Standards - Arts Education

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

AE17.VA.N.5

Collaboratively or independently reflect on why artwork is selected for presentation.

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

  • 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.6

Apply relevant criteria from traditional and contemporary cultural contexts in a reflective artist statement.

Example: Write about how personal artwork is inspired by or relates to current events.

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

  • 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 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 09-12 - Visual Arts

AE17.VA.N.7

Select various works of art/design for presentation.

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

  • Demonstrate appropriate interactions with public art.
  • Select work and identify appropriate methods and materials for its public display.
  • Demonstrate how one's interactions with public artwork differ according to the artwork's context and location.
  • Write a personal response describing one's own thoughts and beliefs as they are affected after viewing groups of work with various intent and messages.
  • List characteristics observed that set certain moods or feelings in a work of art and/or display.
  • Analyze how an art work relates to one's own background knowledge or experience.
  • Tell how an individual's background knowledge and experiences may influence perception of works on their own and in different settings.
  • Tabulate how many works can fit in a given space.
  • Match images to appropriate audience or venue.
  • Measure an exhibition space and sizes of art work to determine how the work may be best displayed.

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

AE17.VA.N.8

Observe ways in which an exhibition is presented.

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

  • Demonstrate appropriate interactions with public art.
  • Select work and identify appropriate methods and materials for its public display.
  • Demonstrate how one's interactions with public artwork differ according to the artwork's context and location.
  • Write a personal response describing one's own thoughts and beliefs as they are affected after viewing groups of work with various intent and messages.
  • List characteristics observed that set certain moods or feelings in a work of art and/or display.
  • Analyze how an art work relates to one's own background knowledge or experience.
  • Tell how an individual's background knowledge and experiences may influence perception of works on their own and in different settings.
  • Tabulate how many works can fit in a given space.
  • Match images to appropriate audience or venue.
  • Measure an exhibition space and sizes of art work to determine how the work may be best displayed.

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 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 09-12 - Visual Arts

AE17.VA.N.9

Describe appropriate venues for presentation of work, based on personal awareness of social, cultural, or political beliefs and understanding.

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

  • Demonstrate appropriate interactions with public art.
  • Select work and identify appropriate methods and materials for its public display.
  • Demonstrate how one's interactions with public artwork differ according to the artwork's context and location.
  • Write a personal response describing one's own thoughts and beliefs as they are affected after viewing groups of work with various intent and messages.
  • List characteristics observed that set certain moods or feelings in a work of art and/or display.
  • Analyze how an art work relates to one's own background knowledge or experience.
  • Tell how an individual's background knowledge and experiences may influence perception of works on their own and in different settings.
  • Tabulate how many works can fit in a given space.
  • Match images to appropriate audience or venue.
  • Measure an exhibition space and sizes of art work to determine how the work may be best displayed.

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

AE17.VA.N.10

Identify and compare ways in which art influences cultural values and trends.

Examples: World War II propaganda, advertising, or political comics.

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

  • Research and present the ways that characteristic attributes of visual arts (choices, steps, processes, and perseverance) can be connected to other academic subjects.
  • Show how the creative process applies to all subjects, careers, and technical education, through increasing imagination and innovation.
  • Produce and analyze an arts presentation that integrates other content areas.
  • Analyze how the visual arts influence creative, critical thinkers and problem solvers.
  • Explain how art impacts and reflects choices in society, such as choices involving environmental issues, family, school, community, businesses and consumers, advertisers, and cultural issues.
  • Compare specific attributes of artworks from different cultures, places, or times; then, evaluate how the artworks (or particular attributes) have shaped or influenced specific people, cultures, historical periods, or events.
  • Apply an understanding of the concepts, elements, and vocabulary of visual arts and the principles of design when analyzing and interpreting artworks.
  • Demonstrate a responding process by forming significant criteria (with particular attention to applying and justifying aesthetic criteria) when evaluating and interpreting visual artworks.

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 7: Perceive and analyze artistic work.

Aligned Learning Resources

Creating Comics
Arts Education (2017) Grade(s): 09-12 - Visual Arts

AE17.VA.N.11

Identify how visual imagery affects one’s perception of the world.

Examples: Western art and Eastern art. Middle Eastern art, African art, and early colonial art.

