Other Class Info

GRADE 1  

VISUAL ART CURRICULUM STANDARDS
FIRST GRADE
Standard 1.0 Media, Techniques, and Processes
Students will understand and apply media, techniques, and processes.
Grade Level Expectations (GLEs)
The student will
1.1 Use tools and media in a safe and responsible manner.
1.2 Demonstrate an understanding of a variety of techniques.
1.3 Explore a variety of processes.
1.4 Recognize levels of craftsmanship.
Checks for Understanding (Formative/Summative Assessments)
1.1 Demonstrate developmentally appropriate use of tools and media (e.g., scissors,
glue, pencils, markers, crayons, paint brushes, paint, paper).
Use tools in a safe and responsible manner.
1.2 Paint, glue, cut, sculpt, draw, collage, and print at a developmentally appropriate level.
Use appropriate vocabulary to describe a technique.
1.3 Demonstrate developmentally appropriate knowledge of art processes (e.g., painting, printing, mixed media.)
1.4 Produce artwork with developmentally appropriate levels of craftsmanship.
Identify levels of craftsmanship in artwork.
Student Performance Indicators (SPIs)
The student is able to
1.1.1 Demonstrate the use of teacher selected tools and media in a safe manner.
1.1.2 Demonstrate a precision in the use of teacher selected tools and media in a safe
manner.
1.1.3 Demonstrate a precision in and explore the use of teacher selected tools and media in a safe manner.
1.2.1 Recognize and explain a variety of teacher selected techniques.
1.2.2 Demonstrate a variety of teacher sequenced techniques.
1.2.3 Demonstrate a precision in a variety of teacher sequenced techniques.
1.3.1 Recognize and explain a variety of teacher selected processes.
1.3.2 Demonstrate a variety of teacher selected processes.
1.3.3 Demonstrate a precision in a variety of teacher selected processes.
1.4.1 Discuss levels of craftsmanship as modeled by the teacher.
1.4.2 Identify levels of craftsmanship as modeled by the teacher.
1.4.3 Identify and apply levels of craftsmanship.
Standard 2.0 Structures and Functions
Students will use knowledge of structures and functions
Grade Level Expectations (GLEs)
The student will
2.1 Identify and understand the elements of art.
2.2 Identify and understand the principles of design.
2.3 Understand that art has a purpose.
2.4 Understand that art has a context.
Checks for Understanding (Formative/Summative Assessments)
2.1 Demonstrate developmentally appropriate knowledge of the elements of art.
Use appropriate vocabulary to identify the elements of art.
2.2 Demonstrate developmentally appropriate knowledge of the principles of design.
Use appropriate vocabulary to identify the principles of design.
2.3 Demonstrate developmentally appropriate knowledge of the purposes of art.
2.4 Demonstrate developmentally appropriate knowledge of contexts in art.
Student Performance Indicators (SPIs)
The student is able to
2.1.1 Name and describe examples of lines, shapes, colors, textures, value, form, and
space.
2.1.2 Classify examples of the elements of art.
2.1.3 Use chosen elements of art.
2.2.1 Experience examples of the principles of design.
2.2.2 Recognize examples of the principles of design.
2.2.3 Recognize and describe examples of the principles of design.
2.3.1 Explore and describe purposes of artwork selected by the teacher.
2.3.2 Identify and classify purposes of artwork selected by the teacher.
2.3.3 Classify and explain a purpose of an artwork selected by the teacher.
2.4.1 Explore and describe context of artwork selected by the teacher.
2.4.2 Identify context of artwork selected by the teacher.
2.4.3 Identify and compare context of artwork selected by the teacher.
Standard 3.0 Evaluation
Students will choose and evaluate a range of subject matter, symbols, and ideas.
Grade Level Expectations (GLEs)
The student will
3.1 Select subject matter, symbols, and ideas for the student’s own art.
3.2 Explain subject matter, symbols, and ideas in the student’s own art.
3.3 Explain subject matter, symbols, and ideas in others’ art.
Checks for Understanding (Formative/Summative Assessments)
3.1 Choose developmentally appropriate subject matter with teacher guidance.
Choose developmentally appropriate symbols with teacher guidance.
Choose developmentally appropriate ideas with teacher guidance.
3.2 Create and explain artwork using developmentally appropriate subject matter.
Create and explain artwork using developmentally appropriate symbols.
Create and explain artwork using developmentally appropriate ideas.
3.3 Explain, in a developmentally appropriate way, subject matter in others’ artwork
Explain, in a developmentally appropriate way, symbols in others’ artwork
Explain, in a developmentally appropriate way, ideas in others’ artwork
Student Performance Indicators (SPIs)
The student is able to
3.1.1 Experiment with subject matter, symbols, and ideas in the student’s own art.
3.1.2 Choose subject matter, symbols, and ideas for the student’s own art.
3.1.3 Select and apply subject matter, symbols, and ideas in the student’s own art.
3.2.1 Identify subject matter and symbols in the student’s own art.
3.2.2 Summarize subject matter, symbols, and ideas in the student’s own art.
3.2.3 Analyze subject matter, symbols, and ideas in the student’s own art.
3.3.1 Identify subject matter and symbols in others’ art.
3.3.2 Summarize subject matter, symbols, and ideas in others’ art.
3.3.3 Analyze subject matter, symbols, and ideas in others’ art.
Standard 4.0 Historical and Cultural Relationships
Students will understand the visual arts in relation to history and cultures.
Grade Level Expectation (GLEs)
The student will
4.1 Understand that art comes from different cultures, times, and places.
4.2 Understand that culture and history influence art.
Checks for Understanding (Formative/Summative Assessments)
4.1 Demonstrate developmentally appropriate knowledge of art from different cultures, times, and places.
4.2 Demonstrate developmentally appropriate knowledge of how culture and history
influence art.
Student Performance Indicators (SPIs)
The student is able to
4.1.1 Explore teacher selected art from different cultures, times, and places.
4.1.2 Identify teacher selected art from different cultures, times, and places.
4.1.3 Compare and contrast teacher selected art from different cultures, times, and
places.
4.2.1 Explore the influences of culture and history in teacher selected artwork.
4.2.2 Recognize the influences of culture and history in teacher selected artwork.
4.2.3 Identify the influences of culture and history in teacher selected artwork.
Standard 5.0 Reflecting and Assessing
The student will reflect upon and assess the characteristics and merits of their work and the work of others.
Grade Level Expectations (GLEs)
The student will
5.1 Recognize and explain the characteristics and merits of the student’s own work.
5.2 Recognize and explain the characteristics and merits of other’s work.
5.3 Recognize that viewers have various responses to art.
Checks for Understanding (Formative/Summative Assessments)
5.1 Discuss, with the teacher, the characteristics and merits of the student’s own work.
5.2 Discuss, within a group, the characteristics and merits of others’ work.
5.3 Discuss, with teacher guidance, that viewers may have various responses to art.
Student Performance Indicators (SPIs)
The student is able to
5.1.1 Recognize the characteristics and merits of the student’s own work as guided by
the teacher.
5.1.2 Recognize and explain the characteristics and merits of the student’s own work as
guided by the teacher.
5.1.3 Recognize and explain the characteristics and merits of the student’s own work as
modeled by the teacher.
5.2.1 Recognize the characteristics and merits of others’ work as guided by the teacher.
5.2.2 Recognize and explain the characteristics and merits of others’ work as guided by
the teacher.
5.2.3 Recognize and explain the characteristics and merits of others’ work as modeled
by the teacher.
5.3.1 Recognize various responses to art as guided by the teacher.
5.3.2 Recognize various responses to art as modeled by the teacher.
5.3.3 Recognize and identify various responses to art as modeled by the teacher.
Standard 6.0 Interdisciplinary Connections
Students will make connections between visual arts and other disciplines.
Grade Level Expectations (GLEs)
The student will
6.1 Identify connections between visual art and other arts disciplines.
6.2 Identify connections between visual art and other disciplines in the curriculum.
Checks for Understanding (Formative/Summative Assessments)
6.1 Identify connections between visual art and music.
Identify connections between visual art and theater.
Identify connections between visual art and dance.
6.2 Identify connections between visual art and language arts.
Identify connections between visual art and physical education.
Identify connections between visual art and mathematics.
Identify connections between visual art and social studies.
Identify connections between visual art and science.
Identify connections between visual art and technology.
Identify connections between visual art and school counseling and career
guidance.
Identify connections between visual art and health education.
Identify connections between visual art and world languages.
Student Performance Indicators (SPIs)
The student is able to
6.1.1 Recognize connections between visual art and other arts disciplines as guided by
the teacher.
6.1.2 Identify connections between visual art and other arts disciplines as guided by
the teacher.
6.1.3 Identify and explain connections between visual art and other arts disciplines
as guided by the teacher.
6.2.1 Recognize connections between visual art and other disciplines in the curriculum
as guided by the teacher.
6.2.2 Identify connections between visual art and other disciplines in the curriculum
as guided by the teacher.
6.2.3 Identify and explain connections between visual art and other disciplines in
the curriculum as guided by the teacher.


GRADE 2  

VISUAL ART CURRICULUM STANDARDS
SECOND GRADE
Standard 1.0 Media, Techniques, and Processes
Students will understand and apply media, techniques, and processes.
Grade Level Expectations (GLEs)
The student will
1.1 Use tools and media consistently in a safe and responsible manner.
1.2 Demonstrate an understanding of a variety of techniques.
1.3 Explore a variety of processes.
1.4 Recognize and demonstrate levels of craftsmanship.
Checks for Understanding (Formative/Summative Assessments)
1.1 Demonstrate, consistently, a developmentally appropriate use of tools and media
(e.g., scissors, glue, pencils, markers, crayons, paint brushes, paint, paper).
Use tools in a safe and responsible manner.
1.2 Paint, glue, cut, sculpt, draw, collage, and print at a developmentally appropriate level.
Use appropriate vocabulary to describe a technique.
1.3 Demonstrate developmentally appropriate knowledge of art processes (e.g., painting, printing, mixed media).
1.4 Produce artwork with developmentally appropriate levels of craftsmanship.
Identify levels of craftsmanship in artwork.
Student Performance Indicators (SPIs)
The student is able to
1.1.1 Demonstrate a precision in the use of teacher selected tools and media in a safe manner.
1.1.2 Demonstrate a precision in and explore the use of teacher selected tools and media in a safe manner.
1.1.3 Execute the intended use of tools and media as modeled by the teacher.
1.2.1 Demonstrate a variety of teacher sequenced techniques.
1.2.2 Demonstrate a precision in a variety of teacher sequenced techniques.
1.2.3 Execute a variety of teacher selected techniques.
1.3.1 Demonstrate a variety of teacher selected processes.
1.3.2 Demonstrate a precision in a variety of teacher selected processes.
1.3.3 Execute a variety of teacher selected processes.
1.4.1 Recognize levels of craftsmanship as modeled by the teacher.
1.4.2 Identify and apply levels of craftsmanship.
1.4.3 Apply levels of craftsmanship.
Standard 2.0 Structures and Functions
Students will use knowledge of structures and functions
Grade Level Expectations (GLEs)
The student will
2.1 Identify, understand, and apply the elements of art.
2.2 Identify, understand, and apply the principles of art.
2.3 Understand and apply purpose in art.
2.4 Understand and apply context in art.
Checks for Understanding (Formative/Summative Assessments)
2.1 Demonstrate developmentally appropriate knowledge of the elements of art.
Use appropriate vocabulary to identify the elements of art.
