AE17.VA.6.C.B
Reflect, Refine, Continue
Reflect, Refine, Continue
AE17.VA.6.C.B
AE17.VA.6.5
Design or redesign objects, places, or systems that address the specific needs of a community and explore related careers.
Design or redesign objects, places, or systems that address the specific needs of a community and explore related careers.
Unpacked Content
Essential Questions
EU: People create and interact with objects, places, and design that define, shape, enhance, and empower their lives.
EQ: How do objects, places, and design shape lives and communities? How do artists and designers determine goals for designing or redesigning objects, places, or systems? How do artists and designers create works of art or design that effectively communicate?
EQ: How do objects, places, and design shape lives and communities? How do artists and designers determine goals for designing or redesigning objects, places, or systems? How do artists and designers create works of art or design that effectively communicate?
Skills Examples
- Make, share and revise a list of ideas and preliminary sketches.
- Use introductory skills, techniques, and elements of art to create a composition
- Demonstrate drawing techniques, such as hatching, cross-hatching, shading, and stippling.
- Create a group project about a current or world event.
- Examine careers and identify and role - play various jobs of artists.
- Research a subject or idea that has personal meaning to create a work of art.
- Use the elements of visual arts to create an artwork that depicts emotions.
- Use a variety of media and techniques in two and three dimensions to create imagery from experience, observation and imagination.
- Demonstrate proper clean-up and/or disposal of equipment and materials.
- Demonstrate art room safety and procedures.
- Design an environmentally area for the school such as a library or other multi-use learning area.
- Engage for the purpose of personal reflection and ongoing revision, in group critiques.
- Reflect through journal writing artist intent.
Vocabulary
- Artistic ideas and work
- Formal and conceptual vocabulary
- Innovation
- Investigation
- Two-dimensional
- Three-dimensional
- Experimentation
- Conservation
- Craftsmanship
- Linear perspective
- Environmental responsibility
- Prior knowledge
- Museum
- Gallery
- Curator
- Digital
- Horizon Line
- Brainstorming
- Research
Anchor Standards
Anchor Standard 2: Organize and develop artistic ideas and work.
AE17.VA.6.5a
Use one-point perspective to design three-dimensional objects.
Use one-point perspective to design three-dimensional objects.
AE17.VA.6.6
Make observations and reflect on whether personal artwork conveys the intended meaning and revise accordingly.
Make observations and reflect on whether personal artwork conveys the intended meaning and revise accordingly.
Unpacked Content
Essential Questions
EU: Artists and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time.
EQ: What role does persistence play in revising, refining, and developing work? How do artists grow and become accomplished in art forms? How does collaboratively reflecting on a work help us experience it more completely?
EQ: What role does persistence play in revising, refining, and developing work? How do artists grow and become accomplished in art forms? How does collaboratively reflecting on a work help us experience it more completely?
Skills Examples
- Make, share and revise a list of ideas and preliminary sketches.
- Use introductory skills, techniques, and elements of art to create a composition
- Demonstrate drawing techniques, such as hatching, cross-hatching, shading, and stippling.
- Create a group project about a current or world event.
- Examine careers and identify and role - play various jobs of artists.
- Research a subject or idea that has personal meaning to create a work of art.
- Use the elements of visual arts to create an artwork that depicts emotions.
- Use a variety of media and techniques in two and three dimensions to create imagery from experience, observation and imagination.
- Demonstrate proper clean-up and/or disposal of equipment and materials.
- Demonstrate art room safety and procedures.
- Design an environmentally area for the school such as a library or other multi-use learning area.
- Engage for the purpose of personal reflection and ongoing revision, in group critiques.
- Reflect through journal writing artist intent.
Vocabulary
- Artistic ideas and work
- Formal and conceptual vocabulary
- Innovation
- Investigation
- Two-dimensional
- Three-dimensional
- Experimentation
- Conservation
- Craftsmanship
- Linear perspective
- Environmental responsibility
- Prior knowledge
- Museum
- Gallery
- Curator
- Digital
- Horizon Line
- Brainstorming
- Research
Anchor Standards
Anchor Standard 3: Refine and complete artistic work.