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

  • Research and present the ways that characteristic attributes of visual arts (choices, steps, processes, and perseverance) can be connected to other academic subjects.
  • Show how the creative process applies to all subjects, careers, and technical education, through increasing imagination and innovation.
  • Produce and analyze an arts presentation that integrates other content areas.
  • Analyze how the visual arts influence creative, critical thinkers and problem solvers.
  • Explain how art impacts and reflects choices in society, such as choices involving environmental issues, family, school, community, businesses and consumers, advertisers, and cultural issues.
  • Compare specific attributes of artworks from different cultures, places, or times; then, evaluate how the artworks (or particular attributes) have shaped or influenced specific people, cultures, historical periods, or events.
  • Apply an understanding of the concepts, elements, and vocabulary of visual arts and the principles of design when analyzing and interpreting artworks.
  • Demonstrate a responding process by forming significant criteria (with particular attention to applying and justifying aesthetic criteria) when evaluating and interpreting visual artworks.

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

AE17.VA.N.12

Describe the effectiveness of expressive and meaningful communication in selected works of art.

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

  • Research and present the ways that characteristic attributes of visual arts (choices, steps, processes, and perseverance) can be connected to other academic subjects.
  • Show how the creative process applies to all subjects, careers, and technical education, through increasing imagination and innovation.
  • Produce and analyze an arts presentation that integrates other content areas.
  • Analyze how the visual arts influence creative, critical thinkers and problem solvers.
  • Explain how art impacts and reflects choices in society, such as choices involving environmental issues, family, school, community, businesses and consumers, advertisers, and cultural issues.
  • Compare specific attributes of artworks from different cultures, places, or times; then, evaluate how the artworks (or particular attributes) have shaped or influenced specific people, cultures, historical periods, or events.
  • Apply an understanding of the concepts, elements, and vocabulary of visual arts and the principles of design when analyzing and interpreting artworks.
  • Demonstrate a responding process by forming significant criteria (with particular attention to applying and justifying aesthetic criteria) when evaluating and interpreting visual artworks.

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 8: Interpret intent and meaning in artistic work.

Aligned Learning Resources

Analyzing Symbolism, Plot, and Theme in Death and the Miser
Arts Education (2017) Grade(s): 09-12 - Visual Arts

AE17.VA.N.13

Expand the use of art-specific vocabulary to describe and define techniques and materials used to evaluate 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

  • Research and present the ways that characteristic attributes of visual arts (choices, steps, processes, and perseverance) can be connected to other academic subjects.
  • Show how the creative process applies to all subjects, careers, and technical education, through increasing imagination and innovation.
  • Produce and analyze an arts presentation that integrates other content areas.
  • Analyze how the visual arts influence creative, critical thinkers and problem solvers.
  • Explain how art impacts and reflects choices in society, such as choices involving environmental issues, family, school, community, businesses and consumers, advertisers, and cultural issues.
  • Compare specific attributes of artworks from different cultures, places, or times; then, evaluate how the artworks (or particular attributes) have shaped or influenced specific people, cultures, historical periods, or events.
  • Apply an understanding of the concepts, elements, and vocabulary of visual arts and the principles of design when analyzing and interpreting artworks.
  • Demonstrate a responding process by forming significant criteria (with particular attention to applying and justifying aesthetic criteria) when evaluating and interpreting visual artworks.

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

AE17.VA.N.14

Document the process of developing ideas from early stages to fully elaborated ideas.

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

  • Maintain a well-organized daily journal throughout an art project. Include initial inspirations and ideas with documentation of sources, deliberates choices, and intentional deviations.
  • Create a documentary film about the creative process and its relation to a specific art project from inception to completion.
  • After researching Japanese folk art, describe how the pottery of Shoji Hamada becomes far more relevant for viewers who have an understanding of Mingei movement.
  • Describe the significance of Marcel Duchamp's art work Fountain, given the historical context of the Dada movement.
  • Review copyright laws and appropriation.
  • Document one's creative process with particular attention to identifying the purpose of a proposed visual arts composition and exploring and gathering information from diverse sources when planning and developing the artwork.
  • Evaluate and explain how one makes deliberate choices when creating an artwork.
  • Interpret a variety of works of art that reflect the influence of particular styles, artists, cultures, places, or times, and describe how knowledge of each work's context affects one's response.
  • Examine how one's aesthetic criteria and responses to visuals arts are influenced by geography, culture, and history.
  • Discuss how the geographical, cultural, and historical perspectives represented in visual artworks influence personal aesthetic criteria.

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

AE17.VA.N.14a

Access and evaluate information collected from various sources for visual reference with attention to ethical and legal issues.

Examples: Review copyright laws and appropriation.

Arts Education (2017) Grade(s): 09-12 - Visual Arts

AE17.VA.N.15

Explore how knowledge of culture, traditions, and history may influence personal responses to art.