2.2 Demonstrate developmentally appropriate knowledge of the principles of design.
Use appropriate vocabulary to identify the principles of design.
2.3 Demonstrate developmentally appropriate knowledge of the purposes of art.
2.4 Demonstrate developmentally appropriate knowledge of contexts in art.
Student Performance Indicators (SPIs)
The student is able to
2.1.1 Classify examples of the elements of art.
2.1.2 Use chosen elements of art.
2.1.3 Demonstrate chosen elements of art.
2.2.1 Recognize examples of the principles of design.
2.2.2 Recognize and describe examples of the principles of design.
2.2.3 Classify and use examples of the principles of design.
2.3.1 Classify and explain purposes of artwork selected by the teacher.
2.3.2 Explain selected purposes and apply in student’s art.
2.3.3 Implement selected purposes in student’s art.
2.4.1 Identify context of artwork selected by the teacher
2.4.2 Identify selected context and apply in student’s art.
2.4.3 Implement selected context in student’s art.
Standard 3.0 Evaluation
Students will choose and evaluate a range of subject matter, symbols, and ideas.
Grade Level Expectations (GLEs)
The student will
3.1 Select subject matter, symbols, and ideas for the student’s own art.
3.2 Analyze subject matter, symbols, and ideas in the student’s own art.
3.3 Analyze subject matter, symbols, and ideas in others’ art.
Checks for Understanding (Formative/Summative Assessments)
3.1 Choose developmentally appropriate subject matter with teacher guidance.
Choose developmentally appropriate symbols with teacher guidance.
Choose developmentally appropriate ideas with teacher guidance.
3.2 Create and analyze artwork using developmentally appropriate subject matter.
Create and analyze artwork using developmentally appropriate symbols.
Create and analyze artwork using developmentally appropriate ideas.
3.3 Analyze, in a developmentally appropriate way, subject matter in others’ artwork.
Analyze, in a developmentally appropriate way, symbols in others’ artwork.
Analyze, in a developmentally appropriate way, ideas in others’ artwork.
Student Performance Indicators (SPIs)
The student is able to
3.1.1 Choose subject matter, symbols, and ideas in the student’s own art.
3.1.2 Select and apply subject matter, symbols, and ideas for the student’s own art.
3.1.3 Implement chosen subject matter, symbols, and ideas in the student’s own art.
3.2.1 Summarize subject matter and symbols in the student’s own art.
3.2.2 Examine subject matter, symbols, and ideas in the student’s own art.
3.2.3 Analyze and evaluate subject matter, symbols, and ideas in the student’s own art.
3.3.1 Summarize subject matter and symbols in others’ art.
3.3.2 Examine subject matter, symbols, and ideas in others’ art.
3.3.3 Analyze and evaluate matter, symbols, and ideas in others’ art.
Standard 4.0 Historical and Cultural Relationships
Students will understand the visual arts in relation to history and cultures.
Grade Level Expectations (GLEs)
The student will
4.1 Understand that art comes from different cultures, times, and places.
4.2 Understand that culture, history, and art influence one another.
Checks for Understanding (Formative/Summative Assessments)
4.1 Demonstrate developmentally appropriate knowledge of art from different cultures, times, and places.
4.2 Demonstrate developmentally appropriate knowledge of how culture and history influence art.
Student Performance Indicators (SPIs)
The student is able to
4.1.1 Identify teacher selected art from different cultures, times, and places.
4.1.2 Compare and contrast teacher selected art from different cultures, times, and places.
4.1.3 Analyze teacher selected art from different cultures, times, and places.
4.2.1 Recognize and identify the influences of culture and history in teacher selected artwork.
4.2.2 Recognize and identify that culture, history and art influence one another.
4.2.3 Discuss that culture, history, and art influence one another.
Standard 5.0 Reflecting and Assessing
The student will reflect upon and assess the characteristics and merits of their work and the work of others.
