Yellow denotes directives clearly intended to result in students making /creating /generating art.
Possible Supporting Activities
Essential Standards for Visual Arts
What is the same? the essence/big ideas that permeate the levels What is different?
Beginning Intermediate Proficient Advanced
use art vocabulary B.V.1.1 Use art vocabulary. When discussing art… I.V.1.1 Use art vocabulary to critique art. P.V.1.1 Use art vocabulary to analyze compositions A.V.1.1 Use art vocabulary to explain compositional choices.
Activity, Not Exactly Mona Lisa Critique
elements & principles, design B.V.1.2 Apply elements & principles to create art I.V.1.2 Understand how design influences artistic expression. P.V.1.2 Understand the relationship between personal expression and design A.V.1.2 Create art based on personal expression and applied design.
Activity, Not Exactly Mona Lisa Critique
styles, themes, genres B.V.1.3 Classify art according to styles I.V.1.3 Understand the use of global themes, symbols, and subject matter in art. P.V.1.3 Recognize contemporary styles, themes, and genres in art A.V.1.3 Create art that responds to contemporary themes in art.
Activity: Global Themes
Activity, animate dhildrens stories from other cultures
critiquing art, compostion, E&Ps B.V.1.4Recognize how E and P are used in art. I.V.1.4 Analyze images through the process of deconstruction (the components of the image and its meaning). P.V.1.4 Evaluate the use E and P of design in art A.V.1.4 Analyze the compositional components of art.
Activity, Not Exactly Mona Lisa Critique Activity: Global Themes Activity, Not Exactly Mona Lisa Critique Activity, Not Exactly Mona Lisa Critique
Activity, Not Exactly Mona Lisa Critique
problem solving and planning B.V.2.1 Understand the role of planning in solving artistic problems. I.V.2.1 Generate innovative solutions to artistic problems. P.V.2.1 Implement planning to arrive at original solutions to artistic problems A.V.2.1 Create original art in response to artistic problems.
Activity, animate childrens stories from other cultures Activity, animate dhildrens stories from other cultures Activity, animate dhildrens stories from other cultures Activity, animate dhildrens stories from other cultures
experiences and observations B.V.2.2 understand the relationships between sensory awareness and artistic expression. I.V.2.2 Use experiences and observations to create content for art. P.V.2.2 Recognize how personal experiences influence perception of the environment A.V.2.2 Create art using experiences and observation to represent individual perspectives.
content, expression, symbolism, imagination, emotion, concepts B.V.2.3 Create personal, symbolic expression as a means of communication. (original, visual language) I.V.2.3 Understand the role of emotion, imagination, and creativity in producing content for original art. P.V.2.3 Understand the relationship of creative expression to the development of personal style A.V.2.3 Generate art based on a creative exploration of a concept.
Activity, animate childrens stories from other cultures Activity, animate childrens stories from other cultures
art tools B.V.3.1 Understand the appropriate and safe use of tools, media, and equipment. I.V.3.1 Understand the function of tools in creating art. P.V.3.1 Compare properties of tools in the creation of art (the only use of compare) A.V.3.1 Produce art by using a variety of tools and media appropriately, safely, and effectively.
Activity 1 Activity, animate childrens stories from other cultures
art media B.V.3.2 Choose from a variety of media. I.V.3.2 Select media appropriate for communicating content. P.V.3.2 Analyze the relationship between media, processes, and results A.V.3.2 Produce art by using a variety of processes appropriately, safely, and effectively.
Activity, animate childrens stories from other cultures
art processes B V.3.3 Exemplify characteristics of different artistic processes. I.V.3.3 Analyze the relationship between process and product. P V.3.3 Select appropriate processes and techniques to create art x. no standand.
Activity, animate childrens stories from other cultures
connecting to history, world, us, economics B.CX.1.1  Use visual arts to explore concepts in world history and relate them to significant events, ideas, and movements from a global context. I.CX.1.1 Use visual arts to explore concepts of civics and economics, such as systems, functions, structures, democracy, economies, and interdependence. P.CX.1.1  Understand the roles of visual arts in US history as a means of interpreting past eras within a historical context A.CX.1.1 Interpret visual arts from personal, cultural, and historical contexts
Activity, Independant Inquiry Dorthea Lange and Lewis Heine Activity, Independant Inquiry Dorthea Lange and Lewis Heine Activity, Independant Inquiry Dorthea Lange and Lewis Heine
connecting to history, influence, role, personal philosophy B.CX.1.2 Explain how art influences historical perspectives on society I.CX.1.2 Understand the role of visual art in documenting history. P.CX.1.2 Understand how personal perspective is influenced by temporal context A.CX.1.2 Implement a personal philosophy of art.
