an artwork made of clay (differences between bone dry, bisque firing, and glaze firing), and how each affects the way that the artwork can be used as well as how long it lasts.
  • Present work to others by means of a display, show, exhibit, gallery, or portfolio review.
  • Create (with the assistance of the teacher/ student peers) an appropriate rubric for self-assessment.
  • Visit, either in person or electronically, Civil Rights Museum in Birmingham and the Rosa Parks Museum in Montgomery or other historical gallery/venue of display.
  • Participate in a School or County Art Show where family and community are invited to attend.

Vocabulary

  • Artistic ideas and work
  • Formal and conceptual vocabulary
  • Innovation
  • Investigation
  • Two-dimensional
  • Three-dimensional
  • Experimentation
  • Conservation
  • Craftsmanship
  • Linear perspective
  • Environmental responsibility
  • Prior knowledge
  • Museum
  • Gallery
  • Curator
  • Digital
  • Horizon Line
  • Brainstorming
  • Research

Anchor Standards

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

AE17.VA.6.10

Compare and contrast works of art or design that reveal how people live around the world and what they value.

Example: Molas of Cuna Indians in Panama with Kente cloth of West Africa.

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

  • Select examples of how geographical, cultural, and historical perspectives are represented in visual artworks.
  • Compare and contrast the ways that personal aesthetic choices in visual arts influence personal choices.
  • Examine and describe the influence of art in a community.
  • Research examples of arts-related activities in communities around the world.
  • Describe what the global community would look like or be like without art.
  • Demonstrate the responding process, using, background knowledge, personal experiences, and context when examining artworks and determining personal meaning.
  • Examine and discuss how the geographical, cultural, and historical perspectives represented in visual artworks influence personal choices (economic, political, and environmental) and personal aesthetic criteria.
  • Compare attributes of artworks in the classroom, school, and community, or artworks of a specific culture, place, or time, and describe how they influence culture, ideas, and events.
  • Demonstrate the responding process, with attention to the elements and principles of design, to interpret and describe works of visual art.
  • Analyze how the uses of traditional and nontraditional mediums affect the mood of an artwork.
  • Demonstrate various presentation and responding processes for a work of art. Evaluate visual artworks by analyzing their structure and interpreting meaning using various criteria.

Vocabulary

  • Artistic ideas and work
  • Formal and conceptual vocabulary
  • Innovation
  • Investigation
  • Two-dimensional
  • Three-dimensional
  • Experimentation
  • Conservation
  • Craftsmanship
  • Linear perspective
  • Environmental responsibility
  • Prior knowledge
  • Museum
  • Gallery
  • Curator
  • Digital
  • Horizon Line
  • Brainstorming
  • Research

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.

Aligned Learning Resources

Harlem Renaissance Art - Compare and Contrast
Arts Education (2017) Grade(s): 6 - Visual Arts

AE17.VA.6.11

Discuss ways that visual components and cultural connections suggested by images can influence ideas, emotions, and actions.

Example: Shepard Fairey’s Hope“ poster influenced politics of the 2008 presidential election.“

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

  • Select examples of how geographical, cultural, and historical perspectives are represented in visual artworks.
  • Compare and contrast the ways that personal aesthetic choices in visual arts influence personal choices.
  • Examine and describe the influence of art in a community.
  • Research examples of arts-related activities in communities around the world.
  • Describe what the global community would look like or be like without art.
  • Demonstrate the responding process, using, background knowledge, personal experiences, and context when examining artworks and determining personal meaning.
  • Examine and discuss how the geographical, cultural, and historical perspectives represented in visual artworks influence personal choices (economic, political, and environmental) and personal aesthetic criteria.
  • Compare attributes of artworks in the classroom, school, and community, or artworks of a specific culture, place, or time, and describe how they influence culture, ideas, and events.
  • Demonstrate the responding process, with attention to the elements and principles of design, to interpret and describe works of visual art.
  • Analyze how the uses of traditional and nontraditional mediums affect the mood of an artwork.
  • Demonstrate various presentation and responding processes for a work of art. Evaluate visual artworks by analyzing their structure and interpreting meaning using various criteria.

