Arizona essential skills for visual art

              1 i ,
AR: IZIDNA DEPARTMENT OF EDUCATION
C. Bishop, Superil1tel1ael1t
July'l9ll8
ARIZONA
ESSENTIAL SKILLS
FOR
VISUAL ART
April 1988
ARIZONA DEPARTMENT OF EDUCATION
C. DIANE BISHOP
STATE SUPERINTENDENT OF PUBLIC INSTRUCTION
Dr. Jim Hartgraves, Deputy Superintendent
Barbara Border, Deputy Superintendent/ State Director for Vocational Education
STATE BOARD OF EDUCATION STATE BOARD OF
VOCATIONAL EDUCATION
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Karin Kirksey Zander ...............•..•... President
Eddie Basha Vice PresIdent
Honorab. le C. DIane BIshop ExecutIve Officer
Dr. RegInald E. Barr ..••...•.•.•..••••••••••• Member
Ray Borane ..•....•....................•.... Member
Betty Inn" lanLee ..•..................•••.•••. Member
Dr. J. Russell Nelson .••..•..••....•..••••••.• Member
DavId B. Silva .....................••••...... Member
Ada ~ rhomas .......•............•.•..•...... Member
III
The contents of this publication were developed un­der
a grant from the U. S. Department of Education.
However, those contents do not necessarily repre­sent
the policy of that agency, and you should not
assume endorsement by the Federal Government.
[ 20 U. S. C. 1221 e- 3( a)( 1)]
The Arizona Department of Education is an equal
opportunity employer and educational agency and
affirms that it does not discriminate on the basis of
race, color, national origin, age, sex, or handicap­ping
condition.
ADE
• Printed in PhoeniX, AZ. by the Arizona Department of Education.
Caples: 1500, Total Printing Cost: $ 3900.00, Unit Cost: $ 2.60, Date: 9/ 93
iv
TABLE OF CONTENTS
I.. TABLE OF CONTENTS v
II.. What the Law Requires vii
III. Foundation Statement , .
A. Introduction.......................... 3
B. Quality Components 4
C. Basic Recommendations. . . . . . . . . . . . . . . .. 5
IV. Basis of the Document " 6
V. Elementary K- 3 Goals, Objectives, Skills,
Procedures, Outcomes and Evaluation 9
VI. Elementary 4- 6 Goals, Objectives, Skills,
Procedures, Outcomes and Evaluation 21
VII. Junior High/ Middle Goals, Objectives,
Skills, Procedures, Outcomes and Evaluation .... 31
VIII. High School Goals, Objectives, Skills,
Procedures, Outcomes and Evaluation 47
IX. APPENDIX 65
A. Essentials of a Quality Art Program 67
B. Affecting Student Attitudes 68
C. Evaluating Student Art. . . . . . . . . . . . . . . . .. 69
D. Teacher Preservice and In- service 69
E. Health Hazards in the Art Room 70
F. Visual Art Resources 70
G. Acknowledgements and References 77
H. Bibliography 81
1. Teaching Art Education 81
2. Elementary Grades 82
3. Secondary Grades 83
4. Resources for Aesthetic Experiences .... 84
5. Teaching Cultural Heritage/ Art History .. 85
6. Resources for Personal Expression 87
7. Art Education for Special Populations ... 87
I. Periodical Reference , 89
J. Glossary............................. 93
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WHAT THE LAWREQUIRES
The Arizona OffiClal CompilatiOn of Administrative Rules and Regulations
---------~-,
( A. C. R. R.), Chapter 2, Article 3, R7~ 2- 301 states: ARIZONA LAW REQUIRES THAT VISUAL ARTS BE
TAUGHT TO ALL STUDENTS, GRADES 1- 6
Subjects To Be Taught
Reading ( including phomcs)
Art ( Visual Arts)
Arithmetic
Geography
Hal1dwntmg
Health
Language
Literature
Music
Science
Spelling
World History
American History
Arizona History and Constitution
Civics ( U. S. Constitution)
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Years Taught
K-&
1- 6
1-&
1-&
1-&
1-&
1-&
1- 8
1- 8
1- 8
1- 8
1- 8
7- 8
7- 8
7- 8
* ARS 15- 203.15 states:
* ARS 15- 203.17 states:
* ARS 15- 203.19 states:
vii
" The state board of
education shall prescribe
and enforce a course of
study in the common
schools. "
" The state board of
education. shall prescribe
the subjects to be taught in
the common schools."
" The state board of
education shall advise
school districts on purchase
of textbooks for the
common schools, ••.."
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VISUAL ARTS ESSENTIAL SKILLS
FOUNDATION STATEMENT
VISUAL ARTS ESSENTIAL SKILLS
FOUNDATION STATEMENT
Introduction
Weare building the future. It is a future of constant
change, swift technological development, and intellec­tual
inventiveness.
We must help our children to develop the self­discipline,
the perception, the imagination, and the
necessary communication skills demanded by the
future they will face and we will share. The visual
arts build self- discipline, help us create, and develop
nonverbal thinking skills which mvolve perception,
fonning images, and imagination.
It is the mission of the State Department of EducatlOn
to prOVide the highest quality education for the
children of Arizona. This includes the art educatIon of
each child. Each student should have access to a
quality art education program which mcludes art as a
discipline involving a definite body of knowledge
developed through scope and sequence.
Quality Components
The quality components of art education are:
Creative Art Expression- Creative Expression includes
hands on visual arts experiences motivated by the
lesson's objectives that will produce as many visually
unique and/ or individual art solutIons as there are
students in the class.
Aesthetic Assessment-- Aesthetic Assessment is the
ability to describe, interpret, and evaluate art works
created by oneself and others, and to communicate
one's perceptions verbally and in writing.
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Art in Cultural Heritage- Art in Cultural Heritage is
the study and appreciation of art and artists within the
context of the past an present cultures. World
cultures should include the entire global community
and attention should be paid to the cultural diversity
of Arizona.
These goals are endorsed by the National Art
Education Association.
This report is the foundation for quality Visual Arts
Programs around the state of Arizona.
The mstruction in Visual Arts should provide for the
sequenced learning of thinking skills, which includes
know ledge, comprehension, application, analysis,
synthesis, and evaluation. This may be accomplished
through the integration of Creative Art Expression,
Art in Cultural Heritage, and Aesthetic Assessment
components of art.
Using these approaches, visual arts education should
demonstrate that there are multiple ways to solve a
problem. This principle can be applied to areas of art
instruction such as production, media selection,
Critical analysis, and art appreciation. Problem
solvmg can be taught through the encouragement of
experimentation, risk taking, and the acceptance of
views other than one's own.
Analysis of a work of art is a vital part of the visual
arts experience, and should be part of instruction in
3
Quality Components ( Continued)
historical, studio, and cultural contexts. Art history
and art in cultural heritage are essential to the under­standing
of our past, our present, and the future we
hope to build.
Creative art production is the application of art
processes, concepts, and media to create a purposeful
art experience. The development of application
processes leads to the ability to distinguish various
forms and elements of art, and communicate these
intellectual judgments. Further, combmation of these
elements with philosophical and historical appreciation
forms the basis for aesthetic apprecIation.
In order to achieve these levels of knowledge and
appreciation, there are several instructional methods
which may be applied. Each child should be introduced
to studio. situations which require selections that allow
for mdividual differences. Partlcular effort should be
given to addressing the needs of the speClal education
populatlOn, such as the physically handicapped,
mentally handicapped, emotionally handicapped,
learning disabled and gifted. ThIS mcludes curriculum
areas mvolving media that mclude drawmg, sculpture,
painting, graphics, crafts, photography, filmmaking,
video, and environmental design.
Background for these situations can be integrated from
social studies, anthropology, mathematics, science,
and other art classes, emphasizmg the relationship of
art to the growth of the human spirit and Intellect.
Organizing a curnculum of thIS scope requires the
development of sequences sImilar to socIal studies and
language arts, incorporating increasingly complex
concepts at each higher grade level. Specialists
familiar with child development could playa role in
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assuring flexibility 10 relevant aspects of the
curriculum. Evaluation should be made as simple as
possible through clear grade leve: l organization.
Evaluations of students' works should also be included
in the curriculum, allowing the student to develop the
critlCal analysis necessary to deal with the processes
involved in judgment and aesthetics. Display of
student artwork should be encouraged at all levels.
Creative Art Expression, Aesthetic Assessment, and
Art in Cultural Heritage are the three main areas of
curriculum development which form quality
components of Art Education, transmitting an
appreciation of the role of art in our society, and
encouraging personal fulfillment and expression
through art experiences.
Careers in arts should be part of, but not the goal of,
the Visual Arts program. At the elementary and
secondary levels, students should become familiar with
the various occupatIOns available in the Visual Arts.
Students should also develop aesthetic awareness, the
ability to. discuss, understand, and critique man- made
and natural environments. They should develop
confidence in personal expression through their own
work as well as appreciation of the works of others.
All the arts- Music, Drama/ Theatre, Dance and Visual
arts shOUld be taught at the elementary school level.
Introductory Visual Arts classes should be made avail­able
to all high school students. Instructors for these
programs shOUld be certified art endorsed specialists.
4
Quality Components ( Continued)
Partnerships between art endorsed specialists and
classroom teachers at the elementary level need to be
formed in order to develop quality art experiences for
all students. Quality programs at all levels should
include a partnership among teachers, art endorsed
specialists, artists, community, and cultural
resources.
Teacher evaluation is another factor that should be
built into the curriculum, using as guidelines a
structure that delineates what should be taught at
various grade levels. This allows a checklist type of
evaluation to be developed to determine if students
have learned the material outlined by the curriculum.
BASIC RECOMMENDATIONS
1. Provide teachers. a written scope and sequence
guide for Visual Arts programs. ( District
Responsibility)
The importance of the arts in truly educating a
successful member of society must be recognized. the
following are recommendations for integrating quality
Visual Arts programs into Arizona schools:
Testing the knowledge of art can be accomplished
through a variety of methods. Games, role playing,
visuals, verbal, and written skills should be used to
demonstrate histOrical, cultural, and analytical aspects
of art.
with
and
guide
Arts
Develop a program which includes Fine Arts
teachers and supervisors. ( District
Responsibili ty)
Provide an administrator's
recommendations for Visual
facilities. ( ADE Responsibility)
Small and rural schools need to have access to
art teacher staff development and other means
to develop quality arts programs. ( ADE and
District Responsibility)
2.
4.
3.
Each district's accountability and evaluation must be
built into the program. ThiS will allow the local
districts to work within the scope of quality cur­riculum,
providing ongomg evaluatIOn for its own
benefit and the benefit of people who may choose to
move into the district.
These partnerships can provide the base for reinforcing
our cultural heritage, the worth of the individual, and
the individual's relationship to the world. All of the
members of the partnerships can become representa­!
lves for the Visual Arts programs. Funds need to be
developed to support Visual Art programs and teacher
cadres ( staff development), whIch will enhance Arts
Educatlon.
Public awareness can be further developed as
community art support groups communicate with
various segments of local districts.
Small and rural school districts are encouraged to
contact the Department of Education, Fine Arts
Specialist, the Arizona CommissIOn on the Arts, and
the Arizona Art Education AssociatIOn for resources
and reference informatlOn. Teachers are encouraged
to use their special mterests and skills whenever
appropriate, and to draw upon the special interests and
skills within the commumty.
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BASIC RECOMMENDAnONS ( Continued
5.
6.
7.
8.
9.
10.
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Develop access for all elementary, junior high,
middle, and high school students to receive
instruction in visual arts programs. Appropriate
time allocations would include a minimum of
100- 120 minutes per week at elementary level
and 225 per week at junior high and senior high
levels. ( District Responsibility) The minimum
length of time for individual art lessons should
be 50 minutes. The maximum number of classes
taught by the art specialist in a given day
should be five ( 5).
Include an mtroductory class concermng
production, aesthetIc assessment, and art m
cultural heritage m junIOr high, mIddle, and high
school curricula. ( District Responsibility)
Develop a means to mOnltor compliance with
Visual Art program standards. ( ADE
Responsibility)
Certified K- 12 art endorsed teachers should be
the primary deliverers of Visual Arts
instruction. ( District and State Certification
Responsibility)
Include Fine Arts credit as high school
graduation and/ or college entrance require­ments.
( ADE and District Responsibility)
Work with the legislature to develop a budget of
specific funds for arts education. Ideally, a
visual arts education program should be funded
completely and fully by the State Legislature of
Anzona. Realistically, we need to find ways to
use eXIstIng funds and facilities to provide the
best possible compliance wIth our gUIdelines.
In the meantime, Arts advocacy must be the
responsibility of arts educators, administrators, school
boards, parents and taxpayers. ( ADE Responsibility)
The quality of life and the nurturing of the human
spirit and intellect are inseparably intertwined. Self­esteem
is an integral aspect of this quality we seek to
aChieve. Art education can increase self- esteem by
creating a sense of originality and individualism
through experimentation into various media and
unexplored forms of creation. It can help to create a
sense of control and decIsion making power to solve
conceptual problems, While creating a sense of balance
between the affective and cognitive learning
domains. Art education can give a sense of connection
and symmetry to the students' understanding of the
human experiences, both past and present. Art educa­tion
can help stimulate the sensitivity and imagination
to create a fruitful future.
Basis of the Document
The mtent of thIS document IS to provide local school
distrIcts with a guide of current knowledge in the
Visual Arts, by utilizing this guide, districts should be
able to develop their own curriculum document which
meets the needs of their students. Since each school
district in Arizona is unique, each district should
develop its own curriculum document reflecting the
Visual Arts Essential Skills Document as the individual
district feels appropriate. All essential skills should be
mcluded.
This document is a broad- based document which
mcludes all of the quality components set forth by the
National Art Education Association. The Visual Art
Essential Skills Committee has elected to maintain the
three components developed in the 1985 VisualArts
6
Basis of the DOCument ( Continued)
Sequenced Curriculum Guide, Grades 1- 6. These
Components are: . Art in Cultural Heritage, Aesthetic
Assessment and Creative Art Expression. The
committee further reserved the chOiCe of approach to
visual art education to the local school district. Local
distrIcts may elect to develop a document which
reflects anyone of the following approaches: Disci­plined
Based; Historical Based; Studio Based; Visual
Perceptually Based or any other approach which con­tain
all of the quality components. The Department of
Education will provide assistance, upon request, to
local school districts.
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INTRODUCTION
This document is designed for use with Bloom's Taxonomy. Basic Skills devel­opment
progresses to analytical and critical thinking processes. Evaluation
procedures can be designed to recognize individual's progress according to ability.
Complexity of procedures, outcomes and evaluation can therefore remain gE! ared
to the individual while meeting local and state guidelines for completion of Visual
Arts Skills.
Outcomes and evaluations that relate to objective processes and skills appear on
appropriate pages. Related outcomes and evaluations are not repeated on the
same page if they are the same for all processes and skills described on that page.
10
LEVEL: K- 3
VISUAL ART ESSENTIAL SKillS
COMPONENT: ART IN CULTURAL HERITAGE
GOAL: A. To acquire knowledge of events and awareness of symbols and objects as they relate to: self ( home and school), community ( local, state,
national/ international, and ethnic influences), history
OBJECTIVE PROCESSES AND SKILLS
1. Visit galleries, museums, and studios both as an
individual and part of class; identify their purposes
and differences
2. Observe, listen to, read about and describe the
objects and events from the various ethnic, cultural
and historical influences in Arizona
3. Identify and place art forms and other objects of a
given culture in correct categories ( Oriental, African,
American Indian, etc.)
SUGGESTED OUTCOMES
The student will be able to:
1. Participate in simulation of a " gallery" in classroom
or school setting using student art and/ or fine art
prints as well as oral and written discussion, etc.
2. Participate In oral and Written discussion, matching
and sorting activities, games, simulations, art forms,
etc., which identify various ethnic, cultural and
historical influences in Arizona
3. Participate in oral and written discussions, matching
and sorting activities, games, simulations, art forms,
etc., which identify cultural categories
SUGGESTED EVALUATION
The teacher:
Evaluates student Identification and discrimination
between galleries, museums and art studios, by means
of rating scale or checklist
Monitors student Identification of and description of
various ethnic themes and identification of the specific
art products of those ethniC groups most Significant to
the local community area, as demonstrated in discus­sions,
activities
Monitors student identification, recognition, description
of various cultural and historical themes; naming and
identification of forms of early American arts and crafts,
identification of and discrimination of early provinclal/
folk art from sophisticated/ contemporary art, description
of art as a record of history, description of the meaning
of culture as demonstrated In discussions, activities
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Definitions may be found in the Glossary.
Use and understanding of appropriate art vocabulary and proper use and care of materials and equipment shall be a part of all lessons.
11
VISUAL ART ESSENTIAL SKI LLS ( continued)
B. To acquire knowledge of artistic style using images made in realistic, abstract, and nonobjective forms
LEVEL:
GOAL:
K- 3 COMPONENT: AESTHETIC ASSESSMENT
OBJECTIVE PROCESSES AND SKILLS
1. Identify and discriminate realistic, abstract and
nonobjective artworks
SUGGESTED OUTCOMES
The student will be able to:
1. Participate In oral or written discussion, game,
or matching activity, etc.
SUGGESTED EVALUATION
The teacher:
Evaluates student recognition of different styles in
adult art, as recorded on tape, VCR recordings, rating
scale or checklist
Evaluates student participation and success in matching
activity, etc.
ded140
Definitions may be found in the Glossary.
Use and understanding of appropriate art vocabulary and proper use and care of materials and equipment shall be a part of all lessons.
12
VISUAL ART ESSENTIAL SKI LLS ( continued)
LEVEL: K- 3 COMPONENT: AESTHETIC ASSESSMENT
GOAL: c. To acquire knowledge of artists, and artistic periods from present and past, local and distant areas, and discriminate/ analyze artistic
characteristics and mood
OBJECTIVE PROCESSES AND SKI LLS SUGGESTED OUTCOMES
The student will be able to: The teacher:
SUGGESTED EVALUATIQN
1. Identify and discriminate media In adult art
2. Identify and discriminate techniques of art in
observed pieces ( sculpting, painting, drawing,
reproductions, etc.)
3. Observe a guest artist in the classroom or school
setting, engage in discussion regarding art production,
art study and arts careers, and explain the place and
function of artists in the community
4. Describe impressions ( artistic mood) of observed
works of art
1. Participate in oral or written discussion, game, or
matching activity, etc.
2. Participate in oral or written discussion, game,
matching activity, etc., that demonstrates ability
to identify techniques of art
3. Participate in oral and written discussions
4. Participate in oral and written discussions
Evaluates student recognition of different media in
adult art, as recorded by records, tape recording, VCR
recordings, rating scale or checklist pertaining to student
activities
Monitors student's accurate identification of sensory
stimulation ( visual, tactile, auditory, olfactory, taste);
recognition and interpretation of artistic mood, style;
and appraisal, choice or defense of what is seen by means
of tape recording, VCR recordings, rating scale or
checklist geared to oral and written discussions
ded140
Definitions may be found in the Glossary.
Use and understanding of appropriate art vocabulary and proper use and care of materials and equipment shall be a part of all lessons.
13
VISUAL ART ESSENTIAL SKILLS ( continued)
LEVEL: K- 3 COMPONENT: CREATIVE ART EXPRESSION
GOAL: D. To acquire artistic knowledge for applying art elements
OBJECTIVE PROCESSES AND SKILLS
1. COLOR/ VALUE- Identify the primary and second­ary
colors and mix the secondary colors from the
primary
2. COLOR/ VALUE- Identify and apply appropriate
warm and cool colors
3. COLOR/ VALUE- Describe the color wheel organiza­tion
and locate the placement of the primary, second­ary
and tertiary colors
4. CO LOR/ VALUE- Describe and create an example of
altering color
5. SHAPE- Identify and distinguish between man- made
and natural shapes
6. SHAPE- Construct an mdividually planned composI­tion
by combming created shapes
70 LINE- Identify and produce varieties and qualities of
drawn and painted lines
8. TEXTURE- Identify and describe textural qualities
of objects
9. TEXTURE- Produce visual and tactile textures
SUGGESTED OUTCOMES
The student will be able to:
1. Participate in oral or written discussion, create
a color worksheet or painting, etc.
2. Participate in oral or written discussion, create
color worksheet or painting, etc.
3. Participate in oral or written discussion, construct
a color wheel, drawing or pamting, etc.
4. Participate in oral or written diSCUSSion, create
a value worksheet, drawmg or pamting, etc.
5. Participate in oral or written discussion, game,
matching activity, etc.
6. Complete a planned composition by combining
created shapes
7. Participate in oral or written discussion, and
complete a line worksheet, drawing, painting, etc.
8. Participate in oral or written diSCUSSion, game,
matching activity, etc.
9. Create project( s) using visual and tactile textures
SUGGESTED EVALUATION
The teacher:
Observes student comprehension as exhibited moral
diSCUSSion or written Journals, color worksheet, painting,
etc.
Collects student Journals and/ or monitors oral or
written discussion demonstrating student's appropriate
use of vocabulary
Observes student constructional skills as exhibited in
composition
Collects anecdotal record, keeps rating scale, checklist,
and monitors oral or written discussion demonstrating
student's appropriate use of vocabulary
Evaluates oral or written student discussion demon­strating
associations between vocabulary and the
textural qualities of seen and/ or touched objects
Observes student application of textures as recorded
on rating scale or checklist
ded140
Definitions may be found in the Glossary.
Use and understanding of appropriate art vocabulary and proper use and care of materials and equipment shall be a part of all lessons.
14
VISUAL ART ESSENTIAL SKI LLS ( continued)
LEVEL: K- 3 COMPONENT: CREATIVE ART EXPRESSION
GOAL: E. To acquire artistic knowledge for applying design principles
OBJECTIVE PROCESSES AND SKI LLS
1. DESIGN PR INCIPLE- Identify and describe rhythm,
emphasis, contrasts and/ or repetition in works of art,
artifacts and visual images; and create compositions
using rhythm, emphasis, contrast and/ or repetition
2. DESIGN PR INCIPLE- Identify. describe and pro­duce
symmetrical designs
3. DESIGN PR INCIPLE- Identify. describe and pro­duce
a radial pattern
SUGGESTED OUTCOMES
The student will be able to:
1. Participate in oral or written discussion and
create compositions
2. Participate in oral or written discussion, and
create designs
3. Participate in oral and written discussion.
create patterns
SUGGESTED EVALUATION
The teacher:
Monitors written or oral discuSSIon, and observes
compositions demonstrating student identification of,
and application of. design principles In their own and
the art wOlrk of others; as recorded in rating scale or
checklists
Monitors oral or written discussion demonstrating
student's appropriate use of vocabulary, evaluates
designs as Irecorded on rating scale or checklists
ded140
Definitions may be found in the Glossary.
Use and understanding of appropriate art vocabulary and proper use and care of materials and equ Ipment shall be a part of all lessons.
16
VISUAL ART ESSENTIAL SKILLS ( continued)
LEVEL: K- 3 COMPONENT: CREATIVE ART EXPRESSION
GOAL: F. To develop manipulative and technical skills in using art media to effectively translate ideas, feeliings, and values
OBJECTIVE PROCESSES AND SKI LLS SUGGESTED OUTCOMES
The student will be able to: The teacher:
SUGGESTED EVALUATION
1. DRAWING- Demonstrate use of a diverse number
of drawing tools
2. DRAWING- Draw objects from observation, memory
and imagination
3. PAINTING- Demonstrate use of brush skills in
painting objects, textures, details
4. PAINTING- Paint a variety of subjects; i. e., land­scape,
still- life, imaginary compositions
5. PAINTING- Expenence a variety of applications
and styles of painting
6. CUTTINGffEAR lNG/ SHAPING- Demonstrate
control in cutting/ tearing purposeful shapes for
planned compositions
7. ASSEMBLING- Assemble different media both
natural and man- made into 2- D and 3- D artworks
8. CRAFTS- Produce crafts using a variety of pro­cesses
such as weaving, modeling, construction, etc.
9. PR INT MAKING- Create a self- designed surface
using vegetable, stencil, clay, styrofoam, etc. and
use it to produce a multiple image form
1. Produce sketchbooks, drawings, portfolios, etc.,
complete worksheets
2. Produce sketchbooks, drawings, portfolios, etc.
3. Produce sketchbooks, drawings, portfolios, etc.
4. Produce sketchbooks, drawings, portfolios, etc.
5. Participate in oral and written discussion, games,
matching activities, and create paintings, etc.
6. Produce compositions utilizing cutting/ tearing
skills
7. Assemble 2- D and 3- D artworks
8. Produce a vanety of craft projects
9. Produce printed products from self- designed
surfaces
Observes and records student progress through evaluation
of completed assignments
Observes and records student progress by means of one
or more of the following: photocopy, photographs or
slides of student work, rating scales or checklist, etc.
ded140
Definitions may be found in the Glossary.
Use and understanding of appropriate art vocabulary and proper use and care of materials and equipment shall be a part of all lessons.
17
VISUAL ART ESSENTIAL SKILLS ( continued)
LEVEL: K- 3 COMPONENT: CREATIVE ART EXPRESSION
GOAL: F. To develop manipulative and technical skills in using art media to effectively translate ideas, feelings, and values ( continued)
OBJECTIVE PROCESSES AND SKILLS SUGGESTED OUTCOMES
The student will be able to: The teacher:
SUGGESTED EVALUATION
10. SCU LPTING- Develop 3- D forms with planned
detail and surface texture
11. ENVIRONMENTAL DESIGN- Explore the relation­ships
of objects and space by arranging objects in
space
12. ENVIRONMENTAL DESIGN- Create art in response
to personal interpretation of sensory motivation
( fragrances, textures, observed objects, scenes, etc.)
10. Produce 3- D forms with planned detail and
surface texture
11. Construct both permanent and temporary structures
12. Produce art form ( s) that show textures, colors, etc.
through the experience of the observer
Observes and records student progress through evaluation
of completed assignments
Observes and records student progress by means of
one or more of the following: photocopy, photographs
or slides of student work, ratll1g scales or checklist, etc.
ded140
Definitions may be found in the Glossary.
Use and understanding of appropriate art vocabulary and proper use and care of materials and equipment shall be a part of all lessons.