Activity, Independant Inquiry Dorthea Lange and Lewis Heine Activity, Independant Inquiry Dorthea Lange and Lewis Heine
**come back to this one B.CX.1.3 Explain how art is used to document the human experience. I.CX.1.3 Classify art by artist, movement, and style. *repeats Beginning BV1.3 Style P.CX.1.3 Exemplify contemporary art and artists A.CX.1.3 Apply personal artistic style while creating art.
Activity, Independant Inquiry Dorthea Lange and Lewis Heine Classify Movement Activity
art in context, culture, personal aesthetic B.CX.1.4  Interpret art in terms of cultural and ethnic context. I.CX.1.4 Explain the influence of contextual knowledge on aesthetic responses to art. P.CX.1.4  understand how personal aesthetic responses to art are influenced by culture A.CX.1.4 Apply a personal aesthetic to the creation of art.
Activity, Independant Inquiry Dorthea Lange and Lewis Heine Activity, Independant Inquiry Dorthea Lange and Lewis Heine
geographic location of art, enviroment B.CX.1.5 Explain the effect of the geographic location and environment on the media and subject matter of art. I.CX.1.5 Explain the effect of geographic location and physical environment on design, production, and marketing of art. P.CX.1.5 Understand the relationship of the environment to art, including technology, preservation, and sustainability of resources A.CX.1.5 Apply environmental responsibility to the creation of art.
Activity 1
commercial design **come back to this one B.CX.2.1 Analyze the contribution of art to the design of consumable goods, products, services, both historical and contemporary. I.CX.2.1 Apply skills and concepts developed in art to daily life. P.CX.2.1 Understand the influence of commercial design on personal aesthetics A.CX.2.1 Design a portfolio to reflect personal choices and growth over time as an artist.
connecting to other disciplines B.CX.2.2 Recognize the interdisciplinary knowledge used in the creation of art. I.CX.2.2 Apply skills and knowledge learned in various disciplines to visual arts.  *connects to B.CX.2.1 P.CX.2.2 Understand how knowledge learned in other disciplines is used to solve artistic problems A.CX.2.2 Create art using skills and knowledge learned in other disciplines.
Activity, Independant Inquiry Dorthea Lange and Lewis Heine Activity, Independant Inquiry Dorthea Lange and Lewis Heine Activity, Independant Inquiry Dorthea Lange and Lewis Heine
collaboration B.CX.2.3 Analyze the collaborative process in the creation of art. I.CX.2.3 Apply collaborative skills to create art. P.CX.2.3 Understand the value of collaboration with peers to arrive at effective solutions to artistic problems A.CX.2.3 Understand the collaborative relationship between the artist and the community.
digital B.CX.2.4 Analyze the role of art in creating digital images, technological products, and design. I.CX.2.4 Analyze how digital design affects communication in art. P.CX.2.4 Analyze how contextual relevance affects aesthetic responses to digital media A.CX.2.4 Analyze the influence of digital media and technology on creating art.
critiquing art B.CR.1.1 Understand the art criticism process I.CR.1.1 Critique art based on personal and formal criteria. P.CR.1.1 Differentiate between personal aesthetic response and objective critical response to art A.CR.1.1 Construct convincing and logical arguments, individually and collaboratively, to defend analyses of art.
Activity, Not Exactly Mona Lisa Critique Activity, Not Exactly Mona Lisa Critique
critique, evaluate, teacher-generated critera B.CR.1.2 Use teacher generated criteria to evaluate personal art. I.CR.1.2 Critique personal art using personal or teacher-generated criteria P.CR.1.2 Critiques personal art based on reflective inquiry A.CR.1.2 Critique personal portfolios using personal and teacher-generated criteria.

Comments are closed.

Follow Art Is Good on WordPress.com
<span>%d</span> bloggers like this: