art curriculum guide grades k-12 march 2010

Art Curriculum Guide

Grades K-12

March 2010

School Board Mr. Milton C. Johns Chairman At-Large

Mr. Gil Trenum Vice Chairman

Brentsville District

Mrs. Betty D. Covington Mrs. Denita S. Ramirez Dumfries District Woodbridge District Mr. Grant Lattin Mr. Don Richardson Occoquan District Gainesville District

Dr. Michael I. Otaigbe Mrs. Lisa E. Bell Coles District Neabsco District

Superintendent of Schools Dr. Steven L. Walts

The Prince William County Public School Division does not discriminate in employment or in its educational programs and activities against qualified individuals on the basis of race, color, national origin, religion, sex, pregnancy, age, veteran status, or disability.

ACKNOWLEDGMENTS

We gratefully acknowledge the assistance of the following teachers and administrators in the development and revision of the Art Curriculum: Jason Allen, Debbie Barnard, Beth Breen, Vicki Burns, Mardi Cullumber, KC Farrow, Maureen Goetz, Justin Goultrey, Sarah Gumkowski, Rebecca Graham-Hyson, Courtney Kellogg, Jodi Lister, Christine Long, Mary Magneson, Erin McGann, Mike McGaugh, Jennifer McIntyre, Elaine Pighini, Mike Pullum, Russell Quimby, Joy Rekas, Clint Rozelle, Katherine Williams, and Joyce Zsembery. Special assistance in the editing, refining and technical support has been provided by the following: Debbie Barnard, Kim Chandler, Lucky Davila, Lorna Willis, and Joyce Zsembery.

TABLE OF CONTENTS

Table of Contents………………………………………………..…………………………..………………...…..…..……………………………………………...i Mission Statement…………………………………………………………………………………………………………………………………………………….iii Forward………………………………………………………………………………………………………………………………………………………………...iv Description of Terms…………………………………………………………………………………………………………………………………………………..v Art Curriculum Benchmarks; Grades 3, 5, 7 and Art I……………………………………………………………………………………………………………..1 Elementary Art Curriculum Kindergarten – Second Objectives…………………………………………………………………………………………………………………………4 Third – Fifth Objectives…………………………………………………………………………………………………………………………………….11 Elementary Literacy Concepts……………………………………………………………………………………………………………………………………...18 Middle School Art Curriculum Sixth – Eighth Objectives…………………………………………………………………………………………………………………………………..21 Middle School Literacy Concepts…………………………………………………………………………………………………………………………………..30 High School Art Curriculum Art I – III Objectives………………………………………………………………………………………………………………………………………...33 High School Literacy Concepts: Art I & II………………………………………………………………………………………………………………………….47 Art IV – V Objectives……………………………………………………………………………………………………………………………………….50 High School Literacy Concepts: Art III – V………………………………………………………………………………………………………………………...57 Photography I & II Objectives……………………………………………………………………………………………………………………………..60 High School Literacy Concepts: Photography I & II……………………………………………………………………………………………………………...66 Computer Art I Objectives………………………………………………………………………………………………………………………………....69 High School Literacy Concepts: Computer Art I……………………………………………………………………………………………………………….…79 Scientific Illustration Objectives…………………………………………………………………………………………………………………………...83 High School Literacy Concepts: Scientific Illustration…………………………………………………………………………………………………………....89

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TABLE OF CONTENTS

High School Art Curriculum IT Graphic Design Objectives……………………………………………………………………………………………………………………………..92 High School Literacy Concepts: IT Graphic Design………………………………………………………………………………………………………….....100 IT Computer Graphics I & II Objectives………………………………………………………………………………………………………………....104 High School Literacy Concepts: IT Computer Graphics I & II………………………………………………………………………………………………….112 IT Multimedia Software I & II Objectives………………………………………………………………………………………………………………..116 High School Literacy Concepts: IT Multimedia Software……………………………………………………………………………………………………….122 Art History........................................................................................................................................................................................................126 High School Literacy Concepts: Art History..................................................................................................................................................................129

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VISUAL ART MISSION STATEMENT

The Prince William County visual art instructors will educate students to become visually competent and to develop awareness and appreciation of art as a universal means of communication. Through their study of visual art, students will develop fluency in visual, oral, and written communication using the language of art. While developing aesthetic and critical thinking skills, students will become risk takers, creative problem solvers, and proficient producers of effective, original art work that reflects their visual culture. Students are expected to embrace art as a visual language to express and communicate their ideas and feelings, while utilizing safe and ethical practices in the creative process.

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FORWARD

The Prince William County Visual Art Curriculum is organized by strands and levels of instruction: Elementary grades K through 5, Middle grades 6 through 8, Art I through Art V, Computer Art I, Graphic Design, Computer Graphics, Multimedia, Photography, and Art History. Virginia Standards of Learning are embedded within the Prince William County Visual Art Curriculum. Virginia Standards of Learning are numbered in BOLD font. Prince William County Objectives are numbered in plain font where they exceed the Virginia Standards of Learning. Combined, they comprise the Prince William County Visual Art Objectives. The Visual Arts Standards of Learning identify the essential content and skills required in the visual arts curriculum for each level and are designed to be cumulative, progressing in complexity by grade level from kindergarten through the sequence of high school courses. Throughout visual arts education, course content is organized into four specific content strands: Visual Communication and Production, Cultural Context and Art History, Judgment and Criticism, and Aesthetics. It is through the acquisition of the concepts, content, and skills that the goals for visual arts education can be realized. A comprehensive visual arts education program provides students with multiple means of expression as and analytical skills to evaluate information that is conveyed by images and symbols. The standards are not intended to encompass the entire curriculum for a given grade level or course nor to prescribe how the content should be taught. Teachers are encouraged to go beyond these standards and select instructional strategies and assessment methods appropriate for their students. Teachers will consistently model appropriate use of copyrighted and royalty-protected materials.

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DESCRIPTION OF TERMS

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STRANDS – Related aspects of visual art instruction. These strands are represented at every level based upon Virginia Standards of Learning for Visual Art K – 12.

• VISUAL COMMUNICATION AND PRODUCTION – Students will develop and communicate ideas by creating works of art. They will develop fluency in visual, oral, and written communication, using art vocabulary and concepts. Through art production, students will express ideas and feelings in two-dimensional and three-dimensional art forms and gain respect for their own work and the work of others. Students will also demonstrate safe and ethical practices in the use of art materials, tools, techniques, and processes.

• CULTURAL CONTEXT AND ART HISTORY – Students will develop understanding of the visual arts in relation to history and cultures by

investigating works of art from different times and places. Through the study of works of art, the people who produced them and careers in the visual arts, students will learn to understand the role the visual arts play in communicating historical and cultural beliefs and ideas.

• JUDGMENT AND CRITICISM – Students will examine works of art and make informed judgments about them based on established visual arts

criteria. Through the understanding of visual arts principles and processes, they will be able to use a variety of strategies to analyze the visual qualities and interpret the meanings of works of art. They will also employ critical evaluation skills in the production of their works of art.

• AESTHETICS – Students will reflect on and analyze their personal responses to the expressive and communicative qualities of works of art. They

will understand that their background, knowledge, and experiences influence their perceptions of works of art. Through the examination of issues related to the visual arts, students will draw conclusions and reflect on the nature, meaning, and value of art, based on their dual roles as both creator and viewer of art. They will learn to recognize the difference between personal opinion (aesthetic critique) and informed judgment (informal critique) when reflecting on, discussing, and responding to visual imagery.

BENCHMARKS – Specific targeted goals for students to achieve by the completion of designated levels. OBJECTIVES – Sequential pedagogical skills and areas of knowledge that will be addressed at each level of instruction. SAFETY

Safety must be given the highest priority in implementing the K-12 instructional program for visual arts. Correct and safe techniques, as well as wise selection of resources, materials, and equipment appropriate to the students’ age levels, must be carefully considered with regard to the safety precautions needed for every instructional activity. Safe visual arts classrooms require thorough planning, careful management, and constant monitoring of student activities. Class enrollments should not exceed the designated capacity of the room.

ART CURRICULUM BENCHMARKS

Strand: VISUAL COMMUNICATION AND ART PRODUCTION Goals: The student will demonstrate understanding and apply the elements of art and principles of design to solve visual arts problems with originality, flexibility, fluency, and imagination. The student will use materials, methods, information, and technology in a safe and ethical manner.

The student will use various media, techniques and processes to explore a variety of subject matter, symbols and styles for expression and communication using the language of visual arts. Third Grade Fifth Grade Seventh Grade Art I

The student will learn the language of art and use effective art processes and skills to create works of art that are expressive and communicate a variety of ideas.

The student will learn the language of art by creating works of art that: • Demonstrate a synthesis of art

skills and knowledge; • Include visual problem solving

skills; and • Reflect ideas and images on

historic or contemporary issues.

The student will begin to assess and select personal art work for a portfolio that demonstrates: • Art knowledge; • Technical skills; • Expression of ideas; • Originality; and • Artistic growth overtime.

The student will effectively communicate (orally and in writing) a variety of ideas and emotions about art using an expanded art vocabulary The student will create, assess, and select art work to assemble a portfolio reflecting: • Originality; • A variety of art media and

process; • A variety of art styles to include

but limited to Cubism, Non-objective Art, and Primitive Cultures; and

• Artistic growth over time.

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Strand: CULTURAL CONTEXT AND ART HISTORY Goals: The student will understand the relationship of culture, history, and other fields of knowledge to the visual arts.

The student will develop understanding and appreciation of the roles, opportunities, and careers in the visual arts and related areas. Third Grade Fifth Grade Seventh Grade Art I

The student will identify and discuss various art careers and works of art that influence times, places, and cultures.

The student will describe and compare the role of history, culture, and other areas of learning in artistic expression and careers in the visual arts.

The student will identify and compare: • Art careers; • Public art; and • Persuasive print and electronic

media. The student will identify styles of art and categorize them according to period and culture.

The student will analyze artists use of the elements of art and principles of design in various periods, styles, and cultures to: • Describe and discuss art related

careers; • Identify and describe

connections between works of art through time; and

• Describe and analyze the function, purpose, and perceived meaning of works of art.

Strand: JUDGMENT AND CRITICISM Goals: The student will interpret, reflect upon, and evaluate the characteristics, purposes, and merits of their work and the work of others.

The student will develop awareness of copyright and royalty requirements when exhibiting, producing, or otherwise using the work of others.

Third Grade Fifth Grade Seventh Grade Art I

The student will use appropriate art vocabulary to describe, analyze, interpret, judge, and respond to works of art.

The student will use appropriate art vocabulary to describe, analyze, interpret, judge, and respond to works of art from various cultures, different artists, environments, and specific art criteria.

The student will use appropriate art vocabulary to: • Identify meaning in art; • Interpret art; • Judge art; • Describe experiences depicted

in art; and • Identify the creative process.

The student will use appropriate art vocabulary to analyze, differentiate, and classify works of art using critical evaluation skills to make reasoned assessments, interpretation, and judgments about works of art.

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Strand: AESTHETICS Goals: The student will identify, analyze, and apply criteria for making visual aesthetic judgments of their work and the work of others. The student will develop aesthetic awareness and a personal philosophy regarding the nature of, meanings in, and values in the visual arts.

Third Grade Fifth Grade Seventh Grade Art I

The student will determine why art has value through personal reasons, cultural influences, attributes, and form and function.

The student will analyze the purposes, values, and meanings of art and creative expression over time.

The student will: • Describe value and meaning in

art; • Question the nature of art; • Discuss how beliefs influence

art; • Express personal responses to

art; and • Discuss the purpose of art.

The student will identify, analyze, and apply criteria for making visual aesthetic judgments of their work and the work of others. The student will develop aesthetic awareness and speculate on the intentions and choices of others through a variety of aesthetic stances. The student will define and defend their definition of “art.”

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ART CURRICULUM Elementary Objectives

Strand: VISUAL COMMUNICATION AND ART PRODUCTION Goals: The student will demonstrate understanding and apply the elements of art and principles of design to solve problems in visual art with originality, flexibility, fluency, and imagination. The student will use materials, methods, information, and technology in a safe and ethical manner.

The student will use various art media, techniques and processes to explore a variety of subject matter, symbols and styles for expression and communication using the language of visual art [visually, orally, and in writing].

KINDERGARTEN FIRST GRADE SECOND GRADE KP.1.1 The student will create works of art that represent personal solutions to art problems. (SOL K.1) KP.1.2. The student will express ideas and feelings through the creation of works of art. (SOL K.2) KP.1.3 The student will create a work of art that commemorates a personal or historical event. (SOL K.4) KP.1.4 The student will create a work of art that depicts a specific animal or plant. (SOL K.5) KP.1.5 The student will create a self-portrait. (SOL K.6) KP.1.6 The student will describe the sequence of steps in the making of a work of art. (SOL K.9) KP.1.7 The student will demonstrate motor skills in painting, pasting, gluing, folding, cutting, modeling, printing, and stamping.

1P.1.1 The student will recognize and discuss various solutions to a single art problem. (SOL 1.1) 1P.1.2 The student will use the senses of sight, touch, and hearing as inspirations for works of art. (SOL 1.2) 1P.1.3 The student will create works of art inspired by stories, poems, and themes. (SOL 1.4) 1P.1.4 The student will create art from real and imaginary sources of inspiration. (SOL 1.5) 1P.1.5 The student will use personal and simulated situations as subject matter in works of art. (SOL 1.6) 1P.1.6 The student will demonstrate the ability to recognize size relationships in works of art. (SOL 1.7) 1P.1.7 The student will develop eye/hand coordination by drawing and constructing. (SOL 1.8) 1P.1.8 The student will observe and depict plants, animals, and people in a landscape work of art. (SOL 1.9)

2P.1.1 The student will investigate various solutions to a single visual arts problem. (SOL 2.1) 2P.1.2 The student will incorporate unanticipated results of art making into works of art. (SOL 2.2) 2P.1.3 The student will use literary sources to generate ideas for works of art. (SOL 2.3) 2P.1.4 The student will use environmental themes or historical events as inspiration for works of art. (SOL 2.5) 2P.1.5 The student will create a work of art from observation. (SOL 2.6) 2P.1.6 The student will depict objects in proportion within a work of art. (SOL 2.7) 2P.1.7 The student will collaborate with others to create a work of art. (SOL 2.8) 2P.1.8 The student will identify and use a variety of sources for art ideas, including nature, people, images, imagination, and resource materials. (SOL 2.9)

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KINDERGARTEN FIRST GRADE SECOND GRADE

KP.2 Color KP.2.1 The student will identify and use colors (red, blue, yellow, green, orange, violet, brown, black, and white). (SOL K.3-1)

1P.2 Color 1P.2.1 The student will identify and use primary colors (red, blue, yellow). (SOL 1.3-1)

2P.2 Color 2P.2.1 The student will identify and use secondary colors (orange, violet, and green). (SOL 2.4-1) 2P.2.2 The student will demonstrate the ability to mix primary colors to make secondary colors.

KP.3 Line KP.3.1 The student will identify and use line and line characteristics (straight/curved, thick/thin, long/ short, vertical/ horizontal, and diagonal). (SOL K.3.3)

1P.3 Line 1P.3.1 The student will identify and use line and line variations (zig-zag, dotted, wavy, and spiral). (SOL 1.3-2)

2P.3 Line 2P.3.1 The student will explore various media and tools to create line and line variations.

KP.4 Shape KP.4.1 The student will identify and use shapes (circle, square, triangle, rectangle, oval). (SOL K.3-4)

1P.4 Shape 1P.4.1 The student will identify and use shapes (geometric and organic). (SOL 1.3-4)

2P.4 Shape 2P.4.1 The student will identify and use shapes (geometric, organic, and free-form). (SOL 2.4-2)

KP.5 Form KP.5.1 The student will identify objects within the environment that occupy space. (SOL K.7)

1P.5 Form 1P.5.1 The student will recognize two- dimensional and three-dimensional objects.

2P.5 Form 2P.5.1The student will identify and use three-dimensional forms (cube, cylinder, sphere, pyramid, and cone). (SOL 2.4-3) 2P.5.2 The student will compare and contrast two-dimensional and three-dimensional objects.

KP.6 Space KP.6.1 The student will identify spatial relationships (left, right, top, bottom, side, center, front, back, over, and under). (SOL K.8)

1P.6 Space 1P.6.1 The student will recognize and locate foreground and background on a picture plane. 1P.6.2 The student will create a two-dimensional work of art that demonstrates overlapping.

2P.6 Space 2P.6.1 The student will depict objects in proportion within a work of art. (SOL 2.7)

KP.7 Texture KP.7.1 The student will identify and use textures by sight and touch. (SOL K. 3-2) KP.7.2 The student will recognize a variety of textures.

1P.7 Texture 1P.7.1 The student will identify and use visual and tactile texture. (SOL 1.3-3)

2P.7 Texture 2P.7.1 The student will create a work of art using tactile texture.

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KINDERGARTEN FIRST GRADE SECOND GRADE KP.8 Value KP.8.1 The student will be able to recognize that one color can have light or dark value.

1P.8 Value 1P.8.1 The student will identify a variety of values in selected works of art.

2P.8 Value 2P.8 .1 The student will use values in a work of art.

KP.9 Principles of Design KP.9.1 The student will identify and use patterns (natural and man-made). (SOL K.3.5)

1P.9 Principles of Design 1P.9.1 The student will identify and use alternating and repeating patterns. (SOL 1.3-5)

2P.9 Principles of Design 2P.9 .1 The student will further explore the use of pattern through various media. 2P.9. 2 The student will identify and use pattern – complex, alternating, and repeating. (SOL 2.4-4)

KP.10 Painting KP.10.1 The student will identify and use paint media (tempera, watercolor, and finger paint).

1P.10 Painting 1P.10.1 The student will recognize, explore, and create a tempera or watercolor painting.

2P.10 Painting 2P.10.1 The student will create a painting demonstrating a resist technique.

KP.11 Drawing KP.11.1 The student will identify and use a variety of drawing media and tools.

1P.11 Drawing 1P.11.1 The student will create a drawing demonstrating the use of drawing media and techniques. 1P.11.2 The student will create a drawing by direct observation.

2P.11 Drawing 2P.11.1 The student will use various media to create drawings. 2P.11.2 The student will create a drawing by direct observation.

KP.12 Collage/Mixed Media KP.12.1 The student will identify and use collage/mixed media techniques (cutting, tearing, gluing, and combining media).

1P.12 Collage/Mixed Media 1P.12.1 The student will use motor skills to weave, tear, and otherwise manipulate art materials. (SOL 1.10)

2P.12 Collage/Mixed Media 2P.12.1 The student will explore collage or mixed media techniques in works of art.

KP.13 Printmaking KP.13.1 The student will identify and use a stamping technique to create a print.

1P.13 Printmaking 1P.13.1 The student will create a print using a variety of stamping techniques.

2P.13 Printmaking 2P.13.1 The student will create a print using a variety of techniques.

KP.14 Textile Arts KP.14.1 The student will identify and create a textile work of art.

1P.14 Textile Arts 1P.14.1 The student will create a weaving.

2P.14 Textile Arts 2P.14.1 The student will use various media and techniques to explore stitchery.

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KINDERGARTEN FIRST GRADE SECOND GRADE KP.15 Sculpture KP.15.1 The student will be able to identify sculpture as three-dimensional art. KP.15.2 The student will use motor skills to create two and three-dimensional art materials (pinch, pull, squeeze, twist, pound, and roll). (SOL K.10)

1P.15 Sculpture 1P.15.1 The student will create a sculpture.

2P.15 Sculpture 2P.15.1 The student will create a three-dimensional work of art using a variety of materials. (SOL 2.10) 2P.15.2 The student will create a work of art by manipulating clay. (SOL 2.11)

KP.16 Technology KP.16.1 The student will identify a work of art created through the use of technology.

1P.16 Technology 1P.16.1 The student will identify works of art created with the use of technology.

2P.16 Technology 2P.16 .1 The student will identify ways of using technology to create art.

KP.17 Safety KP.17.1 The student will observe safe procedures and behave responsibly when using materials, tools, and equipment.

1P.17 Safety 1P.17.1 The student will observe safe procedures and behave responsibly when using materials, tools, and equipment.


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The student will develop understanding and appreciation of the roles, opportunities, and careers in the visual arts and related areas.


KH.1.1 The student will identify people who make art as artists (e.g., painters, sculptors, printmakers, architects, graphic designers.) (SOL K. 11) KH.1.2 The student will identify the purposes for creating works of art. (SOL K. 12) KH.1.3 The student will discuss the concept that people in all cultures create works of art. (SOL K.13) KH.1.4 The student will recognize, explore, and communicate through various means the role of art and design in society through multicultural themes.

1H.1.1 The student will describe and discuss similarities and differences between various careers in the visual arts. (SOL 1.11) 1H.1.2 The student will recognize and describe how art is an integral part of one’s own culture. (SOL 1.12) 1H.1.3 The student will identify and describe works of art that communicate feelings, ideas, and information. (SOL 1.13) 1H.1.4 The student will identify American cultural symbols and events depicted in art. (SOL 1.14) 1H.1.5 The student will recognize, explore, and communicate through various means the role of art and design in society through multicultural themes.

2H.1.1 The student will recognize the careers related to the media they have studied. (SOL 2.12) 2H.1.2 The student will compare the art, artifacts, and architecture of other cultures with that of their own culture. (May include Greece, Rome, China, Egypt, and early African kingdoms). (SOL 2.13) 2H.1.3 The student will identify symbols from various cultures. (SOL 2.14) 2H.1.4 The student will identify art from other cultures, including Ancient Egypt, Ancient China, and Native Americans (First Americans). (SOL 2.15) 2H.1.5 The student will recognize, explore, and communicate through various means the role of art and design in society through multicultural themes.

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KC.1.1 The student will describe, and respond to works of art. (SOL K.14) KC.1.2 The student will classify objects in the environment by using art vocabulary (e.g. color, texture, line, shape, pattern.). (SOL K.15)

1C.1.1 The student will discuss why viewers may have different responses to works of art. (SOL 1.15)

1C.1.2 The student will view works of art and describe similarities and differences between them. (SOL 1.16)

1C.1.3 The student will respond orally to works of art with reference to primary colors, line, texture, shape, and pattern. 1C.1.4 The student will describe and discuss the visual qualities and content of works of art using art vocabulary. (SOL 1.17)

2C.1.1 The student will express opinions with supporting statements regarding works of art. (SOL 2.16) 2C.1.2 The student will categorize works of art by subject matter, including portrait, landscape, and still life. (SOL 2.17) 2C.1.3 The student will distinguish between natural objects and objects made by man in the environment. (SOL 2.18) 2C.1.4 The student will recognize the process of describing, analyzing, interpreting, and evaluating works of art. 2C.1.5 The student will interpret ideas and feelings expressed in personal and others’ works of art. (SOL 2.19)

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KINDERGARTEN FIRST GRADE SECOND GRADE KA.1.1 The student will discuss and explain ideas and expressions in personal works of art. (SOL K.16) KA.1.2 The student will select a preferred work of art from among others and explain why it was chosen. (SOL K.17) KA.1.3 The student will discuss thoughts, experiences, and feelings expressed in works of art. (SOL K.18)

1A.1.1 The student will discuss the reasons why works of art have value. (SOL 1.18) 1A.1.2. The student will express a point of view regarding what art is and what purpose art serves. (SOL 1.19) 1A.1.3. The student will describe and discuss ideas and emotions communicated in works of art. (SOL 1.20)

2A.1.1 The student will discuss local public art and its value to the community. (SOL 2.20) 2A.1.2 The student will describe the meanings and feelings evoked by works of art. (SOL 2.21) 2A.1.3 The student will discuss the ways that the art of a culture reflects its people’s attitudes and beliefs. (SOL 2. 22)

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THIRD GRADE FOURTH GRADE FIFTH GRADE 3P.1.1 The student will identify innovative solutions used by artists to solve visual problems. (SOL 3.1) 3P.1.2 The student will use various art processes and techniques to produce works of art that demonstrate craftsmanship. (SOL 3.2) 3P.1.3 The student will develop art ideas from a variety of sources, including print, non-print, and technology. (SOL 3.3) 3P.1.4 The student will create a functional object that reflects the contributions of Greco-Roman civilizations as found in artifacts. (SOL 3.6) 3P.1.5 The student will produce a work of art that communicates feelings. (SOL 3.10)

4P.1.1 The student will research and generate ideas for creating works of art using discussion. (SOL 4.1) 4P.1.2 The student will use thumbnail sketches to document thought processes when creating works of art. (SOL 4.2) 4P.1.3 The student will create a work of art that uses themes, ideas, and art forms from the past. (SOL 4.3) 4P.1.4 The student will create abstract works of art. (SOL 4.10)

5P.1.1 The student will synthesize information to produce works of art. (SOL 5.1) 5P.1.2 The student will use the elements of art: line, shape, form, color, value, texture, and space to express ideas, images, and emotions. (SOL 5.3) 5P.1.3 The student will develop ideas for works of art by brainstorming, conducting research, and making preliminary sketches. (SOL 5.6) 5P.1.4 The student will collaborate with others to produce a work of art that characterizes an historical time period. (SOL 5.7) 5P.1.5 The student will defend a position regarding an historical or contemporary issue through the production of a work of art. (SOL 5.8) 5P.1.6 The student will demonstrate an understanding of symbolic meanings by incorporating symbols in a work of art. (SOL 5.9) 5P.1.7 The student will express ideas through artistic choices of media, techniques, and subject matter. (SOL 5.12)

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THIRD GRADE FOURTH GRADE FIFTH GRADE 3P.2 Color 3P.2.1 The student will identify and use intermediate colors through various media. (SOL 3.4 –1) 3P.2.2 The student will identify and use warm and cool colors through various media. (SOL 3.4–2)

4P.2 Color 4P.2.1 The student will identify and use the characteristics of color, including hue, tint, shade, and intensity. (SOL 4.4) 4P.2.2 The student will identify and explore complementary colors.

5P.2 Color 5P.2.1 The student will use the primary colors and black and white to mix a variety of hues, tints, and shades to create a work of art. (SOL 5.2)

3P.3 Line 3P.3.1 The student will explore the expressive qualities of line through various media.

4P.3 Line 4P.3.1 The student will identify and use a variety of lines in a work of art. (SOL 4.6)

5P.3 Line 5P.3.1 The student will compare and contrast the use of line in different works of art.

3P.4 Shape 3P.4.1 The student will compare, contrast and use a variety of shapes (geometric, organic, and free-form) in works of art. (SOL 3.5)

4P.4 Shape 4P.4.1 The student will create a work of art demonstrating the use of positive and negative shape.

5P.4 Shape 5P.4.1 The student will create a work of art using geometric, organic, or free-form shapes.

3P.5 Form 3P.5.1 The student will identify and use architectural forms (e.g. cube, cylinder, sphere, pyramid, and cone). (SOL 3.9)

4P.5 Form 4P.5.1 The student will identify variations of the cube, cylinder, sphere, pyramid, and cone in sculpture.

5P.5 Form 5P.5.1 The student will create a sculpture using variations of the cube, cylinder, sphere, pyramid, and cone.

3P.6 Space 3P.6.1 The student will identify and use positive and negative space. (SOL 3.4-3) 3P.6.2 The student will create the illusion of depth on a two-dimensional surface using overlapping, size variation, placement and proportion in the picture plane. (SOL 3.7) 3P.6.3 The student will identify and use foreground, middle ground, and background in two-dimensional works of art. (SOL 3.8)

4P.6 Space 4P.6.1 The student will identify positive and negative space in works of art. (SOL 4.8)

5P.6 Space 5P.6.1 The student will use linear perspective in a work of art. (SOL 5.10) 5P.6.2 The student will emphasize spatial relationships in works of art. (SOL 5.11)

3P.7 Texture 3P.7.1 The student will explore visual texture in works of art.

4P.7 Texture 4P.7.1 The student will create a two or three-dimensional work of art using visual and/or tactile texture.

5P.7 Texture 5P.7.1 The student will compare and contrast textural qualities in works of art.

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THIRD GRADE FOURTH GRADE FIFTH GRADE 3P.8 Value 3P.8.1 The student will explore the use of tint and shade in works of art.

4P.8 Value 4P.8.1 The student will create a work of art using tints and shades. 4P.8 .2 The student will explore shading techniques.

5P.8 Value 5P.8.1 The student will create a work of art using a monochromatic color scheme.

3P.9 Principles of Design 3P.9.1The student will identify and use balance (symmetrical and asymmetrical). (SOL 3.4-4) 3P.9.2 The student will identify pattern and extend the sequential structure using motifs. (SOL 3.4-5) 3P.9.3 The student will recognize rhythm in works of art. 3P.9.4 The student will identify and use contrast. (SOL 3.4-6)

4P.9 Principles of Design 4P.9.1 The student will identify and use variety (contrast), repetition, and unity in a work of art. (SOL 4.5)

5P.9 Principles of Design 5P.9.1 The student will create repeating patterns, using translation (slide), reflection (flip), and rotation (turn). (SOL 5.4) 5P.9.2 The student will use the principles of design including proportion, rhythm, balance, emphasis, variety, contrast, and unity to express ideas and create images. (SOL 5.5)

3P.10 Painting 3P.10.1 The student will recognize and explore various painting techniques.

4P.10 Painting 4P.10.1 The student will create a painting using the characteristics of color (hue, tint, shade, and intensity).

5P.10 Painting 5P.10.1 The student will create a painting using tints and shades of a variety of colors.

3P.11 Drawing 3P.11.1 The student will recognize and explore gesture drawing. 3P.11.2 The student will create a drawing by direct observation.

4P.11 Drawing 4P.11.1 The student will use contour drawing, perspective drawing, and shading techniques to create a work of art that depicts a three- dimensional object on a two-dimensional surface. (SOL 4.9) 4P.11.2 The student will create a drawing by direct observation.

5P.11 Drawing 5P.11.1 The student will create preliminary sketches for two or three-dimensional works of art. 5P.11.2 The student will create a drawing by direct observation.

3P.12 Collage/Mixed Media 3P.12.1 The student will further explore and develop the use of collage and techniques with mixed media.

4P.12 Collage/Mixed Media 4P.12.1 The student will create a two-dimensional or three-dimensional collage/mixed media work of art.

5P.12 Collage/Mixed Media 5P.12.1 The student will use art materials experimentally in expressive works of art.

3P.13 Printmaking 3P.13.1 The student will create a print using a variety of printmaking techniques.

4P.13 Printmaking 4P.13.1 The student will create a print using a stencil technique.

5P.13 Printmaking 5P.13.1 The student will create a print using a relief printing technique.