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

  • Maintain a well-organized daily journal throughout an art project. Include initial inspirations and ideas with documentation of sources, deliberates choices, and intentional deviations.
  • Create a documentary film about the creative process and its relation to a specific art project from inception to completion.
  • After researching Japanese folk art, describe how the pottery of Shoji Hamada becomes far more relevant for viewers who have an understanding of Mingei movement.
  • Describe the significance of Marcel Duchamp's art work Fountain, given the historical context of the Dada movement.
  • Review copyright laws and appropriation.
  • Document one's creative process with particular attention to identifying the purpose of a proposed visual arts composition and exploring and gathering information from diverse sources when planning and developing the artwork.
  • Evaluate and explain how one makes deliberate choices when creating an artwork.
  • Interpret a variety of works of art that reflect the influence of particular styles, artists, cultures, places, or times, and describe how knowledge of each work's context affects one's response.
  • Examine how one's aesthetic criteria and responses to visuals arts are influenced by geography, culture, and history.
  • Discuss how the geographical, cultural, and historical perspectives represented in visual artworks influence personal aesthetic criteria.

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

AE17.VA.I.1

Apply multiple approaches to formulate artwork using the creative process.

Examples: Color contrast, differences in shape and size, or repetition of textures and patterns.

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

  • Apply color contrast, differences in shape and size, repetition of textures and patterns to a work of art.
  • Explore printmaking, digital photography, animation, digital graphics.
  • Demonstrate understanding of copyright laws and appropriation when gathering ideas and resources for creating artwork.
  • Demonstrate technical skill when drawing or painting a still life from observation.
  • Choose and apply the appropriate media that will best support what the student is trying to communicate in their artwork.
  • Discuss and demonstrate skills by creatively exploring, collaborating, and self - evaluating throughout the creative processes.
  • Collaborate to develop a space for a student exhibit.
  • Analyze artwork over a period of time: Graffiti, Photography, etc.

Vocabulary

  • Innovative Thinking
  • Creative Processes
  • Multiple Solutions
  • Organize and Develop Ideas and Work
  • Technical Skill
  • Craftsmanship
  • Mat types and processes
  • Concentration
  • Breadth
  • Portfolio
  • Artistic problems can have more than one solution and can be approached from a variety of media.
  • Artwork is created with technical skill, craftsmanship and proficiency.
  • Artists are knowledgeable in copyright laws for images from various resources.
  • Artists create a plan for display of intended artwork.
  • Correct terminology is used when discussing or writing about art.

Anchor Standards

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

AE17.VA.I.2

Implement multiple solutions with the use of available digital tools and/or innovative technology in an artistic investigation of traditional and/or contemporary practices.

Examples: Printmaking, digital photography, animation, or digital graphics.

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

  • Apply color contrast, differences in shape and size, repetition of textures and patterns to a work of art.
  • Explore printmaking, digital photography, animation, digital graphics.
  • Demonstrate understanding of copyright laws and appropriation when gathering ideas and resources for creating artwork.
  • Demonstrate technical skill when drawing or painting a still life from observation.
  • Choose and apply the appropriate media that will best support what the student is trying to communicate in their artwork.
  • Discuss and demonstrate skills by creatively exploring, collaborating, and self - evaluating throughout the creative processes.
  • Collaborate to develop a space for a student exhibit.
  • Analyze artwork over a period of time: Graffiti, Photography, etc.

Vocabulary

  • Innovative Thinking
  • Creative Processes
  • Multiple Solutions
  • Organize and Develop Ideas and Work
  • Technical Skill
  • Craftsmanship
  • Mat types and processes
  • Concentration
  • Breadth
  • Portfolio
  • Artistic problems can have more than one solution and can be approached from a variety of media.
  • Artwork is created with technical skill, craftsmanship and proficiency.
  • Artists are knowledgeable in copyright laws for images from various resources.
  • Artists create a plan for display of intended artwork.
  • Correct terminology is used when discussing or writing about art.

Anchor Standards

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

AE17.VA.I.3

Make works of art and/or design that demonstrate technical skill and craftsmanship with various art media when creating 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

  • Apply color contrast, differences in shape and size, repetition of textures and patterns to a work of art.
  • Explore printmaking, digital photography, animation, digital graphics.
  • Demonstrate understanding of copyright laws and appropriation when gathering ideas and resources for creating artwork.
  • Demonstrate technical skill when drawing or painting a still life from observation.
  • Choose and apply the appropriate media that will best support what the student is trying to communicate in their artwork.
  • Discuss and demonstrate skills by creatively exploring, collaborating, and self - evaluating throughout the creative processes.
  • Collaborate to develop a space for a student exhibit.
  • Analyze artwork over a period of time: Graffiti, Photography, etc.

