Standards - Arts Education

2017 - Arts Education Course of Study Document
Arts Education (2017) Grade(s): 7 - Visual Arts

AE17.VA.7.1

Implement methods to overcome creative blocks.

Example: Students brainstorm possible images by sharing and listing ideas in small groups.

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

  • Demonstrate how to create a think -map to assist with creative blocks.
  • Discuss collaboratively various ideas and innovations that can overcome the creative block and develop ideas.
  • Look at examples of work by student and/artists to gain inspiration.
  • Develop and apply critical thinking skills to create a work of art that communicates an identified goal.
  • Work alone or collaboratively to design a travel poster.
  • Demonstrate perseverance in order to create high quality works of art.
  • Plan, sketch and revise in the process of creating a work of art.
  • Demonstrate various techniques in watercolor painting such as wet-on-wet, dry brush, wet-on-dry, and flat wash.
  • Examine and describe the use and misuse of the practice of appropriating copyrighted artworks and designs in their artwork.
  • Demonstrate care of materials, tools, and equipment when creating works of art.
  • Use visual organization skills to design a flyer for a community function.
  • Write an artist statement for a body of one's own original completed artwork.
  • Demonstrate visual arts vocabulary in an artist's journal when reflecting on their own processes and artwork.

Vocabulary

  • Artistic processes
  • Various approaches to art making
  • Artist statement
  • Copyright Laws
  • Fair Use Responsibility
  • Plagiarize
  • Reflecting
  • Revising
  • Audience and Purpose
  • Critique
  • Visual Organization
  • Context
  • Technology
  • Mount

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 7 - Visual Arts

AE17.VA.7.2

Develop and implement criteria to guide making a work of art or design to meet an identified goal.

Example: Students make a group checklist for completion to include technical steps, use of materials, subject matter and compositional strategies.

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

  • Demonstrate how to create a think -map to assist with creative blocks.
  • Discuss collaboratively various ideas and innovations that can overcome the creative block and develop ideas.
  • Look at examples of work by student and/artists to gain inspiration.
  • Develop and apply critical thinking skills to create a work of art that communicates an identified goal.
  • Work alone or collaboratively to design a travel poster.
  • Demonstrate perseverance in order to create high quality works of art.
  • Plan, sketch and revise in the process of creating a work of art.
  • Demonstrate various techniques in watercolor painting such as wet-on-wet, dry brush, wet-on-dry, and flat wash.
  • Examine and describe the use and misuse of the practice of appropriating copyrighted artworks and designs in their artwork.
  • Demonstrate care of materials, tools, and equipment when creating works of art.
  • Use visual organization skills to design a flyer for a community function.
  • Write an artist statement for a body of one's own original completed artwork.
  • Demonstrate visual arts vocabulary in an artist's journal when reflecting on their own processes and artwork.

Vocabulary

  • Artistic processes
  • Various approaches to art making
  • Artist statement
  • Copyright Laws
  • Fair Use Responsibility
  • Plagiarize
  • Reflecting
  • Revising
  • Audience and Purpose
  • Critique
  • Visual Organization
  • Context
  • Technology
  • Mount

Anchor Standards

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

Aligned Learning Resources

Animal Cell Models
Arts Education (2017) Grade(s): 7 - Visual Arts

AE17.VA.7.3

Develop and demonstrate skills with various techniques, methods, and approaches in creating art through repeated and persistent practice.

Example: Students complete short perception development activities, daily contour drawings, to improve observational drawing skills.

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

  • Demonstrate how to create a think -map to assist with creative blocks.
  • Discuss collaboratively various ideas and innovations that can overcome the creative block and develop ideas.
  • Look at examples of work by student and/artists to gain inspiration.
  • Develop and apply critical thinking skills to create a work of art that communicates an identified goal.
  • Work alone or collaboratively to design a travel poster.
  • Demonstrate perseverance in order to create high quality works of art.
  • Plan, sketch and revise in the process of creating a work of art.
  • Demonstrate various techniques in watercolor painting such as wet-on-wet, dry brush, wet-on-dry, and flat wash.
  • Examine and describe the use and misuse of the practice of appropriating copyrighted artworks and designs in their artwork.
  • Demonstrate care of materials, tools, and equipment when creating works of art.
  • Use visual organization skills to design a flyer for a community function.
  • Write an artist statement for a body of one's own original completed artwork.
  • Demonstrate visual arts vocabulary in an artist's journal when reflecting on their own processes and artwork.

Vocabulary

  • Artistic processes
  • Various approaches to art making
  • Artist statement
  • Copyright Laws
  • Fair Use Responsibility
  • Plagiarize
  • Reflecting
  • Revising
  • Audience and Purpose
  • Critique
  • Visual Organization
  • Context
  • Technology
  • Mount

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 7 - Visual Arts

AE17.VA.7.4

Demonstrate ethical responsibility to oneself and others when posting and sharing images and other materials through the internet, social media, and other communication formats.

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

  • Demonstrate how to create a think -map to assist with creative blocks.
  • Discuss collaboratively various ideas and innovations that can overcome the creative block and develop ideas.
  • Look at examples of work by student and/artists to gain inspiration.
  • Develop and apply critical thinking skills to create a work of art that communicates an identified goal.
  • Work alone or collaboratively to design a travel poster.
  • Demonstrate perseverance in order to create high quality works of art.
  • Plan, sketch and revise in the process of creating a work of art.
  • Demonstrate various techniques in watercolor painting such as wet-on-wet, dry brush, wet-on-dry, and flat wash.
  • Examine and describe the use and misuse of the practice of appropriating copyrighted artworks and designs in their artwork.
  • Demonstrate care of materials, tools, and equipment when creating works of art.
  • Use visual organization skills to design a flyer for a community function.
  • Write an artist statement for a body of one's own original completed artwork.
  • Demonstrate visual arts vocabulary in an artist's journal when reflecting on their own processes and artwork.

Vocabulary

  • Artistic processes
  • Various approaches to art making
  • Artist statement
  • Copyright Laws
  • Fair Use Responsibility
  • Plagiarize
  • Reflecting
  • Revising
  • Audience and Purpose
  • Critique
  • Visual Organization
  • Context
  • Technology
  • Mount

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 7 - Visual Arts

AE17.VA.7.5

Apply graphic design strategies to produce a work of art, design, or media that clearly communicates information or ideas.

Example: Students design and create posters or fliers to advertise a school art show or athletic activity.