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THIRD GRADE FOURTH GRADE FIFTH GRADE 3P.14 Textile Arts 3P.14.1 The student will create a weaving.

4P.14 Textile Arts 4P.14.1 The student will use various techniques to create a stitchery.

5P.14 Textile Arts 5P.14.1 The student will produce fiber art that reflects the qualities of the fiber art of another age, culture, or country. (SOL 5.16)

3P.15 Sculpture 3P.15.1 The student will create a work of art in clay using the coil building process. (SOL 3.11)

4P.15 Sculpture 4P.15.1 The student will describe and use hand-building techniques including the slab method, to make a ceramic work of art. (SOL 4.7)

5P.15 Sculpture 5P.15.1 The student will use three-dimensional art media to create a sculpture in the round, high relief, or bas-relief. (SOL 5.14) 5P.15.2 The student will describe the changes that occur in clay including: plastic, leatherhard, greenware, bisque, and glazeware, during the ceramic process. (SOL 5.15)

3P.16 Technology 3P.16.1 The student will recognize technology as a source of ideas for creating art.

4P.16 Technology 4P.16.1 The student will recognize a computer graphics image.

5P.16 Technology 5P.16.1 The student will use technology to produce a work of art. (SOL 5.13)

3P.17 Safety 3P.17.1 The student will observe safe procedures and behave responsibly when using materials, tools and equipment.



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THIRD GRADE FOURTH GRADE FIFTH GRADE

3H.1.1 The student will identify and discuss common characteristics in various art careers (e.g. painter, sculptor, illustrator, visual art teacher). (SOL 3.12) 3H.1.2 The student will discuss how history, culture, and the visual arts influence each other. (SOL 3.13) 3H.1.3 The student will identify distinguishing characteristics of landscape, seascape, or cityscape. (SOL 3.14) 3H.1.4 The student will compare and contrast architectural styles of ancient cultures, including Greece and Rome. (SOL 3.15) 3H.1.5 The student will identify and examine objects of the early west African empire of Mali. (SOL 3.16) 3H.1.6 The student will identify works of art that reflect times, places, and cultures. (SOL 3.17) 3H.1.7 The student will explain the role of archaeology in learning about the art of past cultures. (SOL 3.18) 3H.1.8 The student will recognize, explore, and communicate through various means the role of art and design in society through multicultural themes.

4H.1.1 The students will identify and discuss a variety of art careers (e.g. potter, weaver, glassmaker, jeweler, local community artist.) (SOL 4.11) 4H.1.2 The student will compare and contrast abstract and realistic works of art. (SOL 4.12) 4H.1.3 The student will recognize, compare, and contrast the characteristics of diverse cultures in contemporary works of art. (SOL 4.13) 4H.1.4 The student will identify the influences of ancient cultures on Early American architecture. (SOL 4.14) 4H.1.5 The student will examine the roles of crafts and artisans in Colonial Virginia. (SOL 4.15) 4H.1.6 The student will investigate artists and their work, using research tools and procedures. (SOL 4.16) 4H.1.7 The student will recognize, explore, and communicate through various means the role of art and design in the society through multicultural themes.

5H.1.1 The student will describe and discuss various commercial art careers (e.g. product designer, fashion designer, graphic artist, photographer). (SOL 5.17) 5H.1.2 The student will compare contemporary and historical art and architecture. (SOL 5.18) 5H.1.3 The student will identify the influences of historic events, subject matter, and media in works of art. (SOL 5.19) 5H.1.4 The student will research artists from a variety of cultures and the works of art they have produced. (SOL 5.20). 5H.1.5 The student will identify and discuss how American historical events influenced works of art, with emphasis on Westward Expansion and the Civil War. (SOL 5.21) 5H.1.6 The student will research, compare, and contrast the art of two cultures using contemporary technology. (SOL 5.22) 5H.1.7 The student will recognize, explore, and communicate through various means the role of art and design in society through multicultural themes.

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3C.1.1 The student will recognize, explore, and demonstrate the process of describing, analyzing, interpreting, evaluating and responding to works of art. 3C.1.2 The student will discuss why works of art have been interpreted in different ways throughout history. (SOL 3.19) 3C.1.3 The student will describe the problem solving process involved in producing personal works of art using appropriate art vocabulary. (SOL 3.20) 3C.1.4 The student will discuss the difference between art and other types of objects using appropriate art vocabulary. (SOL 3.22) 3C.1.5 The student will analyze works of art by subject matter, including portrait, landscape, still life, and narrative. (SOL 3.22) 3C.1.6 The student will express informed judgments about works of art. (SOL3.23) 3C.1.7 The student will analyze works of art for the use of: • Rhythm; • Balance – (symmetry/asymmetry); and • Spatial relationships – (overlapping, size,

proportion, and placement. (SOL 3.24)

4C.1.1The student will recognize, explore, and demonstrate the process of describing, analyzing, interpreting, evaluating and responding to works of art. 4C.1.2 The student will interpret works of art for multiple meanings. (SOL 4.17) 4C.1.3 The student will analyze works of art based on visual properties. (SOL 4.18) 4C.1.4 The student will compare and contrast abstract, representational, and nonrepresentational works of art. (SOL 4.19) 4C.1.5 The student will identify and investigate ways that works of art from popular culture reflect the past and influence the present. (SOL 4.20) 4C.1.6 The student will support the selection of a work of art using appropriate art vocabulary. (SOL 4.21) 4C.1.7 The student will compare and contrast works of art by genre. (SOL.4.22)

5C.1.1 The student will recognize, explore, and demonstrate the process of describing, analyzing, interpreting, evaluating and responding to works of art. 5C.1.2 The student will compare and contrast art from various cultures and periods, including Pre-Columbian, African American, Colonial American, and European using appropriate art vocabulary. (SOL 5.23) 5C.1.3 The student will discuss an artist’s point of view based on evidence from written sources. (SOL 5.24) 5C.1.4 The student will compare and contrast natural and constructed environments. (SOL 5.25) 5C.1.5 The student will analyze works of art based on visual properties and historical context. (SOL.5.26) 5C.1.6 The student will apply specific criteria to assess a finished product. (SOL.5.27)

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Strand: AESTHETICS Goals: The student will identify, analyze, and apply criteria for making visual aesthetic judgments of their work and the work of others.

The student will develop aesthetic awareness and a personal philosophy regarding the nature of, meanings in, and values in the visual arts.


3A.1.1 The student will examine the relationship between form and function in the artifacts of a culture. (SOL.3.25) 3A.1.2 The student will identify common attributes in works of art produced by artists within one culture. (SOL.3.26) 3A.1.3 The student will determine why art has value. (SOL.3.27) 3A.1.4 The student will develop and describe personal reasons for valuing works of art. (SOL 3.28)

4A.1.1 The student will recognize, explore, and demonstrate aesthetic experiences through art production, art history, and art criticism. 4A.1.2 The student will discuss how criteria used to value art may vary from one culture to another. (SOL.4.23) 4A.1.2 The student will discuss how personal beliefs influence responses to works of art. (SOL 4.24) 4A.1.3 The student will formulate questions about works of art. (SOL 4.25) 4A.1.4 The student will select a preferred work of art from among others and defend their choice using appropriate art vocabulary. (SOL 4.26)

5A.1.1 The student will discuss the role of art and artists in society. (SOL.5.28) The student will discuss how criteria used to value art within the same culture vary over time. (SOL.5.29). 5A.1.2 The student will describe a valued object within present-day culture in terms of aesthetic preferences. (SOL 5.30) 5A.1.3 The student will articulate reasons for establishing preferences among works of art using appropriate art vocabulary. (SOL 5.31)

ART CURRICULUM Elementary Literacy Concepts

LITERACY CONCEPTS: VISUAL ARTS – ELEMENTARY VISUAL COMMUNICATION AND PRODUCTION: ART PROCESSES – Series of steps or way of doing something to include skills, techniques, and tools/equipment. Skills – Sketch, paint, draw, model, print, weave, cutting Techniques – dry brush, slab, coil, pinch, crosshatching, stippling Tools/equipment – brayer, fettling knife, flat brush ART MATERIALS/MEDIUM – Materials used in the creation of art and their special qualities. Paint, ink, clay, fibers COMPOSITION – The picture plane or area in which a work of art is designed. COLOR THEORY – All of the properties of color to include hue and the color wheel; value with tines and shades; and color intensity. Color wheel – chart of color mixing Primary colors – Red, yellow, blue, colors from nature that mix to make other colors Secondary colors – Orange, green, violet, colors made by mixing two primary colors

Intermediate colors – RO, RV, BV, BG, BV, YO, YG, colors made by mixing a primary and a secondary color Warm colors – Yellow, YO, Orange, RO, Red, colors that reflect warm things, fire, sun Cool colors – Violet, BV, Blue, BG, Green, colors that reflect cool things, ice, stream, lake

CREATE / EXPLORE - To produce works of visual art using materials, techniques, processes, elements, and analysis; the flexible and fluent generation of unique, complex, or elaborate ideas. DIRECT OBSERVATION – Looking at an object in person for the purpose of creating a art. ELEMENTS OF ART – Basic things with which an artist crates a design; the elements are line, color, value, shape, form, space, and texture.

• Line – A thin mark that is used to define a space, contours, and outlines or suggest mass and volume. It may be a continuous mark on a surface with a pointed tool or implied by the edges of shapes and forms.

• Color – An art element with three properties: hue, value, and intensity. Also, the character of surfaces created by the response of vision to wavelengths of reflected light.

• Value – An element of art concerned with the degree of lightness of colors. Darker colors are lower in value. • Shape – An enclosed space defined by other art elements such as line, color, and texture. • Form – An element of art that appears three-dimensional and encloses volume such as a cube, sphere, pyramid, or cylinder. • Space – An element of art that indicate areas between, around, above, below, or within something.

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FANTASY/IMAGINATION – Images created or conceived in the mind, maybe from dreams or illusions. ORIGINAL ART – Art that is not copied from another work of art. Art that encourages students to think independently. PORTFOLIO – A collection of art pieces over time that demonstrates an artist’s unique style and growth as an artist. It may include text as well as images. PRINCIPLES OF DESIGN – Guideline by which the artist puts the elements of art together in their work. The principles are: rhythm, balance, movement, unity (harmony), emphasis (dominance), contrast 9 variety0, and pattern.

• Balance - A principle of design referring to the arrangement of visual elements to create stability in an artwork. There are four balance arrangements in art: asymmetrical (informal), symmetrical (formal), approximately symmetrical, and radial.

• Movement – A principle of design associated with rhythm, referring to the arrangement of parts in an artwork to create a sense of motion to the viewer’s eye through the work.

• Unity (Harmony) – A principle of design related to the sense of wholeness that results from the successful combination of the component elements of an artwork.

• Emphasis (Dominance) – A principle of design in which one element, or a combination of elements, create more attention than anything else in a composition. The dominant element is usually a focal point in a composition and contributes to unity by suggesting that other elements are subordinate to it.

• Rhythm – A principle of design that refers to ways of combining elements to produce the appearance of movement in an artwork. It may be achieved through repetition, alteration, or progression of an element.

• Contrast (Variety) – A principle of design that refers to differences between elements such as color, texture, value, and shape. A painting might have bright colors, contrasted with dull or angular shapes, contrasted with round ones.

• Pattern – The repetition of elements or combinations of elements (motif) in a recognizable organization.

THREE-DIMENSIONAL ARTWORK – Art work that has length, width, and depth such as sculpture and ceramics. TWO-DIMENSIONAL ARTWORK – Art work that is flat having length and width such as drawings, paintings, and prints. VISUAL COMMUNICATION – A means of sending messages through visual images / symbols. VISUAL MEMORY – Creating images from recall or recollection. ART HISTORY AND CULTURAL CONTEXT: ART STYLES – Various ways in which an artist does their work; realistic, abstract, non-objective. GENRE – Art where the subject matter represents scenes from everyday life. SUBJECT MATTER – The theme of a work of art such as landscape, portrait, and still-life. MULTICULTURAL THEMES – A work of art that represents images, artifacts, symbols, styles, colors, and traditions from different cultures / societies.

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JUDGMENT AND CRITICISM: ART CRITIQUE – An evaluation of a work of art. ARTISTIC PERCEPTION – An keenness, an intuitive recognition or appreciation for visual art through the senses. ASSESSMENT – To judge or evaluate the value/ success of a work of art or an art assignment based on a predetermined rubric the reflects the objectives of a lesson. FORMAL CRITIQUE – An evaluation of art through art knowledge using the elements of art and the principles of design. TECHNOLOGY AND MASS MEDIA – Using computers and associated technology in the production of works of art. VISUAL LITERACY – Having knowledge with which to make judgments of art and the visual world in which we live. The ability to create knowledge and to express that knowledge verbally and in writing using the language of art. [describe/recognize, analyze/categorize, interpret/express, judge/evaluate]. AESTHETICS: AESTHETICS – Having a sense of beauty in nature and art. AESTHETIC CRITIQUE – An evaluation of art based on personal preferences and visual sensibilities. EMOTIONAL – Showing or expressing feelings such as joy, sorrow, excitement, agitation. SENSORY – Expressing or relating to the senses of sight, sound, touch, and/or taste.

ART CURRICULUM Middle School Objectives

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SIXTH GRADE SEVENTH GRADE EIGHTH GRADE 6P.1.1 The student will recognize, explore and create a variety of images (figures, portraits, self- portraits, cityscapes, seascapes, landscapes, still life, and non-objective) with various media, techniques, and processes. 6P.1.2 The student will depict the proportional relationships among the parts of the human body or among other objects. (SOL 6.4) 6P.1.3 The student will use visual memory skills to produce a work of art. (SOL 6.5) 6P.1.4 The students will utilize fantasy as a means of expression in works of art. (SOL 6.9)

7P.1.1 The student will recognize, explore, and create a variety of images (figures, portraits, self- portraits, cityscapes, seascapes, landscapes, still life, non-objective) through various media, techniques, and processes. 7P.1.2 The student will communicate information and ideas through illustration. (SOL 7.5) 7P.1.3 The student will create two-dimensional and three-dimensional works of art integrating the elements of art and principles of design. (SOL 7.9) 7P.1.4 The student will create works of art by representing and interpreting ideas from other fields of knowledge. (SOL 7.11) 7P.1.5 The student will use problem-solving skills to create a work of art that communicates ideas or emotions. (SOL 7.14)

8P.1.1 The student will recognize, explore and create a variety of images (figures, portraits, self-portraits, cityscapes, seascapes, landscapes, still life, non-objective, genre, imaginary images) through various media, techniques, and processes. 8P.1.2 The student will create and maintain an art portfolio. (SOL 8.9) 8P.1.3 The student will apply ethical procedures in the execution of works of art. (SOL 8.10) 8P.1.4 The student will provide evidence of the critical and artistic processes used to achieve final art solutions in personal works of art by documenting preparation, rough drafts, and final solutions. (SOL 8.11)


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SIXTH GRADE SEVENTH GRADE EIGHTH GRADE

6P.2 Color 6P.2.1 The student will solve design problems using color relationships and schemes selected from the color wheel (primary, secondary, intermediate, complementary, analogous, warm and cool colors) through various media, techniques, and processes. (SOL 6.1)

7P.2 Color 7P.2.1 The student will recognize, explore, and create a work of art demonstrating the use of color value by adding black and white. 7P.2.2 The student will identify and use analogous, complementary, and monochromatic color relationships in works of art through various media, techniques, and processes. (SOL 7.1)

8P.2 Color 8P.2.1 The student will be able to identify and use color schemes (monochromatic, analogous, complementary, warm and cool). 8P.2.2 The student will be able to recognize, explore, and create a work of art demonstrating the use of complements to change the color intensity through various media, techniques, and processes. 8P.2.3 The student will create works of art that emphasize specific formal color relationships. (SOL 8.1)

6P.3 Line 6P.3.1 The student will recognize, explore, and create a work of art demonstrating the use of line to show movement through various media, techniques, and processes. 6P.3.2 The student will recognize, explore and create a work of art demonstrating the use of line in a gesture drawing.