18
VISUAL ART ESSENTIAL SKILLS ( continued)
G. To recognize the importance of personal experiences and respect the originality in their own visual expressions and in the art work of
others
LEVEL:
GOAL:
K- 3 COMPONENT: CREATIVE ART EXPRESSION
OBJECTIVE PROCESSES AND SKILLS
1. Construct ( organizing and developing an original
product) objects and/ or structures
2. Describe and discuss personal responses to man- made
art and art in nature
3. Combine unlike components for problem solving
4. Create art forms that deal with the future and/ or the
past ( showing how some idea or product might
be changed)
5. Create art forms ( organizing and conducting an
original product) that are purely imaginative
abstract or dream- like
SUGGESTED OUTCOMES
The student will be able to:
1. Construct object or structure
2. Participate in written or oral diSCUSSion, and keep
charts, lists, Journals, etc.
3. Combine unlike components into a unified form
4. Complete project
5. Complete project
SUGGESTED EVALUATION
The teacher;
Evaluates student's unique use of material or
approach, as recorded in rating scale or checklist
Records student participation by means of anecdotal
records, tape recording, rating scale or checklist
Evaluates student's unified form, as recorded in rating
scale or checklist
Keeps records, rating scale or checklist
ded140
Definitions may be found in the Glossary.
Use and understanding of appropriate art vocabulary and proper use and care of materials and equipment shall be a part of all lessons.
19
ded140
4- 6
ELEMENTARY GOALS, OBJECTIVES, SKILLS,
PROCEDURES, OUTCOMES AND EVALUATION
21
ded140
INTRODUCTION
This document is designed for use with Bloom's Taxonomy. Basic Skills devel­opment
progresses to analytical and critical thinking processes. Evaluation
procedures can be designed to recognize individual's progress according to abiility.
Complexity of procedures, outcomes and evaluation can therefore remain geared
to the individual while meeting local and state guidelines for completion of Visual
Arts Skills.
Outcomes and evaluations that relate to objective processes and skills appear on
appropriate pages. Related outcomes and evaluations are not repeated on the
same page if they are the same for all processes and skills described on that page.
22
LEVEL: 4- 6
VISUAL ART ESSENTIAL SKILLS
COMPONENT: ART IN CULTURAL HERITAGE
GOAL: A. To acquire knowledge of events and awareness of symbols and objects as they relate to: self ( home and school), community ( local,
state, national/ international, and ethnic influences), history
OBJECTIVE PROCESSES AND SKILLS
1. Identify personal choices in terms of aesthetic
background
2. Identify components of a personal environment
for a specific purpose
3. Visit galleries, museums and studios, both as an
individual and part of a class, and identify their
purpose and differences
4. Identify, compare and contrast arts/ crafts of
countries addressed in class curricula
5. Identify and categorize the Primitive arts and
crafts
6. Define the meaning of " culture" and analyze its
components
7. Identify the role of art in culture and influence
on culture
SUGGESTED OUTCOMES
The student will be able to:
1. Recognize the role and purpose of home, school,
work and other environments; identify in the
school, community and home, the occurrence and
use of art, and create tape recordings, sketchbooks,
journals, etc.
2. Design a personal environment
3. Participate In oral and written discussion, games,
matching activities, organization of a gallery
setting with own art and/ or fine art prints, and
participation as a docent, etc.
4. Participate in oral and written discussions, games,
matching activities and create art in the style of
studied historical cultures, etc.
5. Participate in oral and written diSCUSSions of the
specific art products of ethnic groups most
significant to local communitY, both historic and
contemporary, and discuss other ethnic influences
in Arizona and the United States, games, sorting
and matching activities, etc.
6. Participate In oral and written discussions; recog­nize,
identify and describe various ethnic, cultural
and historical themes, and demonstrate aware­ness
of the progressive development of art and
craft design
7. Participate in oral and written discussions; recog­nize,
identify and describe various ethnic, cultural
and historical themes, and demonstrate an aware­ness
of the progressive development of art and
craft design
SUGGESTED EVALUATION
The teacher:
Observes and records student progress through evaluation
of completed assignments
Observes and records student progress by means of one
or more of the following: photocopy, photographs or
slides of student work, rating scales or checklist, etc.
ded140
Definitions may be found in the Glossary.
Use and understanding of appropriate art vocabulary and proper use and care of materials and equipment shall be a part of all lessons.
23
VISUAL ART ESSENTIAL SKILLS ( continued)
LEVEL: 4- 6 COMPONENT: AESTHETIC ASSESSMENT
GOAL: B. To acquire knowledge of artistic style using images made in realistic, abstract, and nonobjective forms
OBJECTIVE PROCESSES AND SKILLS SUGGESTED OUTCOMES
The student will be able to: The teacher:
SUGGESTED EVALUATION
1. Identify, describe different artistic styles and
applications
2. Describe nature as inspiration and subject for art
1. Participate in oral and written discussion of
different artistic styles, identify and describe
different styles of art ( historic and contemporary),
defend personal preferences in styles, and create
tape recordings, sketchbooks, journals, etc.
2. Describe responses to sensory stimulation ( visual,
tactile, auditory, olfactory, taste); recognize art
elements and design principles; explain what is
seen, and construct tape recordings, sketchbooks,
journals, etc.
Observes and records student progress through evaluation
of completed assignments
Observes and records student progress by means of one
or more of th, e folloWing: photocopy, photographs or
slides of student work, rating scales or checklist, etc.
ded140
Definitions may be found in the Glossary.
Use and understanding of appropriate art vocabulary and proper use and care of materials and equipment shall be a part of all lessons.
24
VISUAL ART ESSENTIAL SKILLS ( continued)
LEVEL: 4- 6 COMPONENT: AESTHETIC ASSESSMENT
GOAL: C. To acquire knowledge of artists and artistic periods, from present and past, local and historical; and discriminate/ analyze artistic charac­teristics
and mood
OBJECTIVE PROCESSES AND SKILLS SUGGESTED OUTCOMES
The student will be able to: The teacher:
SUGGESTED EVALUATION
1. Identify, compare and contrast materials used in
the built environment
2. Observe a guest artist in the classroom or school and
engage in discussion regarding art, study and careers
3. Describe impressions of, recognize and identify
individual artist's work
1. Distinguish between natural and man- made
environments; identify aesthetic qualities of
natural objects and environment; recognize appro­priateness
of built environmental designs and
create tape recordings, sketchbooks, journals, etc.
2. Describe responses to sensory stimulation ( visual,
tactile, auditory, olfactory, taste). recognize art
elements and design principles, recognize art media
and processes, recognize and explain artistic mood
and style ( i. e., objects and environment both
natural and man- made) and develop tape recordings,
sketchbooks, journals, etc.
3. Participate in oral and written discussions, recog­nizes
work produced by individual artists, express
the function of artists in community and in
larger society, and develop tape recordings,
sketchbooks, journals, etc.
Observes and records student progress through evaluation
of completed assignments
Observes and records student progress by means of one
or more of the following: photocopy, photographs or
slides of student work, rating scales or checklist, etc.
ded140
Definitions may be found in the Glossary.
Use and understanding of appropriate art vocabulary and proper use and care of materials and equipment shall be a part of all lessons.
25
VISUAL ART ESSENTIAL SKI LLS ( continued)
LEVEL: 4- 6 COMPONENT: CREATIVE ART EXPRESSION
GOAL: D. To recognize and discriminate among the visual characteristics of the design elements ( line, color/ value, shape, texture, mass/ form and
space) in forms that are of natural and of human origin
OBJECTIVE PROCESSES AND SKILLS SUGGESTED OUTCOMES
The student will be able to: The teacher:
SUGGESTED EVALUATION
1. COLOR/ VALUE- Identify the primary, secondary
and tertiary colors and construct a color wheel
including secondary and tertiary colors mixed from
the primaries
2. COLOR/ VALUE- Identify tints and shades and
create a value scale of color, mixing with black and
white
3. LINE/ SPACE- Identify and demonstrate variety in
the use ( 1- point perspective to create illusion of space
and depth) and quality of lines ( gesture, shading,
cross- hatch, etc.)
4. LINE- Demonstrate use of line in a controlled
manner for sketching, shading and detail
5. TEXTURE- Identify and create visual textures and
tactile surface textures
6. TEXTURE- Apply textures effectively to a given
shape and/ or form
7. SHAPE/ FORM- Construct with additive and
subtractive methods 2- D forms from media using
relationships of positive- negative space
8. MASS/ FORM- Construct with additive and
subtractive methods 3- D forms from bulk media
using relationships of positive- negative space
1. Participate in oral or written discussion, create
color wheels, paintings, etc.
2. Participate in oral and written discussion, identify
qualities of color intensity ( shades of brightness
and dullness), and create color value scales,
paintings, etc.
3. Participate in oral and written discussions, exhibit
increased skill in and variety in techniques of
gesture, shading, cross- hatch, use of 1- point per­spective
to create illusion of space and depth in
creation of individual folders, sketchbooks, draw­ings,
paintings, etc.
4. Produce individual folders, sketchbooks, drawings,
etc.
5. Participate in oral and written discussions, and use
textures to produce a well- deSigned composition
6. Produce textured shape and/ or form
7. Show increasing ability to control and manipulate
materials, to produce art using additive and sub­tractive
methods, to use effective relationships of
Positive- negative space by creating 2- D forms
8. Show increasing ability to control and manipulate
pliable materials, to produce art using additive and
subtractive methods, to use effective relationships
of positive- negative space by creating 3- D forms
Observes student comprehension as exhibited in oral and
written diSCUSSion, construction of color wheels, paint­ings,
etc., as recorded on rating scales or checklists, etc.
Monitors student participation by means of record sheet,
center chart, individual folders, checklists, etc.
Observes student comprehension and use of skills as
recorded by photographs and slides of student work,
rating scales or checklist, etc.
Observes and records student progress through evaluation
of completed assignments
Observes and records student progress by means of one
or more of the following: photocopy, photographs or
slides of student work, rating scales or checklist, etc.
ded140
Definitions may be found in the Glossary.
Use and understanding of appropriate art vocabulary and proper use and care of materials and equipment shalll be a part of all lessons.
26
VISUAL ART ESSENTIAL SKILLS ( continued)
LEVEL: 4- 6 COMPONENT: CREATIVE ART EXPRESSION
GOAL: E. To observe, describe, and begin to categorize the specific details of design principles, ( e. g., repetition, rhythm, balance, and variation on
a theme) in forms that are of natural and of human origin in order to sense their underlying structures
OBJECTIVE PROCESSES AND SKILLS SUGGESTED OUTCOMES
The student will be able to: The teacher:
SUGGESTED EVALUATION
1. DESIGN PR INCIPLES- Identify and demonstrate
use of design elements together to illustrate the
design principles
1. Participate in oral and written discussions and
create art forms using repetition, rhythm, balance
and variation on a theme
Observes and records student progress through evaluation
of completed assignments
Observes and records student progress by means of one
or more of the following: photocopy, photographs or
slides of student work, rating scales or checklist, etc.
ded140
Definitions may be found in the Glossary.
Use and understanding of appropriate art vocabulary and proper use and care of materials and equipment shall be a part of all lessons.
27
LEVEL:
VISUAL ART ESSENTIAL SKILLS ( continued)
4- 6 COMPONENT: CREATIVE ART EXPRESSION
GOAL: F. To demonstrate manipulative and technical skills in using art media to effectively translate ideas, feelings, and values
OBJECTIVE PROCESSES AND SKILLS SUGGESTED OUTCOMES
The student will be able to: The teacher;
SUGGESTED EVALUATION
1. Demonstrate use of Iine to create and express
emotions ( portraits, quality of line design, etc.)
2. Demonstrate use of contour drawing effectively
3. Draw from observed, remembered or imagined
sources with increasing ease
4. Demonstrate a high control of manipulating and
shaping materials with different tools
5. Arrange different media using processes of joining
into either a 2- D or 3- D composition
6. Create multiple images using a stencil, silk- screen
and/ or block, etc.
7. Identify and demonstrate use of basic process of
photography and/ or sun printing
8. Demonstrate ability to work with such craft pro­cesses
as weaving, modeling, and stitchery to make
objects that demonstrate beginning levels of
craftsmanship
9. Create an environmental design illustrating ways to
organize space
1. Produce drawings, paintings, sketchbooks, etc.,
which demonstrate use of line
2. Produce drawings, paintings, sketchbooks, etc.,
which demonstrate contour drawing
3. Produce drawings, paintings, sketchbooks, etc.
4. Produce art forms with subtractive and additive
skills, and complete a collage with specific
metaphor, etc.
5. Produce art forms with subtractive and additive
skills, and complete a collage with specific
metaphor, etc.
6. Produce multiple images, etc.
7. Participate in oral and written discussions and
create photographs, sun prints, etc.
8. Weave an object in specifically chosen fibers and
found materials, stitch materials together, using
stitching as part of the design, and models, etc.
9. Demonstrate variety in spacial organization
in creating environmental designs
Observes and records student progress through evaluation
of completed assignments
Observes and records student progress by means of one
or more of the folloWing: photocopy, photographs or
slides of student work, rating scales or checklist, etc.
Observes student progress on woven object
Observes student progress on designs
ded140
Definitions may be found in the Glossary.
Use and understanding of appropriate art vocabulary and proper use and care of materials and equipment shall be a part of all lessons.