Vocabulary

  • Innovative Thinking
  • Creative Processes
  • Multiple Solutions
  • Organize and Develop Ideas and Work
  • Technical Skill
  • Craftsmanship
  • Mat types and processes
  • Concentration
  • Breadth
  • Portfolio
  • Artistic problems can have more than one solution and can be approached from a variety of media.
  • Artwork is created with technical skill, craftsmanship and proficiency.
  • Artists are knowledgeable in copyright laws for images from various resources.
  • Artists create a plan for display of intended artwork.
  • Correct terminology is used when discussing or writing about art.

Anchor Standards

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

AE17.VA.I.4

Define and practice ethical responsibilities in the developmental process of creating and evaluating works 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

  • Apply color contrast, differences in shape and size, repetition of textures and patterns to a work of art.
  • Explore printmaking, digital photography, animation, digital graphics.
  • Demonstrate understanding of copyright laws and appropriation when gathering ideas and resources for creating artwork.
  • Demonstrate technical skill when drawing or painting a still life from observation.
  • Choose and apply the appropriate media that will best support what the student is trying to communicate in their artwork.
  • Discuss and demonstrate skills by creatively exploring, collaborating, and self - evaluating throughout the creative processes.
  • Collaborate to develop a space for a student exhibit.
  • Analyze artwork over a period of time: Graffiti, Photography, etc.

Vocabulary

  • Innovative Thinking
  • Creative Processes
  • Multiple Solutions
  • Organize and Develop Ideas and Work
  • Technical Skill
  • Craftsmanship
  • Mat types and processes
  • Concentration
  • Breadth
  • Portfolio
  • Artistic problems can have more than one solution and can be approached from a variety of media.
  • Artwork is created with technical skill, craftsmanship and proficiency.
  • Artists are knowledgeable in copyright laws for images from various resources.
  • Artists create a plan for display of intended artwork.
  • Correct terminology is used when discussing or writing about art.

Anchor Standards

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

AE17.VA.I.5

Collaboratively or independently develop a plan for a space in which artwork will be installed and/or presented.

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

  • Apply color contrast, differences in shape and size, repetition of textures and patterns to a work of art.
  • Explore printmaking, digital photography, animation, digital graphics.
  • Demonstrate understanding of copyright laws and appropriation when gathering ideas and resources for creating artwork.
  • Demonstrate technical skill when drawing or painting a still life from observation.
  • Choose and apply the appropriate media that will best support what the student is trying to communicate in their artwork.
  • Discuss and demonstrate skills by creatively exploring, collaborating, and self - evaluating throughout the creative processes.
  • Collaborate to develop a space for a student exhibit.
  • Analyze artwork over a period of time: Graffiti, Photography, etc.

Vocabulary

  • Innovative Thinking
  • Creative Processes
  • Multiple Solutions
  • Organize and Develop Ideas and Work
  • Technical Skill
  • Craftsmanship
  • Mat types and processes
  • Concentration
  • Breadth
  • Portfolio
  • Artistic problems can have more than one solution and can be approached from a variety of media.
  • Artwork is created with technical skill, craftsmanship and proficiency.
  • Artists are knowledgeable in copyright laws for images from various resources.
  • Artists create a plan for display of intended artwork.
  • Correct terminology is used when discussing or writing about art.

Anchor Standards

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

AE17.VA.I.6

Apply relevant contextual and artistic terminology in creating a reflective and personal artist statement.

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

  • Apply color contrast, differences in shape and size, repetition of textures and patterns to a work of art.
  • Explore printmaking, digital photography, animation, digital graphics.
  • Demonstrate understanding of copyright laws and appropriation when gathering ideas and resources for creating artwork.
  • Demonstrate technical skill when drawing or painting a still life from observation.
  • Choose and apply the appropriate media that will best support what the student is trying to communicate in their artwork.
  • Discuss and demonstrate skills by creatively exploring, collaborating, and self - evaluating throughout the creative processes.
  • Collaborate to develop a space for a student exhibit.
  • Analyze artwork over a period of time: Graffiti, Photography, etc.

Vocabulary

  • Innovative Thinking
  • Creative Processes
  • Multiple Solutions
  • Organize and Develop Ideas and Work
  • Technical Skill
  • Craftsmanship
  • Mat types and processes
  • Concentration
  • Breadth
  • Portfolio
  • Artistic problems can have more than one solution and can be approached from a variety of media.
  • Artwork is created with technical skill, craftsmanship and proficiency.
  • Artists are knowledgeable in copyright laws for images from various resources.
  • Artists create a plan for display of intended artwork.
  • Correct terminology is used when discussing or writing about art.