7P.3 Line 7P.3.1 The student will recognize, explore, and create a work of art demonstrating the use of line to show contour of a shape through various media, techniques, and processes. 7P.3.2 The student will use line variations, including directionality, width, and implied line to create contrasting qualities in a composition. (SOL 7.4)

8P.3 Line 8P.3.1 The student will recognize, explore, and create a work of art demonstrating the use of line to show depth through various media, techniques, and processes.

6P.4 Shape 6P.4.1 The student will recognize, explore, and create shapes (geometric, natural/organic, and free-form) through various media, techniques, and processes.



6P.5 Form 6P.5.1 The student will identify the differences between a two-dimensional shape and a three-dimensional form. 6P.5.2 The student will recognize, explore and create a three-dimensional work of art demonstrating the use of form through various media, techniques and processes.

7P.5 Form 7P.5.1 The student will identify the differences between a two-dimensional shape and a three-dimensional form. 7P.5.2 The student will create three-dimensional works of art using geometric forms. (SOL 7.10)

8P.5 Form 8P.5.1 The student will identify the differences between a two-dimensional shape and a three dimensional form. 8P.5.2 The student will create three-dimensional works of art using a variety of themes and processes. (SOL 8.6)


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6P.6 Space 6P.6.1 The student will recognize, explore, and create a work of art demonstrating the use of positive and negative space through various media, techniques and processes. 6P.6.2 The student will use one-point perspective to create the illusion of depth in a two-dimensional drawing. (SOL 6.3) • Overlapping; • Diminishing size and detail; and • Object placement in the picture plane.

7P.6 Space 7P.6.1 The student will create the illusion of depth in two-dimensional works of art using a variety of the following devices: • Overlapping; • Atmospheric perspective; • Diminishing size and detail; and • Object placement in the picture plane. (SOL 7.6) 7P.6.2 The student will use two-point perspective to create the illusion of depth in a two-dimensional drawing. (SOL 7.8)

8P.6 Space 8P.6.1 The student will use aerial perspective to create the illusion of depth in a two-dimensional drawing. (SOL 8.3) 8P.6.2 The student will use multiple-point perspective to create the illusion of depth in a two-dimensional drawing. (SOL 8.4)

6P.7 Texture 6P.7.1 The student will use appropriate art media and techniques to create both visual and tactile textures in works of art. (SOL 6.6)

7P.7 Texture 7P.7.1 The student will recognize, explore, and create a work of art demonstrating the use of visual and or/tactile texture through various media, techniques, and processes.

8P.7 Texture 8P.7.1 The student will recognize, explore, and create a work of art demonstrating the use of visual and/or tactile texture through various media, techniques, and processes.

6P.8 Value 6P.8.1 The student will recognize, explore and create a drawing demonstrating the use of shading to show light and shadow through various media, techniques, processes, and tools.

7P.8 Value 7P.8.1 The student will recognize, explore, and create a work of art demonstrating the use of value through various media, techniques, and processes.

8P.8 Value 8P.8.1 The student will recognize, explore, and create a work of art demonstrating the use of value through various media, techniques, and processes.

6P.9 Principles of Design 6P.9.1 The student will use the principles of design to express ideas and create images including proportion, rhythm, balance, emphasis, variety (contrast), unity, pattern, and movement. (SOL 6.2)

7P.9 Principles of Design 7P.9.1 The student will create the illusion of movement in two-dimensional and three-dimensional works of art. (SOL.7.2) 7P.9.2 The student will apply, in two-dimensional and three-dimensional works of art, the elements of art (line, shape, form, color, value, texture, space) and the principles of design (proportion, rhythm, balance, emphasis, variety (contrast), unity, pattern, and movement). (SOL 7.3)

8P.9 Principles of Design 8P.9.1 The student will further expand and develop the use of the elements of art (line, shape, form, color, value, texture, space) and the principles of design (proportion, rhythm, balance, emphasis, variety [contrast], unity, pattern, movement). (SOL 8.2)


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6P.10 Painting 6P.10.1 The student will identify paint media (tempera, watercolor, acrylic, and oil). 6P.10.2 The student will recognize, explore and create a tempera, watercolor, or acrylic painting demonstrating the use of various painting techniques, processes, and tools.

7P.10 Painting 7P.10.1 The student will identify paint media (tempera, watercolor, acrylic, and oil). 7P.10.2 The student will recognize, explore and create a tempera, watercolor, or acrylic painting demonstrating the use of various painting techniques, processes, and tools.

8P.10 Painting 8P.10.1 The student will identify paint media (tempera, watercolor, acrylic, oil). 8P.10.2 The student will recognize, explore and create a tempera, watercolor, or acrylic painting demonstrating the use of various painting techniques, processes, and tools.

6P.11 Drawing 6P.11.1 The student will identify drawing media and tools (pencil, crayon, and felt-tip pen). 6P.11.2 The student will use chiaroscuro to create the illusion of form in a work of art. (SOL 6.7) 6P.11.3 The student will recognize, explore, and create a drawing by direct observation.

7P.11 Drawing 7P.11.1 The student will identify drawing media and tools (pencil, crayon, felt-tip pen, charcoal, and pastels). 7P.11.2 The student will recognize, explore, and create a drawing demonstrating blending as a method to show light and shadow through various media, techniques, processes, and tools. 7P.11.3 The student will recognize, explore, and create a drawing by direct observation demonstrating sketching techniques and processes. 7P.11.4 The student will create contour line drawings that demonstrate perceptual skill. (SOL 7.7)

8P.11 Drawing 8P.11.1 The student will identify drawing media and tools (pencil, crayon, felt-tip pen, charcoal, pastels, pen and ink). 8P.11.2 The student will recognize, explore and create a drawing demonstrating stippling, hatching, and cross-hatching as shading techniques through various drawing media and tools. 8P.11.3 The student will use line to create value in a work of art. (SOL 8.5) 8P.11.4 The student will recognize, explore, and create a drawing by direct observation demonstrating sketching techniques and processes.

6P.12 Collage/Mixed Media 6P.12.1 The student will recognize, explore, and create a two or three-dimensional collage/mixed media combining various media, techniques, and processes.




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6P.13 Printmaking 6P.13.1 The student will identify various printmaking media, techniques, processes, and tools. 6P.13.2 The student will recognize, explore, and create a print demonstrating the additive method for preparing a printing plate.

7P.13 Printmaking 7P.13.1 The student will identify various printmaking media, techniques, processes, and tools. 7P.13.2 The student will recognize, explore, and create a print demonstrating the use of cutting stencils for preparing a printing plate or template.

8P.13 Printmaking 8P.13.1 The student will identify various printmaking media, techniques, processes, and tools. 8P.13.2 The student will recognize, explore, and create a print demonstrating the use of the subtractive method for preparing a printing plate. 8P.13.3 The student will recognize the importance of signing and numbering each print in an edition.

6P.14 Textile Arts 6P.14.1 The student will recognize, explore, and create a textile work of art demonstrating the use of various media, techniques, processes, and tools (tie-dye, fabric painting, or batik).

7P.14 Textile Arts 7P.14.1 The student will recognize, explore, and create a stitchery demonstrating the use of various media, techniques, processes, and tools.

8P.14 Textile Arts 8P.14.1 The student will recognize, explore, and create a weaving demonstrating the use of various media, techniques, processes, and tools.

6P.15 Sculpture 6P.15.1 The student will recognize, explore, and create a three-dimensional work of art demonstrating sculpting techniques (modeling, assembling, or carving). 6P.15.2 The students will produce a kinetic work of art. (SOL 6.8)

7P.15 Sculpture 7P.15.1 The student will recognize, explore, and create a ceramic sculpture demonstrating the use of hand building techniques, processes, and tools.

8P.15 Sculpture 8P.15.1 The student will recognize, explore, and create a relief sculpture or sculpture-in-the round demonstrating the use of sculpting techniques (modeling, assembling, and carving.)

6P.16 Technology 6P.16.1 The student will recognize and explore works of art demonstrating the use of various media, techniques, processes, and tools/equipment for one or more of the technological areas: • Computer graphics • Photography • Video Production 6P.16.2 The student will use computer graphics and computer-generated text to create original works of art. (SOL 6.10)

7P.16 Technology 7P.16.1 The student will recognize, explore, and create a work of art demonstrating the use of various media, techniques, processes, and tools/equipment for one or more of the technological areas: • Computer graphics • Photography • Video Production 7P.16.2 The student will use mechanical graphic arts instruments and devices to solve commercial design problems. (SOL 7.12)

8P.16 Technology 8P.16.1 The student will recognize, explore, and create a work of art demonstrating the use of various media, techniques, processes, and tools/equipment for one or more of the technological areas: • Computer graphics • Photography • Video Production 8P.16.2 The student will identify and analyze the uses of typography in graphic arts. (SOL 8.7)


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7P.16.3 The student will create original works of art using computer design programs. (SOL 7.13)

8P.16.3 The student will demonstrate skill in combining text and imagery using computer technology. (SOL 8.8)


7 P.17 Safety 7P.17.1 The student will observe safe procedures and behave responsibly when using materials, tools, and equipment.



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6H.1.1 The student will describe and discuss various types of collaborative art careers. For example, architects, motion picture producers, animators, web page designers, interior designers. (SOL 6.11 ) 6H.1.2 The student will identify the components of an artist’s style, including materials, design, techniques, and subject matter. (SOL 6.12) 6H.1.3 The student will identify major art movements in American culture from 1877 to the present, with emphasis on these movements to changes in science and technology. (SOL 6.13) (Suggested themes include Western Expansion, World War I, Twenties and Thirties, Depression, World War II, Industrialization and Urbanization.) 6H.1.4 The student will identify how artists contribute to society. (SOL 6.14) 6H.1.5 The student will recognize, explore, and demonstrate through various means the influences of historical time periods, cultures, and styles on art works. (Realism, Impressionism and Expressionism) 6H.1.6 The student will recognize, explore, and demonstrate through various means the role of art and design in society.

7H.1.1 The student will recognize, explore, and demonstrate through various means the historical and cultural roles of art and design on the American political process. (Suggested themes: historical documents, civic concepts, citizenship, patriotism, democracy). 7H.1.2 The student will recognize, explore, and demonstrate through various means the influences of historical time periods, cultures, and styles on works of art. (Realism, Non-objective, Abstract). 7H.1.3 The student will compare various art careers and the methods of preparing for them. (SOL 7.15) 7H.1.4 The student will identify styles and themes in contemporary and historical works of art. (SOL 7.16) 7H.1.5 The student will compare and contrast the characteristics of public art, including monuments. (SOL 7.17) 7H.1.6 The student will recognize, explore, and demonstrate through various means the role of art and design in society through multicultural themes. 7H.1.7 The student will examine the uses and impact of persuasive techniques in print and electronic media. (SOL 7.18)

8H.1.1 The student will recognize, explore, and demonstrate through various means how art reflected life in ancient cultures, periods, and civilizations. (Suggested cultures may include those of the Caveman, Egypt, Greece, Rome, Asia, Africa, and the Americas.) 8H.1.2 The student will identify the role of artists in mass media (graphic artists, animators, videographers, photographers and advertising artists. (SOL 8.12) 8H.1.3 The student will identify and analyze art and architecture from various world cultures, periods, or civilizations by style, symbolism, and technological impact. (SOL 8.13) 8H.1.4 The student will describe and place a variety of works in historical and cultural contexts. (SOL 8.14) 8H.1.5 The student will compare and contrast works of art according to medium, period, style, and artist. (SOL.8.15) 8H.1.6 The student will recognize, explore, and demonstrate through various means the role of art and design in society through multicultural themes.


Strand: JUDGMENT AND CRITICISM Goals: The student will use analytical skills to evaluate and respond to works of art. Visual Literacy Concepts as they apply in Judgment and Criticism: Analyze, Art Critique, Artistic Perception, Artistic Purpose (Intent), Assessment, Ethical Procedures, Technology and Mass Media, Visual Literacy.

SIXTH GRADE SEVENTH GRADE EIGHTH GRADE 6C.1.1 The student will discuss the ways that art can be persuasive. (SOL 6.15) 6C.1.2 The student will explain how the elements of art, the principles of design, art techniques, and art media influence meaning in works of two-dimensional and three-dimensional art. (SOL 6.16) 6C.1.3 The student will demonstrate inquiry skills and appropriate art vocabulary for: • Describing works of art; • Responding to works of art; • Interpreting works of art; and • Evaluating works of art.

(SOL 6.17) 6C.1.4 The student will interpret the ideas and emotions expressed in works of art using appropriate art vocabulary. (SOL 6.18) 6C.1.5 The student will identify the relationship between art processes and final solutions. (SOL 6.19) 6C.1.6 The student will identify and examine ethical standards in the use of: • Print and digital images; • Materials protected by copyright; and • Information technology. (SOL 6.20)

7C.1.1 The student will explore and identify subjects, themes, and symbols as they relate to meaning in works of art. (SOL 7.19) 7C.1.2 The student will understand the use of personal information, artist intent, cultural influences and historical context for interpretation of works of art. (SOL 7.20) 7C.1.3 The student will identify and apply criteria for judging works of art: • Describing works of art; • Responding to works of art; • Interpreting works of art; and • Evaluating works of art.

(SOL 7.21) 7C.1.4 The student will identify and examine ethical and legal considerations in the use of appropriated images and information. (SOL 7.22) 7C.1.5 The student will analyze, interpret, and judge works of art based on biographical, historical, or contextual information. (SOL 7.23) 7C.1.6 The student will compare and contrast personal experiences with the life experiences depicted in works of art from other cultures. (SOL 7.24)

8C.1.1 The student will recognize, explore, and demonstrate the process of describing, analyzing, interpreting, evaluating and responding to works of art through various forms of communication. • Describing works of art; • Responding to works of art; • Interpreting works of art; and • Evaluating works of art.

8C.1.2 The student will analyze the effect the elements of art and the principles of design have on the communication of ideas. (SOL 8.16) 8C.1.3 The student will investigate and discuss the use of social, cultural, and historical context as they contribute to meaning in a work of art. (SOL 8.17) 8C.1.4 The student will communicate how personal experiences influence critical judgments about and interpretations of works of art. (SOL 8.18) 8C.1.5 The student will critique in oral and written form, personal work and the work of others using appropriate art vocabulary. (SOL 8.19)

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SIXTH GRADE SEVENTH GRADE EIGHTH GRADE 7C.1.7 The student will identify the processes

artists use to create works of art, using analysis of rough sketches, drafts, and series. (SOL 7.25)

Strand: AESTHETICS Goals: The student will interpret, reflect upon, and evaluate the characteristics, purposes, and merits of their work and the work of others.