Grade Level Expectations (GLEs)
The student will
5.1 Analyze the characteristics and merits of the student’s own work.
5.2 Analyze the characteristics and merits of other’s work.
5.3 Understand that viewers have various responses to art.
Checks for Understanding (Formative/Summative Assessments)
5.1 Explain the characteristics and merits of the student’s own work to the teacher and/or peers.
5.2 Interpret the characteristics and merits of others’ work in a teacher-guided group.
5.3 Compare and contrast various responses to art with teacher guidance.
Student Performance Indicators (SPIs)
The student is able to
5.1.1 Recognize and explain the characteristics and merits of the student’s own work as modeled by the teacher.
5.1.2 Analyze the characteristics and merits of the student’s own work as guided by the teacher.
5.1.3 Analyze the characteristics and merits of the student’s own work as modeled by the teacher.
5.2.1 Recognize and explain the characteristics and merits of others’ work as modeled by the teacher.
5.2.2 Analyze the characteristics and merits of others’ work as guided by the teacher.
5.2.3 Analyze the characteristics and merits of others’ work as modeled by the teacher.
5.3.1 Recognize and identify various responses to art as modeled by the teacher.
5.3.2 Compare and contrast various responses to art as modeled by the teacher.
5.3.3 Explain various responses to art.
Standard 6.0 Interdisciplinary Connections
Students will make connections between visual arts and other disciplines.
Grade Level Expectations (GLEs)
The student will
6.1 Understand connections between visual art and other arts disciplines.
6.2 Understand connections between visual art and other disciplines in the curriculum.
Checks for Understanding (Formative/Summative Assessments)
6.1 Identify connections between visual art and music.
Identify connections between visual art and theater.
Identify connections between visual art and dance.
6.2 Identify connections between visual arts and language arts.
Identify connections between visual art and physical education.
Identify connections between visual art and mathematics.
Identify connections between visual art and social studies.
Identify connections between visual art and science.
Identify connections between visual art and technology.
Identify connections between visual art and school counseling and career guidance.
Identify connections between visual art and health education.
Identify connections between visual art and world languages.
Student Performance Indicators (SPIs)
The student is able to
6.1.1 Identify and explain connections between visual art and other standards based arts disciplines as guided by the teacher.
6.1.2 Compare and contrast connections between visual art and other standards based arts disciplines as guided by the teacher.
6.1.3 Explain connections between visual art and other standards based arts disciplines as guided by the teacher.
6.2.1 Identify connections between visual art and other standards based disciplines in as guided by the teacher.
6.2.2 Compare and contrast connections between visual art and other standards based disciplines as guided by the teacher.
6.2.3 Explain connections between visual art and other standards based disciplines as
guided by the teacher.


GRADE 3  

VISUAL ART CURRICULUM STANDARDS
THIRD GRADE
Standard 1.0 Media, Techniques, and Processes
.
Students will understand and apply media, techniques, and processes.
Grade Level Expectations (GLEs)
The student will
1.1 Use a variety of tools in a safe and responsible manner.
1.2 Use a variety of media.
1.3 Demonstrate and explain a variety of techniques.
1.4 Investigate and apply a variety of processes.
1.5 Recognize and demonstrate levels of craftsmanship.
Checks for Understanding (Formative/Summative Assessments)
1.1 Demonstrate developmentally-appropriate use of tools (e.g., drawing implements, painting implements, sculpting implements, printmaking implements, and technological sources).
Demonstrate developmentally-appropriate care for tools and work space.
Demonstrate safe use of tools in making art.
1.2 Demonstrate developmentally-appropriate use of media (e.g., drawing, painting, sculpting, printmaking, and technology).
1.3 Demonstrate developmentally-appropriate proficiency in a variety of techniques (e.g. cutting, pasting, assemblage, mixing color, drawing using contour lines, working in relief, dry brushing, working with monochromatic scheme, painting wet into wet, mixing applications of various techniques, and sourcing technology).