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

  • Demonstrate how to create a think -map to assist with creative blocks.
  • Discuss collaboratively various ideas and innovations that can overcome the creative block and develop ideas.
  • Look at examples of work by student and/artists to gain inspiration.
  • Develop and apply critical thinking skills to create a work of art that communicates an identified goal.
  • Work alone or collaboratively to design a travel poster.
  • Demonstrate perseverance in order to create high quality works of art.
  • Plan, sketch and revise in the process of creating a work of art.
  • Demonstrate various techniques in watercolor painting such as wet-on-wet, dry brush, wet-on-dry, and flat wash.
  • Examine and describe the use and misuse of the practice of appropriating copyrighted artworks and designs in their artwork.
  • Demonstrate care of materials, tools, and equipment when creating works of art.
  • Use visual organization skills to design a flyer for a community function.
  • Write an artist statement for a body of one's own original completed artwork.
  • Demonstrate visual arts vocabulary in an artist's journal when reflecting on their own processes and artwork.

Vocabulary

  • Artistic processes
  • Various approaches to art making
  • Artist statement
  • Copyright Laws
  • Fair Use Responsibility
  • Plagiarize
  • Reflecting
  • Revising
  • Audience and Purpose
  • Critique
  • Visual Organization
  • Context
  • Technology
  • Mount

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 7 - Visual Arts

AE17.VA.7.6

Reflect on and explain personal artwork in an artist statement or another format.

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

  • Demonstrate how to create a think -map to assist with creative blocks.
  • Discuss collaboratively various ideas and innovations that can overcome the creative block and develop ideas.
  • Look at examples of work by student and/artists to gain inspiration.
  • Develop and apply critical thinking skills to create a work of art that communicates an identified goal.
  • Work alone or collaboratively to design a travel poster.
  • Demonstrate perseverance in order to create high quality works of art.
  • Plan, sketch and revise in the process of creating a work of art.
  • Demonstrate various techniques in watercolor painting such as wet-on-wet, dry brush, wet-on-dry, and flat wash.
  • Examine and describe the use and misuse of the practice of appropriating copyrighted artworks and designs in their artwork.
  • Demonstrate care of materials, tools, and equipment when creating works of art.
  • Use visual organization skills to design a flyer for a community function.
  • Write an artist statement for a body of one's own original completed artwork.
  • Demonstrate visual arts vocabulary in an artist's journal when reflecting on their own processes and artwork.

Vocabulary

  • Artistic processes
  • Various approaches to art making
  • Artist statement
  • Copyright Laws
  • Fair Use Responsibility
  • Plagiarize
  • Reflecting
  • Revising
  • Audience and Purpose
  • Critique
  • Visual Organization
  • Context
  • Technology
  • Mount

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 7 - Visual Arts

AE17.VA.7.7

Analyze how various technologies have changed the way artwork is preserved, presented, and experienced.

Example: Compare works of art found in various publications with the original work displayed on museum websites.

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

  • Compare works of art found in various publications with the original work displayed on museum websites.
  • Make observations regarding quality and effect of viewing work in a sketchbook versus viewing work matted and hanging in an art show
  • List expectations of behavior that may differ according to venue.
  • Display appropriate behavior in a variety of settings, such as a gallery, a school show, and an interactive museum.
  • Use appropriate interactions with public art.
  • Examine, either physically or electronically, the presentation of art at a world-class museum in comparison to a local or regional venue.
  • Using books, magazines, and/or virtual exhibits, view and discuss works in various formality of display.
  • Compare an artwork's effect of communicating in contrasting settings (street cubical, hallway of school to fine art gallery display).
  • Select materials for appropriate for presentation of a work or show.
  • Attend an art show or presentation and make notes on effective display methods.

Vocabulary

  • Artistic processes
  • Various approaches to art making
  • Artist statement
  • Copyright Laws
  • Fair Use Responsibility
  • Plagiarize
  • Reflecting
  • Revising
  • Audience and Purpose
  • Critique
  • Visual Organization
  • Context
  • Technology
  • Mount

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Arts Education (2017) Grade(s): 7 - Visual Arts

AE17.VA.7.8

Analyze and assess methods for preparing and presenting works of art/design according to criteria.

Example: Assess the results of viewing work in a sketchbook versus viewing work matted and hanging in an art show.

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

  • Compare works of art found in various publications with the original work displayed on museum websites.
  • Make observations regarding quality and effect of viewing work in a sketchbook versus viewing work matted and hanging in an art show
  • List expectations of behavior that may differ according to venue.
  • Display appropriate behavior in a variety of settings, such as a gallery, a school show, and an interactive museum.
  • Use appropriate interactions with public art.
  • Examine, either physically or electronically, the presentation of art at a world-class museum in comparison to a local or regional venue.
  • Using books, magazines, and/or virtual exhibits, view and discuss works in various formality of display.
  • Compare an artwork's effect of communicating in contrasting settings (street cubical, hallway of school to fine art gallery display).
  • Select materials for appropriate for presentation of a work or show.
  • Attend an art show or presentation and make notes on effective display methods.

Vocabulary

  • Artistic processes
  • Various approaches to art making
  • Artist statement
  • Copyright Laws
  • Fair Use Responsibility
  • Plagiarize
  • Reflecting
  • Revising
  • Audience and Purpose
  • Critique
  • Visual Organization
  • Context
  • Technology
  • Mount

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 7 - Visual Arts

AE17.VA.7.9

Compare and contrast collections and exhibitions in different venues.

Examples: Using books, magazines, and/or virtual exhibits.

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

  • Compare works of art found in various publications with the original work displayed on museum websites.
  • Make observations regarding quality and effect of viewing work in a sketchbook versus viewing work matted and hanging in an art show
  • List expectations of behavior that may differ according to venue.
  • Display appropriate behavior in a variety of settings, such as a gallery, a school show, and an interactive museum.
  • Use appropriate interactions with public art.
  • Examine, either physically or electronically, the presentation of art at a world-class museum in comparison to a local or regional venue.
  • Using books, magazines, and/or virtual exhibits, view and discuss works in various formality of display.
  • Compare an artwork's effect of communicating in contrasting settings (street cubical, hallway of school to fine art gallery display).
  • Select materials for appropriate for presentation of a work or show.
  • Attend an art show or presentation and make notes on effective display methods.

Vocabulary

  • Artistic processes
  • Various approaches to art making
  • Artist statement
  • Copyright Laws
  • Fair Use Responsibility
  • Plagiarize
  • Reflecting
  • Revising
  • Audience and Purpose
  • Critique
  • Visual Organization
  • Context
  • Technology
  • Mount

Anchor Standards

Anchor Standard 6: Convey meaning through the presentation of artistic work.
Arts Education (2017) Grade(s): 7 - Visual Arts

AE17.VA.7.10

Analyze how the method of display and the location of an artwork influence how it is perceived and valued.