6A.1.1 The student will respond to works of art and analyze responses in terms of cultural and visual meaning. (SOL 6.21) 6A.1.2 The student will generate philosophical questions regarding meanings in works of art. (SOL 6.22) 6A.1.3 The student will describe the manner in which the belief systems of a viewer may influence contemplation of works of art. (SOL 6.23) 6A.1.4 The student will explain both orally and in writing, the means by which visual art evokes sensory and emotional responses. (SOL 6.24)

7A.1.1 The student will analyze and describe how factors of time and place influence visual characteristics that give meaning and value to a work of art. (SOL 7.26) 7A.1.2 The student will generate questions about the nature of art and possible answers to the questions. (SOL 7.27) 7A.1.3 The student will describe ways that social and cultural beliefs can influence responses to works of art. (SOL 7.28) 7A.1.4 The student will describe personal responses to the visual qualities of a work of art. (SOL 7.29) 7A.1.5 The student will investigate the purpose of art. (SOL 7.30)

8A.1.1 The student will discuss and analyze the purposes, values, and meanings of works of art. (SOL 8.20) 8A.1.2 The student will formulate and respond to meaningful questions about works of art, based on observations and interpretations. (SOL 8.21) 8A.1.3 The student will describe personal sensory responses to the visual qualities of a work of art using appropriate art vocabulary. (SOL 8.22)

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ART CURRICULUM Middle School Literacy Concepts

LITERACY CONCEPTS: VISUAL ARTS – MIDDLE VISUAL COMMUNICATION AND PRODUCTION:

1. Art – Produced or intended primarily for aesthetic purposes rather than utility. Any of the art forms, such as sculpture, painting, or music. 2. Art Processes – Skills, techniques, tools, equipment used in the act of creating art such as the addition and subtraction in sculpture, the coiling,

slab, pinch methods in ceramic modeling with fettling knives and modeling tools. 3. Art Media/Materials – Materials with which a work of art is made such as watercolor, clay, pen and ink. Groupings of works of visual art according

to the materials used in their production. 4. Composition – The picture plane or area in which a work of art is designed. 5. Color Theory – All of the properties of color to include hue and the color wheel; value with all tints and shades; and color intensity. 6. Create – To produce works of visual art using materials, techniques, processes, elements, and analysis; the flexible and fluent generation of

unique, complex, or elaborate ideas. 7. Creative Process – To make or bring about a work of art by brainstorming, researching, reviewing concepts, practicing skills with new media,

production, reflection, critiquing, and evaluating. 8. Conceptual – Visual idea that takes form through creative processes, conscious or subconscious. Conceptual Art emphasizes the idea behind the

work of art rather than the work itself. 9. Direct Observation – Looking at an object in person for the purpose of creating art. 10. Elements of Art – Basic things with which an artist creates a design; they are line, color, value, shape, form, space, and texture.



• Value – An element of art concerned with the degree of lightness of colors. Darker colors are lower in value. • Shape – An enclosed space defined by other art elements such as line, color, and texture. • Form – An element of art that appears three-dimensional and encloses volume such as a cube, sphere, pyramid, or cylinder. • Space – An element of art that indicate areas between, around, above, below, or within something. • Texture – The surface quality of an artwork usually perceived through the sense of touch [actual or tactile]. However, texture can also be

visual or implied perceived visually though not felt through touch.

11. Fantasy – Creating images that are imaginary as in daydreams or illusions. 12. Ideation – The process of forming ideas and relating ideas together. 13. Imagination – The ability to formulate images in one’s own mind. 14. Journal [Visual journal/sketchbook] – Collection of pages for the specific purpose of sketching, drawing, brainstorming, and recording ideas. 15. Original Art Objects – Art that is not copied from another work of art. Art that encourages students to think independently. 16. Perception – Act of perceiving, understanding and discerning. 17. Portfolio – A collection of art pieces to include drawings, prints, paintings, slides.

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VISUAL COMMUNICATION AND PRODUCTION:

18. Principles of Design – Guidelines by which the artist puts the elements of art together; they are balance, movement, unity (harmony), emphasis (dominance), rhythm, contrast, and pattern. • Balance - A principle of design referring to the arrangement of visual elements to create stability in an artwork. There are four balance

arrangements in art: asymmetrical (informal), symmetrical (formal), approximately symmetrical, and radial. • Movement – A principle of design associated with rhythm, referring to the arrangement of parts in an artwork to create a sense of motion to the

viewer’s eye through the work. • Unity (Harmony) – A principle of design related to the sense of wholeness that results from the successful combination of similiar elements of

an artwork. • Emphasis (Dominance) – A principle of design in which one element, or a combination of elements, create more attention than anything else

in a composition. The dominant element is usually a focal point in a composition and contributes to unity by suggesting that other elements are subordinate to it.




19. Research – Intellectual investigation aimed at interpreting, discovering, and revising different aspects of the world. 20. Sketchbook – Collection of pages for the specific purpose of sketching, brainstorming, drawing and recording ideas, provides evidence of

originality. 21. Three-Dimensional – Art work that has length, width, and depth as in sculpture and ceramics. 22. Two-Dimensional – Art work that is flat, that has length and width only as in drawings, paintings, and prints. 23. Visual Communication – A means of sending messages through visual images. 24. Visual Intelligence – Ability to represent and comprehend the visual/spatial world in one’s own mind. 25. Visual Memory – Creating images from recall.

CULTURAL CONTEXT AND ART HISTORY:

26. Art Styles/Classification – Various ways in which an artist does their work; realistic, abstract, non-objective. 27. Artistic Periods/Movements – The identifying characteristics of the artwork of a group of artists or an entire society over a specific period of time.

(Impressionism, Op/Pop Art, Minority Culture) 28. Concept – Visual idea that takes form through creative processes. 29. Genre – Art created from scenes of everyday life as the subject matter. 30. Intent – The planned purpose. 31. Multicultural Themes – Creating art that represents images, symbols, colors, and traditions from many different societies. 32. Social Context – Reflecting the background and surroundings of a particular group living together. 33. Subject Matter – The theme of a work of art such as landscape, portrait, and still-life.

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JUDGMENT AND CRITICISM:

34. Art Careers – Professions that require ability in the visual arts. 35. Analyze – Identifying and examining separate parts as they function independently and together in creative works and studies of the visual arts.

Identifying how the elements of art and the principles of design are used in a work of art. 36. Art Critique – Evaluating a work of art; a judgment or evaluation of art orally or in writing. Critique models are Feldman, Broudy, and Barrett. 37. Artistic Perception – Having or showing a keenness, an intuitive recognition or an appreciation for visual art. 38. Artistic Purpose – The intention or reason for an act is visual art. 39. Assessment/Evaluation – To judge or evaluate the value of a work of art or an art assignment. 40. Ethical Procedures – Maintaining standards of right and wrong in art. 41. Informed Judgment – Having the appropriate knowledge and experience to make a wise evaluation. 42. Interpret – Explain or translate. 43. Perceived Intentions – Plans based on perception. 44. Personal Preference – Advantage given to one over another based on individual, private criteria. 45. Points of View – A way of seeing things influenced by knowledge, location, and experience. 46. Technology and Mass Media – Using computers and associated technology in the production of art. Consideration for the use and the audience of

a work of art. 47. Visual Literacy – Having knowledge with which to make judgments of art and the visual world in which we live. The ability to speak about and

create knowledge using the language of art. AESTHETICS:

48. Aesthetics – Having a sense of beauty in nature and art. The theory of perceiving and enjoying something for its beauty and pleasurable qualities. This theory tries to explain and categorize our responses to art forms.

49. Aesthetic Properties/Aesthetic Qualities – Characteristics reflecting a sense of beauty in nature and art. 50. Aesthetic Experience/Response – The experience of seeing and enjoying something for its own sake, or for its beauty and pleasurable qualities. 51. Aesthetic Sensibilities – The power to feel joy and pleasure in seeing the beauty of something for its own sake. 52. Elicited Response/Evoking a Response – To draw or bring out thoughts and ideals, expressions. 53. Emotional – Showing or expressing feelings such as joy, sorrow, excitement, agitation. 54. Sensory – Expressing or relating to the senses of sight, sound, touch, smell, and/or taste. 55. Visual Aesthetic Responses – The experience of seeing beauty in something for its own sake.

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ART CURRICULUM High School Objectives



ART I ART II ART III

AIP.1.1 The student will maintain a sketchbook/journal of ideas and writings to use as a resource and planning tool. (SOL AI.1) AIP.1.2 The student will select representative work for a portfolio. (SOL AI.2) AIP.1.3 The student will produce works of art that demonstrate the experimental application of the elements of art and the principles of design. (SOL AI.3) AIP.1.4 The student will recognize and identify technological developments in the visual arts. (SOL AI.4) AIP.1.5 The student will demonstrate the use of technology and electronic media as artistic tools. (SOL AI.5) AIP.1.6 The student will produce works of art that demonstrate an understanding of two-dimensional and three-dimensional art media with emphasis on drawing, painting, and sculpture. (SOL AI.6) AIP.1.7 The student will use a variety of subject matter and symbols to express ideas in works of art. (SOL AI.7)

AIIP.1.1 The student will expand the use of a sketchbook/journal by adding preliminary sketches, finished drawings, critical writings, and class notes. (SOL AII.1) AIIP.1.2 The student will demonstrate the ability to evaluate and select works of art for an expanded portfolio. (SOL AII.2) AIIP 1.3 The student will demonstrate effective use of the elements of art and the principles of design in a variety of art media. (SOL AII.3) AIIP 1.4 The student will use technology to create and manipulate images. (SOL AII.4) AIIP.1.5 The student will demonstrate proficiency and craftsmanship in the use of an expanded range of art media. (SOL AII.5) AIIP.1.6 The student will use historical subject matter and symbols as inspiration to produce works of art. (SOL AII.6) AIIP.1.7 The student will employ the visual problem-solving process in the production of original works of art. (SOL AII.7)

AIIIP.1.1 The student will maintain a sketchbook/journal that demonstrates research, fluency of ideas, concepts, media, and processes. (SOL AIII.1) AIIIP.1.2 The student will maintain a portfolio that demonstrates the ability to select work objectively based on technical skill, personal style, direction, and intended purpose by: • Developing an area of concentration; and • Editing and updating the portfolio to take to

Art IV. (SOL AIII.2) AIIIP.1.3 The student will produce works of art that integrate a consistent knowledge of the elements of art and the principles of design. (SOL AIII.3) AIIIP.1.4 The student will use technology to create works of art that integrate electronic and traditional media. (SOL AIII.4) AIIIP.1.5 The student will develop a series or sequence of related works of art. (SOL AIII.5) AIIIP.1.6 The student will develop skill, confidence, and craftsmanship in the use of media, techniques, and processes to achieve desired intentions in works of art. (SOL AIII.6)

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ART I ART II ART III AIP.1.8 The student will create works of art that represent originality, personal expression and craftmanship. (SOL AI.8) AIP.1.9 The student will define and practice ethical procedures when producing works of art. (SOL AI.9) AIP.1.10 The student will demonstrate skill in preparing and displaying works of art. (SOL AI.10) AIP.1.11 The student will create works of art, which reflect their knowledge specifically of Cubism, Non-objective Art and Primitive Cultures, but not limited to these three time periods.

AIIP.1.8 The student will adhere to ethical procedures when producing works of art. (SOL AII.8) AIIP.1.9 The student will select and prepare two-dimensional and three-dimensional works of art for display. (SOL AII.9) AIIP.1.10 The student will identify characteristics of works of art that are presented as a series or sequence. (SOL AII.10) AIIP.1.11 The student will create works of art which reflect their knowledge specifically of Impressionism/Post impressionism, Pop/Op Art, and Minority Cultures, but not limited to these three time periods.

AIIIP.1.7 The student will use knowledge of art styles, movements, and cultures as inspiration to produce works of art. (SOL AIII.7) AIIIP.1.8 The student will demonstrate initiative, originality, fluency, task commitment, and openness to new ideas in the creation of works of art. (SOL AIII.8) AIIP.1.9 The student will maintain a high level of integrity and ethical procedures when producing works of art. (SOL.AIII.9) AIIIP.1.10 The student will present and display works of art as part of the artistic process by: • Selecting works of art for display; • Preparing for display; • Presenting the exhibition; and or • Participating in a group assessment of the

exhibition. (SOL AIII.10)

AIIIP.1.11 The student will create works of art which reflect their knowledge specifically of the Middle Ages (Medieval/Gothic Era), Photorealism/New Realism, and Latin American Cultures, but not limited to these three time periods.

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ART I ART II ART III AIP.2 Color AIP.2.1 The student will identify the visual and emotional effect color has on works of art. AIP.2.2 The student will identify color schemes on the color wheel (primary, secondary, intermediate, complementary, split-complementary, analogous, monochromatic, and warm and cool colors). AIP.2.3 The student will identify tint, tone, shade, and intensity related to hues. AIP.2.4 The student will recognize, explore, and create works of art demonstrating the use of color schemes and color concepts through various media, techniques, and processes.

AIIP.2 Color AIIP.2.1 The student will recognize, explore, and create works of art demonstrating the use of color theory. AIIP.2.2 The student will recognize, explore and create works of art demonstrating knowledge of color theory in relation to the principles of design through various media, techniques, and processes.

AIIIP.2 Color AIIIP.2.1 The student will recognize, explore, and create works of art demonstrating the use of color theory in relation to art periods, styles, and cultures through various media, techniques, and processes.

AIP.3 Line AIP.3.1 The student will identify types of line and their usage (outline, contour, gesture, blocking-in, sketching, and calligraphy). AIP.3.2 The student will recognize that line can be “implied.” AIP.3.3 The student will identify the use of line to create texture and pattern. AIP.3.4 The student will identify line quality to suggest emotions and moods. AIP.3.5 The student will recognize line through the process of stippling, hatching, and crosshatching. AIP.3.6 The student will recognize that line structure contributes to a composition.

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AIP.3.7 The student will recognize, explore, and create works of art demonstrating the use of line concepts through various media, techniques, and processes.

AIIP.3 Line AIIP.3.1 The student will recognize, explore, and create works of art demonstrating the use of line concepts in relation to the principles of design through various media, techniques, and processes.

AIIIP.3 Line AIIIP.3.1 The student will recognize, explore, and create works of art demonstrating the use of line concepts in relation to art periods, styles, and cultures through various media, techniques, and processes.

AIP.4 Shape AIP.4.1 The student will identify types of shapes (positive and negative; geometric, organic/natural, and free-form). AIP.4.2 The student will recognize that varying the size of shapes in a space creates depth. AIP.4.3 The student will recognize, explore, and create works of art demonstrating types of shapes and the use of shape concepts through various media, techniques, and processes.

AIIP.4 Shape AIIP.4.1 The student will recognize, explore, and create works of art demonstrating the use of shape concepts in relation to the principles of design through various media, techniques, and processes.

AIIIP.4 Shape AIIIP.4.1 The student will recognize, explore, and create works of art demonstrating the use of shape concepts in relation to art periods, styles, and cultures through various media, techniques, and processes.

AIP.5 Form AIP.5.1 The student will identify relief sculpture and sculpture-in-the-round. AIP.5.2 The student will recognize that light defines form on a two-dimensional surface. AIP.5.3 The student will recognize form as the three-dimensional translation of two-dimensional shapes. AIP.5.4 The student will recognize geometric, organic, and free form forms. AIP.5.5 The student will recognize that form changes when viewing objects from various perspectives. AIP.5.6 The student will recognize the proportions of a human form.