AE17.VA.6.P
Presenting
Presenting
AE17.VA.6.P.A
Select, Analyze, Share
Select, Analyze, Share
AE17.VA.6.7
Compare and contrast methods associated with preserving and presenting two-dimensional, three-dimensional, and digital artwork.
COS Examples
Examples: Storing preliminary sketches in a sketchbook or journal versus mounting and matting work for exhibition and saving personal work using digital methods.
Compare and contrast methods associated with preserving and presenting two-dimensional, three-dimensional, and digital artwork.
COS Examples
Examples: Storing preliminary sketches in a sketchbook or journal versus mounting and matting work for exhibition and saving personal work using digital methods.
Unpacked Content
Essential Questions
EU: Artists and other presenters consider various techniques, methods, venues, and criteria when analyzing, selecting, and curating objects, artifacts, and artworks for preservation and presentation.
EQ: How are artworks cared for and by whom? What criteria, methods, and processes are used to select work for preservation or presentation? Why do people value objects, artifacts, and artworks, and select them for presentation?
EQ: How are artworks cared for and by whom? What criteria, methods, and processes are used to select work for preservation or presentation? Why do people value objects, artifacts, and artworks, and select them for presentation?
Skills Examples
- Practice making preliminary sketches in a sketchbook or journal.
- Illustrate the ability to bring a work from a sketch to a final product.
- Observe methods for mounting and matting work for exhibition and saving personal work using digital methods.
- Discuss appropriate behavior in a variety of settings, such as a gallery and an interactive museum.
- Use various types of paper and recognize its various characteristics (such as tooth).
- Examine the stages involved in the development of an artwork made of clay (differences between bone dry, bisque firing, and glaze firing), and how each affects the way that the artwork can be used as well as how long it lasts.
- Present work to others by means of a display, show, exhibit, gallery, or portfolio review.
- Create (with the assistance of the teacher/ student peers) an appropriate rubric for self-assessment.
- Visit, either in person or electronically, Civil Rights Museum in Birmingham and the Rosa Parks Museum in Montgomery or other historical gallery/venue of display.
- Participate in a School or County Art Show where family and community are invited to attend.
Vocabulary
- Artistic ideas and work
- Formal and conceptual vocabulary
- Innovation
- Investigation
- Two-dimensional
- Three-dimensional
- Experimentation
- Conservation
- Craftsmanship
- Linear perspective
- Environmental responsibility
- Prior knowledge
- Museum
- Gallery
- Curator
- Digital
- Horizon Line
- Brainstorming
- Research
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.VA.6.8
Collaboratively or individually develop a visual plan for displaying works of art in a designated space.
Collaboratively or individually develop a visual plan for displaying works of art in a designated space.
Unpacked Content
Essential Questions
EU: Artists, curators, and others consider a variety of factors and methods including evolving technologies when preparing and refining artwork for display and or when deciding if and how to preserve and protect it.
EQ: What methods and processes are considered when preparing artwork for presentation or preservation? How does refining artwork affect its meaning to the viewer? What criteria are considered when selecting work for presentation, a portfolio, or a collection?
EQ: What methods and processes are considered when preparing artwork for presentation or preservation? How does refining artwork affect its meaning to the viewer? What criteria are considered when selecting work for presentation, a portfolio, or a collection?
Skills Examples
- Practice making preliminary sketches in a sketchbook or journal.
- Illustrate the ability to bring a work from a sketch to a final product.
- Observe methods for mounting and matting work for exhibition and saving personal work using digital methods.
- Discuss appropriate behavior in a variety of settings, such as a gallery and an interactive museum.
- Use various types of paper and recognize its various characteristics (such as tooth).
- Examine the stages involved in the development of an artwork made of clay (differences between bone dry, bisque firing, and glaze firing), and how each affects the way that the artwork can be used as well as how long it lasts.