28
VISUAL ART ESSENTIAL SKILLS ( continued)
LEVEL: 4- 6 COMPONENT: CREATIVE ART EXPRESSION
GOAL: F. To demonstrate manipulative and technical skills in using art media to effectively translate ideas, feelings, and values ( continued)
OBJECTIVE PROCESSES AND SKILLS SUGGESTED OUTCOMES
The student will be able to: The teacher:
SUGGESTED EVALUATION
10. Demonstrate increased ability to produce 3- D forms
with planned detail and/ or surface texture
11. Recognize media and techniques observed in adult
art
10. Produce detailed and/ or textured 3- D forms, etc.
11. Recognize and name all media and techniques
used in the classroom
Observes and records student progress through evaluation
of completed assignments
Observes and records student progress by means of one
or more of the following: photocopy. photographs or
slides of student work, rating scales or checklist, etc.
Observes student progress on designs
Observes student progress on tests and matching activities
ded140
Definitions may be found in the Glossary.
Use and understanding of appropriate art vocabulary and proper use and care of materials and equipment shall be a part of all lessons.
29
VISUAL ART ESSENTIAL SKILLS ( continued)
LEVEL: 4- 6 COMPONENT: CREATIVE ART EXPRESSION
GOAL: G. To recognize the importance of personal experiences and respect the originality in one's own visual expressions and in the art work of
others
OBJECTIVE PROCESSES AND SKILLS SUGGESTED OUTCOMES
The student will be able to: The teacher:
SUGGESTED EVALUATION
1. Create imaginative and realistic shapes and arrange in
effective composition
2. Combine symbolic shapes ( with or without letter
shapes) to produce art of illustration and/ or message
1. Produce compositions showing different planes,
develop an individual style of preference and ease
of expression, and demonstrate compositional
skills
2. Produce art of illustration and/ or message using
combined symbolic shapes
Observes and records student progress through evaluation
of completed assignments, evaluates compositions
Observes and records student progress by means of one
or more of the following: photocopy, photographs or
slides of student work, rating scales or checklist, etc.
ded140
Definitions may be found in the Glossary.
Use and understanding of appropriate art vocabulary and proper use and care of materials and equipment shalll be a part of all lessons.
30
ded140
JUNIOR HIGH/ MIDDLE SCHOOL
GOALS, OBJECTIVES, SKILLS, PROCEDURES,
OUTCOMES AND EVALUATION
31
ded140
INTRODUCTION
This document is designed for use with Bloom's Taxonomy. Basic Skills devel­opment
progresses to analytical and critical thinking processes. Evaluation
procedures can be designed to recognize individual's progress according to abiility.
Complexity of procedures, outcomes and evaluation can therefore remain geared
to the individual while meeting local and state guidelines for completion of Visual
Arts Skills.
Outcomes and evaluations that relate to objective processes and skills appear on
appropriate pages. Related outcomes and evaluations are not repeated on the
same page if they are the same for all processes and skills described on that page.
32
VISUALART ESSENTIAL SKI LLS ( continued)
LEVEL: Junior High/ Middle School ( II) COMPONENT: ART IN CULTURAL HERITAGE
GOAL: A. To acquire an understanding of our past and present through the study of artists, their times, and their art; comprehend crosscultural
influences and world cultural influence upon artists; compare and contrast approaches used by other artists in their creative expression;
explain the different functions of art in historical context
OBJECTIVE PROCESSES AND SKILLS
1. Art History is learning about works of art.
a. Place art within a framework of time and
locale
b. Focus attention on the external cues, or cues
found outside the artwork. Ask:
( 1) When was it done?
( 2) Where was it done?
( 3) How was it done?
( 4) Why was it done?
( 5) What style of art does it represent?
( 6) What artists or works of art influenced
the artist?
( 7) What impact did the artist or the work
have upon artists and works that followed?
2. Nature of Art
a. Anthropological and Historical Dimensions
( 1) Conception and definition of art in
primitive societies, contemporary art, and
from an art history perspective
( 2) Cultural population:
( a) Perception of visual forms in their
environment
( b) Interpretation of visual images as
social expressions
( c) Judgment of visual forms in their
society
SUGGESTED OUTCOMES
The student will be able to:
1. Define and list the factors that determine the
nature of art, functions of art, and the styles
of art
2. Describe and explain the factors that determine
the nature of art, functions of art, and styles
of art
3. Identify and give examples of the factors that
determine the nature of art, functions of art,
and styles of art
4. Compare and contrast the factors that determine
the nature of art, functions of art, and styles of
art
The student will be able to:
1. Define and list the factors that determine the
nature of art
2. Describe and explain the factors that determine
the nature of art
3. Identify and give examples of the factors that
determine the nature of art
4. Compare and contrast the factors that determine
the nature of art
SUGGESTED EVALUATION
True- false, multiple choice, matching, short answers,
work shee, ts, rating scales, checklists, and essays that ask
the student to: define, list, describe, explain, determine,
give examples, prioritize, and rank the factors that
determine the nature of art, functions of art, and styles
of art
True- false, multiple choice, matching, short answers,
work sheets, rating scales, checklists, and essays that ask
the student to: define, list, describe, explain, identify,
give examples, compare, and contrast the factors that
determine the nature of art
ded140
Definitions may be found in the Glossary.
Use and understanding of appropriate art vocabulary and proper use and care of materials and equipment shall be a part of all lessons.
33
VISUAL ART ESSENTIAL SKILLS ( continued)
A. To acquire an understanding of our past and present through the study of artists, their times, and their art; comprehend crosscultural
influences and world cultural influence upon artists; compare and contrast approaches used by other artists in their creative expression;
explain the different functions of art in historical context ( continued)
LEVEL:
GOAL:
Junior High/ Middle School ( II) COMPONENT: ART IN CULTURAL HERITAGE
OBJECTIVE PROCESSES AND SKILLS
2. Nature of Art ( continued)
( 3) Artistic community of the culture:
( a) Perception and description of art
( b) Examination of artworks
( c) Judgment of artworks
b. Social and Cultural Dimensions:
( 1) Sources of art forms in society:
( a) Tools and spaces
( b) Group identity
( c) Individual identity
( d) Important life events
( 2) Uses of visual qualities to express social
beliefs:
( a) Simple and elaborate forms
( b) Altered visual relationships
( c) Symbolism
( d) Prototypes and variations
( 3) Uses of media to express social values and
beliefs
( 4) Conception and definition of art within a
social or cultural group:
( a) Perception of visual forms in the
environment
( b) Social or cultural group interpretation
of visual images as social expressions
( c) Social or cultural group judgment of
visual forms in their environment
( 5) Members of the artistic community in the
social or cultural group:
( a) Perception and description of art
( b) Examination of artworks
( c) Judgment of artworks
SUGGESTED OUTCOMES
The student will be able to:
1. Define and list the factors that determine the
nature of art
2. Describe and explain the factors that determine
the nature of art
3. Identify and give examples of the factors that
determine the nature of art
4. Compare and contrast the factors that determine
the nature of art
SUGGESTED EVALUATION
True- false, multiple choice, matching, short answers,
work sheets, rating scales, checklists, and essays that ask
the student to: define, list, describe, explain, identify,
give examples, compare, and contrast the factors that
determine the nature of art
ded140
Definitions may be found in the Glossary.
Use and understanding of appropriate art vocabulary and proper use and care of materials and equipment shalll be a part of all lessons.
34
VISUAL ARTESSENTIAL SKI LLS ( continued)
LEVEL: Junior High/ Middle School ( II) COMPONENT: ART IN CULTURAL HERITAGE
GOAL: A. To acquire an understanding of our past and present through the study of artists, their times, and their art; comprehend crosscultural
influences and world cultural influence upon artists; compare and contrast approaches used by other artists in their creative expression;
explain the different functions of art in historical context ( continued)
OBJECTIVE PROCESSES AND SKILLS
3. Functions of Art
a. Personal Functions
( 1) Artistic community members' perception
of personal functions of art
( 2) Cultural group members' perception of
personal functions of art
b. Social Functions
( 1) Artistic community members' perception
of the social functions of art
( 2) Cultural group members' perceptions of
the social functions of art
c. Physical Functions
( 1) Artistic community members' perceptions
of the physical functions of art
( 2) Cultural members' perceptions of the
physical functions of art
4. Styles of Art
a. Definitions:
( 1) Arrange and classify seemingly unrelated
groups of art into categories which will
facilitate the study, the talking about, and
the understanding of art
( 2) General grouping that will attempt to
classify works, either by their historical
timing, by their locale, by their appearance,
by their subject matter, by their techniques,
etc.
SUGGESTED OUTCOMES
The student will be able to:
1. Define and list the factors that determine the
functions of art
2. Describe and explain the factors that determine
the functions of art
3. Identify and give examples of the factors that
determine the functions of art
4. Compare and contrast the factors that determine
the functions of art
The student will be able to:
1. Define and list the factors that determine the
styles of art
2. Describe and explain the factors that determine
the styles of art
3. Identify and give examples of the factors that
determine the styles of art
4. Compare and contrast the factors that determine
the styles of art
SUGGESTED EVALUATION
True · false, multiple choice, matching, short answers,
work sheets, rating scales, checklists, and essays that ask
the student to: define, list, describe, explain, identify,
give examplles, compare, and contrast the factors that
determine the functions of art
ded140
Definitions may be found in the Glossary.
Use and understanding of appropriate art vocabulary and proper use and care of materials and equipment shall be a part of all lessons.
35
VISUAL ART ESSENTIAL SKILLS ( continued)
LEVEL: Junior High/ Middle School ( II) COMPONENT: AESTHETIC ASSESSMENT
GOAL: B. To develop a base for informed perceptions and judgments about visual art; examine criteria for the description, analysis, interpretation,
and evaluation of works of art
OBJECTIVE PROCESSES AND SKILLS
1. Description- attend to what we see. Inventory of
the features of an artwork
a. The Elements of Art- visual element of the work
is line, value, etc.
b. The Principles of Design- the organizers of the
art elements in an artwork; I. e., harmony,
variety, repetition rhythm, contrast, elabora­tion,
balance, proportion, dominance
c. Literal and Visual Qualities
( 1) Discover when, where, and by whom the work
was done
( 2) Identify the styles of art- the handwriting of
art such as: realism, formal order, emotion,
fantasY
( 3) Identify symbols and connotations that may
be present in the media, art elements, or
design prinCiples of the artwork, visual image,
or student work
( 4) Identify the functions of art; i. e., personal,
social, physical, etc.
SUGGESTED OUTCOMES
The student will be able to:
1. Identify and label the art elements in an artwork,
visual image, or the student's own work
2. Identify and label the principles of design that
have organized the art elements in the artwork,
visual image or the student's own work
3. Define the terms associated with the art elements
and principles of design
4. Describe and summarize the art elements and
principles of design in the artwork
The student wi II be able to:
1. Identify the visual cues in the artwork ( i. e., artist's
signature) that will aid the student to identify the
when, the where, the by whom, the function, the
symbols, and the connotations of the artwork
2. List the sources ( i. e., books, magazines, etc.) that
will help the student to identify the functions,
the symbols, the connotations, the when, the
where, and by whom of the artwork
3. Identify the visual characteristiCS that can
delineate a particular style of art; i. e., formal
order, emotion, objective accuracy, fantasy
4. Describe and explain the visual characteristics
of a particular style of art
SUGGESTED EVALUATION
1. Short answer, multiple choice tests that ask students
to identify and label the art elements and design
principli3s in an artwork, visual image, or their own
artwork
2. Short answer, multiple choice, matching, true- false
tests that ask the students to recall, define, and
identify the art vocabulary assOCiated With the art
elements and the principles of design
3. Checklists, work sheets, and essays that ask students
to describe and summarize the art elements and
principles of design in the artwork, visual image, or
their own work
1. Multiple choice, matching, short answer, true- false
tests that ask students to identify and recall the
when, the where, the by whom, the function, the
symbols, the connotations, and the styles of art
2. Work sheets, checklists, and essays that ask students
to describe and explain the major visual character­istics
of the styles of art
3. Work sheets, checklists, and essays that ask students
to determine the style of artworks
4 & Work sheets, checklists, and essays that ask students
5. to describe, explain, and recall some of the major
visual characteristiCS that identify styles of art
ded140
Definitions may be found in the Glossary.
Use and understanding of appropriate art vocabulary and proper use and care of materials and equipment shall be a part of all lessons.