AIIP.5 Form AIIP.5.1 The student will recognize, explore, and create works of art demonstrating the use of form concepts in relation to the principles of design through various media, techniques, and processes.

AIIIP.5 Form AIIIP.5.1 The student will recognize, explore, and create works of art demonstrating the use of form concepts in relation to art periods, styles, and cultures through various media, techniques and processes.


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AIP.5.7 The student will recognize, explore, and create two or three-dimensional works of art demonstrating the use of form concepts through various media, techniques, and processes.

AIP.6 Space AIP.6.1 The student will identify foreground, middle ground, and background. AIP.6.2 The student will identify one-point, two-point, and aerial perspective. AIP.6.3 The student will identify positive and negative space. AIP.6.4 The student will recognize how overlapping and placement of shapes, foreshortening, color, value, and proportion contribute to defining space. AIP.6.5 The student will recognize, explore, and create two and three-dimensional works of art demonstrating the use of spatial concepts through various media, techniques, and processes. AIP.6.6 The student will compare and contrast the perspective concepts of “birds-eye” view and “worms-eye” view.

AIIP.6 Space AIIP.6.1 The student will recognize, explore, and create works of art demonstrating the use of spatial concepts in relation to the principles of design through various media, techniques, and processes.

AIIIP.6 Space AIIIP.6.1 The student will recognize, explore, and create works of art demonstrating the use of spatial concepts in relation to art periods, styles, and cultures through various media, techniques, and processes.

AIP.7 Texture AIP.7.1 The student will identify visual (implied) and tactile (actual) texture. AIP.7.2 The student will identify texture in two and three-dimensional works of art. AIP.7.3 The student will recognize how to translate tactile texture into visual texture.

AIIP.7 Texture AIIP.7.1 The student will recognize, explore, and create works of art demonstrating the use of texture concepts in relation to the principles of design through various media, techniques, and processes.

AIIIP.7 Texture AIIIP.7.1 The student will recognize, explore, and create works of art demonstrating the use of texture concepts in relation to art periods, styles, and cultures through various media, techniques, and processes.


ART I ART II ART III AIP.7.4 The student will recognize, explore, and create two and three-dimensional works of art demonstrating the use of texture concepts through various media, techniques, and processes.

AIP.8 Value AIP.8.1 The student will identify high and low keyed values. AIP.8.2 The student will recognize the lightness and darkness of color through tints, tones, and shades. AIP.8.3 The student will recognize that the quality of light is captured with value. AIP.8.4 The student will recognize that value changes the intensity of a hue. AIP.8.5 The student will recognize that value affects spatial relationships. AIP.8.6 The student will recognize, explore, and create works of art demonstrating the use of value concepts through various media, techniques, and processes.

AIIP.8 Value AIIP.8.1 The student will recognize, explore, and create works of art demonstrating the use of value concepts in relation to the principles of design through various media, techniques, and processes.

AIIIP.8 Value AIIIP.8.1 The student will recognize, explore, and create works of art demonstrating the use of value concepts in relation to art periods, styles, and cultures through various media, techniques, and processes.

AIP.9 Principles of Design AIP.9.1 The student will produce works of art that demonstrate the experimental application of the elements of art and the principles of design. (SOL AI.3)

AIIP.9 Principles of Design AIIP.9.1 The student will demonstrate effective use of the elements of art and the principles of design in a variety of art media. (SOL.AII.3) AIIP.9.2 The student will demonstrate effective use of pattern which reflects their knowledge of: • Achieving unity through the repetition of an

element or motif.

AIIIP.9 Principles of Design AIIIP.9.1 The student will recognize, explore, and create works of art demonstrating the use of the principles of design in relation to art periods, styles, and cultures through various media, techniques, and processes.

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AIP.9.2 The student will produce works of art that demonstrate the experimental application of the elements of art (line, shape, form, color, value, texture, space) and the principles of design to express ideas and create images through proportion, rhythm, balance, emphasis, variety (contrast), unity, pattern, and movement. (SOL AI.3) AIP.9.3 The student will recognize the principles of design(proportion, rhythm, balance, emphasis, variety(contrast), unity, pattern, and movement) are organizational concepts for creating visual composition through the use of the elements of art (line, shape, form, value, color, texture, and space).

• Man-made and natural patterns. AIIP.9.3 The student will demonstrate the effective use of various types of balance: symmetry (formal), approximate symmetry, asymmetry (informal), and radial. AIIP.9.4 The student will demonstrate the effective use of movement which reflects their knowledge of: • The manipulation of the elements to cause

the viewer’s eye to travel through a work of art.

• The difference between visual and kinetic movement.

• AIIP.9.5 The student will demonstrate the effective use of rhythm which reflects their knowledge of: • A specific repetition of the element of art. • Regular, irregular, and progressive rhythms. AIIP.9.6 The student will demonstrate the effective use of emphasis which reflects their knowledge of: • The deliberate use of the elements of art to

cause focus to an area of a composition. • The use of emphasis can be used to achieve

movement. AIIP.9.7 The student will demonstrate the effective use of contrast in order to achieve variety in a work of art.


ART I ART II ART III AIIP.9.8 The student will demonstrate the

effective use of unity in order to achieve a sense of oneness in a work of art. AIIP.9.9 The student will demonstrate an effective use of proportion which reflects their knowledge of: • Spatial relationships in a work of art. • Human form.

AIP.10 Painting AIP.10.1 The student will recognize that painting incorporates the use of the elements of art. AIP.10.2 The student will recognize the use of various paint media (tempera, watercolor, and acrylic). AIP.10.3 The student will recognize, explore and create paintings demonstrating the use of various painting media, techniques, processes, and tools/equipment in relation to the elements of art.

AIIP.10 Painting AIIP.10.1 The student will recognize that painting incorporates the elements of art and principles of design. AIIP.10.2 The student will recognize, explore and create paintings demonstrating the use of various painting media, techniques, processes, and tools/equipment in relation to the elements of art and principles of design.

AIIIP.10 Painting AIIIP.10.1 The student will recognize that painting incorporates the use of the elements of art and principles of design. AIIIP.10.2 The student will recognize, explore, and create paintings demonstrating the use of various painting media, techniques, processes, and tools/equipment in relation to art periods, styles, and cultures.

AIP.11 Drawing AIP.11.1 The student will recognize that drawing incorporates the use of the elements of art. AIP.11.2 The student will recognize the use of contour and gesture as methods of drawing. AIP.11.3 The student will recognize sketching as a means for developing a drawing. AIP.11.4 The student will recognize various techniques used to define value in drawing. AIP.11.5 The student will recognize conceptual and perceptual drawing.

AIIP.11 Drawing AIIP.11.1 The student will recognize that drawing incorporates the elements of art and principles of design. AIIP.11.2 The student will recognize, explore and create drawings demonstrating the use of various drawing media, techniques, processes, and tools/equipment in relation to the elements of art and principles of design. AIIP.11.3 The student will recognize, explore, and create drawings from direct observation.

AIIIP.11 Drawing AIIIP.11.1 The student will recognize that drawing incorporates the use of the elements of art and principles of design. AIIIP.11.2 The student will recognize, explore, and create drawings demonstrating the use of various drawing media, techniques, processes, and tools/equipment in relation to art periods, styles, and cultures. AIIIP.11.3 The student will recognize, explore, and create drawings from direct observation.

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ART I ART II ART III AIP.11.6 The student will recognize, explore, and create drawings through direct observation. AIP.11.7 The student will recognize, explore and create drawings demonstrating the use of various drawing media, techniques, processes, and tools/equipment in relation to the elements of art.

AIP.12 Collage/Mixed Media AIP.12.1 The student will recognize that collage/mixed media incorporates the use of the elements of art. AIP.12.2 The student will recognize, explore, and create collage/mixed media works of art demonstrating the use of combining various media, techniques, processes, tools/equipment in relation to the elements of art.

AIIP.12 Collage/Mixed Media AIIP.12.1 The student will recognize that collage/mixed media incorporates the elements of art and the principles of design. AIIP.12.2 The student will recognize, explore, and create collage/mixed media works of art demonstrating the use of combining various media, techniques, processes, tools/equipment in relation to the elements of art and the principles of design.

AIIIP.12 Collage/Mixed Media AIIIP.12.1 The student will recognize that collage/mixed media incorporates the use of the elements of art and the principles of design. AIIIP.12.2 The student will recognize, explore, and create collage/mixed media works of art demonstrating the use of combining various media, techniques, processes, and tools/equipment in relation to art periods, styles, and cultures.

AIP.13 Printmaking AIP.13.1 The student will recognize that printmaking incorporates the use of the elements of art. AIP.13.2 The student will recognize relief and intaglio methods of printmaking. AIP.13.3 The student will recognize the production and signing of a print edition. AIP.13.4 The student will recognize, explore, and create an edition of prints demonstrating the use of various printmaking media, techniques, processes, and tools/equipment in relation to the elements of art.

AIIP.13 Printmaking AIIP.13.1 The student will recognize that printmaking incorporates the elements of art and the principles of design. AIIP.13.2 The student will recognize the production and signing of a print edition. AIIP.13.3 The student will recognize, explore, and create an edition of prints demonstrating the use of various printmaking media, techniques, processes, and tools/equipment in relation to the elements of art and the principles of design.

AIIIP.13 Printmaking AIIIP.13.1 The student will recognize that printmaking incorporates the use of the elements of art and principles of design. AIIIP.13.2 The student will recognize, explore, and create an edition of prints demonstrating the use of various printmaking media, techniques, processes, and tools/equipment in relation to art periods, styles, and cultures.

AIP.14 Textile Arts AIP.14.1 The student will recognize that textile arts incorporate the elements of art.

AIIP.14 Textile Arts AIIP.14.1 The student will recognize that textile arts incorporate the elements of art and principles of design.

AIIIP.14 Textile Arts AIIIP.14.1 The student will recognize that textile arts incorporate the elements of art and principles of design.

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ART I ART II ART III AIP.14.2 The student will recognize, explore, and create textile art demonstrating the use of various media, techniques, processes, and tools/equipment in relation to the elements of art.

AIIP.14.2 The student will recognize, explore, and create textile art demonstrating the use of various media, techniques, processes, and tools/equipment in relation to the elements of art and the principles of design.

AIIIP.14.2 The student will recognize, explore, and create textile art demonstrating the use of various media, techniques, processes, and tools/equipment in relation to art periods, styles, and cultures.

AIP.15 Sculpture AIP.15.1 The student will recognize that sculpture incorporates the elements of art. AIP.15.2 The student will recognize additive and subtractive methods of forming a sculpture. AIP.15.3 The student will recognize mobile (kinetic) and stabile sculptures. AIP.15.4 The student will recognize types of sculptures (relief sculpture and sculpture-in-the-round). AIP.15.5 The student will recognize, explore, and create sculptures demonstrating the use of various media, techniques, processes, and tools/equipment in relation to the elements of art.

AIIP.15 Sculpture AIIP.15.1 The student will recognize that sculpture incorporates the elements of art and principles of design. AIIP.15.2 The student will recognize, explore, and create sculptures demonstrating the use of various media, techniques, processes, and tools/equipment in relation to the elements of art and the principles of design.

AIIIP.15 Sculpture AIIIP.15.1 The student will recognize that sculpture incorporates the elements and principles of design. AIIIP.15.2 The student will recognize, explore, and create sculptures demonstrating the use of various media, techniques, processes, and tools/equipment in relation to art periods, styles, and cultures.

AIP.16 Technology AIP.16.1 The student will recognize that technology incorporates the elements of art and the principles of design. AIP.16.2 The student will recognize and identify technological developments in the visual arts. (SOL AI.4) AIP.16.3 The student will demonstrate the use of technology and electronic media as artistic tools. (SOL AI.5)

AIIP.16 Technology AIIP.16.1 The student will recognize that technology incorporates the elements of art and the principles of design. AIIP.16.2 The student will use technology to create and manipulate images. (SOL AII.4)

AIIIP.16 Technology AIIIP.16.1 The student will use technology to create works of art that integrate electronic and traditional media. (SOL AIII.4) AIIIP.16.2 The student will recognize, explore, and create works of art demonstrating the use of various media, techniques, processes, tools/equipment for technological areas in relation to art periods, styles, and cultures.

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ART I ART II ART III AIP.17 Safety AIP.17.1 The student will recognize safety in the art room. AIP.17.2 The student will use art materials and tools in a safe and responsible manner.

AIIP.17 Safety AIIP.17.1 The student will recognize safety in the art room. AIIP.17.2 The student will use art materials and tools in a safe and responsible manner.

AIIIP.17 Safety AIIIP.17.1 The student will recognize safety in the art room. AIIIP.17.2 The student will use art materials and tools in a safe and responsible manner.




AIH.1.1 The student will describe and discuss various art-related careers (e.g. art historian, art critic, museum educator, curator, art educator). (SOL AI.11) AIH.1.2 The student will describe connections among media, elements of art, principles of design, themes, and concepts through historical and contemporary art. (SOL AI.12) AIH.1.3 The student will describe works of art using appropriate vocabulary. (SOL AI.13) AIH.1.4 The student will identify and categorize major art movements and influential artists according to locations, cultures and historical periods. (SOL AI.14) AIH.1.5 The student will identify features of a work that influence meaning, including media, subject matter, and formal choices. (SOL AI.15)

AIIH 1.1 The student will identify artist and visual arts resources within the community. (SOL.AII.II) AIIH 1.2 The student will demonstrate an understanding of an art career using oral or written communication. (SOL.AII.12) AIIH.1.3 The student will identify works of art and artistic developments which relate to historical time periods and locations. (SOL AII.13) AIIH.1.4 The student will discuss or write about art history using an expanded art vocabulary. (SOL AII.14) AIIH.1.5 The student will identify and examine works of art in their historical context and relate them to historical events. (SOL AII.15)

AIIIH 1.1 The student will analyze a selected career opportunity in art, identifying the training, skills, and plan of action necessary for realizing such a professional art goal. (SOL AIII.11) AIIIH.1.2 The student will research and analyze personally influential artists, art styles and cultures that contribute to the student’s developing portfolio. (SOL AIII.12) AIIIH.1.3 The student will compare and analyze relationships between styles and cultures using an expanded art vocabulary. (SOL AIII.13) AIIIH.1.4 The student will identify the distinguishing features that place a work of art within a particular style, region, or period. (SOL AIII.14)

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ART I ART II ART III AIH.1.6 The student will describe the role of mass media in influencing preference, perception, and communication. (SOL AI.16) AIH.1.7 The student will describe and analyze the function, purpose and perceived meanings of specific works of art studied. (SOL AI.17) AIH.1.8 The student will identify and examine symbols in works of art and discuss possible reasons for their use. (SOL AI.18) AIH.1.9 The student will recognize, explore, and communicate through various means the relationship of Cubism, Non-objective art, and primitive cultures to the elements of art.

AIIH.1.6 The student will describe distinguishing features in works of art that may be used to differentiate among a variety of historical periods and cultural contexts. (SOL AII.16) AIIH.1.7 The student will examine and discuss societal conditions that influence works of art. (SOL AII.17) AIIH.1.8 The student will identify the function and interpret the meaning of a work of art or an artifact in its original context. (SOL AII.18) AIIH.1.9 The student will describe symbols present in works of art in relation to historical meaning. (SOL AII.19) AIIH. 1.10 The student will recognize, explore, and demonstrate through various means the relationship of the elements of art and principles of design to Impressionism/Post-Impressionism, Pop/Op Art, and Minority Cultures.