Use correct vocabulary to describe techniques of making art.
1.4 Explore and implement various ways of sequentially developing art from a concept to a teacher-selected outcome.
1.5 Evaluate levels of craftsmanship of one’s own and others’ (peer and master) artwork through teacher-facilitated methods such as rubrics or critique.
Model developmentally-appropriate craftsmanship.
Student Performance Indicators (SPIs)
The student is able to
1.1.1 Demonstrate a precision in and explore the use of tools as modeled by the teacher.
1.1.2 Execute the intended use of tools as modeled by the teacher.
1.1.3 Execute the intended use of tools as coached by the teacher.
1.2.1 Demonstrate media in the intended manner as modeled by the teacher.
1.2.2 Execute a variety of media in the intended manner as modeled by the teacher.
1.2.3 Execute a variety of media in the intended manner as coached by the teacher.
1.3.1 Demonstrate a precision in the use of a variety of teacher sequenced techniques.
1.3.2 Execute a variety of teacher sequenced techniques.
1.3.3 Execute a variety of teacher selected techniques.
1.4.1 Demonstrate a precision in the use of a variety of processes as modeled by the teacher.
1.4.2 Execute a variety of processes as modeled by the teacher.
1.4.3 Organize and execute a variety of processes as modeled by the teacher.
1.5.1 Recognize and demonstrate levels of craftsmanship.
1.5.2 Demonstrate levels of craftsmanship.
1.5.3 Execute craftsmanship as modeled by the teacher.
Standard 2.0 Structures and Functions
Students will use knowledge of structures and functions.
Grade Level Expectations (GLEs)
The student will
2.1 Classify elements of art.
2.2 Apply elements of art.
2.3 Classify principles of design.
2.4 Apply principles of design.
2.5 Understand purpose in art.
2.6 Apply purpose in art.
2.7 Understand context in art.
2.8 Apply context in art.
Checks for Understanding (Formative/Summative Assessments)
2.1 Categorize the perceived intent of the elements of art in others’ works of art.
Categorize the intended purpose of the elements of art in one’s own works of art.
2.2 Create artwork using the elements of art with specific intent.
2.3 Categorize the perceived intent of the principles of design in other’s works of art.
Categorize the intended purpose of the principles of design in one’s own works of art.
2.4 Create artwork using the principles of design with specific intent.
2.5 Summarize the perceived reasons for the creation of artwork using teacher-given guidelines.
2.6 Create works of art with an intended purpose or combination of purposes.
2.7 Summarize the perceived meaning of artwork using teacher-given guidelines.
2.8 Create works of art with intended meaning.
Student Performance Indicators (SPIs)
The student is able to
2.1.1 Explain the elements of art found in selected artwork.
2.1.2 Classify and make inferences about the elements of art found in selected artwork
2.1.3 Compare the elements of art found in selected artwork.
2.2.1 Use chosen elements of art in one’s own artwork.
2.2.2 Demonstrate chosen elements of art in one’s own artwork.
2.2.3 Integrate chosen elements in one’s own artwork.
2.3.1 Explain the principles of design found in selected artwork.
2.3.2 Identify and make inferences about the principles of design found in selected artwork
2.3.3 Compare the principles of design found in selected artwork.
2.4.1 Use chosen principles of design in one’s own artwork.
2.4.2 Demonstrate chosen principles of design in one’s own artwork.
2.4.3 Integrate chosen principles of design in one’s own artwork.
2.5.1 Recognize the purpose of selected artworks through teacher-guided cues.
2.5.2 Discover and make inferences about the purposes of selected artworks through teacher-guided cues.
2.5.3 Explain the purpose of selected artworks through teacher-guided cues.
2.6.1 Select a purpose for one’s own artwork.
2.6.2 Demonstrate chosen purposes in one’s own artwork.
2.6.3 Integrate chosen purposes in one’s own artwork
2.7.1 Recognize the context of selected artwork through teacher-guided cues.
2.7.2 Discover and make inferences about the context of selected artwork through teacher-guided cues.
2.7.3 Explain the context of selected artwork through teacher-guided cues.
2.8.1 Select a context for one’s own artwork.
2.8.2 Demonstrate a chosen context in one’s own artwork.
2.8.3 Integrate a chosen context in one’s own artwork
Standard 3.0 Evaluation
Students will choose and evaluate a range of subject matter, symbols, and ideas.