Anchor Standards

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

AE17.VA.I.7

Prepare artwork for presentation.

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

  • Plan the display of one's own work.
  • Organize works of art to display, given an available location.
  • Compare the use of surrealist techniques, such as juxtaposition, transformation, and levitation, in artworks by René Magritte, Giorgio de Chirico, and other surrealist artists.
  • Describe an art movement's social, political, and cultural impact on art history.
  • After investigating the significance of cultural icons, create an artwork that uses cultural symbols to represent a social group or individual for presentation to that group.
  • Compare and contrast how methods for presentation of cultural icons may differ for purpose and audience.
  • Use context cues to deduct intent and meaning of artworks on display.
  • Compare media of different quality and select appropriate materials for execution of work.
    • May work alone or in small groups.
  • Revise a work following participation in a group critique.
  • Modify a work's display from one venue to another.

Vocabulary

  • Innovative Thinking
  • Creative Processes
  • Multiple Solutions
  • Organize and Develop Ideas and Work
  • Technical Skill
  • Craftsmanship
  • Mat types and processes
  • Concentration
  • Breadth
  • Portfolio
  • Artistic problems can have more than one solution and can be approached from a variety of media.
  • Artwork is created with technical skill, craftsmanship and proficiency.
  • Artists are knowledgeable in copyright laws for images from various resources.
  • Artists create a plan for display of intended artwork.
  • Correct terminology is used when discussing or writing about art.

Anchor Standards

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

AE17.VA.I.8

Analyze the reasons and ways in which an exhibition is presented.

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

  • Plan the display of one's own work.
  • Organize works of art to display, given an available location.
  • Compare the use of surrealist techniques, such as juxtaposition, transformation, and levitation, in artworks by René Magritte, Giorgio de Chirico, and other surrealist artists.
  • Describe an art movement's social, political, and cultural impact on art history.
  • After investigating the significance of cultural icons, create an artwork that uses cultural symbols to represent a social group or individual for presentation to that group.
  • Compare and contrast how methods for presentation of cultural icons may differ for purpose and audience.
  • Use context cues to deduct intent and meaning of artworks on display.
  • Compare media of different quality and select appropriate materials for execution of work.
    • May work alone or in small groups.
  • Revise a work following participation in a group critique.
  • Modify a work's display from one venue to another.

Vocabulary

  • Innovative Thinking
  • Creative Processes
  • Multiple Solutions
  • Organize and Develop Ideas and Work
  • Technical Skill
  • Craftsmanship
  • Mat types and processes
  • Concentration
  • Breadth
  • Portfolio
  • Artistic problems can have more than one solution and can be approached from a variety of media.
  • Artwork is created with technical skill, craftsmanship and proficiency.
  • Artists are knowledgeable in copyright laws for images from various resources.
  • Artists create a plan for display of intended artwork.
  • Correct terminology is used when discussing or writing about art.

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 09-12 - Visual Arts

AE17.VA.I.9

Analyze and explain appropriate venues for presentation of work based on personal awareness of social, cultural, or political beliefs and understandings.

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

  • Plan the display of one's own work.
  • Organize works of art to display, given an available location.
  • Compare the use of surrealist techniques, such as juxtaposition, transformation, and levitation, in artworks by René Magritte, Giorgio de Chirico, and other surrealist artists.
  • Describe an art movement's social, political, and cultural impact on art history.
  • After investigating the significance of cultural icons, create an artwork that uses cultural symbols to represent a social group or individual for presentation to that group.
  • Compare and contrast how methods for presentation of cultural icons may differ for purpose and audience.
  • Use context cues to deduct intent and meaning of artworks on display.
  • Compare media of different quality and select appropriate materials for execution of work.
    • May work alone or in small groups.
  • Revise a work following participation in a group critique.
  • Modify a work's display from one venue to another.

Vocabulary

  • Innovative Thinking
  • Creative Processes
  • Multiple Solutions
  • Organize and Develop Ideas and Work
  • Technical Skill
  • Craftsmanship
  • Mat types and processes
  • Concentration
  • Breadth
  • Portfolio
  • Artistic problems can have more than one solution and can be approached from a variety of media.
  • Artwork is created with technical skill, craftsmanship and proficiency.
  • Artists are knowledgeable in copyright laws for images from various resources.
  • Artists create a plan for display of intended artwork.
  • Correct terminology is used when discussing or writing about art.

Anchor Standards

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

AE17.VA.I.10

Analyze the ways in which art influences cultural values and trends.