- Present work to others by means of a display, show, exhibit, gallery, or portfolio review.
- Create (with the assistance of the teacher/ student peers) an appropriate rubric for self-assessment.
- Visit, either in person or electronically, Civil Rights Museum in Birmingham and the Rosa Parks Museum in Montgomery or other historical gallery/venue of display.
- Participate in a School or County Art Show where family and community are invited to attend.
Vocabulary
- Artistic ideas and work
- Formal and conceptual vocabulary
- Innovation
- Investigation
- Two-dimensional
- Three-dimensional
- Experimentation
- Conservation
- Craftsmanship
- Linear perspective
- Environmental responsibility
- Prior knowledge
- Museum
- Gallery
- Curator
- Digital
- Horizon Line
- Brainstorming
- Research
Anchor Standards
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
AE17.VA.6.9
Explain and evaluate how museums or other venues communicate the history and values of a community.
COS Examples
Examples: Civil Rights Museum in Birmingham and the Rosa Parks Museum in Montgomery.
Explain and evaluate how museums or other venues communicate the history and values of a community.
COS Examples
Examples: Civil Rights Museum in Birmingham and the Rosa Parks Museum in Montgomery.
Unpacked Content
Essential Questions
EU: Objects, artifacts, and artworks collected, preserved, or presented either by artists, museums, or other venues communicate meaning and a record of social, cultural, and political experiences resulting in the cultivating of appreciation and understanding.
EQ: What is an art museum? How does the presenting and sharing of objects, artifacts, and artworks influence and shape ideas, beliefs, and experiences? How do objects, artifacts, and artworks collected, preserved, or presented, cultivate appreciation and understanding?
EQ: What is an art museum? How does the presenting and sharing of objects, artifacts, and artworks influence and shape ideas, beliefs, and experiences? How do objects, artifacts, and artworks collected, preserved, or presented, cultivate appreciation and understanding?
Skills Examples
- Practice making preliminary sketches in a sketchbook or journal.
- Illustrate the ability to bring a work from a sketch to a final product.
- Observe methods for mounting and matting work for exhibition and saving personal work using digital methods.
- Discuss appropriate behavior in a variety of settings, such as a gallery and an interactive museum.
- Use various types of paper and recognize its various characteristics (such as tooth).
- Examine the stages involved in the development of an artwork made of clay (differences between bone dry, bisque firing, and glaze firing), and how each affects the way that the artwork can be used as well as how long it lasts.
- Present work to others by means of a display, show, exhibit, gallery, or portfolio review.
- Create (with the assistance of the teacher/ student peers) an appropriate rubric for self-assessment.
- Visit, either in person or electronically, Civil Rights Museum in Birmingham and the Rosa Parks Museum in Montgomery or other historical gallery/venue of display.
- Participate in a School or County Art Show where family and community are invited to attend.
Vocabulary
- Artistic ideas and work
- Formal and conceptual vocabulary
- Innovation
- Investigation
- Two-dimensional
- Three-dimensional
- Experimentation
- Conservation
- Craftsmanship
- Linear perspective
- Environmental responsibility
- Prior knowledge
- Museum
- Gallery
- Curator
- Digital
- Horizon Line
- Brainstorming
- Research
Anchor Standards
Anchor Standard 6: Convey meaning through the presentation of artistic work.
AE17.VA.6.R
Responding
Responding
AE17.VA.6.R.A
Perceive, Analyze, Interpret
Perceive, Analyze, Interpret
AE17.VA.6.10
Compare and contrast works of art or design that reveal how people live around the world and what they value.
COS Examples
Example: Molas of Cuna Indians in Panama with Kente cloth of West Africa.
Compare and contrast works of art or design that reveal how people live around the world and what they value.
COS Examples
Example: Molas of Cuna Indians in Panama with Kente cloth of West Africa.
Unpacked Content
Essential Questions
EU: Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments.
EQ: How do life experiences the way you relate to art? How does learning about art impact how we perceive the world? What can we learn from our responses to art?