36
VISUAL ART ESSENTIALSKILLS ( continued)
B. To develop a base for informed perceptions and judgments about visual art; examine criteria for the description, analysis, interpretation,
and evaluation of works of art ( continued)
LEVEL:
GOAL:
Junior High/ MiddleSchool ( II) COMPONENT: AESTHETIC ASSESSMENT
OBJECTIVE PROCESSES AND SKILLS
1. Description ( continued)
2. Analysis- observing the behavior of what we see­separation
into component parts- discover how
the elements of art are organized by the design
principles
3. Interpretation- give meaning to artworks. Make
sense of the artwork
a. Discover the meaning, mood, or idea in the
artwork
b. Attend to the expressive qualities of artworks
c. Take all the information acquired during
description and analysis and use it to explain
what the artwork means
d. Factors that playa role in interpretation:
( 1) Vocabulary to describe the meanings,
moods, ideas, and expressive qualities
SUGGESTED OUTCOMES
5. Recall some of the major visual characteristics that
will identify styles of art
6. Utilize the major visual characteristics of styles
of art that will help to locate and identify other
examples of art with the same style
7. List the sources ( i. e., books, magazines, etc.) that
will help the student to identify the style of the
artwork and will help identify the artworks'
personal, social, and physical functions
The student will be able to:
1. Describe and explain some of the ways the prin­ciples
of design organize the art elements in the
artwork, visual image, or the student's own work
2. Participate in oral discussion and written com ·
mentary that demonstrates the student's ability
to determine and solve how the principles of
deSIgn organized the art elements in the artwork,
visual image or the student's own work
The student will be able to:
1. Ust, match and identify vocabulary that defines
or matches the meanings, moods, ideas, and the
expressive qualities of artworks
2. Utilize the acqUired vocabulary to demonstrate,
illustrate, and to find out the meanings, moods,
ideas, and/ or expressive qualities of artworks
SUGGESTED EVALUATION
6. Work sheets, checklists, and essays that ask students
to use the major visual characteristics of a style to
locate and identify other examples of art of the same
style
7. Work sheets and checklists that ask the students to
list the sources ( i. e., books, magazines) that will help
the student to identify the style, the personal function,
the social function, and the physical function of
artwork
1. Checklists, work sheets, and essays that ask students
to describe and explain some of the ways the design
principles organized the art elements in artworks,
visual images, or the student's own works
2. Checklists, work sheets, and essays that demonstrate
the student's ability to determine and solve how the
design principles organized the art elements in art­works,
visual images, or the student's own works
Checklists, work sheets, anecdotal records, rating scales,
and essays that ask students to demonstrate their ability
to:
1. List, match, and identify vocabulary that defines or
matches the meanings, moods, ideas, and expressive
qualities of artworks
2. Utilize the acquired vocabulary to demonstrate,
illustrate, and to find out the meanings, moods, ideas,
and/ or expressive qualities of artworks
ded140
Definitions may be found in the Glossary.
Use and understanding of appropriate art vocabulary and proper use and care of materials and equipment shall be a part of all lessons.
37
VISUAL ART ESSENTIAL SKI LLS ( continued)
LEVEL: Junior High/ Middle School ( II) COMPONENT: AESTHETIC ASSESSMENT
GOAL: B. To develop a base for informed perceptions and judgments about visual art; examine criteria for the description, analysis, interpretation,
and evaluation of works of art ( continued)
OBJECTIVE PROCESSES AND SKILLS
3. Interpretation ( continued)
( 2) Skills that help to empathize with an artwork,
ability to maintain psychological distance
from the artwork
( 3) Skills that help to speculate and synthesize
on the meanings, moods, ideas, and
expressive qualities in artwork
4. Judgment- decide on the value of an art object.
Make a decision about the artwork's attainments
and accomplishments or the lack of them in the
history of art- past and present
a. Personal Preference
Choice irrespective of its value or significance
in the world at large
b. Criterion, Critical Judgment
( 1) Criterion is a standard by which some­thing
is judged
( 2) Difficulty lies in deciding what to use for
these standards by which something is
judged
SUGGESTED OUTCOMES
3. Describe and explain the meanings, moods, ideas,
and/ or expressive qualities contained in the
artworks
4. Describe and explain the interpretations of
artworks from other sources such as scholars
and experts In the field
5. Define empathy and psychic distance
6. Describe and explain the effects of empathy
and psychic distance upon the interpretation of
artworks
7. Participate In oral discussions and written com­mentary
that demonstrate the student's ability
to speculate and synthesize on the meanings,
moods, ideas, and expressive qualities in artworks
The student will be able to:
1. Identify and list examples of personal preference
and critical judgment used in judging the artwork
2. Describe and explain examples of personal pref­erence
and critical judgment used in judging art
3. Demonstrate personal preferences and critical
judgments that could be used in judging art
4. Analyze and distmguish between the personal
preferences and critical Judgments used in
judging artwork
SUGGESTED EVALUATION
3. Describe and explain the meanings, moods, ideas,
and/ or expressive qualities contained in the
artworki;
4. Describe and explain the interpretations of artworks
from other sources such as scholars and experts in the
field
5. Define empathy and psychic distance
6. Describe and explain the effects of empathy and
psychic distance upon the interpretation of artworks
7. Participate in oral discussions and written commen­tary
which demonstrate the student's ability to
speculate and synthesize on the meanings, moods,
ideas, and expressive qualities in artwork
True- false, multiple choice, matching, short answer,
rating scales, work sheets, checklists, essay assignments
and tests that ask students to identify, list, describe,
explain, demonstrate which, analyze and distinguish
between personal preference and critical judgment
ded140
Definitions may be found in the Glossary.
Use and understanding of appropriate art vocabulary and proper use and care of materials and equipment shalll be a part of all lessons.
38
VISUAL ART ESSENTIALSKI LLS ( continued)
B. To develop a base for informed perceptions and judgments about visual art; examine criteria for the description, analysis, interpretation,
and evaluation of works of art ( continued)
LEVEL:
GOAL:
Junior High/ Middle School ( II) COMPONENT: AESTHETIC ASSESSMENT
OBJECTIVE PROCESSES AND SKILLS
4. JUdgment ( continued)
c. Developing Criteria- several guidelines:
( 1) Standards used as criteria should not
arbitrarily exclude the informed opinion
of experts in the field
( 2) Major concepts of art in world cultures and
their corresponding criteria should not be
excluded in the development of standards
for criteria
( 3) Set up standards for criteria, taking care to
allow for and recognize different forms of
excellence in art
( 4) Standards used for criteria must also be
appropriate to the artwork
( 5) Flexibility may also be required when setting
up standards for criteria. Artworks that use
new materials often cannot be evaluated
with the existing criteria
SUGGESTED OUTCOMES
1. Identify and define the guidelines for developing
criteria
2. Describe and explain the guidelines for developing
criteria
3. Demonstrate which guidelines would work best in
developing criteria for a particular artwork
4. Determine the factors that would work best in
developing criteria for a particular artwork
SUGGESTED EVALUATION
True- false, multiple choice, matching, short answer,
rating scales, work sheets, checklists, essay assignments
and tests that ask students to: identify, define, describe,
explain, demonstrate which, and determine the factors
in developing criteria for the judgment of art
ded140
Definitions may be found in the Glossary.
Use and understanding of appropriate art vocabulary and proper use and care of materials and equipment shall be a part of all lessons.
39
VISUAL ART ESSENTIAL SKI LLS ( continued)
LEVEL: Junior High/ Middle School ( II) COMPONENT: AESTHETIC ASSESSMENT
GOAL: C. To develop a base for informed perceptions and judgments about visual art; examine, explore and analyze different aesthetic orientations
reflected in works of art.
OBJECTIVE PROCESSES AND SKILLS
1. Aesthetic Assessment is a careful and systematic
study of the artwork to locate and identify the
sources of satisfaction or dissatisfaction contained
in the artwork
2. Seek ways of looking and thinking about art that
will yield the maximum of knowledge about
the art's meanings and the artwork's real or alleged
merits
3. Values can be ascertained from an aesthetic
situation depending on:
a. The art object itself
b. The viewer( s) of the art object:
( 1) Who they are
( 2) What their experience has been with life
and art
( 3) How well they can use their experience in
the examination of a particular artwork
SUGGESTED OUTCOMES
The student will be able to:
1. Identify and explain what combinations of the art
elements, design principles, subject matter and
techniques that elicit the students' responses
to the artwork
2. Identify and explain a variety of ways of looking
and thinking about art that will maximize the
students' knowledge about the meaning and
merits of the artwork
3. Identify and explain the factors that determine
the values that can be attained from an aesthetic
situation
SUGGESTED EVALUATION
True- false, multiple choice, matching, short answer,
rating scales, work sheets, checklists, oral discussions,
written commentaries, essays that ask students to
identify and explain:
1. The combinations of the art elements, design
pnnciplE! s, subject matter, and techniques that elicit
the students' responses to the artwork
2. The variety of ways of looking and thinking about
art that will maximize the students' knowledge about
the meaning and the merits of the artwork
3. The determining factors in how much value can be
attained from an aesthetic situation
ded140
Definitions may be found In the Glossary.
Use and understanding of appropriate art vocabulary and proper use and care of materials and equipment shall be a part of all lessons.
40
VISUAL ART ESSENTIALSKI LLS( continued)
D. To develop a base for informed perceptions and judgrnents about visual art; examine the students' environment in developing a personal
aesthetic.
LEVEL:
GOAL.
Junior High/ Middle School ( II) COMPONENT: AESTHETIC ASSESSMENT
OBJECTIVE PROCESSES AND SKILLS
1. Nature of Art
a. Anthropological and Historical Dimensions of
the students' environment
( 1) The definition of art in primitive societies,
contemporary art and from art history
( 2) How the people within a culture:
( a) Perceived visual forms in their
environment
( b) Interpreted visual images as social
expressions
( c) Judged visual forms in their society
( 3) How members of the artistic community
of the culture:
( a) Perceived and described art
( b) Examined artworks
( c) Judged artwork
b. Creative and Psychological Dimensions
( 1) Art as Problem Solving
Define what the artist does when he/ she
is in the process of producing art as
problem solving
( 2) Art as Expression of the Self
Art as communication directed outward
toward someone
c. Social and Cultural Dimensions
( 1) Art as it was conceived and defined in
social and cultural groups
( 2) People in a social or cultural group:
( a) Perception of visual forms In their
environment
( b) Interpret visual images as social
expressions
( c) Judge visual forms in their culture or
group
SUGGESTED OUTCOMES
The student will be able to:
1. Identify the various natures of art, the social and
cultural dimensions of art, the functions of art,
and the styles of art
2. Describe and explain the various natures of art,
the social and cultural dimensions of art, the
functions of art and the styles of art
3. Determine and prioritize the factors which
differentiate the various natures of art, the social
and cultural dimensions of art, the functions of
art and the styles of art
SUGGESTED EVALUATION
True- fals€!, multiple choice, matching, short answer,
rating scales, work sheets, checklists, essays that ask
students to identify, describe, explain, determine, and
prioritize the factors which differentiate the various
natures olf art, the social and cultural dimensions of art,
the functi; ons of art and the styles of art
ded140
Definitions may be found in the Glossary.
Use and understanding of appropriate art vocabulary and proper use and care of materials and equipment shall be a part of all lessons.
41
VISUAL ART ESSENTIAL SKILLS ( continued)
LEVEL: Junior High/ Middle School ( II) COMPONENT: AESTHETIC ASSESSMENT
GOAL: D. To develop a base for informed perceptions and judgments about visual art; examine the students' environment in developing a personal
aesthetic ( continued)
OBJECTIVE PROCESSES AND SKILLS
1. Nature of Art ( continued)
( 3) Members of the artistic community:
( a) Perception and description of art
( b) Examination of artworks
( c) Judgment of artworks
2. The Functions of Art
a. Personal Functions
( 1) Artistic community's perception of the
personal functions of art
( 2) Cultural or group perception of the
personal functions of art
b. Social Functions
( 1) Artistic community's perception of the
social functions of art
( 2) Cultural or group perception of the
social function of art
c. Physical Functions
( 1) Artistic community's perception of the
physical functions of art
( 2) Cultural or group's perception of the
physical function of art
3. Styles of Art
a. Group and classify seemingly unrelated groups
of art into categories which will facilitate the
attempt to study, talk about, and understand
the artwork
b. Classify works either by their historical timing,
their locale, their appearance, their subject
matter, their technique, etc.
SUGGESTED OUTCOMES
The student wi II be able to:
1. Identify the various natures of art, the social and
cultural dimensions of art, the functions of art,
and the styles of art
2. Describe and explain the various natures of art,
the social and cultural dimensions of art, the
functions of art and the styles of art
3. Determine and prioritize the factors which
differentiate the various natures of art, the social
and cultural dimensions of art, the functions of
art and the styles of art
SUGGESTED EVALUATION
True- false, multiple choice, matching, short answer,
rating scales, work sheets, checklists, essays that ask
students to identify, describe, explain, determine, and
prioritize the factors which differentiate the various
natures of art, the social and cultural dimensions of art,
the functions of art and the styles of art
ded140
Definitions may be found in the Glossary.
Use and understanding of appropriate art vocabulary and proper use and care of materials and equipment shall be a part of all lessons.
42
VISUAL ART ESSENTIAL SKI LLS ( continued)
LEVEL: Junior High/ Middle School ( II) COMPONENT: CREATIVE ART EXPRESSION
GOAL: E. To develop arid enhance studio skills and concepts that enable students to express themselves in visually creative ways.
OBJECTIVE PROCESSES AND SKILLS
1. Personal Expression
a. Generate ideas for artwork
b. Refine ideas for artwork
c. Use media for expression in artwork
d. Use of art elements and design principles for
expression in artwork
2. Artistic Community
a. Generate ideas for artwork
b. Use media and tools for expression in artwork
c. Use art elements and design principles for
expression in artwork
3. Cultural Community
a. Generate, originate art form
b. Use media and tools for expression in art forms
c. Use art elements and design principles for
expression in artwork
SUGGESTED OUTCOMES
The student will be able to:
1. Identify and describe how artists generate ideas, use
the design principles and art elements for expression;
how cultures originate art forms and see visual
forms; how the student can use the design principle
and art elements for expression, the different ways a
student can describe, analyze, interpret the meaning
and decide on the significance of the experiences.
2. Construct, diagram and analyze how artists generate
ideas, use the design pnnciples and art elements
for expression; how cultures originate art forms and
see visual forms; how the student can use the design
principles and art elements for expression, the
different ways a student can describe, analyze,
interpret the meanings, and decide on the signifi­cance
of the experiences.