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

  • Examine how personal aesthetic criteria and values are influenced by geography, culture, and history, and explain how such preferences impact our perceptions of and response to artworks on display.
  • Examine and explain how artworks that are designed for display in particular contexts and that serve specific purposes are perceived and valued by their intended audiences.
  • Use one's understanding of visual arts genres and the styles of various artists, cultures, places, and times to analyze how stylistic, thematic, and/or technical content of artworks is selected and used to influence the intended audience.
  • Demonstrate presentation and responding processes, with attention to applying one's understanding of ideas, skills, and techniques of visual arts.
  • Explore how artists express feelings and present original ideas by using visual arts symbols in a variety of genres, styles, and media.
  • Demonstrate a responding process, with particular attention to using the elements and foundations of visual arts when evaluating a work of art.

Vocabulary

  • Artistic processes
  • Various approaches to art making
  • Artist statement
  • Copyright Laws
  • Fair Use Responsibility
  • Plagiarize
  • Reflecting
  • Revising
  • Audience and Purpose
  • Critique
  • Visual Organization
  • Context
  • Technology
  • Mount

Anchor Standards

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

AE17.VA.7.11

Analyze multiple ways in which works of art and design influence specific audiences.

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

  • Examine how personal aesthetic criteria and values are influenced by geography, culture, and history, and explain how such preferences impact our perceptions of and response to artworks on display.
  • Examine and explain how artworks that are designed for display in particular contexts and that serve specific purposes are perceived and valued by their intended audiences.
  • Use one's understanding of visual arts genres and the styles of various artists, cultures, places, and times to analyze how stylistic, thematic, and/or technical content of artworks is selected and used to influence the intended audience.
  • Demonstrate presentation and responding processes, with attention to applying one's understanding of ideas, skills, and techniques of visual arts.
  • Explore how artists express feelings and present original ideas by using visual arts symbols in a variety of genres, styles, and media.
  • Demonstrate a responding process, with particular attention to using the elements and foundations of visual arts when evaluating a work of art.

Vocabulary

  • Artistic processes
  • Various approaches to art making
  • Artist statement
  • Copyright Laws
  • Fair Use Responsibility
  • Plagiarize
  • Reflecting
  • Revising
  • Audience and Purpose
  • Critique
  • Visual Organization
  • Context
  • Technology
  • Mount

Anchor Standards

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

AE17.VA.7.12

Interpret by analyzing art-making approaches, subject matter, and use of media to identify ideas and meaning.

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

  • Examine how personal aesthetic criteria and values are influenced by geography, culture, and history, and explain how such preferences impact our perceptions of and response to artworks on display.
  • Examine and explain how artworks that are designed for display in particular contexts and that serve specific purposes are perceived and valued by their intended audiences.
  • Use one's understanding of visual arts genres and the styles of various artists, cultures, places, and times to analyze how stylistic, thematic, and/or technical content of artworks is selected and used to influence the intended audience.
  • Demonstrate presentation and responding processes, with attention to applying one's understanding of ideas, skills, and techniques of visual arts.
  • Explore how artists express feelings and present original ideas by using visual arts symbols in a variety of genres, styles, and media.
  • Demonstrate a responding process, with particular attention to using the elements and foundations of visual arts when evaluating a work of art.

Vocabulary

  • Artistic processes
  • Various approaches to art making
  • Artist statement
  • Copyright Laws
  • Fair Use Responsibility
  • Plagiarize
  • Reflecting
  • Revising
  • Audience and Purpose
  • Critique
  • Visual Organization
  • Context
  • Technology
  • Mount

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.
Arts Education (2017) Grade(s): 7 - Visual Arts

AE17.VA.7.13

Compare and contrast evaluation methods between artwork based on personal criteria and artwork based on a set of established 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

  • Examine how personal aesthetic criteria and values are influenced by geography, culture, and history, and explain how such preferences impact our perceptions of and response to artworks on display.
  • Examine and explain how artworks that are designed for display in particular contexts and that serve specific purposes are perceived and valued by their intended audiences.
  • Use one's understanding of visual arts genres and the styles of various artists, cultures, places, and times to analyze how stylistic, thematic, and/or technical content of artworks is selected and used to influence the intended audience.
  • Demonstrate presentation and responding processes, with attention to applying one's understanding of ideas, skills, and techniques of visual arts.
  • Explore how artists express feelings and present original ideas by using visual arts symbols in a variety of genres, styles, and media.
  • Demonstrate a responding process, with particular attention to using the elements and foundations of visual arts when evaluating a work of art.

Vocabulary

  • Artistic processes
  • Various approaches to art making
  • Artist statement
  • Copyright Laws
  • Fair Use Responsibility
  • Plagiarize
  • Reflecting
  • Revising
  • Audience and Purpose
  • Critique
  • Visual Organization
  • Context
  • Technology
  • Mount

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): 7 - Visual Arts

AE17.VA.7.14

Individually or collaboratively research places and times in which people make and experience art.

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

  • Recreate a historical moment in art history.
  • Create posters for a community issue or event.
  • Compare the styles and/or themes of artworks from various artists, cultures, and times.
  • Determine how cultural differences influence the content/themes of various murals of the past and present.
  • Examine the work of Andy Warhol and create a work of art in his style of a contemporary icon.
  • Investigate the significance and symbolism of cultural icons.
  • Create an original work of art or group artwork which utilizes culture symbols, icons, or logos to represent an individual or social group.
  • Work alone or collaboratively to demonstrate the creative process and create artworks that represent an artistic event or experience in a community.
  • Analyze the aesthetic, stylistic, thematic, and/or technical content of an artwork and identify the influences that it is reflects and the purpose for its creation.
  • Explain how one's interpretation or response to a work of art was affected by one's understanding and background knowledge.

Vocabulary

  • Artistic processes
  • Various approaches to art making
  • Artist statement
  • Copyright Laws
  • Fair Use Responsibility
  • Plagiarize
  • Reflecting
  • Revising
  • Audience and Purpose
  • Critique
  • Visual Organization
  • Context
  • Technology
  • Mount

Anchor Standards

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Arts Education (2017) Grade(s): 7 - Visual Arts

AE17.VA.7.15

Analyze how response to art is influenced by understanding the cultures, times, and places in which it was created.

Example: Analyze the art of Andy Warhol by exploring the influence of mass media and advertising on 20th-century America.