EQ: How do life experiences the way you relate to art? How does learning about art impact how we perceive the world? What can we learn from our responses to art?
Skills Examples
- Select examples of how geographical, cultural, and historical perspectives are represented in visual artworks.
- Compare and contrast the ways that personal aesthetic choices in visual arts influence personal choices.
- Examine and describe the influence of art in a community.
- Research examples of arts-related activities in communities around the world.
- Describe what the global community would look like or be like without art.
- Demonstrate the responding process, using, background knowledge, personal experiences, and context when examining artworks and determining personal meaning.
- Examine and discuss how the geographical, cultural, and historical perspectives represented in visual artworks influence personal choices (economic, political, and environmental) and personal aesthetic criteria.
- Compare attributes of artworks in the classroom, school, and community, or artworks of a specific culture, place, or time, and describe how they influence culture, ideas, and events.
- Demonstrate the responding process, with attention to the elements and principles of design, to interpret and describe works of visual art.
- Analyze how the uses of traditional and nontraditional mediums affect the mood of an artwork.
- Demonstrate various presentation and responding processes for a work of art. Evaluate visual artworks by analyzing their structure and interpreting meaning using various criteria.
Vocabulary
- Artistic ideas and work
- Formal and conceptual vocabulary
- Innovation
- Investigation
- Two-dimensional
- Three-dimensional
- Experimentation
- Conservation
- Craftsmanship
- Linear perspective
- Environmental responsibility
- Prior knowledge
- Museum
- Gallery
- Curator
- Digital
- Horizon Line
- Brainstorming
- Research
Anchor Standards
Anchor Standard 7: Perceive and analyze artistic work.
AE17.VA.6.11
Discuss ways that visual components and cultural connections suggested by images can influence ideas, emotions, and actions.
COS Examples
Example: Shepard Fairey’s Hope“ poster influenced politics of the 2008 presidential election.“
Discuss ways that visual components and cultural connections suggested by images can influence ideas, emotions, and actions.
COS Examples
Example: Shepard Fairey’s Hope“ poster influenced politics of the 2008 presidential election.“
Unpacked Content
Essential Questions
EU: Visual imagery influences understanding of and responses to the world.
EQ: What is an image? Where and how do we encounter images in our world? How do images influence our views of the world?
EQ: What is an image? Where and how do we encounter images in our world? How do images influence our views of the world?
Skills Examples
- Select examples of how geographical, cultural, and historical perspectives are represented in visual artworks.
- Compare and contrast the ways that personal aesthetic choices in visual arts influence personal choices.
- Examine and describe the influence of art in a community.
- Research examples of arts-related activities in communities around the world.
- Describe what the global community would look like or be like without art.
- Demonstrate the responding process, using, background knowledge, personal experiences, and context when examining artworks and determining personal meaning.
- Examine and discuss how the geographical, cultural, and historical perspectives represented in visual artworks influence personal choices (economic, political, and environmental) and personal aesthetic criteria.
- Compare attributes of artworks in the classroom, school, and community, or artworks of a specific culture, place, or time, and describe how they influence culture, ideas, and events.
- Demonstrate the responding process, with attention to the elements and principles of design, to interpret and describe works of visual art.
- Analyze how the uses of traditional and nontraditional mediums affect the mood of an artwork.
- Demonstrate various presentation and responding processes for a work of art. Evaluate visual artworks by analyzing their structure and interpreting meaning using various criteria.
Vocabulary
- Artistic ideas and work
- Formal and conceptual vocabulary
- Innovation
- Investigation
- Two-dimensional
- Three-dimensional
- Experimentation
- Conservation
- Craftsmanship
- Linear perspective
- Environmental responsibility
- Prior knowledge
- Museum
- Gallery
- Curator
- Digital
- Horizon Line
- Brainstorming
- Research
Anchor Standards
Anchor Standard 7: Perceive and analyze artistic work.
