| 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. |
01 Aug 2013 Comments Off on
Art Is Good 