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

  • Recreate a historical moment in art history.
  • Create posters for a community issue or event.
  • Compare the styles and/or themes of artworks from various artists, cultures, and times.
  • Determine how cultural differences influence the content/themes of various murals of the past and present.
  • Examine the work of Andy Warhol and create a work of art in his style of a contemporary icon.
  • Investigate the significance and symbolism of cultural icons.
  • Create an original work of art or group artwork which utilizes culture symbols, icons, or logos to represent an individual or social group.
  • Work alone or collaboratively to demonstrate the creative process and create artworks that represent an artistic event or experience in a community.
  • Analyze the aesthetic, stylistic, thematic, and/or technical content of an artwork and identify the influences that it is reflects and the purpose for its creation.
  • Explain how one's interpretation or response to a work of art was affected by one's understanding and background knowledge.

Vocabulary

  • Artistic processes
  • Various approaches to art making
  • Artist statement
  • Copyright Laws
  • Fair Use Responsibility
  • Plagiarize
  • Reflecting
  • Revising
  • Audience and Purpose
  • Critique
  • Visual Organization
  • Context
  • Technology
  • Mount

Anchor Standards

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Arts Education (2017) Grade(s): 8 - Visual Arts

AE17.VA.8.1

Apply early stages of the creative process visually and/or verbally in traditional or new media.

Example: Document processes through sketchbooks, phone pictures, and digital media.

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 a pre-drawing self-portrait at the beginning of a drawing unit and compare it to a finished self-portrait at the end of the unit.
  • Write a survey at the beginning of a course to communicate prior knowledge and apprehensions of creating artwork and skill levels. At the end of the course review the survey to reflect on progress.
  • Collaborate with other students to create a legacy project, communication-based posters or a mural.
  • Collaboratively or individually compare, contrast and investigate self -portraits and social media selfies.
  • Create an artwork that explores new techniques, with the understanding that the artwork is experimental.
  • After exploring Tibetan sand mandalas, write a reflection, that highlights the importance of the process over product.
  • Discuss, examine and describe the use and misuses of appropriating (plagiarizing) copyrighted artworks and designs.
  • Describe the difference between the intent of graffiti vandalism and urban street art and the effects on various communities- compare defacing with creating.
  • Create an artwork implementing ideas, organizational elements, foundations, skills, and techniques of visual art in a traditional and/or digital method.
  • Engage - for the purposes of personal reflection and on-going improvement, group critiques.
  • Create a rubric with teacher input to be used for evaluation purposes.

Vocabulary

  • Creative Processes
  • Organize and develop ideas
  • Traditional Media
  • Contemporary Media
  • Fair Use
  • Open Source
  • Creative Commons
  • Develop artistic ideas
  • Plagiarizing
  • Graffiti
  • Defacing
  • Criteria
  • Refine and complete artistic work
  • Archival
  • Criteria
  • Cultural Context
  • Body of Artwork
  • Collaborate
  • Medium/ Media
  • Genre

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 8 - Visual Arts

AE17.VA.8.2

Collaboratively shape an artistic investigation of an aspect of present-day life using a traditional and/or contemporary practice of art and 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

  • Create a pre-drawing self-portrait at the beginning of a drawing unit and compare it to a finished self-portrait at the end of the unit.
  • Write a survey at the beginning of a course to communicate prior knowledge and apprehensions of creating artwork and skill levels. At the end of the course review the survey to reflect on progress.
  • Collaborate with other students to create a legacy project, communication-based posters or a mural.
  • Collaboratively or individually compare, contrast and investigate self -portraits and social media selfies.
  • Create an artwork that explores new techniques, with the understanding that the artwork is experimental.
  • After exploring Tibetan sand mandalas, write a reflection, that highlights the importance of the process over product.
  • Discuss, examine and describe the use and misuses of appropriating (plagiarizing) copyrighted artworks and designs.
  • Describe the difference between the intent of graffiti vandalism and urban street art and the effects on various communities- compare defacing with creating.
  • Create an artwork implementing ideas, organizational elements, foundations, skills, and techniques of visual art in a traditional and/or digital method.
  • Engage - for the purposes of personal reflection and on-going improvement, group critiques.
  • Create a rubric with teacher input to be used for evaluation purposes.

Vocabulary

  • Creative Processes
  • Organize and develop ideas
  • Traditional Media
  • Contemporary Media
  • Fair Use
  • Open Source
  • Creative Commons
  • Develop artistic ideas
  • Plagiarizing
  • Graffiti
  • Defacing
  • Criteria
  • Refine and complete artistic work
  • Archival
  • Criteria
  • Cultural Context
  • Body of Artwork
  • Collaborate
  • Medium/ Media
  • Genre

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 8 - Visual Arts

AE17.VA.8.3

Engage, experiment, innovate, and take risks to pursue ideas, forms, and meaning that emerge in the process of creating 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

  • Create a pre-drawing self-portrait at the beginning of a drawing unit and compare it to a finished self-portrait at the end of the unit.
  • Write a survey at the beginning of a course to communicate prior knowledge and apprehensions of creating artwork and skill levels. At the end of the course review the survey to reflect on progress.
  • Collaborate with other students to create a legacy project, communication-based posters or a mural.
  • Collaboratively or individually compare, contrast and investigate self -portraits and social media selfies.
  • Create an artwork that explores new techniques, with the understanding that the artwork is experimental.
  • After exploring Tibetan sand mandalas, write a reflection, that highlights the importance of the process over product.
  • Discuss, examine and describe the use and misuses of appropriating (plagiarizing) copyrighted artworks and designs.
  • Describe the difference between the intent of graffiti vandalism and urban street art and the effects on various communities- compare defacing with creating.
  • Create an artwork implementing ideas, organizational elements, foundations, skills, and techniques of visual art in a traditional and/or digital method.
  • Engage - for the purposes of personal reflection and on-going improvement, group critiques.
  • Create a rubric with teacher input to be used for evaluation purposes.

Vocabulary

  • Creative Processes
  • Organize and develop ideas
  • Traditional Media
  • Contemporary Media
  • Fair Use
  • Open Source
  • Creative Commons
  • Develop artistic ideas
  • Plagiarizing
  • Graffiti
  • Defacing
  • Criteria
  • Refine and complete artistic work
  • Archival
  • Criteria
  • Cultural Context
  • Body of Artwork
  • Collaborate
  • Medium/ Media
  • Genre

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 8 - Visual Arts

AE17.VA.8.4

Define and/or illustrate awareness of practices, issues, and ethics of appropriation, fair use, copyright, Open Source, and Creative Commons as they apply to creating works of art and design.