AE17.VA.6.12
Interpret art by discerning contextual information and visual qualities to identify ideas and meaning.
COS Examples
Example: Students answer questions such as Why are they leaving and where are they going?“ in response to One Way Ticket in Jacob Lawrence’s Great Migration Series.“
Interpret art by discerning contextual information and visual qualities to identify ideas and meaning.
COS Examples
Example: Students answer questions such as Why are they leaving and where are they going?“ in response to One Way Ticket in Jacob Lawrence’s Great Migration Series.“
Unpacked Content
Essential Questions
EU: People gain insights into meanings of artworks by engaging in the process of art criticism.
EQ: What is the value of engaging in the process of art criticism? How can the viewer "read" a work of art as text? How does knowing and using visual arts vocabularies help us understand and interpret works of art?
EQ: What is the value of engaging in the process of art criticism? How can the viewer "read" a work of art as text? How does knowing and using visual arts vocabularies help us understand and interpret works of art?
Skills Examples
- Select examples of how geographical, cultural, and historical perspectives are represented in visual artworks.
- Compare and contrast the ways that personal aesthetic choices in visual arts influence personal choices.
- Examine and describe the influence of art in a community.
- Research examples of arts-related activities in communities around the world.
- Describe what the global community would look like or be like without art.
- Demonstrate the responding process, using, background knowledge, personal experiences, and context when examining artworks and determining personal meaning.
- Examine and discuss how the geographical, cultural, and historical perspectives represented in visual artworks influence personal choices (economic, political, and environmental) and personal aesthetic criteria.
- Compare attributes of artworks in the classroom, school, and community, or artworks of a specific culture, place, or time, and describe how they influence culture, ideas, and events.
- Demonstrate the responding process, with attention to the elements and principles of design, to interpret and describe works of visual art.
- Analyze how the uses of traditional and nontraditional mediums affect the mood of an artwork.
- Demonstrate various presentation and responding processes for a work of art. Evaluate visual artworks by analyzing their structure and interpreting meaning using various criteria.
Vocabulary
- Artistic ideas and work
- Formal and conceptual vocabulary
- Innovation
- Investigation
- Two-dimensional
- Three-dimensional
- Experimentation
- Conservation
- Craftsmanship
- Linear perspective
- Environmental responsibility
- Prior knowledge
- Museum
- Gallery
- Curator
- Digital
- Horizon Line
- Brainstorming
- Research
Anchor Standards
Anchor Standard 8: Interpret intent and meaning in artistic work.
AE17.VA.6.13
Develop and apply relevant criteria to assess works of art.
COS Examples
Example: Rubrics for craftsmanship, completion, and creativity.
Develop and apply relevant criteria to assess works of art.
COS Examples
Example: Rubrics for craftsmanship, completion, and creativity.
Unpacked Content
Essential Questions
EU: People evaluate art based on various criteria.
EQ: How does one determine criteria to evaluate a work of art? How and why might criteria vary? How is a personal preference different from an evaluation?
EQ: How does one determine criteria to evaluate a work of art? How and why might criteria vary? How is a personal preference different from an evaluation?
Skills Examples
- Select examples of how geographical, cultural, and historical perspectives are represented in visual artworks.
- Compare and contrast the ways that personal aesthetic choices in visual arts influence personal choices.
- Examine and describe the influence of art in a community.
- Research examples of arts-related activities in communities around the world.
- Describe what the global community would look like or be like without art.
- Demonstrate the responding process, using, background knowledge, personal experiences, and context when examining artworks and determining personal meaning.
- Examine and discuss how the geographical, cultural, and historical perspectives represented in visual artworks influence personal choices (economic, political, and environmental) and personal aesthetic criteria.
- Compare attributes of artworks in the classroom, school, and community, or artworks of a specific culture, place, or time, and describe how they influence culture, ideas, and events.
- Demonstrate the responding process, with attention to the elements and principles of design, to interpret and describe works of visual art.
- Analyze how the uses of traditional and nontraditional mediums affect the mood of an artwork.