Vocabulary

  • Artistic ideas and work
  • Formal and conceptual vocabulary
  • Innovation
  • Investigation
  • Two-dimensional
  • Three-dimensional
  • Experimentation
  • Conservation
  • Craftsmanship
  • Linear perspective
  • Environmental responsibility
  • Prior knowledge
  • Museum
  • Gallery
  • Curator
  • Digital
  • Horizon Line
  • Brainstorming
  • Research

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.
Arts Education (2017) Grade(s): 6 - Visual Arts

AE17.VA.6.12

Interpret art by discerning contextual information and visual qualities to identify ideas and meaning.

Example: Students answer questions such as Why are they leaving and where are they going?“ in response to One Way Ticket in Jacob Lawrence’s Great Migration Series.“

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

  • Select examples of how geographical, cultural, and historical perspectives are represented in visual artworks.
  • Compare and contrast the ways that personal aesthetic choices in visual arts influence personal choices.
  • Examine and describe the influence of art in a community.
  • Research examples of arts-related activities in communities around the world.
  • Describe what the global community would look like or be like without art.
  • Demonstrate the responding process, using, background knowledge, personal experiences, and context when examining artworks and determining personal meaning.
  • Examine and discuss how the geographical, cultural, and historical perspectives represented in visual artworks influence personal choices (economic, political, and environmental) and personal aesthetic criteria.
  • Compare attributes of artworks in the classroom, school, and community, or artworks of a specific culture, place, or time, and describe how they influence culture, ideas, and events.
  • Demonstrate the responding process, with attention to the elements and principles of design, to interpret and describe works of visual art.
  • Analyze how the uses of traditional and nontraditional mediums affect the mood of an artwork.
  • Demonstrate various presentation and responding processes for a work of art. Evaluate visual artworks by analyzing their structure and interpreting meaning using various criteria.

Vocabulary

  • Artistic ideas and work
  • Formal and conceptual vocabulary
  • Innovation
  • Investigation
  • Two-dimensional
  • Three-dimensional
  • Experimentation
  • Conservation
  • Craftsmanship
  • Linear perspective
  • Environmental responsibility
  • Prior knowledge
  • Museum
  • Gallery
  • Curator
  • Digital
  • Horizon Line
  • Brainstorming
  • Research

Anchor Standards

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

Aligned Learning Resources

Ideas and Synthesis
Jacob Lawrence Migration Series See, Think, Wonder
Harlem Renaissance Art - Compare and Contrast
FDR's Four Freedoms Painted by Norman Rockwell
Arts Education (2017) Grade(s): 6 - Visual Arts

AE17.VA.6.13

Develop and apply relevant criteria to assess works of art.

Example: Rubrics for craftsmanship, completion, and creativity.

Unpacked Content

Essential Questions

EU: People evaluate art based on various criteria.
EQ: How does one determine criteria to evaluate a work of art? How and why might criteria vary? How is a personal preference different from an evaluation?

Skills Examples

  • Select examples of how geographical, cultural, and historical perspectives are represented in visual artworks.
  • Compare and contrast the ways that personal aesthetic choices in visual arts influence personal choices.
  • Examine and describe the influence of art in a community.
  • Research examples of arts-related activities in communities around the world.
  • Describe what the global community would look like or be like without art.
  • Demonstrate the responding process, using, background knowledge, personal experiences, and context when examining artworks and determining personal meaning.
  • Examine and discuss how the geographical, cultural, and historical perspectives represented in visual artworks influence personal choices (economic, political, and environmental) and personal aesthetic criteria.
  • Compare attributes of artworks in the classroom, school, and community, or artworks of a specific culture, place, or time, and describe how they influence culture, ideas, and events.
  • Demonstrate the responding process, with attention to the elements and principles of design, to interpret and describe works of visual art.
  • Analyze how the uses of traditional and nontraditional mediums affect the mood of an artwork.
  • Demonstrate various presentation and responding processes for a work of art. Evaluate visual artworks by analyzing their structure and interpreting meaning using various criteria.

Vocabulary

  • Artistic ideas and work
  • Formal and conceptual vocabulary
  • Innovation
  • Investigation
  • Two-dimensional
  • Three-dimensional
  • Experimentation
  • Conservation
  • Craftsmanship
  • Linear perspective
  • Environmental responsibility
  • Prior knowledge
  • Museum
  • Gallery
  • Curator
  • Digital
  • Horizon Line
  • Brainstorming
  • Research

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.