3. Formulate, generate, reconstruct, produce, select,
prioritize: how artists generate ideas, use the
design principles and art elements for expression;
how cultures originate art forms and see visual
forms; how the student can use the design
principles and art elements for expression,
the different ways a student can describe, analyze,
interpret the meaning, and decide on the signifi­cance
of the experiences.
SUGGESTED EVALUATION
True- false" multiple choice, matching, short answer,
rating scales, checklists, diagrams, essays, graphs,
journals, sketchbooks, visual- ora I- written docu­mentaries,
Visual- written notebooks, and visual
expressions that ask the student to identify, describe,
construct, diagram, analyze, formulate, generate,
reconstruct, produce, select, prioritize: how artists
generate ideas, use the design principles and art elements
for expression; how cultures originate art forms and
see visual forms; how the student can use the design
principles and art elements for expression, the different
ways a student can describe, analyze, interpret the
meaning, and decide on the significance of the
experiences.
ded140
Definitions may be found in the Glossary.
Use and understanding of appropriate art vocabulary and proper use and care of materials and equipment shall be a part of all lessons.
43
VISUAL ART ESSENTIAL SKI LLS ( continued)
LEVEL: Junior High/ Middle School ( II) COMPONENT: CREATIVE ART EXPRESSION
GOAL: F. To communicate ideas through the treatment of subject matter in a particular media, and to use visual arts media effectively to translate
ideas, feelings and values.
OBJECTIVE PROCESSES AND SKILLS
4. Media
a. Painting, Drawing, Printmaking- two- dimensional
media
( 1) Direct technique- final effect immediately
( 2) Indirect technique- stage- by- stage effect
( 3) Techniques for expresson- brushwork, line
qual ity, etc.
( 4) Human image- past and present
( 5) Spontaneous application of paint, drawing
material, print technique
( 6) Grand scale- large action painting, drawing,
printmaking
( 7) Popular images- everyday objects presented
on a grand scale
( 8) Optical images- physiology of vision
( 9) Minimal and color field- reducing art images
to bare essentials
( 10) Shaped canvas, paper, print- movement
away from the canvas, drawing or print as
a window to the world
b. Sculpture and Crafts- three- dimensional media
( 1) Types of processes- additive, subtractive,
modeling, carving, casting
( 2) Types of forms- closed and open forms
( 3) Constructivism- abandoning old processes
and the closed form for new materials and
new construction methods
( 4) Assemblage- abandoning old processes,
carVing- modeling, etc. and adopting the use
of materials carrying their own meaning
SUGGESTED OUTCOMES
The student will be able to:
1. Identify, describe, construct, diagram
and analyze: how to generate his/ her own ideas,
to refine and modify these ideas, to use media and
tools to convey these ideas; how artists generate
ideas for artwork, use visual qualities for expres­sion,
use media and tools, perceive and describe art,
examine works of art, judge works of art; how
people in their own culture and others originate
art forms, use visual qualities to express their
beliefs, use media to express social values, perceive
visual forms in their environment, interpret visual
forms as social expressions, judge visual forms in
society.
2. Formulate, generate, reconstruct, produce,
select, prioritize: how to generate his/ her
own ideas, to refine and modify these ideas, to
use media to convey these ideas; how artists gen­erate
ideas for artwork, use visual qualities for
expression, use media and tools, perceive and
describe art, examine works of art, judge works
of art; how people in their own culture and
others originate art forms, use visual qualities to
express their beliefs, use media to express social
values, perceive visual forms in their enVironment,
interpret visual forms as social expression, judge
visual forms in society.
SUGGESTED EVALUATION
True- false, multiple choice, matching, short answer,
work sheets, rating scales, checklists, essays, diagrams,
graphs, Journals, sketchbooks, visual- narrative docu­mentaries,
visual- narrative notebooks, and visual expres­sions
that ask the student to Identify, describe, construct,
diagram, analyze, formulate, generate, reconstruct,
produce, select, prioritize: how to generate their own
ideas, to refine and modify these ideas, to use media
and tools to convey these ideas; how artists generate
ideas, use viisual qualities for expression, use media and
tools, perceive and describe art, examine works of art,
judge works of art; how people In their own culture and
other cultures originate art forms, use visual qualities
to express their bel iefs, use media to express social values,
perceive visual forms in their environment, interpret
visual forms as social expressions, judge visual forms in
society.
ded140
Definitions may be found in the Glossary.
Use and understanding of appropriate art vocabulary and proper use and care of materials and equipment shall be a part of all lessons.
44
VISUALARTESSENTIALSKI LLS( continued)
LEVEL: Junior High/ Middle School ( COMPONENT: CREATIVE ART EXPRESSION
GOAL: F. To communicate ideas through the treatrnent of subject matter ina particular media, and to use visual arts media effectively to translate
ideas, feelings and values ( continued)
OBJECTIVE PROCESSES AND SKILLS
4. Media ( continued)
( 5) Niches, boxes and grottoes- using the
psychological meanings of recessed places
to create mood and feeling of secrecy,
privacY, awe and reverence
( 6) Primary structures- using materials and
movement as in physics and engineerlng­exploring
mechanical and architectural space
through primary structures
( 7) Kinetic sculpture- sculpture in motion
( 8) Earth sculpture- going beyond the museum
and directly working on the environment
( 9) Crafts~ movement to a fine arts status~
moving from purely functional and useful
forms to forms prized for their sculptural
values
c. Photography
( 1) Photography and reality
( 2) Photography and painting
( 3) Photography and the principles of the frame
( 4) Photography and abstraction
( 5) Photography as photojournalism
( 6) Photographic slide
d. Film and Television- images in motion
( 1) Space and time- manipulation of . devices
and techniques to create space and time
( 2) Film and TV types
( 3) Filmed versus televised images
( 4) Film and dreams- an alternate source
( 5) Democracy of film- problems and
possibilities
SUGGESTED OUTCOMES
The student will be able to:
1. Identify, describe, construct, diagram
and analyze: how to generate his/ her own ideas,
to refine and modify these ideas,, to use media and
tools to convey these ideas; how artists generate
ideas for artwork, use visual qualities for expres­sion,
use media and tools, perceive and describe art,
examine works of art, judge works of art; how
people in their own culture and others originate
art forms, use visual qualities to express their
beliefs, use media to express SOCial values, perceive
visual forms in their environment, interpret visual
forms as social expressions, jUdge visual forms in
society.
2. Formulate, generate, reconstruct, produce,
select, prioritize: how to generate his/ her
own Ideas, to refine and modify these ideas, to
use media to convey these ideas; how artists gen­erate
ideas for artwork, use visual qualities for
expression, use media and tools, perceive and
describe art, examine works of art, judge works
of art; how people in their own culture and
others originate art forms, use visual qualities to
express their beliefs, use media to express social
values, perceive visual forms in their environment,
interpret visual forms as social expression, judge
Visual forms in society.
SUGGESTED EVALUATION
True- false" rnultiple choice, matching, short answer,
work sheets, rating scales, checklists, essays, diagrams,
graphs, journals, sketchbooks, visual- narrative docu­mentaries,
visual- narrative notebooks, and visual expres­sions
that ask the student to identify, describe, construct,
diagram, analyze, formulate, generate, reconstruct,
produce, select, prioritize: how to generate their own
ideas, to refine and modify these ideas, to use media
and tools to convey these ideas; how artists generate
ideas, use visual qualities for expression, use media and
tools, perc: eive and describe art, examine works of art,
judge works of art; how people in their own culture and
other cultures originate art forms, use visual qualities
to express their beliefs, use media to express social values,
perceive Visual forms in their environment, interpret
visual forms as social expressions, judge visual forms In
society.
ded140
Definitions may be found in the Glossary.
Use and understanding of appropriate art vocabulary and proper use and care of materials and equipment shall be a part of all lessons.
45
ded140
HIGH SCHOOL
GOALS, OBJECTIVES, SKI LLS, PROCEDURES
OUTCOMES AND EVALUATION
47
ded140
INTRODUCTION
This document is designed for use with Bloom's Taxonomy. Basic Skills devel­opment
progresses to analytical and critical thinking processes. Evaluation
procedures can be designed to recognize individual's progress according to ability.
Complexity of procedures, outcomes and evaluation can therefore remain geared
to the individual while meeting local and state guidelines for completion of Visual
Arts Skills.
Outcomes and evaluations that relate to objective processes and skills appear on
appropriate pages. Related outcomes and evaluations are not repeated on the
same page if they are the same for all processes and skills described on that page.
48
VISUAL ART. ESSENTIAL SKI LLS ( continued)
A. To acquire an understanding of our past and present through the study of artists, their times, iand their art; to comprehend crosscultural
influences and world cultural influence upon artists; to compare and contrast approaches used by other artists in their creative
expression; to explain the different functions of art in historical context
LEVEL:
GOAL:
High School COMPONENT: ART IN CULTURAL HERITAGE
OBJECTIVE PROCESSES AND SKILLS
1. Art History is learning about works of art
a. Place art within a framework of time and locale
b. Focus attention on the external cues, or cues
found outside the art work. Ask:
( 1) When Was it done?
( 2) Where was it done?
( 3) How was it done?
( 4) Why was it done?
( 5) What style of art does it represent?
( 6) What artists or works of art influenced the
artist?
( 7) What impact did the artist or the work have
upon artists and works that followed?
2. Nature of Art
a. Anthropological and Historical Dimensions
( 1) Conception and definition of art in
primitive societies, contemporary art,
and from an art history perspective
( 2) Cultural population:
( a) Perception of visual forms in their
environment
SUGGESTED OUTCOMES
The student will be able to:
1. Define and recall the factors that determine the
nature of art, functions of art, and styles of art
2. Describe and interpret the factors that determ ine
the nature of art, functions of art, and styles of art
3. Construct and demonstrate the factors that
determme the natures of art, functions of art, and
styles of art
4. Analyze, compare, and contrast the factors that
determine the nature of art, functions of art, and
sty les of art
5. Select, evaluate, and justify factors that deter­mine
the nature of art, functions of art, and
styles of art
The student will be able to:
1. Define and recall the factors that determine the
nature of art
2. Describe and mterpret the factors that determine
the nature of art
SUGGESTED EVALUATION
True- false, multiple choice, matching, short answer,
work sheets, rating scales, checklists, and essays that
ask students to: define, recall, describe, interpret, con­struct,
demonstrate, analyze, compare and contrast,
select, evaluate, and justify the factors that determine
the natures of art, functions of art, and styles of art
True- false, multiple choice, matching, short answer,
work sheets, rating scales, checklists, and essays that ask
students to:: define, recall, describe, interpret, construct,
demonstrat1e, analyze, compare and contrast, select,
evaluate, and justify the factors that determine the
nature of art
ded140
Definitions may be found in the Glossary.
Use and understanding of appropriate art vocabulary and proper use and care of materials and equipment shalll be a part of all lessons.
49
VISUAL ART ESSENTIAL SKI LLS ( continued)
LEVEL: High School COMPONENT: ART IN CULTURAL HERITAGE
GOAL: A. To acquire an understanding of our past and present through the study of artists, their times, and their art; to comprehend crosscultural
influences and world cultural influence upon artists; to compare and contrast approaches used by other artists in their creative
expression; to explain the different functions of art in historical context ( continued)
OBJECTIVE PROCESSES AND SKILLS
2. Nature of Art ( continued)
( b) Interpretation of visual images as social
expressions
( c) Judgment of visual forms In their
society
( 3) Artistic community of the cultures:
( a) Perception and description of art
( b) Examination of artworks
( c) Judgment of artworks
b. Social and Cultural Dimensions
( 1) Sources of art forms in society:
( a) Tools and spaces
( b) Group identity
( c) Individual identity
( d) Important life events
( 2) Uses of visual qualities to express social
beliefs
( a) Simple and elaborate forms
( b) Altered visual relationships
( c) Symbolism
( d) Prototypes and variations
( 3) Uses of media to express social values
and beliefs
( 4) Conception and definition of art within
a social or cultural group:
( a) Perception of Visual forms in the
environment
( b) Social or cultural group interpretation
of visual images as social expressions
( c) Social or cultural groups' judgment
of visual forms in their environment
SUGGESTED OUTCOMES
3. Construct and demonstrate the factors that
determine the nature of art
4. Analyze, compare, and contrast the factors that
determine the nature of art
5. Select, evaluate, and justify the factors that
determine the nature of art
SUGGESTED EVALUATION
True- false, multiple choice, matching, short answer,
work sheets, rating scales, checklists, and essays that ask
students to: define, recall, describe, interpret, construct,
demonstrate, analyze, compare and contrast, select,
evaluate, and justify the factors that determine the
nature of art
ded140
Definitions may be found in the Glossary.
Use and understanding of appropriate art vocabulary and proper use and care of materials and equipment shall be a part of all lessons.