- Demonstrate various presentation and responding processes for a work of art. Evaluate visual artworks by analyzing their structure and interpreting meaning using various criteria.
Vocabulary
- Artistic ideas and work
- Formal and conceptual vocabulary
- Innovation
- Investigation
- Two-dimensional
- Three-dimensional
- Experimentation
- Conservation
- Craftsmanship
- Linear perspective
- Environmental responsibility
- Prior knowledge
- Museum
- Gallery
- Curator
- Digital
- Horizon Line
- Brainstorming
- Research
Anchor Standards
Anchor Standard 9: Apply criteria to evaluate artistic work.
AE17.VA.6.CN
Connecting
Connecting
AE17.VA.6.CN.A
Interpret
Interpret
AE17.VA.6.14
Generate a group of ideas and concepts reflecting current interests that could be investigated in personal art-making.
COS Examples
Example: Using graffiti techniques to draw letters of names.
Generate a group of ideas and concepts reflecting current interests that could be investigated in personal art-making.
COS Examples
Example: Using graffiti techniques to draw letters of names.
Unpacked Content
Essential Questions
EU: Through artmaking, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.
EQ: How does engaging in creating art enrich people's lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through artmaking?
EQ: How does engaging in creating art enrich people's lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through artmaking?
Skills Examples
- Invent and depict a mythical creature after researching the mythology of another culture.
- Research and synthesize ideas and information to make a "scape" (such as cityscape, landscape, spacescape, dreamscape, or seascape.
- Recognize and distinguish between the works of various art movements or periods by comparing styles, techniques, and subjects.
- Research and synthesize various art movements or periods and utilize their attributes to create an original work of art in the same manner or style.
- Examine a work of art and describe what one sees and what one thinks is going on in the work and why.
- Individually or collaboratively create an artwork about a current world event.
- Utilize and record in a sketchbook/journal the steps of the art-making process: including brainstorming, preliminary sketching, planning, reflecting, refining, and elaborating, to create works of art.
- Identify how visual language communicates personal meaning.
- Describe ways artists contribute to society through their work.
- Investigate how Renaissance art reflected the power of the church and the growing influence of humanistic ideas.
- Utilize graffiti techniques to draw letters of names.
- Demonstrate a use of a creative process, focus on gathering and synthesizing information from diverse sources to create visual works of art.
- Explore the relationship between the visual arts and other content areas to create works of art that communicate specific ideas.
- Examine visual works of art and describe the specific attributes that reflect the influences of particular artists, styles, cultures, or times.
Vocabulary
- Artistic ideas and work
- Formal and conceptual vocabulary
- Innovation
- Investigation
- Two-dimensional
- Three-dimensional
- Experimentation
- Conservation
- Craftsmanship
- Linear perspective
- Environmental responsibility
- Prior knowledge
- Museum
- Gallery
- Curator
- Digital
- Horizon Line
- Brainstorming
- Research
Anchor Standards
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
AE17.VA.6.CN.B
Synthesize
Synthesize
AE17.VA.6.15
Analyze how art reflects changing societal and cultural traditions.
COS Examples
Example: Renaissance art reflected the power of the church and the growing influence of humanistic ideas.
Analyze how art reflects changing societal and cultural traditions.
COS Examples
Example: Renaissance art reflected the power of the church and the growing influence of humanistic ideas.
Unpacked Content
Essential Questions
EU: People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art.
EQ: How does art help us understand the lives of people of different times, places, and cultures? How is art used to impact the views of a society? How does art preserve aspects of life?
EQ: How does art help us understand the lives of people of different times, places, and cultures? How is art used to impact the views of a society? How does art preserve aspects of life?
Skills Examples
- Invent and depict a mythical creature after researching the mythology of another culture.
- Research and synthesize ideas and information to make a "scape" (such as cityscape, landscape, spacescape, dreamscape, or seascape.
- Recognize and distinguish between the works of various art movements or periods by comparing styles, techniques, and subjects.