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

  • Apply one's understanding of visual arts genres and the styles of various artists, cultures, places, and times in order to distinguish between and interpret the visual imagery in a variety of artworks.
  • Analyze how the visual imagery that people encounter in the everyday world (such as in the family/ home, in the classroom, at school, as part of activities in the community, at other events outside of school, in the natural environment, in the built environment, and in popular media) impacts perceptions, interpretations, and choices.
  • Investigate and discuss how seeing visual imagery in virtual contexts (such as online) influences people's opinions and perceptions of the artwork.
  • Evaluate how distinctive visual imagery in works of art influenced and reflected the specific cultures, places, and times in which the artworks were created.
  • Apply an understanding of aesthetic criteria, art movements, genres, and styles of various artists, cultures, places, and times, when critiquing artistic compositions and collections of artwork.
  • Demonstrate a responding process, using personal experiences, background knowledge, aesthetic criteria, and supportive evidence when interpreting and analyzing visual artworks.

Vocabulary

  • Innovative Thinking
  • Creative Processes
  • Multiple Solutions
  • Organize and Develop Ideas and Work
  • Technical Skill
  • Craftsmanship
  • Mat types and processes
  • Concentration
  • Breadth
  • Portfolio
  • Artistic problems can have more than one solution and can be approached from a variety of media.
  • Artwork is created with technical skill, craftsmanship and proficiency.
  • Artists are knowledgeable in copyright laws for images from various resources.
  • Artists create a plan for display of intended artwork.
  • Correct terminology is used when discussing or writing about art.

Anchor Standards

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

AE17.VA.I.11

Analyze how visual imagery affects one’s perception.

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

  • Apply one's understanding of visual arts genres and the styles of various artists, cultures, places, and times in order to distinguish between and interpret the visual imagery in a variety of artworks.
  • Analyze how the visual imagery that people encounter in the everyday world (such as in the family/ home, in the classroom, at school, as part of activities in the community, at other events outside of school, in the natural environment, in the built environment, and in popular media) impacts perceptions, interpretations, and choices.
  • Investigate and discuss how seeing visual imagery in virtual contexts (such as online) influences people's opinions and perceptions of the artwork.
  • Evaluate how distinctive visual imagery in works of art influenced and reflected the specific cultures, places, and times in which the artworks were created.
  • Apply an understanding of aesthetic criteria, art movements, genres, and styles of various artists, cultures, places, and times, when critiquing artistic compositions and collections of artwork.
  • Demonstrate a responding process, using personal experiences, background knowledge, aesthetic criteria, and supportive evidence when interpreting and analyzing visual artworks.

Vocabulary

  • Innovative Thinking
  • Creative Processes
  • Multiple Solutions
  • Organize and Develop Ideas and Work
  • Technical Skill
  • Craftsmanship
  • Mat types and processes
  • Concentration
  • Breadth
  • Portfolio
  • Artistic problems can have more than one solution and can be approached from a variety of media.
  • Artwork is created with technical skill, craftsmanship and proficiency.
  • Artists are knowledgeable in copyright laws for images from various resources.
  • Artists create a plan for display of intended artwork.
  • Correct terminology is used when discussing or writing about art.

Anchor Standards

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

AE17.VA.I.12

Interpret and evaluate artwork or a collection of works supported by relevant and sufficient evidence found in the work and its various contexts.

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

  • Apply one's understanding of visual arts genres and the styles of various artists, cultures, places, and times in order to distinguish between and interpret the visual imagery in a variety of artworks.
  • Analyze how the visual imagery that people encounter in the everyday world (such as in the family/ home, in the classroom, at school, as part of activities in the community, at other events outside of school, in the natural environment, in the built environment, and in popular media) impacts perceptions, interpretations, and choices.
  • Investigate and discuss how seeing visual imagery in virtual contexts (such as online) influences people's opinions and perceptions of the artwork.
  • Evaluate how distinctive visual imagery in works of art influenced and reflected the specific cultures, places, and times in which the artworks were created.
  • Apply an understanding of aesthetic criteria, art movements, genres, and styles of various artists, cultures, places, and times, when critiquing artistic compositions and collections of artwork.
  • Demonstrate a responding process, using personal experiences, background knowledge, aesthetic criteria, and supportive evidence when interpreting and analyzing visual artworks.