Aligned Learning Resources

Ideas and Synthesis
Arts Education (2017) Grade(s): 6 - Visual Arts

AE17.VA.6.14

Generate a group of ideas and concepts reflecting current interests that could be investigated in personal art-making.

Example: Using graffiti techniques to draw letters of names.

Unpacked Content

Essential Questions

EU: Through artmaking, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.
EQ: How does engaging in creating art enrich people's lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through artmaking?

Skills Examples

  • Invent and depict a mythical creature after researching the mythology of another culture.
  • Research and synthesize ideas and information to make a "scape" (such as cityscape, landscape, spacescape, dreamscape, or seascape.
  • Recognize and distinguish between the works of various art movements or periods by comparing styles, techniques, and subjects.
  • Research and synthesize various art movements or periods and utilize their attributes to create an original work of art in the same manner or style.
  • Examine a work of art and describe what one sees and what one thinks is going on in the work and why.
  • Individually or collaboratively create an artwork about a current world event.
  • Utilize and record in a sketchbook/journal the steps of the art-making process: including brainstorming, preliminary sketching, planning, reflecting, refining, and elaborating, to create works of art.
  • Identify how visual language communicates personal meaning.
  • Describe ways artists contribute to society through their work.
  • Investigate how Renaissance art reflected the power of the church and the growing influence of humanistic ideas.
  • Utilize graffiti techniques to draw letters of names.
  • Demonstrate a use of a creative process, focus on gathering and synthesizing information from diverse sources to create visual works of art.
  • Explore the relationship between the visual arts and other content areas to create works of art that communicate specific ideas.
  • Examine visual works of art and describe the specific attributes that reflect the influences of particular artists, styles, cultures, or times.

Vocabulary

  • Artistic ideas and work
  • Formal and conceptual vocabulary
  • Innovation
  • Investigation
  • Two-dimensional
  • Three-dimensional
  • Experimentation
  • Conservation
  • Craftsmanship
  • Linear perspective
  • Environmental responsibility
  • Prior knowledge
  • Museum
  • Gallery
  • Curator
  • Digital
  • Horizon Line
  • Brainstorming
  • Research

Anchor Standards

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Arts Education (2017) Grade(s): 6 - Visual Arts

AE17.VA.6.15

Analyze how art reflects changing societal and cultural traditions.

Example: Renaissance art reflected the power of the church and the growing influence of humanistic ideas.

Unpacked Content

Essential Questions

EU: People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art.
EQ: How does art help us understand the lives of people of different times, places, and cultures? How is art used to impact the views of a society? How does art preserve aspects of life?

Skills Examples

  • Invent and depict a mythical creature after researching the mythology of another culture.
  • Research and synthesize ideas and information to make a "scape" (such as cityscape, landscape, spacescape, dreamscape, or seascape.
  • Recognize and distinguish between the works of various art movements or periods by comparing styles, techniques, and subjects.
  • Research and synthesize various art movements or periods and utilize their attributes to create an original work of art in the same manner or style.
  • Examine a work of art and describe what one sees and what one thinks is going on in the work and why.
  • Individually or collaboratively create an artwork about a current world event.
  • Utilize and record in a sketchbook/journal the steps of the art-making process: including brainstorming, preliminary sketching, planning, reflecting, refining, and elaborating, to create works of art.
  • Identify how visual language communicates personal meaning.
  • Describe ways artists contribute to society through their work.
  • Investigate how Renaissance art reflected the power of the church and the growing influence of humanistic ideas.
  • Utilize graffiti techniques to draw letters of names.
  • Demonstrate a use of a creative process, focus on gathering and synthesizing information from diverse sources to create visual works of art.
  • Explore the relationship between the visual arts and other content areas to create works of art that communicate specific ideas.
  • Examine visual works of art and describe the specific attributes that reflect the influences of particular artists, styles, cultures, or times.

Vocabulary

  • Artistic ideas and work
  • Formal and conceptual vocabulary
  • Innovation
  • Investigation
  • Two-dimensional
  • Three-dimensional
  • Experimentation
  • Conservation
  • Craftsmanship
  • Linear perspective
  • Environmental responsibility
  • Prior knowledge
  • Museum
  • Gallery
  • Curator
  • Digital
  • Horizon Line
  • Brainstorming
  • Research

Anchor Standards

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

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