50
V ISUALARTESSENTIALSKI LLS( continued)
A. To acquire an understanding of our past and present through the study of artists, their times, and their art; to comprehend crosscultural
influences and world cultural influence upon artists; to compare and contrast approaches used by other artists in their creative
expression; to explain the different functions of art in historical context ( continued)
LEVEL:
GOAL:
HighSchool COMPONENT: ART IN CULTURALHERITAGE
OBJECTIVE PROCESSES AND SKILLS
2. Nature of Art ( continued)
( 5) Members of the artistic community in the
social or cultural group:
( a) Perception and description of art
( b) Examination of artworks
( c) Judgment of artworks
3. Functions of Art
a. Personal Functions
( 1) Artistic community members' perception
of personal functions of art
( 2) Cultural group members' perception of
the personal functions of art
b. Social Functions
( 1) Artistic community members' perception
of the social functions of art
( 2) Cultural group members' perceptions of
the social functions of art
c. Physical Functions
( 1) Artistic community members' perception
of the physical functions of art
( 2) Cultural members' perceptions of the
physical functions of art
4. Styles of Art
a. Definitions
( 1) Arrange and classify seemingly unrelated
groups of art into categories which will
facilitate the study, the talking about, the
understanding of art
SUGGESTED OUTCOMES
The student will be able to:
1. Define and recall the factors that determine the
functions of art
2. Describe and interpret the factors that determine
the functions of art
3. Construct and demonstrate the factors that
determine the functions of art
4. Analyze, compare, and contrast the factors that
determine the functions of art
5. Select, evaluate, and justify factors that determine
the functions of art
The student will be able to:
1. Define and recall the factors that determine the
styles of art
2. Describe and interpret the factors that
determine the styles of art
SUGGESTED EVALUATION
True- false, multiple choice, matching, short answer,
work sheets, rating scales, checklists, and essays that
ask students to: define, recall, describe, interpret, con­struct,
demonstrate, analyze, compare and contrast,
select, evaluate, and justify the factors that determine
the functions of art
True- false, multiple choice, matching, short answer,
work sheets, rating scales, checklists, and essays that
ask students to: define, recall, describe, interpret, con­struct,
demonstrate, analyze, compare and contrast,
select, evaluate, and justify the factors that determine
the styles of art
ded140
Definitions may be found in the Glossary.
Use and understanding of appropriate art vocabulary and proper use and care of materials and equipment shall be a part of all lessons.
51
VISUAL ART ESSENTIAL SKI LLS ( continued)
LEVEL: High School COMPONENT: ART IN CULTURAL HERITAGE
GOAL: A. To acquire an understanding of our past and present through the study of artists, their times, and their art; to comprehend crosscultural
influences and world cultural influence upon artists; to compare and contrast approaches used by other artists in their creative
expression; to explain the different functions of art in historical context ( continued)
OBJECTIVE PROCESSES AND SKILLS
4. Styles of Art ( continued)
( 2) General grouping that will attempt to classify
works, either by their historical timing, by
their locale, by their appearance, by their
subject matter, by their techniques, etc.
SUGGESTED OUTCOMES
3. Construct and demonstrate the factors that
determine styles of art
4. Analyze, compare, and contrast the factors that
determine styles of art
5. Select, evaluate, and justify factors that determine
styles of art
SUGGESTED EVALUATION
True- false, multiple choice, matching, short answer,
work sheets, rating scales, checklists, and essays that
ask students to: define, recall, describe, interpret con­struct,
demonstrate, analyze, compare and contrast,
select, evaluate, and justify the factors that determine
the styles of art
ded140
Definitions may be found in the Glossary.
Use and understanding of appropriate art vocabulary and proper use and care of materials and equipment shall be a part of all lessons.
52
art by examining the criteria for the description, analysis,
t .• Short answer, multiple choice tests that ask students to
identify and label the art elements and design princi- ,
pies in the artwork, visual image, or their own work
3. Checklists, work sheets, visual charts, and essays that
ask students to describe and summarize the art
elements and principles of design in the artwork, visual
image, or their own work
2. Short answer, mUltiple choice, matching, true- false
tests that ask students to recall, define, and identify
the art vocabulary associated with- the art elements
and desllgn principles
the art element~ in the artwork,
student's own work
the principles of design that
" I" m" nt~ in the artwork, visual
4. Summarize and describe the art elements and
principles of design in the artwork, visual image,
or the student's own work
3. Define ' the terms associated with the art elements
and principles of design
2. Identify and
organized the
image', or th~
1. Identify and
a. The Elements of Art- visual elements of the work; visual image, or
i. e., line, value, etc. ,
b. The Principles of Design- the organizers of the
art elements in the artwork; i. e., harmony,
variety, rhythm, contrast, elaboration, propor­tion,
balance, etc.
c. Literal and Visual Qualities
( 1) Discovering when, where, and by whom
the work was done
( 2) Identifying the style or art- the hand­writing
of art such as: realism, emotion,
formal order, fantasy
( 3) Ider) tify symbols and connotations that
may be present in the media, art elements,
or design principles of the artwork
( 4) Identify the functions of art such as
personal, social, physical, etc.
The student will be able to:
1. Identify the cues in the artwork that will aid in
the determination of when, where, by whom,
symbols, functions and connotations of the
artwork
2. Lo'Cate and use the sources ( i. e., books, magazines)
that will help the student to determine the mean­ing
of the symbols and connotations, the when,
where, by whom, the style and the functions of
the artworks
3. Identify the visual characteristics of a particular
style of art
\
1. MultiplE! choice, matching, short answer, true- false
tests that ask students to identify and recall when,
wl) ere, by whom, function, symbols, connotations,
and styles of art
2. Work sheets, checklists, and essays that ask students
to describe and explain the major visual characteristics
of the styles of art
3. Work sheets that ask students to locate and use sources
( i. e., books, magazines) to determine the meaning of
symbols and connotations, to find but who, what,
' where, to figure out the style of the artwork and its
functions- personal, social or physical
ded140
Definitions may be found in the Glossary.
Use and understanding of appropriate art vocabulary and proper use and care of materials and equipment shall be a part of all lessons.
53
VISUAL AHT ESSENTIAL SKILLS ( continued)
LEVEL: High School COMPONENT: AESTHETIC ASSESSMENT
GOAL: B. To develop a base for informed perceptions and judgments about visual art by examining the criteria for the description, analysIs,
interpretation, and evalLi'ation of works of art ( continued)
OBJECTIVE PROCESSES AND SKILLS
1. DescrlJ:: Jtlon ( continued)
2. Analysis- observe the behavior of what we see­separation
into component parts- discover how
the elements of art are organized by the design
principles
SUGGESTED OUTCOMES
4. Describe and explain the visual characteristics of
particular styles of art
5. Determine the style of iln artwork by analyzing
and differentiating between the visual character­istics
of styles of art
6. Utilize major visual characterIStics of styles of art
to help them to locate and identify other examples
of art with the same style
7. Recall some of the major visual characteristics that
Identify particular styles of art
The student wi II be able to:
1. Describe and explain some of the ways ' the
Principles of design organize the art elements In
artworks, visual Images, or the student's own
works
2. Participate in oral diSCUSSions and written cbm­mentary
that demonstrate the ability to analyze
how the design principles organized thE! art ele­ments
In artworks, visual images, or the student's
own work
SUGGESTED EVALUATION
4. Work sheets, checklists, and essays that ask students to ~
Identify, describe, and explain the visual characterIStics
of a partlcu lar style of art
5. Work sheets, checklists, essays that ask students to
analyze the, differences and s) milaritles between the
visual characterIStics of different styles of art
6. Work sheets, checklists, and essays that ask students to
use the ' major visual characteristics of one style to help
them to identify other examples of art with the same
style
7. True- false, multiple chOice, matching, short answer, '
and essays that ask students to recall some of the
major visual characteristics that identify particular
styles o" f art .
1. Checklists, work sheets, and essays that ask students
to describe and explain some of the ways the design
principles organized the art elements In artworks,
visual images, or their own work
2. Checklists, work sheets, and essays that ask students
to demonstrate their ability to analyze how the design
principles organized the art elements In artworks,
visual images, or their own work
ded140
Definlti9ns may be found In the Glossary.
Use and understanding of appropriate art vocabulary and proper use and care of materials and equipment shall be a part of all lessons.
54
VISUALART ESSENTIAL SKILLS ( continued)
LEVEL: High School COMPONENT: AESTHETIC ASSESSMENT
GOAL: B. To develop a base for · informed perceptions and judgments about visual art by examining the criteria for the description, analysis,
interpretation, and evaluation of works of art ( continued)
OBJECTIVE PROCESSES AND SKILLS
2. Analysis ( continued)
3. Interpretation- give meaning to artworks. Make
sense of the artwork
a. Discover the meaning, mood, or idea in the
artwork
b. Attend to the expressive qualities of artworks
c. Take all the information ascertained during
description and analysis and use it to explain
what the artwork means
d. Factors that playa role in interpretation are:
( 1) Vocabulary to describe expressive qualities,
meanings, moods, or ideas
( 2) Skills that help to empathize with an art­work,
ability to maintain psychological
distance from the artwork
( 3) Skills that help to speculate and synthesize
on the meanings, moods, ideas, and expres­sive
qualities of the artwork
SUGGESTED OUTCOMES
3. Participate in oral discussions and written commen­tary
that demonstrate the student's ability to select,
prioritize, and judge the success of the design prin­ciples,
organization of the art elements in artworks,
visual images, or the student's own works
4. Participate in oral discussions and written commen­tary
that demonstrate the student's ability to gen­erate
and formulate alternative ways and means for
the design principles to organize the art elements in
artworks, visual images, or the student's own work
The student will be able to:
1. List, match, and identify vocabulary that defines
and/ or matches the meanings, moods, ideas and/ or
the expressive qualities of artworks
2. Generate a new vocabulary that defines and/ or
describes the meanings, moods, ideas, and/ or
expressive qualities of artworks
3. Define empathy and psychic distance
4. Analyze, compare, and contrast the effects of too
much or too little psychic distance or empathy on
a viewer of artworks
5. Analyze and examine the meanings, moods, ideas,
and/ or expressive qualities of artworks
6. Analyze and examine other interpretations of the
artworks made by scholars and experts in the field
SUGGESTED EVALUATION
3. Checklists, work sheets, and essays that ask the student
to select, prioritize, and judge the success of the design
principlles, organization of the art elements in artworks,
visual images, or the student's own work
4. Checklists, work sheets, and essays that ask the student
to generate and formulate alternative ways and means
for the design principles to organize the art elements
in works of art, visual images, or the student's own
works
Checklists, work sheets, anecdotal records, rating scales,
essays that ask students to demonstrate their abil ity to:
1. List, match, and identify vocabulary that defines
and/ or matches the meanings, moods, ideas, and/ or
the expressive qualities of artworks
2. Generate a new vocabulary that defines and/ or
describes the meanings, moods, ideas, and/ or expres­sive
qualities of artworks
3. Define empathy and psychic distance
4. Analyze, compare, and contrast the effects of too
much or too little psychic distance or empathy upon
a viewer of artwork
5. Analyze and examine the meanings, moods, ideas,
and/ or expressive qualities of artworks
6. Analyze and examine other interpretations of the
artworks made by scholars and experts in the field
ded140
Definitions may be found in the Glossary.
Use and understanding of appropriate art vocabulary and proper use and care of materials and equipment shall be a part of all lessons.
55
VISUAL ART ESSENTIAL SKILLS ( continued)
LEVEL: High School COMPONENT: AESTHETIC ASSESSMENT
GOAL: B. To develop a base for informed perceptions and judgments about visual art by examining tlhe criteria for the description, analysis,
interpretation, and evaluation of works of art ( continued)
OBJECTIVE PROCESSES AND SKILLS
4. Judgment- decide on the value of an art object.
Make a decision about the artwork's attainments
and accomplishments or the lack of them in the
history of art- past and present
a. Personal Preference
Choice irrespective of its value or significance
in the world at large
b. Criterion, Critical Judgment
( 1) Criterion IS a standard by which something
IS judged
( 2) Difficulty lies in deciding what to use for
these standards by which something is
judged
c. Developing Criteria- several gUidelines:
( 1) Standards used as criteria should not
arbitrarily exclude the informed opinion
of experts in the field
( 2) Major concepts of art in world cultures and
their corresponding criteria should not be
excluded in the development of standards
for criteria
( 3) Set up standards for criteria, taking care to
allow for and recognize different forms of
excellence in art
( 4) Standards used for criteria must also be
appropriate to the artwork
( 5) Flexibility may also be required when
setting up standards for criteria. Artworks
that use new materials often cannot be
evaluated with the existing criteria
SUGGESTED OUTCOMES
The student will be able to:
1. Identify and define examples of personal
preference and critical judgment used in judging
art
2. Interpret and explain examples of personal
preference and critical judgment used in judging
art
3. Compare and contrast between personal
preference and critical judgment used in Judging
art
1. Recall and define the guidelines for developing
criteria
2. Determine which gUidelines for developing criteria
best suit an artwork
3. Compare and contrast possible gUidelines for
developing criteria for judging artwork
4. Formulate and generate guidelines for developing
criteria to judge a particular artwork
5. Defend and evaluate the guidelines chosen to set
up criteria for judging a particular artwork
SUGGESTED EVALUATION
True- false, multiple choice, matching, short answer,
rating scales, work sheets, checklists, essays ask students
to identify, define, interpret, explain, compare, and
contrast b€! tween personal preference and critical
judgment
1 & True- false, multiple choice, matching, short answer,
2. rating scales, work sheets, checklists, essays that ask
students to: recall, define, and determine the guide­lines
for setting up criteria for judging art
3 & True- false, multiple chOice, matching, short answer,
4. rating scales, work sheets, checklists, and essays that ask
students to: compare and contrast possible gUidelines
for developing criteria to judge artwork, to formulate
and generate sample gUidelines to develop criteria for
the judging of a particular artwork
5. Work sheets, checklists, and essays that ask students to
justify and evaluate the guidelines they chose to use
to set up criteria for judging a particular artwork
ded140
Definitions may be found in the Glossary.