Example: Take their own reference photos and use them to create a work of 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

  • Create a pre-drawing self-portrait at the beginning of a drawing unit and compare it to a finished self-portrait at the end of the unit.
  • Write a survey at the beginning of a course to communicate prior knowledge and apprehensions of creating artwork and skill levels. At the end of the course review the survey to reflect on progress.
  • Collaborate with other students to create a legacy project, communication-based posters or a mural.
  • Collaboratively or individually compare, contrast and investigate self -portraits and social media selfies.
  • Create an artwork that explores new techniques, with the understanding that the artwork is experimental.
  • After exploring Tibetan sand mandalas, write a reflection, that highlights the importance of the process over product.
  • Discuss, examine and describe the use and misuses of appropriating (plagiarizing) copyrighted artworks and designs.
  • Describe the difference between the intent of graffiti vandalism and urban street art and the effects on various communities- compare defacing with creating.
  • Create an artwork implementing ideas, organizational elements, foundations, skills, and techniques of visual art in a traditional and/or digital method.
  • Engage - for the purposes of personal reflection and on-going improvement, group critiques.
  • Create a rubric with teacher input to be used for evaluation purposes.

Vocabulary

  • Creative Processes
  • Organize and develop ideas
  • Traditional Media
  • Contemporary Media
  • Fair Use
  • Open Source
  • Creative Commons
  • Develop artistic ideas
  • Plagiarizing
  • Graffiti
  • Defacing
  • Criteria
  • Refine and complete artistic work
  • Archival
  • Criteria
  • Cultural Context
  • Body of Artwork
  • Collaborate
  • Medium/ Media
  • Genre

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 8 - Visual Arts

AE17.VA.8.5

Plan select, organize, and design images and words to make visually clear works of art using traditional and/or digital methods.

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 a pre-drawing self-portrait at the beginning of a drawing unit and compare it to a finished self-portrait at the end of the unit.
  • Write a survey at the beginning of a course to communicate prior knowledge and apprehensions of creating artwork and skill levels. At the end of the course review the survey to reflect on progress.
  • Collaborate with other students to create a legacy project, communication-based posters or a mural.
  • Collaboratively or individually compare, contrast and investigate self -portraits and social media selfies.
  • Create an artwork that explores new techniques, with the understanding that the artwork is experimental.
  • After exploring Tibetan sand mandalas, write a reflection, that highlights the importance of the process over product.
  • Discuss, examine and describe the use and misuses of appropriating (plagiarizing) copyrighted artworks and designs.
  • Describe the difference between the intent of graffiti vandalism and urban street art and the effects on various communities- compare defacing with creating.
  • Create an artwork implementing ideas, organizational elements, foundations, skills, and techniques of visual art in a traditional and/or digital method.
  • Engage - for the purposes of personal reflection and on-going improvement, group critiques.
  • Create a rubric with teacher input to be used for evaluation purposes.

Vocabulary

  • Creative Processes
  • Organize and develop ideas
  • Traditional Media
  • Contemporary Media
  • Fair Use
  • Open Source
  • Creative Commons
  • Develop artistic ideas
  • Plagiarizing
  • Graffiti
  • Defacing
  • Criteria
  • Refine and complete artistic work
  • Archival
  • Criteria
  • Cultural Context
  • Body of Artwork
  • Collaborate
  • Medium/ Media
  • Genre

Anchor Standards

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

Aligned Learning Resources

Pair of Shoes
Character Word Cloud Art
Photo-Sensitive Chemical Reactions
Arts Education (2017) Grade(s): 8 - Visual Arts

AE17.VA.8.6

Apply relevant criteria to examine, reflect on, and plan revisions for a work of art or design in progress.

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 a pre-drawing self-portrait at the beginning of a drawing unit and compare it to a finished self-portrait at the end of the unit.
  • Write a survey at the beginning of a course to communicate prior knowledge and apprehensions of creating artwork and skill levels. At the end of the course review the survey to reflect on progress.
  • Collaborate with other students to create a legacy project, communication-based posters or a mural.
  • Collaboratively or individually compare, contrast and investigate self -portraits and social media selfies.
  • Create an artwork that explores new techniques, with the understanding that the artwork is experimental.
  • After exploring Tibetan sand mandalas, write a reflection, that highlights the importance of the process over product.
  • Discuss, examine and describe the use and misuses of appropriating (plagiarizing) copyrighted artworks and designs.
  • Describe the difference between the intent of graffiti vandalism and urban street art and the effects on various communities- compare defacing with creating.
  • Create an artwork implementing ideas, organizational elements, foundations, skills, and techniques of visual art in a traditional and/or digital method.
  • Engage - for the purposes of personal reflection and on-going improvement, group critiques.
  • Create a rubric with teacher input to be used for evaluation purposes.

Vocabulary

  • Creative Processes
  • Organize and develop ideas
  • Traditional Media
  • Contemporary Media
  • Fair Use
  • Open Source
  • Creative Commons
  • Develop artistic ideas
  • Plagiarizing
  • Graffiti
  • Defacing
  • Criteria
  • Refine and complete artistic work
  • Archival
  • Criteria
  • Cultural Context
  • Body of Artwork
  • Collaborate
  • Medium/ Media
  • Genre

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 8 - Visual Arts

AE17.VA.8.7

Develop and apply criteria for evaluating a collection of artwork for presentation.

Example: Create a list of questions that address the interpretation of a collection of artwork, such as: How are these pieces related? How are they different? Does each piece address a similar theme or idea?

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

  • Answer from observation, questions that address the interpretation of a collection of artwork, such as: How are these pieces related? How are they different? Does each piece address a similar theme or idea?
  • Select an artwork of one's own to be critiqued by peers.
  • Participate in critiques individually or in a group.
  • Create (with the assistance of the teacher/ peers) an appropriate rubric for evaluating and selecting artworks for display in a particular setting.
  • Work alone or in collaboration with others to plan and create visual artworks in a variety of media that communicate particular ideas.
  • Select artworks for an exhibit or display.
  • Use digital media to locate and research art exhibits that represent ideas, beliefs and experiences of a historical or political nature.
  • State the purpose and/or use for various qualities of paper, what it is used for, and why a higher quality (archival) paper is used for the final version of an artwork.
  • View works on display in a museum. View works of art on display in a museum either in person or electronically. Write about what was seen, noting what stood out about the presentation of the works.
  • Select and mount one's own work for display.

Vocabulary

  • Creative Processes
  • Organize and develop ideas
  • Traditional Media
  • Contemporary Media
  • Fair Use
  • Open Source
  • Creative Commons
  • Develop artistic ideas
  • Plagiarizing
  • Graffiti
  • Defacing
  • Criteria
  • Refine and complete artistic work
  • Archival
  • Criteria
  • Cultural Context
  • Body of Artwork
  • Collaborate
  • Medium/ Media
  • Genre

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Arts Education (2017) Grade(s): 8 - Visual Arts

AE17.VA.8.8

Collaboratively prepare and present a body of related artwork and accompanying narratives for display.