Vocabulary

  • Innovative Thinking
  • Creative Processes
  • Multiple Solutions
  • Organize and Develop Ideas and Work
  • Technical Skill
  • Craftsmanship
  • Mat types and processes
  • Concentration
  • Breadth
  • Portfolio
  • Artistic problems can have more than one solution and can be approached from a variety of media.
  • Artwork is created with technical skill, craftsmanship and proficiency.
  • Artists are knowledgeable in copyright laws for images from various resources.
  • Artists create a plan for display of intended artwork.
  • Correct terminology is used when discussing or writing about art.

Anchor Standards

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

AE17.VA.I.13

Explain relevant criteria in order to analyze and evaluate a work of art/design.

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

  • Apply one's understanding of visual arts genres and the styles of various artists, cultures, places, and times in order to distinguish between and interpret the visual imagery in a variety of artworks.
  • Analyze how the visual imagery that people encounter in the everyday world (such as in the family/ home, in the classroom, at school, as part of activities in the community, at other events outside of school, in the natural environment, in the built environment, and in popular media) impacts perceptions, interpretations, and choices.
  • Investigate and discuss how seeing visual imagery in virtual contexts (such as online) influences people's opinions and perceptions of the artwork.
  • Evaluate how distinctive visual imagery in works of art influenced and reflected the specific cultures, places, and times in which the artworks were created.
  • Apply an understanding of aesthetic criteria, art movements, genres, and styles of various artists, cultures, places, and times, when critiquing artistic compositions and collections of artwork.
  • Demonstrate a responding process, using personal experiences, background knowledge, aesthetic criteria, and supportive evidence when interpreting and analyzing visual artworks.

Vocabulary

  • Innovative Thinking
  • Creative Processes
  • Multiple Solutions
  • Organize and Develop Ideas and Work
  • Technical Skill
  • Craftsmanship
  • Mat types and processes
  • Concentration
  • Breadth
  • Portfolio
  • Artistic problems can have more than one solution and can be approached from a variety of media.
  • Artwork is created with technical skill, craftsmanship and proficiency.
  • Artists are knowledgeable in copyright laws for images from various resources.
  • Artists create a plan for display of intended artwork.
  • Correct terminology is used when discussing or writing about art.

Anchor Standards

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

AE17.VA.I.14

Utilize inquiry methods of observation, research, and experimentation to explore subjects 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

  • Reflect on a previously completed daily journal of an art project.
  • Plan and journal the creating of a new idea inspired by a previous project.
  • Create a presentation focused on a specific subject matter and how media and artistic technique impacts how the viewer responds to the piece.
  • Demonstrate the creative process, with particular attention to investigating and planning new ideas, skills, foundations, and techniques of visual arts in order to create visual artworks.
  • Create an arts presentation that explores a variety of art medias that utilize the same subject matter.
  • Examine and compare the purposes of artworks in a historical setting versus contemporary setting.
  • Explore how setting, purpose, and overall context influence viewers' perceptions of visual images.
  • Investigate and discuss how visual artworks in different societal, cultural, and historical contexts.

Vocabulary

  • Innovative Thinking
  • Creative Processes
  • Multiple Solutions
  • Organize and Develop Ideas and Work
  • Technical Skill
  • Craftsmanship
  • Mat types and processes
  • Concentration
  • Breadth
  • Portfolio
  • Artistic problems can have more than one solution and can be approached from a variety of media.
  • Artwork is created with technical skill, craftsmanship and proficiency.
  • Artists are knowledgeable in copyright laws for images from various resources.
  • Artists create a plan for display of intended artwork.
  • Correct terminology is used when discussing or writing about art.

Anchor Standards

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

AE17.VA.I.15

Describe how knowledge of culture, traditions, and history may influence personal responses to art.

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

  • Reflect on a previously completed daily journal of an art project.
  • Plan and journal the creating of a new idea inspired by a previous project.
  • Create a presentation focused on a specific subject matter and how media and artistic technique impacts how the viewer responds to the piece.
  • Demonstrate the creative process, with particular attention to investigating and planning new ideas, skills, foundations, and techniques of visual arts in order to create visual artworks.
  • Create an arts presentation that explores a variety of art medias that utilize the same subject matter.
  • Examine and compare the purposes of artworks in a historical setting versus contemporary setting.
  • Explore how setting, purpose, and overall context influence viewers' perceptions of visual images.
  • Investigate and discuss how visual artworks in different societal, cultural, and historical contexts.

Vocabulary

  • Innovative Thinking
  • Creative Processes
  • Multiple Solutions
  • Organize and Develop Ideas and Work
  • Technical Skill
  • Craftsmanship
  • Mat types and processes
  • Concentration
  • Breadth
  • Portfolio
  • Artistic problems can have more than one solution and can be approached from a variety of media.
  • Artwork is created with technical skill, craftsmanship and proficiency.
  • Artists are knowledgeable in copyright laws for images from various resources.
  • Artists create a plan for display of intended artwork.
  • Correct terminology is used when discussing or writing about art.