Use and understanding of appropriate art vocabulary and proper use and care of materials and equipment shall be a part of all lessons.
56
VISUALART ESSENTIAL SKI LLs ( continued)
LEVEL: High School COMPONENT: AESTHETIC ASSESSMENT
GOAL: C. To develop a base for informed perceptions and judgments about visual art by examining, exploring and analyzing different aesthetic
orientations reflected in works of art.
OBJECTIVE PROCESSES AND SKILLS
1. Aesthetic Assessment is a careful and systematic
study of the artwork to locate and identify the
sources of satisfaction and dissatisfaction contained
in the artwork
2. Seek ways of looking and thinking about art that
will yield the maximum of knowledge about the
art's meanings and the artwork's real or alleged
merits
3. Values can be ascertained from an aesthetic
situation depending on:
a. The art object itself
b. The viewer( s) of the art object:
( 1) Who they are
( 2) What their experience has been with life
and art
( 3) How well they can use their experience in
the examination of a particular artwork
SUGGESTED OUTCOMES
The student will be able to:
1. Identify and explain the sources of satisfaction,
dissatisfaction in the artwork. What combinations
of art elements, design principles, subject matter
and techniques elicit the student's response.
2. Analyze and examine how these combinations can
be sources for satisfaction, dissatisfaction in the
artwork
The student will be able to:
1. Identify and explain a variety of ways of looking
and thinking about art that will maximize the
student's knowledge about the meaning and
merits of the artwork
2. Compare and contrast some of the ways of look ·
mg and thinking about art
3. Select and support some examples of the ways of
looking and thinking about art
The student will be able to:
1. Identify and explain the factors that determine
the values that can be attained from an aesthetic
situation
2. Analyze and examine how these factors determine
the values that can be attained from an aesthetic
situation
SUGGESTED EVALUATION
True- false, multiple choice, matching, short answer,
rating scales, work sheets, checklists, oral discussions,
written commentaries, anecdotal record, journals, essays
that ask students to:
1. Identify, explain, analyze, and examine how combina­tions
of the art elements, design principles, subject
matter, and techniques can be sources of satisfaction
or dissatisfaction in . the artwork
2. Identify, explain, compare and contrast, select and
support some examples of the ways of looking and
thinkmg about art
3. Identify, explain, analyze, and examine how these
factors determine the values that can be attained
from an aesthetic situation
ded140
Definitions may be found in the Glossary.
Use and understanding of appropriate art vocabulary and proper use and care of materials and equipment shall be a part of all lessons.
57
VISUAL ART ESSENTIAL SKI LLS ( continued)
LEVEL: High School COMPONENT: AESTHETIC ASSESSMENT
GOAL: D. To develop a base for informed perceptions and judgments about visual art by examining the students' environment in developing a
personal aesthetic
OBJECTIVE PROCESSES AND SKILLS
1. Nature of Art
a. Anthropological and Historical Dimensions of
the students' environment
( 1) The definition of art in primitive societies,
contemporary art, and from art history
( 2) How the people within a culture:
( a) Perceived visual forms in their
environment
( b) Interpreted visual images as social
expressions
( c) Judged visual forms in their society
( 3) How members of the artistic community
of the culture:
( a) Perceived and described art
( b) Examined artworks
( c) Judged artwork
b. Creative and Psychological Dimensions
( 1) Art as Problem Solving
Define what the artist does when he/ she is
in the process of producing art as problem
solving
( 2) Art as Expression of the Self
Art as communication directed outward
toward someone
c. Social and Cultural Dimensions
( 1) Art as it was conceived and defined in
social and cultural groups
( 2) People in social or cultural groups:
( a) Perception of visual forms in their
environment
SUGGESTED OUTCOMES
The student wi II be able to:
Identify and recall the various natures of art, the
social and cultural dimensions of art, the functions
of art and the styles of art
Describe and interpret the various natures of art,
the social and cultural dimensions of art, the
functions of art, and the styles of art
Compare and contrast the various natures of art,
the social and cultural dimensions of art, the
functions of art and the styles of art
Reconstruct and/ or predict the various natures of
art, the social and cultural dimensions of art, the
functions of art, and the styles of art
Evaluate and justify the various natures of art, the
social and cultural dimensions of art, the functions
of art, and the styles of art
SUGGESTED EVALUATION
True- false, multiple choice, matching, short answer,
rating scales, work sheets, checklists, and essays that ask
students to: identify, recall, describe, interpret, compare
and contrast, rec: onstruct and/ or predict, evaluate, and
justify the various natures of art, the social and cultural
dimensions of art, the functions of art, and the styles
of art
ded140
Definitions may be found in the Glossary.
Use and understanding of appropriate art vocabulary and proper use and care of materials and equipment shall be a part of all lessons.
58
V ISUALART ESSENTIALSKILLS( continued)
LEVEL: High School COMPONENT: AESTHETIC ASSESSMENT
GOAL: D. To develop a base for informed perceptions and judgments about visual art by examining the students' environment in developing a
personal aesthetic ( continued)
OBJECTIVE PROCESSES AND SKILLS
1. Nature of Art ( continued)
( b) Interpret visual images as social
expressions
( c) Judge visual forms in their culture or
group
( 3) Members of the artistic community:
( a) Perception and description of art
( b) Examination of artworks
( c) Judgment of artworks
2. The Functions of Art
a. Personal Functions
( 1) Artistic community's perception of the
personal functions of art
( 2) Cultural or group perception of the personal
functions of art
b. Social Functions
( 1) Artistic community's perception of the
social functions of art
( 2) Cultural or group's perception of the social
functions of art
c. Physical Functions
( 1) Artistic community's perception of the
physical functions of art
( 2) Cultural or group's perception of the
physical function of art
SUGGESTED OUTCOMES
The student will be able to:
Identify and recall the various natures of art, the
social and cultural dimensions of art, the functions
of art, and the styles of art
Describe and interpret the various natures of art,
the social and cultural dimensions of art, the
functions of art, and the styles of art
Compare and contrast the various natures of art,
the social and cultural dimensions of art, the
functions of art, and the styles of art
Reconstruct and/ or predict the various natures of
art, the social and cultural dimensions of art, the
functions of art, and the styles of art
Evaluate and justify the various natures of art, the
social and cultural dimensions of art, the functions
of art, and the styles of art
SUGGESTED EVALUATION
True- false, multiple choice, matching, short answer,
rating scales, work sheets, checklists, and essays that ask
students to: identify, recall, describe, interpret, compare
and contrast, reconstruct and/ or predict, evaluate, and
justify the various natures of art, the social and cultural
dimensions of art, the functions of art, and the styles of
art
ded140
Definitions may be found in the Glossary.
Use and understanding of appropriate art vocabulary and proper use and care of materials and equipment shall be a part of all lessons.
59
VISUAL ART ESSENTIAL SKI LLS ( continued)
LEVEL: High School COMPONENT: AESTHETIC ASSESSMENT
GOAL: D. To develop a base for informed perceptions and judgments about visual art by examining the students' environment in developing a
personal aesthetic ( continued)
OBJECTIVE PROCESSES AND SKILLS
3. Styles of art- Definitions from Varieties of Visual
Experiences by E. B. Feldman
a. Group and classify seemingly unrelated groups
of art into categories which will facilitate the
attempt to study, talk about, and understand
art
b. Classify works either by their historical timing,
their locale, their appearance, their subject
matter, their technique, etc.
SUGGESTED OUTCOMES
The student will be able to:
Identify and recall the various natures of art, the
social and cultural dimensions of art, the functions
of art, and the styles of art
Describe and interpret the various natures of art,
the social and cultural dimensions of art, the
functions of art, and the styles of art
Compare and contrast the various natures of art,
the social and cultural dimensions of art, the
functions of art, and the styles of art
Reconstruct and/ or predict the various natures of
art, the social and cultural dimensions of art, the
functions of art, and the styles of art
Evaluate and justify the various natures of art, the
social and cultural dimensions of art, the functions
of art, and the styles of art
SUGGESTED EVALUATION
True- false, multiple choice, matching, short answer,
rating scales, work sheets, checklists, and essays that ask
students to: identify, recall, describe, interpret, compare
and contrast, reconstruct and/ or predict, evaluate, and
justify the various natures of art, the social and cultural
dimensions of art, the functions of art, and the styles of
art
ded140
Definitions may be found in the Glossary.
Use and understanding of appropriate art vocabulary and proper use and care of materials and equipment shall be a part of all lessons.
60
VISUAL ART ESSENTIALSKILLS( continued)
E. To develop and enhance studio skills and concepts that enable students to express themselves in viisually creative ways.
LEVEL:
GOAL:
High School COMPONENT: CREATIVE ART EXPRESSION
OBJECTIVE PROCESSES AND SKILLS
1. Personal Expression
a. Generate ideas for artwork
b. Refine ideas for artwork
c. Use media for expression in artwork
d. Use of art elements and design principles for
expression in artwork
2. Artistic Community
a. Generate ideas for artwork
b. Use media and tools for expression in artwork
c. Use art elements and design principles for
expression in artwork
3. Cultural Community
a. Generate, originate art forms
b. Use media and tools for expression in art forms
c. Use art elements and design principles for
expression in artwork
SUGGESTED OUTCOMES
The student will be able to:
Define, interpret, determine, illustrate, and
analyze how artists generate ideas, use the design
principles and art elements for expression, how
cultures originate art forms and see visual forms;
how the student can use the design principles and
art elements for expression, the different ways a
student can describe, analyze, interpret the mean­ings,
and decide on the significance of the
experiences.
Formulate, generate, invent, revise, evaluate, and
justify: how artists generate ideas, use the design
principles and art elements for expression; how
cultures originate art forms and see visual forms;
how the student can use the design principles and
art elements for expression, the different ways a
student can describe, analyze, interpret the mean­ings,
and decide on the significance of the
experiences
SUGGESTED EVALUATION
True- false, multiple choice, matching, short answer,
rating scales, checklists, diagrams, graphs, journals,
sketchbook!;, visual- oral- written documentaries, visual­written
notE! books, and visual expressions that ask
students to define, interpret, determine, illustrate,
analyze, formulate, generate, invent, revise, evaluate,
and justify: how artists generate ideas, use the design
principles and art elements for expression; how cultures
originate art forms and see visual forms; how the
student can use the design principles and art elements
for expression, the different ways a student can
describe, analyze, interpret the meanings, and decide
on the significance of the experiences
ded140
Definitions may be found in the Glossary.
Use and understanding of appropriate art vocabulary and proper use and care of materials and equipment shall be a part of all lessons.
61
VISUAL ART ESSENTIAL SKILLS ( continued)
LEVEL: High School COMPONENT: CREATIVE ART EXPRESSION
GOAL: F. To communicate ideas through the treatment of subject matter in a particular medium; to use visual arts media effectively to translate
ideas, feelings and values.
OBJECTIVE PROCESSES AND SKILLS
4. Media
a. Painting, Drawing, Printmaking- two- dimensional
media
( 1) Direct technique- final effect immediately
( 2) Indirect technique- stage- by- stage effect
( 3) Techniques for expresson- brushwork, line
quality, etc.
( 4) Human image- past and present
( 5) Spontaneous application of paint, drawing
material, print technique
( 6) Grand scale- large action painting, drawing,
printmaking
( 7) Popular images- everyday objects presented
on a grand scale
( 8) Optical images- physiology of vision
( 9) Minimal and color field- reducing art images
to bare essentials
( 10) Shaped canvas, paper, print- movement
away from the canvas, drawing, or print as
a window to the world
b. Sculpture and Crafts- three- dimensional media
( 1) Types of processes- additive, subtractive,
modeling, carving, casting
( 2) Types of forms- closed and open forms
( 3) Constructivism- abandoning old processes
and the closed form for new materials and
new construction methods
( 4) Assemblage- abandoning old processes,
carving- modeling, etc. and adopting the use
of materials carrying their own meaning
SUGGESTED OUTCOMES
The student will be able to:
Define, interpret, determine, illustrate, analyze,
formulate, generate, invent, revise, evaluate,
justify: how to generate his/ her own ideas, to
refine and modify these ideas, to use media and
tools, to convey these ideas; how artists generate
ideas, use visual qualities for expression, use media
and tools, perceive and describe art, examine works
of art, judge works of art; how people in their own
culture and other cultures originate art forms, use
visual qualities to express their beliefs, use media
to express social values, perceive visual forms in
their environment, interpret visual forms as social
expressions, judge visual forms in society
SUGGESTED EVALUATION
True- false, multiple choice, matching, short answer,
work sheets" rating scales, checklists, essays, diagrams,
graphs, charts, journals, sketchbooks, visual- narrative
documentaries, Visual- narrative notebooks and visual
expressions that ask students to define, interpret, deter­mine,
illustrate, analyze, formulate, generate, invent,
revise, evaluate, justify: how to generate their own
ideas, to refine and modify these ideas, to use media
and tools to convey these ideas; how artists generate
ideas, use visual qualities for expression, use media and
tools, perceive and describe art, examine works of art,
judge works of art; how people in their own culture and
other cultures originate art forms, use visual qualities
to express their beliefs, use media to express social values,
perceive visual forms in their environment, Interpret
visual forms as social expressions, judge visual forms
in society
ded140
Definitions may be found in the Glossary.
Use and understanding of appropriate art vocabulary and proper use and care of materials and equipm