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

  • Answer from observation, questions that address the interpretation of a collection of artwork, such as: How are these pieces related? How are they different? Does each piece address a similar theme or idea?
  • Select an artwork of one's own to be critiqued by peers.
  • Participate in critiques individually or in a group.
  • Create (with the assistance of the teacher/ peers) an appropriate rubric for evaluating and selecting artworks for display in a particular setting.
  • Work alone or in collaboration with others to plan and create visual artworks in a variety of media that communicate particular ideas.
  • Select artworks for an exhibit or display.
  • Use digital media to locate and research art exhibits that represent ideas, beliefs and experiences of a historical or political nature.
  • State the purpose and/or use for various qualities of paper, what it is used for, and why a higher quality (archival) paper is used for the final version of an artwork.
  • View works on display in a museum. View works of art on display in a museum either in person or electronically. Write about what was seen, noting what stood out about the presentation of the works.
  • Select and mount one's own work for display.

Vocabulary

  • Creative Processes
  • Organize and develop ideas
  • Traditional Media
  • Contemporary Media
  • Fair Use
  • Open Source
  • Creative Commons
  • Develop artistic ideas
  • Plagiarizing
  • Graffiti
  • Defacing
  • Criteria
  • Refine and complete artistic work
  • Archival
  • Criteria
  • Cultural Context
  • Body of Artwork
  • Collaborate
  • Medium/ Media
  • Genre

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 8 - Visual Arts

AE17.VA.8.9

Working in a group, discuss why and how an exhibition or collection may influence ideas, beliefs, and experiences.

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

  • Answer from observation, questions that address the interpretation of a collection of artwork, such as: How are these pieces related? How are they different? Does each piece address a similar theme or idea?
  • Select an artwork of one's own to be critiqued by peers.
  • Participate in critiques individually or in a group.
  • Create (with the assistance of the teacher/ peers) an appropriate rubric for evaluating and selecting artworks for display in a particular setting.
  • Work alone or in collaboration with others to plan and create visual artworks in a variety of media that communicate particular ideas.
  • Select artworks for an exhibit or display.
  • Use digital media to locate and research art exhibits that represent ideas, beliefs and experiences of a historical or political nature.
  • State the purpose and/or use for various qualities of paper, what it is used for, and why a higher quality (archival) paper is used for the final version of an artwork.
  • View works on display in a museum. View works of art on display in a museum either in person or electronically. Write about what was seen, noting what stood out about the presentation of the works.
  • Select and mount one's own work for display.

Vocabulary

  • Creative Processes
  • Organize and develop ideas
  • Traditional Media
  • Contemporary Media
  • Fair Use
  • Open Source
  • Creative Commons
  • Develop artistic ideas
  • Plagiarizing
  • Graffiti
  • Defacing
  • Criteria
  • Refine and complete artistic work
  • Archival
  • Criteria
  • Cultural Context
  • Body of Artwork
  • Collaborate
  • Medium/ Media
  • Genre

Anchor Standards

Anchor Standard 6: Convey meaning through the presentation of artistic work.
Arts Education (2017) Grade(s): 8 - Visual Arts

AE17.VA.8.10

Collaboratively discuss how a person’s aesthetic choices are influenced by culture and environment and how these influences impact the visual images that one creates.

Example: Discuss the influence of Japanese animation on drawing techniques and styles of American youth.

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

  • Examine and discuss how geographical, cultural, and historical perspectives represented in visual artworks influence an artist's personal aesthetic criteria.
  • Determine how the personal aesthetic choices reflected in one's own visual artworks are influenced by geography, culture, and history.
  • Distinguish between various artworks (in a variety of media) based upon each work's context, and aesthetic, stylistic, thematic, and/or technical content.
  • Analyze how an artist's design choices influence the feelings and ideas of the intended audience.
  • Demonstrate creative, presentation, and responding processes, with attention to applying the characteristics of form and structure, media, and art making approaches to interpret and describe the mood and messages of a work of art.
  • Evaluate a variety of visual artworks, identifying the personal aesthetic choices represented in each and explaining how these choices reflect the influence of geography, culture, and history.

Vocabulary

  • Creative Processes
  • Organize and develop ideas
  • Traditional Media
  • Contemporary Media
  • Fair Use
  • Open Source
  • Creative Commons
  • Develop artistic ideas
  • Plagiarizing
  • Graffiti
  • Defacing
  • Criteria
  • Refine and complete artistic work
  • Archival
  • Criteria
  • Cultural Context
  • Body of Artwork
  • Collaborate
  • Medium/ Media
  • Genre

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.

Aligned Learning Resources

Photo-Sensitive Chemical Reactions
Arts Education (2017) Grade(s): 8 - Visual Arts

AE17.VA.8.11

Analyze the contexts and media in which images influence ideas, emotions, and actions.

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

  • Examine and discuss how geographical, cultural, and historical perspectives represented in visual artworks influence an artist's personal aesthetic criteria.
  • Determine how the personal aesthetic choices reflected in one's own visual artworks are influenced by geography, culture, and history.
  • Distinguish between various artworks (in a variety of media) based upon each work's context, and aesthetic, stylistic, thematic, and/or technical content.
  • Analyze how an artist's design choices influence the feelings and ideas of the intended audience.
  • Demonstrate creative, presentation, and responding processes, with attention to applying the characteristics of form and structure, media, and art making approaches to interpret and describe the mood and messages of a work of art.
  • Evaluate a variety of visual artworks, identifying the personal aesthetic choices represented in each and explaining how these choices reflect the influence of geography, culture, and history.

Vocabulary

  • Creative Processes
  • Organize and develop ideas
  • Traditional Media
  • Contemporary Media
  • Fair Use
  • Open Source
  • Creative Commons
  • Develop artistic ideas
  • Plagiarizing
  • Graffiti
  • Defacing
  • Criteria
  • Refine and complete artistic work
  • Archival
  • Criteria
  • Cultural Context
  • Body of Artwork
  • Collaborate
  • Medium/ Media
  • Genre

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.
Arts Education (2017) Grade(s): 8 - Visual Arts

AE17.VA.8.12

Interpret and analyze how the interaction of the art-making process, subject matter, use of media, visual qualities, and contextual information contributes to understanding messages or ideas.

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

  • Examine and discuss how geographical, cultural, and historical perspectives represented in visual artworks influence an artist's personal aesthetic criteria.
  • Determine how the personal aesthetic choices reflected in one's own visual artworks are influenced by geography, culture, and history.
  • Distinguish between various artworks (in a variety of media) based upon each work's context, and aesthetic, stylistic, thematic, and/or technical content.
  • Analyze how an artist's design choices influence the feelings and ideas of the intended audience.
  • Demonstrate creative, presentation, and responding processes, with attention to applying the characteristics of form and structure, media, and art making approaches to interpret and describe the mood and messages of a work of art.
  • Evaluate a variety of visual artworks, identifying the personal aesthetic choices represented in each and explaining how these choices reflect the influence of geography, culture, and history.