Anchor Standards

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

AE17.VA.AC.1

Individually or collaboratively formulate new creative problems based on student’s existing artwork.

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 drawing skills and techniques as well as a variety of media to create a series of artworks based upon one's personal narrative.
  • Use perceptual skills (to create imagery from observation), imagination, and forming skills to achieve specific purposes in drawing and painting.
  • Use a variety of photographic and digital media techniques to develop compositions for the purposes of expression.
  • Select materials and processes and apply techniques and attributes of other artists and cultures to create original works of art.
  • Create and interpret an artwork that reflects the influences of a particular artist style, culture, or time.
  • Use a wide variety of found objects to create a work of art around a personal theme in the manner of artist Thornton Dial.
  • Create a series of artworks (sculptures, paintings) based upon the human figure.
  • Discuss the differences between art as practice (copying a masterwork, comic art, etc.) and art as a personal original creation.
  • Understand the importance of signing and dating original artwork.
  • Create a drawing or photograph that reflects the traditions and ideals of one's school.
  • Create and install an original work of art for a public space that reflects a social or cultural issue.
  • Redesign a public space (playground) that includes special needs children.
  • Create a sketch book that reflects ideas, themes, experimentation and growth.

Vocabulary

  • Portraiture
  • Figures
  • Landscapes
  • Cityscapes
  • Everyday Life
  • Social Issues
  • Personal History
  • Conceptual/ Text-based Art
  • Image Appropriation
  • Conceptual Art
  • Reflection
  • Innovative thing are essential life skills.
  • Understanding contexts, histories and traditions that lead artists to break established traditions.
  • Experimentation of various art forms to express visual communication.
  • Responsible and ethical use of resources is essential when creating works of art.
  • People interact and perceive various art works in many different ways.

Anchor Standards

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

AE17.VA.AC.2

Make informed choices using a range of materials, methods, and techniques of traditional and/or contemporary artistic processes to plan works 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

  • Use drawing skills and techniques as well as a variety of media to create a series of artworks based upon one's personal narrative.
  • Use perceptual skills (to create imagery from observation), imagination, and forming skills to achieve specific purposes in drawing and painting.
  • Use a variety of photographic and digital media techniques to develop compositions for the purposes of expression.
  • Select materials and processes and apply techniques and attributes of other artists and cultures to create original works of art.
  • Create and interpret an artwork that reflects the influences of a particular artist style, culture, or time.
  • Use a wide variety of found objects to create a work of art around a personal theme in the manner of artist Thornton Dial.
  • Create a series of artworks (sculptures, paintings) based upon the human figure.
  • Discuss the differences between art as practice (copying a masterwork, comic art, etc.) and art as a personal original creation.
  • Understand the importance of signing and dating original artwork.
  • Create a drawing or photograph that reflects the traditions and ideals of one's school.
  • Create and install an original work of art for a public space that reflects a social or cultural issue.
  • Redesign a public space (playground) that includes special needs children.
  • Create a sketch book that reflects ideas, themes, experimentation and growth.

Vocabulary

  • Portraiture
  • Figures
  • Landscapes
  • Cityscapes
  • Everyday Life
  • Social Issues
  • Personal History
  • Conceptual/ Text-based Art
  • Image Appropriation
  • Conceptual Art
  • Reflection
  • Innovative thing are essential life skills.
  • Understanding contexts, histories and traditions that lead artists to break established traditions.
  • Experimentation of various art forms to express visual communication.
  • Responsible and ethical use of resources is essential when creating works of art.
  • People interact and perceive various art works in many different ways.

Anchor Standards

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

Refine Your Results

  • 1404 results found

Grade(s)

Discipline

Course(s) & Level(s)

ALSDE LOGO

This site may contain links to other websites or content belonging to or originating from third parties or links to websites and features in banners or other advertising. Such external links are not investigated, monitored, or checked for accuracy, adequacy, validity, reliability, availability, or completeness by us. WE DO NOT WARRANT, ENDORSE, GUARANTEE, OR ASSUME RESPONSIBILITY FOR THE ACCURACY OR RELIABILITY OF ANY INFORMATION OFFERED BY THIRD-PARTY WEBSITES LINKED THROUGH THIS SITE.
Alabama Learning Exchange © 2002-2023 by Alabama State Department of Education is licensed under Attribution-NonCommercial-ShareAlike 4.0 International

Design by Adaptive Theme