- Research and synthesize various art movements or periods and utilize their attributes to create an original work of art in the same manner or style.
- Examine a work of art and describe what one sees and what one thinks is going on in the work and why.
- Individually or collaboratively create an artwork about a current world event.
- Utilize and record in a sketchbook/journal the steps of the art-making process: including brainstorming, preliminary sketching, planning, reflecting, refining, and elaborating, to create works of art.
- Identify how visual language communicates personal meaning.
- Describe ways artists contribute to society through their work.
- Investigate how Renaissance art reflected the power of the church and the growing influence of humanistic ideas.
- Utilize graffiti techniques to draw letters of names.
- Demonstrate a use of a creative process, focus on gathering and synthesizing information from diverse sources to create visual works of art.
- Explore the relationship between the visual arts and other content areas to create works of art that communicate specific ideas.
- Examine visual works of art and describe the specific attributes that reflect the influences of particular artists, styles, cultures, or times.
Vocabulary
- Artistic ideas and work
- Formal and conceptual vocabulary
- Innovation
- Investigation
- Two-dimensional
- Three-dimensional
- Experimentation
- Conservation
- Craftsmanship
- Linear perspective
- Environmental responsibility
- Prior knowledge
- Museum
- Gallery
- Curator
- Digital
- Horizon Line
- Brainstorming
- Research
Anchor Standards
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
AE17.VA.7
Grade 7
Grade 7
AE17.VA.7.C
Creating
Creating
AE17.VA.7.C.A
Investigate, Plan, Make
Investigate, Plan, Make
AE17.VA.7.1
Implement methods to overcome creative blocks.
COS Examples
Example: Students brainstorm possible images by sharing and listing ideas in small groups.
Implement methods to overcome creative blocks.
COS Examples
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?
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.
AE17.VA.7.2
Develop and implement criteria to guide making a work of art or design to meet an identified goal.
COS Examples
Example: Students make a group checklist for completion to include technical steps, use of materials, subject matter and compositional strategies.
Develop and implement criteria to guide making a work of art or design to meet an identified goal.
COS Examples
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?
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.
AE17.VA.7.3
Develop and demonstrate skills with various techniques, methods, and approaches in creating art through repeated and persistent practice.
COS Examples
Example: Students complete short perception development activities, daily contour drawings, to improve observational drawing skills.
Develop and demonstrate skills with various techniques, methods, and approaches in creating art through repeated and persistent practice.
COS Examples
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?
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.
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.
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?
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.
AE17.VA.7.C.B
Reflect, Refine, Continue
Reflect, Refine, Continue
AE17.VA.7.5
Apply graphic design strategies to produce a work of art, design, or media that clearly communicates information or ideas.
COS Examples
Example: Students design and create posters or fliers to advertise a school art show or athletic activity.
Apply graphic design strategies to produce a work of art, design, or media that clearly communicates information or ideas.
COS Examples
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?
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.
AE17.VA.7.6
Reflect on and explain personal artwork in an artist statement or another format.
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?
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.
AE17.VA.7.P
Presenting
Presenting
AE17.VA.7.P.A
Select, Analyze, Share
Select, Analyze, Share
AE17.VA.7.7
Analyze how various technologies have changed the way artwork is preserved, presented, and experienced.
COS Examples
Example: Compare works of art found in various publications with the original work displayed on museum websites.
Analyze how various technologies have changed the way artwork is preserved, presented, and experienced.
COS Examples
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?
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.
AE17.VA.7.8
Analyze and assess methods for preparing and presenting works of art/design according to criteria.
COS Examples
Example: Assess the results of viewing work in a sketchbook versus viewing work matted and hanging in an art show.
Analyze and assess methods for preparing and presenting works of art/design according to criteria.
COS Examples
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?
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.
AE17.VA.7.9
Compare and contrast collections and exhibitions in different venues.
COS Examples
Examples: Using books, magazines, and/or virtual exhibits.
Compare and contrast collections and exhibitions in different venues.
COS Examples
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?
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.