Vocabulary

  • Creative Processes
  • Organize and develop ideas
  • Traditional Media
  • Contemporary Media
  • Fair Use
  • Open Source
  • Creative Commons
  • Develop artistic ideas
  • Plagiarizing
  • Graffiti
  • Defacing
  • Criteria
  • Refine and complete artistic work
  • Archival
  • Criteria
  • Cultural Context
  • Body of Artwork
  • Collaborate
  • Medium/ Media
  • Genre

Anchor Standards

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

AE17.VA.8.13

Collaborate to create a convincing and logical justification to support an evaluation of art.

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

  • Examine and discuss how geographical, cultural, and historical perspectives represented in visual artworks influence an artist's personal aesthetic criteria.
  • Determine how the personal aesthetic choices reflected in one's own visual artworks are influenced by geography, culture, and history.
  • Distinguish between various artworks (in a variety of media) based upon each work's context, and aesthetic, stylistic, thematic, and/or technical content.
  • Analyze how an artist's design choices influence the feelings and ideas of the intended audience.
  • Demonstrate creative, presentation, and responding processes, with attention to applying the characteristics of form and structure, media, and art making approaches to interpret and describe the mood and messages of a work of art.
  • Evaluate a variety of visual artworks, identifying the personal aesthetic choices represented in each and explaining how these choices reflect the influence of geography, culture, and history.

Vocabulary

  • Creative Processes
  • Organize and develop ideas
  • Traditional Media
  • Contemporary Media
  • Fair Use
  • Open Source
  • Creative Commons
  • Develop artistic ideas
  • Plagiarizing
  • Graffiti
  • Defacing
  • Criteria
  • Refine and complete artistic work
  • Archival
  • Criteria
  • Cultural Context
  • Body of Artwork
  • Collaborate
  • Medium/ Media
  • Genre

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): 8 - Visual Arts

AE17.VA.8.14

Create art collaboratively or individually to reflect on and reinforce positive aspects of group identity.

Example: Create tributes to family members, school and/or community heritage.

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

  • Work collaboratively to plan and create a work of art to express or represent individual or group identity.
  • Create a group portrait that shows students personal interests.
  • Compare the styles and/or themes of artworks from various artists, cultures, and times.
  • Create group artwork about a current world event.
  • Research and explain how companies or sports teams utilize icons and logos, then create a logo of one's own.
  • Create tributes to family members, school and/or community heritage.
  • Work collaboratively to plan and create visual works of art in a variety of media to communicate a specific message or for a specific purpose.
  • Analyze and compare the aesthetic, stylistic, thematic, and or technical content of works of art.
  • Identify the original contexts and purposes of works of art, and explain how each work of art reflects and is influenced by a particular culture or community.

Vocabulary

  • Creative Processes
  • Organize and develop ideas
  • Traditional Media
  • Contemporary Media
  • Fair Use
  • Open Source
  • Creative Commons
  • Develop artistic ideas
  • Plagiarizing
  • Graffiti
  • Defacing
  • Criteria
  • Refine and complete artistic work
  • Archival
  • Criteria
  • Cultural Context
  • Body of Artwork
  • Collaborate
  • Medium/ Media
  • Genre

Anchor Standards

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Arts Education (2017) Grade(s): 8 - Visual Arts

AE17.VA.8.15

Differentiate the ways art is used to reflect, represent, and establish group identity.

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

  • Work collaboratively to plan and create a work of art to express or represent individual or group identity.
  • Create a group portrait that shows students personal interests.
  • Compare the styles and/or themes of artworks from various artists, cultures, and times.
  • Create group artwork about a current world event.
  • Research and explain how companies or sports teams utilize icons and logos, then create a logo of one's own.
  • Create tributes to family members, school and/or community heritage.
  • Work collaboratively to plan and create visual works of art in a variety of media to communicate a specific message or for a specific purpose.
  • Analyze and compare the aesthetic, stylistic, thematic, and or technical content of works of art.
  • Identify the original contexts and purposes of works of art, and explain how each work of art reflects and is influenced by a particular culture or community.

Vocabulary

  • Creative Processes
  • Organize and develop ideas
  • Traditional Media
  • Contemporary Media
  • Fair Use
  • Open Source
  • Creative Commons
  • Develop artistic ideas
  • Plagiarizing
  • Graffiti
  • Defacing
  • Criteria
  • Refine and complete artistic work
  • Archival
  • Criteria
  • Cultural Context
  • Body of Artwork
  • Collaborate
  • Medium/ Media
  • Genre

Anchor Standards

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

Aligned Learning Resources

Artifact Analysis: Observe, Reflect, Question
Arts Education (2017) Grade(s): 09-12 - Visual Arts

AE17.VA.N.1

Explore multiple approaches to begin the creative process.

Examples: brainstorming, word association, thumbnail sketches, preliminary drawing

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

  • Brainstorm: word association, thumbnail sketches, preliminary drawing, etc.
  • Discuss traditional media: Painting, Printmaking, Drawing, Ceramics, etc.
  • Discuss contemporary media: Multi-media, Mixed Media, Digital Photography, etc.
  • Implement the elements of art and principles of design when creating a graphite drawing.
  • Use a variety of techniques to create textures in a slab constructed ceramic piece.
  • Ensure that pencil lines, and fingerprints are erased, glued areas clean, with all media.
  • Apply the elements of art and principles of design in the production of two - and three-dimensional artwork.
  • Demonstrate the use of traditional, digital, and multimedia techniques to create a works of art such as comic strips, timelines, or the enhancement of images in imaging programs.
  • Demonstrate the use of three -dimensional expression in masks, puppets, dioramas, mobiles, etc.
  • Demonstrate safe and responsible handling of art materials, including cleanup, storage, and replenishment of supplies where applicable.
  • Identify safety and environmental regulations.
  • Collaboratively or independently review, based on stated criteria, one's portfolio of artwork for selected presentation for a school art exhibit.
  • Create an artist statement based on their body of artwork that demonstrates growth and achievement in the artistic processes.

Vocabulary

  • Artistic processes
  • Traditional Media
  • Contemporary Media
  • Craftsmanship
  • Experimentation
  • Aesthetics
  • Perception
  • Scale
  • Proportion
  • Develop artistic ideas and work
  • Build upon prior knowledge
  • Explore creative art-making goals
  • Communicate ideas
  • Artists create works of art that implement the art elements and principles of design - regardless if the artwork is traditional or contemporary.
  • Artists employ technical skills and craftsmanship when creating works of art.
  • Artists act responsibly when handling of tools and materials, following safety guidelines and are conscious of the environment which they work.
  • Artists reflect and revise upon their artwork throughout the creative process.
  • Develop excellence through practice and constructive critique.