AIIIH.1.5 The student will analyze and discuss the influences of one culture upon another. (SOL AIII.15) AIIIH.1.6 The student will describe the relationship between form and function as it relates to culture and style. (SOL AIII.16) AIIIH.1.7 The student will categorize works of art by styles and cultures. (SOL AIII.17) AIIIH.1.8 The student will compare and contrast works of art from, but not limited to, the Middle Ages (Medieval-Gothic), Photorealism/ New Realism, and Latin American cultures.

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AIC.1.1 The student will employ critical evaluation skills and use appropriate vocabulary when evaluating and interpreting works of art. (SOL AI.19) AIC.1.2 The student will critique works of art with reference to the elements of art and the principles of design. (SOL AI.20) AIC.1.3 The student will analyze an original work of art by describing, responding, analyzing, interpreting, and judging or evaluating. (SOL AI.21) AIC.1.4 The student will differentiate between personal preference and informed judgment when discussing works of art. (SOL AI.22) AIC.1.5 The student will use established criteria to participate in critiques. (SOL AI.23) AIC.1.6 The student will use and describe criteria affecting quality in a work including concept, composition, technical skills, realization of perceived intentions, and work of art as a whole. (SOL AI.24) AIC.1.7 The student will classify works of art as representational, abstract, nonobjective, and/or perceptual, or conceptual. (SOL AI.25)

AIIC.1.1 The student will describe, analyze, interpret, and judge or evaluate works of art using an expanded art vocabulary. (SOL AII.20) AIIC.1.2 The student will use an expanded art vocabulary to assess personal works of art in terms of effectiveness in the communication of ideas. (SOL AII.21) AIIC.1.3 The student will demonstrate orally and in writing the ability to interpret and compare historical references found in original works of art. (SOL AII.22) AIIC.1.4 The student will identify and analyze characteristics of works of art in a variety of styles. (SOL AII.23) AIIC 1.5 The student will participate in class critiques and criticisms based on one or more established models. (e.g., Feldman, Broudy, Barrett). (SOL AII.24) AIIC 1.6 The student will describe how the perception of quality in works of art has changed over time. (SOL AII. 25)

AIIIC.1.1 The student will use an expanded art vocabulary related to design, composition, aesthetic concepts, and art criticism when discussing works of art. (SOL AIII.18) AIIIC.1.2 The student will write a critique of a work of art assuming the point of view of one of the following aesthetic stances: formalist, imitationalist, expressionist, or contextualist. (SOL AIII.19) AIIIC.1.3 The student will compare and defend two or more points of view regarding a work of art. (SOL AIII.20) AIIIC.1.4 The student will participate in developing criteria for a class critique. (SOL AIII.21) AIIIC.1.5 The student will analyze the attributes of a work of art in terms of its ability to evoke a viewer response and command sustained attention. (SOL AIII.22)

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ART I ART II ART III AIA.1.1 The student will discuss how aesthetics are reflected in everyday life. (SOL AI.26) AIA.1.2 The student will discuss ways that aesthetic responses to works of art differ from judgments. (SOL AI.27) AIA.1.3 The student will demonstrate in writing the ability to support personal criteria for making visual aesthetic judgments. (SOL AI.28) AIA.1.4 The student will discuss current problems and issues of the art world. (SOL AI.29) AIA.1.5 The student will study and describe the aesthetic properties found in works of art. (SOL AI.30) AIA.1.6 The student will speculate on the intentions and choices of those who created a work of art. (SOL AI.31) AIA.1.7 The student will discuss art from a variety of aesthetic stances, including formalism, expressionism, contextualism, and imitationalism. (SOL AI. 32) AIA. 1.8 The student will formulate a definition for the word “art” and defend that definition in relation to objects in the world. (SOL AI.33)

AIIA.1.1 The student will examine, compare, and contrast aesthetic ideals throughout history. (SOL AII.26) AIIA.1.2 The student will discuss how responses to the natural environment differ from responses to a man-made or constructed environment. (SOL AII.27) AIIA.1.3 The student will demonstrate the ability to reflect on and analyze personal responses to works of art and artifacts. (SOL AII.28) AIIA.1.4 The student will support opinions by reasoned processes using an expanded art vocabulary. (SOL AII.29) AIIA.1.5 The student will describe, refine, and organize personal ideas about the aesthetic qualities of a work of art. (SOL AII.30) AIIA.1.6 The student will research and investigate the intentions of those who created specific works of art. (SOL AII.31) AIIA.1.7 The student will investigate and demonstrate that art can be viewed from a variety of aesthetic stances. (SOL AII.32)

AIIIA.1.1 The student will analyze the changes in aesthetic sensibilities that result from the influence of one culture upon another. (SOL AIII.23) AIIIA.1.2 The student will research, compare, and contrast the aesthetic ideals of two or more artists. (SOL AIII.24) AIIIA.1.3 The student will demonstrate in writing the ability to identify, analyze, and apply criteria for making visual aesthetic judgments. (SOL AIII.25) AIIIA.1.4 The student will debate the perceived intentions of those creating works of art. (SOL AIII.26) AIIIA.1.5 The student will study, describe, analyze, and interpret the aesthetic qualities of works of art. (SOL AIII.27) AIIIA.1.6 The student will defend multiple points of view regarding works of art. (SOL AIII.28) AIIIA.1.7 Students will describe the effects that works of art have on groups, individuals and cultures. (SOL AIII.29)

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ART CURRICULUM High School Literacy Concepts

LITERACY CONCEPTS: VISUAL ARTS – ART I AND ART II VISUAL COMMUNICATION AND PRODUCTION:



to the materials used in their production. 4. Composition – The picture plane or area in which a work of art is designed. 5. Color Theory – All of the properties of color to include hue and the color wheel; value with all tints and shades; and color intensity. 6. Create – To produce works of visual art using materials techniques processes, elements, and analysis; the flexible and fluent generation of







visual or implied, perceived visually though not felt through touch.

11. Fantasy – Creating images that are imaginary as in daydreams or illusions. 12. Ideation – The process of forming ideas and relating ideas together. 13. Imagination – The ability to formulate images in one’s own mind. 14. Journal [Visual journal/sketchbook] – Collection of pages for the specific purpose of sketching, drawing, brainstorming, and recording ideas. 15. Original Art Objects – Art that is not copied from another work of art. Art that encourages students to think independently. 16. Perception – Act of perceiving, understanding and discerning. 17. Portfolio – A collection of art pieces to include drawings, prints, paintings, slides. 18. Principles of Design – Guidelines by which the artist puts the elements of art together; they are balance, movement, unity (harmony), emphasis

(dominance), rhythm, contrast, and pattern. • Balance - A principle of design referring to the arrangement of visual elements to create stability in an artwork. There are four balance

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arrangements in art: asymmetrical (informal), symmetrical (formal), approximately symmetrical, and radial.

• Movement – A principle of design associated with rhythm, referring to the arrangement of parts in an artwork to create a sense of motion to the viewer’s eye through the work.

• Unity (Harmony) – A principle of design related to the sense of wholeness that results from the successful combination of the component elements of an artwork.

• Emphasis (Dominance) – A principle of design in which one element, or a combination of elements, create more attention than anything else in a composition. The dominant element is usually a focal point in a composition and contributes to unity by suggesting that other elements are subordinate to it.




19. Research – Intellectual investigation aimed at interpreting, discovering, and revising different aspects of the world. 20. Sketchbook – Collection of pages for the specific purpose of sketching, brainstorming, drawing and recording ideas. 21. Three-Dimensional – Art work that has length, width, and depth as in sculpture and ceramics. 22. Two-Dimensional – Art work that is flat, that has length and width only as in drawings, paintings, and prints. 23. Visual Communication – A means of sending messages through visual images. 24. Visual Intelligence – Ability to represent and comprehend the visual / spatial world in one’s own mind. 25. Visual Memory – Creating images from recall.

CULTURAL CONTEXT AND ART HISTORY



JUDGMENT AND CRITICISM


Identifying how the elements of art and the principles of design are used in a work of art. 36. Art Critique – Evaluating a work of art; a judgment or evaluation of art orally or in writing. Critique models are Feldman, Broudy, and Barrett. 37. Artistic Perception – Having or showing a keenness, an intuitive recognition or an appreciation for visual art.

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38. Artistic Purpose – The intention or reason for an act is visual art. 39. Assessment/Evaluation – To judge or evaluate the value of a work of art or an art assignment. 40. Ethical Procedures – Maintaining standards of right and wrong in art. 41. Informed Judgment – Having the appropriate knowledge and experience to make a wise evaluation. 42. Interpret – Explain or translate. 43. Perceived Intentions – Plans based on perception. 44. Personal Preference – Advantage given to one over another based on individual, private criteria. 45. Points of View – A way of seeing things influenced by knowledge, location, and experience. 46. Technology and Mass Media – Using computers and associated technology in the production of art. Consideration for the use and the audience of


create knowledge using the language of art.

AESTHETICS


49. Aesthetic Properties/Aesthetic Qualities – Characteristics reflecting a sense of beauty in nature and art. 50. Aesthetic Experience/Response – The experience of seeing and enjoying something for its own sake, or for its beauty and pleasurable qualities. 51. Aesthetic Sensibilities – The power to feel joy and pleasure in seeing the beauty of something for its own sake. 52. Elicited Response/Evoking a Response – To draw or bring out thoughts and ideals, expressions. 53. Emotional – Showing or expressing feelings such as joy, sorrow, excitement, agitation. 54. Sensory – Expressing or relating to the senses of sight, sound, touch, smell, and/or taste. 55. Visual Aesthetic Responses – The experience of seeing beauty in something for its own sake.

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Strand: VISUAL COMMUNICATION AND PRODUCTION

Goals: The student will demonstrate understanding and apply the elements of art and principles of design to solve problems in visual art with originality, flexibility, fluency, and imagination. The student will use materials, methods, information, and technology in a safe and ethical manner.


ART IV ART V

AIVP.1.1 The student will maintain a self-directed sketchbook/journal demonstrating independent research directly related to studio work. (SOL AIV.1) AIVP.1.2 The student will demonstrate mastery through a culminating portfolio that exhibits quality, concentration, breadth of experience, technical skill, and development over time in the following areas: • Works of art that exhibit an understanding of human proportion,

composition, and spatial relationships; • A comprehensive concentration that exhibits an in-depth grasp of

composition, technical skill, and personal style; • Examples of two-dimensional and three-dimensional works extensive

enough to show a knowledge of space, form, and function throughout the portfolio (SOL AIV.2); and

• Works of art that demonstrate the student’s knowledge of, but not limited to, the Renaissance, Surrealism, and Asian cultures.

AIVP.1.3 The student will demonstrate an advanced level of knowledge of the elements of art and the principles of design in works of art. (SOL AIV.3) AIVP.1.4 The student will select and use appropriate technology and electronic media for personal expressive works of art. (SOL AIV.4) AIVP.1.5 The student will demonstrate confidence, sensitivity, and advanced skill in applying media, techniques, processes, and craftsmanship to achieve desired intentions in works of art. (SOL AIV.5)

AVP.1.1 The student will demonstrate mastery through a culminating portfolio that exhibits quality, concentration, breadth of experience, technical skill, and development over time in relation to a particular art period, style, culture or artist in the following areas: • Works of art that exhibit an understanding of human anatomy,

composition, and spatial relationships; • A comprehensive concentration that exhibits an in-depth grasp of

composition, technical skill, and personal style; • Produce examples of two-dimensional and three-dimensional works

extensive enough to show a knowledge of space, form, and function throughout the portfolio; and

• Works of art that demonstrate the student’s knowledge of specific Western art, Non-Western art, and a specific culture.

AVP.1.2 The student will maintain a self-directed sketchbook/journal demonstrating independent research directly related to studio work. AVP.1.3 The student will consistently demonstrate an advanced level of knowledge of the elements of art and the principles of design in works of art. AVP.1.4 The student will select and use appropriate technology and electronic media for personal expressive works of art. AVP.1.5 The student will select among a range of subject matter, symbols, meaningful images, and media to consistently communicate personal expression.

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ART IV ART V

AIV.1.6 The student will select among a range of subject matter, symbols, meaningful images, and media to communicate personal expression. (SOL AIV.6) AIVP.1.7 The student will use experimental techniques to reflect a personal, creative, and original problem-solving approach. (SOL AIV.7) AIVP.1.8 The student will demonstrate personal responsibility and integrity in ethical matters and procedures including adherence to copyright laws when producing works of art. (SOL AIV.8) AIVP.1.9 The student will present and display works of art as part of the artistic process by: • Selecting works of art for display; • Preparing for display; • Publicizing the exhibition; • Presenting the exhibition; and • Completing a self-evaluation of the exhibition. (SOL AIV.9)

AIVP.1.10 The student will refine a series or sequence of related works. (SOL AIV.10) AVP.1.11 The student will evaluate careers in the visual arts in relation to personal skills, art aptitudes and interests.

AVP.1.6 The student will use experimental techniques to reflect a personal, creative, and original problem solving approach. AVP.1.7 The student will demonstrate personal responsibility and integrity for ethical procedures including copyright laws when producing works of art. AVP.1.8 The student will present and display works of art as part of the artistic process by: • Selecting works of art for display; • Preparing for display; • Publicizing the exhibition; and • Presenting the exhibition; and completing a self-evaluation of the

exhibition. AVP.1.9 The student will refine a series of sequence of related works. AVP.1.10 The student will evaluate careers in the visual arts in relation to personal skills, art aptitudes and interests.

AIVP.2 Color AIVP.2.1 The student will recognize, explore, and create works of art demonstrating the use of color concepts in relation to art periods, styles, cultures, and artists through various media, techniques, and processes.

AVP.2 Color AVP.2.1 The student will recognize, explore, and create works of art demonstrating the use of color concepts in relation to a particular art period, style, culture, or artist through various media techniques, and processes.

AIVP.3 Line AIVP.3.1 The student will recognize, explore, and create works of art demonstrating the use of line concepts in relation to art periods, styles, cultures, and artists through various media, techniques, and processes.

AVP.3 Line AVP.3.1 The student will recognize, explore, and create works of art demonstrating the use of line to concepts in relation to a particular art period, style, culture, or artist through various media, techniques, and processes.

AIVP.4 Form AIVP.4.1 The student will recognize, explore, and create works of art demonstrating the use of form concepts in relation to art periods, styles, cultures, and artists through various media, techniques, and processes.

AVP.4 Form AVP.4.1 The student will recognize, explore, and create works of art demonstrating the use of form concepts in relation to a particular art period, style, culture, or artist through various media, techniques, and processes.

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ART IV ART V

AIVP.7 Space AIVP.7.1 The student will recognize, explore, and create works of art demonstrating the use of spatial concepts in relation to art periods, styles, cultures, and artists through various media, techniques, and processes.

AVP.5 Space AVP.5.1 The student will recognize, explore, and create works of art demonstrating the use of spatial concepts in relation to a particular art period, style, culture, or artist through various media, techniques, and processes.

AIVP.8 Texture AIVP.8.1 The student will recognize, explore, and create works of art demonstrating the use of texture concepts in relation to art periods, styles, cultures, and artists through various media, techniques, and processes.

AVP.6 Texture AVP.6.1 The student will recognize, explore, and create works of art demonstrating the use of texture concepts in relation to a particular art period, style, culture, or artist through various media, techniques, and processes.