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 09-12 - Visual Arts

AE17.VA.N.2

Utilize the elements and principles of art/design in an artistic investigation of present-day life using traditional and/or contemporary practices.

Examples: Traditional: Painting, printmaking, drawing, or ceramics. Contemporary: Multi-media, mixed media, or digital photography.

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

  • Brainstorm: word association, thumbnail sketches, preliminary drawing, etc.
  • Discuss traditional media: Painting, Printmaking, Drawing, Ceramics, etc.
  • Discuss contemporary media: Multi-media, Mixed Media, Digital Photography, etc.
  • Implement the elements of art and principles of design when creating a graphite drawing.
  • Use a variety of techniques to create textures in a slab constructed ceramic piece.
  • Ensure that pencil lines, and fingerprints are erased, glued areas clean, with all media.
  • Apply the elements of art and principles of design in the production of two - and three-dimensional artwork.
  • Demonstrate the use of traditional, digital, and multimedia techniques to create a works of art such as comic strips, timelines, or the enhancement of images in imaging programs.
  • Demonstrate the use of three -dimensional expression in masks, puppets, dioramas, mobiles, etc.
  • Demonstrate safe and responsible handling of art materials, including cleanup, storage, and replenishment of supplies where applicable.
  • Identify safety and environmental regulations.
  • Collaboratively or independently review, based on stated criteria, one's portfolio of artwork for selected presentation for a school art exhibit.
  • Create an artist statement based on their body of artwork that demonstrates growth and achievement in the artistic processes.

Vocabulary

  • Artistic processes
  • Traditional Media
  • Contemporary Media
  • Craftsmanship
  • Experimentation
  • Aesthetics
  • Perception
  • Scale
  • Proportion
  • Develop artistic ideas and work
  • Build upon prior knowledge
  • Explore creative art-making goals
  • Communicate ideas
  • Artists create works of art that implement the art elements and principles of design - regardless if the artwork is traditional or contemporary.
  • Artists employ technical skills and craftsmanship when creating works of art.
  • Artists act responsibly when handling of tools and materials, following safety guidelines and are conscious of the environment which they work.
  • Artists reflect and revise upon their artwork throughout the creative process.
  • Develop excellence through practice and constructive critique.

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 09-12 - Visual Arts

AE17.VA.N.3

Explore works of art and/or design that demonstrate basic technical skills and craftsmanship with various art media used to create images from observation, memory, and imagination.

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

  • Brainstorm: word association, thumbnail sketches, preliminary drawing, etc.
  • Discuss traditional media: Painting, Printmaking, Drawing, Ceramics, etc.
  • Discuss contemporary media: Multi-media, Mixed Media, Digital Photography, etc.
  • Implement the elements of art and principles of design when creating a graphite drawing.
  • Use a variety of techniques to create textures in a slab constructed ceramic piece.
  • Ensure that pencil lines, and fingerprints are erased, glued areas clean, with all media.
  • Apply the elements of art and principles of design in the production of two - and three-dimensional artwork.
  • Demonstrate the use of traditional, digital, and multimedia techniques to create a works of art such as comic strips, timelines, or the enhancement of images in imaging programs.
  • Demonstrate the use of three -dimensional expression in masks, puppets, dioramas, mobiles, etc.
  • Demonstrate safe and responsible handling of art materials, including cleanup, storage, and replenishment of supplies where applicable.
  • Identify safety and environmental regulations.
  • Collaboratively or independently review, based on stated criteria, one's portfolio of artwork for selected presentation for a school art exhibit.
  • Create an artist statement based on their body of artwork that demonstrates growth and achievement in the artistic processes.

Vocabulary

  • Artistic processes
  • Traditional Media
  • Contemporary Media
  • Craftsmanship
  • Experimentation
  • Aesthetics
  • Perception
  • Scale
  • Proportion
  • Develop artistic ideas and work
  • Build upon prior knowledge
  • Explore creative art-making goals
  • Communicate ideas
  • Artists create works of art that implement the art elements and principles of design - regardless if the artwork is traditional or contemporary.
  • Artists employ technical skills and craftsmanship when creating works of art.
  • Artists act responsibly when handling of tools and materials, following safety guidelines and are conscious of the environment which they work.
  • Artists reflect and revise upon their artwork throughout the creative process.
  • Develop excellence through practice and constructive critique.

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 09-12 - Visual Arts

AE17.VA.N.4

Understand how traditional and non-traditional materials may impact humans and the environment, while demonstrating safe handling of 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

  • Brainstorm: word association, thumbnail sketches, preliminary drawing, etc.
  • Discuss traditional media: Painting, Printmaking, Drawing, Ceramics, etc.
  • Discuss contemporary media: Multi-media, Mixed Media, Digital Photography, etc.
  • Implement the elements of art and principles of design when creating a graphite drawing.
  • Use a variety of techniques to create textures in a slab constructed ceramic piece.
  • Ensure that pencil lines, and fingerprints are erased, glued areas clean, with all media.
  • Apply the elements of art and principles of design in the production of two - and three-dimensional artwork.
  • Demonstrate the use of traditional, digital, and multimedia techniques to create a works of art such as comic strips, timelines, or the enhancement of images in imaging programs.
  • Demonstrate the use of three -dimensional expression in masks, puppets, dioramas, mobiles, etc.
  • Demonstrate safe and responsible handling of art materials, including cleanup, storage, and replenishment of supplies where applicable.
  • Identify safety and environmental regulations.
  • Collaboratively or independently review, based on stated criteria, one's portfolio of artwork for selected presentation for a school art exhibit.
  • Create an artist statement based on their body of artwork that demonstrates growth and achievement in the artistic processes.

Vocabulary

  • Artistic processes
  • Traditional Media
  • Contemporary Media
  • Craftsmanship
  • Experimentation
  • Aesthetics
  • Perception
  • Scale
  • Proportion
  • Develop artistic ideas and work
  • Build upon prior knowledge
  • Explore creative art-making goals
  • Communicate ideas
  • Artists create works of art that implement the art elements and principles of design - regardless if the artwork is traditional or contemporary.
  • Artists employ technical skills and craftsmanship when creating works of art.
  • Artists act responsibly when handling of tools and materials, following safety guidelines and are conscious of the environment which they work.
  • Artists reflect and revise upon their artwork throughout the creative process.
  • Develop excellence through practice and constructive critique.

Anchor Standards

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

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