AIVP.9 VALUE AIVP.9.1 The student will recognize, explore, and create works of art demonstrating the use of value concepts in relation to art periods, styles, cultures, and artists through various media, techniques, and processes.

AVP.7 VALUE AVP.7.1 The student will recognize, explore, and create works of art demonstrating the use of value concepts in relation to a particular art period, style, culture, or artist through various media, techniques, and processes.

AIVP.10 Principles of Design AIVP.10.1 The student will recognize, explore, and create works of art demonstrating the use of the principles of design in relation to art periods, styles, cultures, and artists through various media, techniques, and processes.

AVP.8 Principles of Design AVP.8.1 The student will recognize, explore and create works of art demonstrating the use of the principles of design in relation to a particular art period, style, culture, or artist through various media, techniques, and processes.

AIVP.11 Painting AIVP.11.1 The student will recognize that painting incorporates the use of the elements of art and the principles of design. IVP.11.2 The student will recognize, explore, and create paintings demonstrating the use of various painting media, techniques, processes, and tools/equipment in relation to art periods, styles, cultures, and artists.

AVP.9 Painting AVP.9.1 The student will recognize that painting incorporates the use of the elements of art and principles of design. AVP.9.2 The student will recognize, explore, and create paintings demonstrating the use of various painting media, techniques, processes, and tools/equipment in relation to a particular art period, style, culture, or artist.

AIVP.12 Drawing AIVP.12.1 The student will recognize that drawing incorporates the use of the elements of art and the principles of design. AIVP.12.2 The student recognize, explore, and create drawings demonstrating the use of various drawing media, techniques, processes, and tools/equipment in relation to art periods, styles, cultures, and artists.

AVP.10Drawing AVP.10.1 The student will recognize that drawing incorporates the use of the elements of art and principles of design. AVP.10.2 The student will recognize, explore, and create drawings demonstrating the use of various drawing media, techniques, processes, and tools/equipment in relation to a particular art period, style, culture, or artist.

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ART IV ART V

AIVP.13 Collage/Mixed Media AIVP.13.1 The student will recognize that collage/mixed media incorporates the use of the elements of art and the principles of design. AIVP.13.2 The student will recognize, explore, and create collage/mixed media works of art demonstrating the use of combining various media, techniques, processes, tools/equipment in relation to art periods, styles, cultures, and artists.

AVP.11 Collage/Mixed Media AVP.11.1 The student will recognize that collage/mixed media incorporates the use of the elements of art and principles of design. AVP.11.2 The student recognize, explore, and create collage/mixed media works of art demonstrating the use of combining various media, techniques, processes, tools/equipment in relation to a particular art period, style, culture, or artist.

AIVP.14 Printmaking AIVP.14.1 The student will recognize that printmaking incorporates the use of the elements of art and the principles of design. AIVP.14.2 The student will recognize, explore, and create an edition of prints demonstrating the use of various printmaking media, techniques, processes, and tools/equipment in relation to art periods, styles, cultures, and artists.

AVP.12 Printmaking AVP.12.1 The student will recognize that printmaking incorporates the use of the elements of art and principles of design. AVP.12.2 The student will recognize, explore, and create an edition of prints demonstrating the use of various printmaking media, techniques, processes, and tools/equipment in relation to a particular art period, style, culture, or artist.

AIVP.15 Textile Arts AIVP.15.1 The student will recognize that textile arts incorporate the use of the elements of art and the principles of design. AIVP.15.2 The student will recognize, explore, and create textile art demonstrating the use of various media, techniques, processes, and tools/equipment in relation to art periods, styles, cultures, and artists.

AVP.13 Textile Arts AVP.13.1 The student will recognize that textile arts incorporate the use of the elements of art and principles of design. AVP.13.2 The student will recognize, explore, and create textile art demonstrating the use of various media, techniques, processes, and tools/equipment in relation to a particular art period, style, culture, or artist.

AIVP.16 Sculpture AIVP.16.1 The student will recognize that sculpture incorporates the elements of art and the principles of design. AIVP.16.2 The student will recognize, explore, and create sculptures demonstrating the use of various media, techniques, processes, and tools/equipment in relation to art periods, styles, cultures, and artists.

AVP.14 Sculpture AVP.14.1 The student will recognize that sculpture incorporates the elements of art and principles of design. AVP.14.2 The student will recognize, explore, and create sculptures demonstrating the use of various media, techniques, processes, and tools/ equipment in relation to a particular art period, style, culture, or artist.

AVP.17 Technology AIVP.17.1 The student will select and use appropriate technology and electronic media for personal expression in a work of art. AIVP.17.2 The student will recognize, explore, and create works of art demonstrating the use of various media, techniques, processes, tools and equipment for technological areas in relation to art periods, styles, cultures, and artists.

AVP.15 Technology AVP.15.1 The student will select and use appropriate technology and electronic media for personal expression in a work of art. AVP.15.2 The student will recognize, explore, and create works of art demonstrating the use of various media, techniques, processes, tools and equipment for technological areas in relation to a particular art period, style, culture, or artist.

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ART IV ART V

AIVP.18 Safety AIVP.18.1 The student will recognize safety in the art room. AIVP.18.2 The student will use art materials and tools in a safe and responsible manner.

AVP.16 Safety AVP.16.1 The student will recognize safety in the art room. AVP.16.2 The student will use art materials and tools in a safe and responsible manner.



ART IV ART V AIVH.1.1 The student will evaluate careers in the visual arts in relation to personal skills, artistic aptitudes, and interests. (SOL AIV.11) AIVH.1.2 The student will select, research, and analyze artists and works of art related to areas of concentration in art that are of personal interest. (SOL AIV.12) AIVH.1.3 The student will use an extensive, high level art vocabulary to analyze, evaluate, and interpret meaning in the work of selected artists. (SOL AIV.13) AIVH.1.4 The student will describe where, when, and by whom specific works of art were created. (SOL AIV.14) AIVH.1.5 The student will compare and analyze perceived relationships between the features in works of selected artists and personal works of art. (SOL AIV.15) AIVH.1.6 The student will identify the influences of selected artists on society and culture. (SOL AIV.16) AIVH.1.7 The student will justify personal choices and influences from art history reflected in personal works of art. (SOL AIV.17)

AVPH.1.1 The student will recognize, explore, and demonstrate through various means the contributions of works of art from Western Art, non-western Art, and a specific culture. AVPH.1.2 The student will use an extensive, high level art vocabulary to analyze, evaluate, and interpret meaning in the work of selected artists. AVPH.1.3 The student will describe where, when, and by whom specific works of art were created. AVPH.1.4 The student will compare and analyze perceived relationships between the features in works of selected artists and personal works of art. AVPH.1.5 The student will identify the influences of selected artists on society and culture. AVPH.1.6 The student will justify choices and influences from art history reflected in personal works of art. AVPH.1.7 The student will discuss how the function and intended meaning of personal work is a reflection of contemporary culture.

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AIVH.1.8 The student will discuss how the function and intended meaning of personal work is a reflection of contemporary culture. (SOL AIV.18) AIVH.1.9 The student will develop personal symbols and incorporate them in works of art. (SOL AIV.19) AIVH.1.10 The student will recognize, explore, and demonstrate through various means the contributions of works of art of specific artists from various cultures through the study of, but not limited to, the Renaissance, Surrealism, and Asian culture.

AVPH.1.8 The student will develop personal symbols and incorporate them in works of art.

Strand: JUDGMENT AND CRITICISM Goals: The student will interpret, reflect upon, and evaluate the characteristics, purposes, and merits of their work and the work of others. The student will develop awareness of copyright and royalty requirements when exhibiting, producing, or otherwise using the work of others.

ART IV ART V AIVC.1.1 The student will use an extensive, high level art vocabulary related to design, composition, aesthetic concepts, and art criticism when discussing works of art. (SOL AIV.20) AIVC.1.2 The student will compare and contrast two opposing written reviews of the same exhibition and prepare to discuss a personal point of view based on what he or she has read. (SOL AIV.21) AIVC.1.3 The student will write a personal critique of a current art exhibition. (SOL AIV.22) AIVC.1.4 The student will identify, analyze, and apply a variety of criteria for making visual judgments. (SOL AIV.23) AIVC.1.5 The student will demonstrate the ability to conduct an effective critique. (SOL AIV.24)

AVC.1.1 The student will recognize, explore, and demonstrate the process of describing, analyzing, interpreting, and judging works of art. AVC.1.2 The student will consistently use an extensive, high level art vocabulary related to design, composition, aesthetic concepts, and art criticism when discussing works of art. AVC.1.3 The student will write a personal critique of a current art exhibition. AVC.1.4 The student will demonstrate the ability to conduct an effective critique. AVC.1.5 The student will critically view the quality and expressive form of works of art as a source of inspiration, insight and potential contribution to personal works of art.


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AIVC.1.6 The student will critically view the quality and expressive form of works of art as a source of inspiration and insight and potential contribution to personal works of art. (SOL AIV.24)


ART IV ART V AIVA.1.1 The student will explain how experiences and values affect aesthetic responses to works of art. (SOL AIV.26) AIVA.1.2 The student will discuss in writing the application of criteria for making visual aesthetic judgments to personal works of art. (SOL AIV.27) AIVA.1.3 The student will analyze and discuss relationships between works of art in terms of opposing aesthetic views. (SOL AIV.28) AIVA.1.4 The student will study, analyze, interpret, and relate the aesthetic qualities of other works of art to personal work. (SOL AIV.29) AIVA.1.5 The student will justify personal perceptions of an artist’s intent through visual clues and research. (SOL AIV.30) AIVA.1.6 The student will discuss in writing the impact of contemporary art on the development of a personal style. (SOL AIV.31) AIVA.1.7 The student will recognize, explore, and demonstrate through various means aesthetic experiences through art production, art history, and art criticism.

AVA.1.1 The student will recognize, explore and demonstrate through various means aesthetic experiences through art production, art history, and art criticism. AVA.1.2 The student will explain how experiences and values affect aesthetic responses to works of art. AVA.1.3 The student will discuss in writing the application of criteria for making visual aesthetic judgments to personal works of art. AVA.1.4 The student will analyze and discuss relationships between works of art in terms of opposing aesthetic views. AVA.1.5 The student will study, analyze, interpret, and relate the aesthetic qualities of other works of art to personal work. AVA.1.6 The student will justify personal perceptions of an artist’s intent through visual clues and research. AVA.1.7 The student will discuss in writing the impact of contemporary art on the development of a personal style.


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LITERACY CONCEPTS VISUAL ARTS - ART III - V VISUAL COMMUNICATION



to the materials used in their production. 4. Breadth – A wide range of scope, a variety of media, subject matter, and style. 5. Composition – The picture plane or area in which a work of art is designed. 6. Concentration- A series of work unified through a singular idea or theme. 7. Contextualism – Consider surrounding visual clues to understand. 8. Color Theory – All of the properties of color to include hue and the color wheel; value with all tints and shades; and color intensity. 9. Create – To produce works of visual art using materials techniques processes, elements, and analysis; the flexible and fluent generation of







visual or implied, perceived visually though not felt through touch.

14. Expressionism – An art movement developed at the end of the nineteenth and the beginning of the twentieth century in Germany. This style emphasized the expression of the artist’s emotions through the use of strong color, exploitation of media, and the use of suggestive and symbolic imagery.

15. Fantasy – Creating images that are imaginary as in daydreams or illusions. 16. Formalism – A way of using the elements of art and the principles of design to evaluate art. 17. Ideation – The process of forming ideas and relating ideas together. 18. Illustration – A picture that tells a story or is used to support an accompanying written text. 19. Imagination – The ability to formulate images in one’s own mind. 20. Imitationalism – To copy or mimic, resemble.


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21. Implied Line – Lines that are indicated indirectly in artworks at edges where two shapes meet, where a form ends and the space around it begins,

or by positioning several objects of figures in a row. 22. Journal [Visual journal/sketchbook] – Collection of pages for the specific purpose of sketching, drawing, brainstorming, and recording idea. 23. Original Art Objects – Art that is not copied from another work of art. Art that encourages students to think independently. 24. Perception – Act of perceiving, understanding and discerning. 25. Portfolio – A collection of art pieces to include drawings, prints, paintings, slides. 26. Principles of Design – guidelines by which the artist puts the elements of art together; they are balance, movement, unity (harmony), emphasis

(dominance), rhythm, contrast, and pattern. • Balance - A principle of design referring to the arrangement of visual elements to create stability in an artwork. There are four balance

arrangements in art: asymmetrical (informal), symmetrical (formal), approximately symmetrical, and radial. • Movement – A principle of design associated with rhythm, referring to the arrangement of parts in an artwork to create a sense of motion to the

viewer’s eye through the work. • Unity (Harmony) – A principle of design related to the sense of wholeness that results from the successful combination of the component

elements of an artwork. • Emphasis (Dominance) – A principle of design in which one element, or a combination of elements, create more attention than anything else

in a composition. The dominant element is usually a focal point in a composition and contributes to unity by suggesting that other elements are subordinate to it.




26. Research – Intellectual investigation aimed at interpreting, discovering, and revising different aspects of the world. 27. Sketchbook – Collection of pages for the specific purpose of sketching, brainstorming, drawing and recording ideas. 28. Three-Dimensional – Art work that has length, width, and depth as in sculpture and ceramics. 29. Two-Dimensional – Art work that is flat, that has length and width only as in drawings, paintings, and prints. 30. Visual Communication – A means of sending messages through visual images. 31. Visual Intelligence – Ability to represent and comprehend the visual/spatial world in one’s own mind. 32. Visual Memory – Creating images from recall.

CULTURAL CONTEXT AND ART HISTORY




JUDGMENT AND CRITICISM


Identifying how the elements of art and the principles of design are used in a work of art. 43. Art Critique – Evaluating a work of art; a judgment or evaluation of art orally or in writing. Critique models are Feldman, Broudy, and Barrett. 44. Artistic Perception – Having or showing a keenness, an intuitive recognition or an appreciation for visual art. 45. Artistic Purpose – The intention or reason for an act is visual art. 46. Assessment/Evaluation – To judge or evaluate the value of a work of art or an art assignment. 47. Ethical Procedures – Maintaining standards of right and wrong in art. 48. Informed Judgment – Having the appropriate knowledge and experience to make a wise evaluation. 49. Interpret – Explain or translate. 50. Perceived Intentions – Plans based on perception. 51. Personal Preference – Advantage given to one over another based on individual, private criteria.53. Points of View – A way of seeing things

influenced by knowledge, location, and experience. 52. Technology and Mass Media – Using computers and associated technology in the production of art. Consideration for the use and the audience of


create knowledge using the language of art.

AESTHETICS


55. Aesthetic Properties/Aesthetic qualities – characteristics reflecting a sense of beauty in nature and art. 56. Aesthetic Experience/Response – The experience of seeing and enjoying something for its own sake, or for its beauty and pleasurable qualities. 57. Aesthetic Sensibilities – The power to feel joy and pleasure in seeing the beauty of something for its own sake. 58. Elicited Response/Evoking a Response – To draw or bring out thoughts and ideals, expressions. 59. Emotional – Showing or expressing feelings such as joy, sorrow, excitement, agitation. 60. Sensory – Expressing or relating to the senses of sight, sound, touch, smell, and/or taste. 61. Visual Aesthetic Responses – The experience of seeing beauty in something for its own sake.

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art curriculum guide grades k-12 march 2010

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