Grade Level Expectations (GLEs)
The student will
3.1 Select and demonstrate subject matter, symbols, and ideas in one’s own artwork.
3.2 Analyze and evaluate subject matter, symbols, and ideas in one’s own artwork.
3.3 Explain subject matter, symbols, and ideas in artwork of others.
Checks for Understanding (Formative/Summative Assessments)
3.1 Choose subject matter, symbols, and/or ideas with teacher guidance.
Execute pre-selected subject matter, symbols, and/or ideas in one’s own artwork.
3.2 Reflect (written and/or verbal) on the subject matter, symbols, and/or ideas in one’s own artwork.
3.3 Identify and hypothesize subject matter, symbols, and/or ideas in artwork of others (peers and masters).
Student Performance Indicators (SPIs)
The student will be able to
3.1.1 Implement subject matter, symbols, and ideas in one’s own artwork as guided by the teacher.
3.1.2 Integrate subject matter, symbols, and ideas in one’s own artwork as guided by the teacher.
3.1.3 Produce subject matter, symbols, and ideas in one’s own artwork as guided by the teacher.
3.2.1 Deconstruct subject matter, symbols, and ideas in one’s own artwork as guided by the teacher.
3.2.2 Reflect on subject matter, symbols, and ideas in one’s own artwork as guided by the teacher.
3.2.3 Critique subject matter, symbols, and ideas in one’s own artwork as guided by the teacher.
3.3.1 Categorize subject matter, symbols, and ideas in artwork of others.
3.3.2 Classify and make inferences about subject matter, symbols, and ideas in artwork of others.
3.3.3 Interpret subject matter, symbols, and ideas in artwork of others.
Standard 4.0 Historical and Cultural Relationships
The student will understand the visual arts in relation to history and cultures.
Grade Level Expectations (GLEs)
The student will
4.1 Understand and demonstrate that art comes from different cultures, times, and places.
4.2 Understand and demonstrate how culture, history, and art influence each other.
Checks for Understanding (Formative/Summative Assessments)
4.1 Classify sequences of events that influence art using teacher-guided activities.
Classify aspects of culture that influence art using teacher-guided activities.
4.2 Classify how culture, history, and art influence each other using teacher-guided activities.
Student Performance Indicators (SPIs)
The student will be able to
4.1.1 Analyze teacher-selected art from historical and contemporary cultures, times, and places.
4.1.2 Interpret teacher-selected art from historical and contemporary cultures, times, and places.
4.1.3 Compare and contrast teacher-selected art from historical and contemporary cultures, times, and places.
4.2.1 Discuss how culture, history, and art influence each other – past and present.
4.2.2 Interpret how culture, history, and art influence each other – past and present.
4.2.3 Compare and contrast how culture, history, and art influence each other – past and present.
Standard 5.0 Reflecting and Assessing
The student will reflect upon and assess the characteristics and merits of their work and the work of others.
Grade Level Expectations (GLEs)
The student will
5.1 Analyze and discuss the characteristics and merits of one’s own artwork.
5.2 Analyze and discuss the characteristics and merits of artworks of others.
5.3 Understand and demonstrate that viewers have different responses to art.
Checks for Understanding (Formative/Summative Assessments)
5.1 Deconstruct the characteristics and merits of one’s own artwork as guided, modeled or coached by the teacher.
Express (verbal and/or written) the characteristics and merits of one’s own artwork.
5.2 Deconstruct the characteristics and merits of selected artworks of others as guided, modeled or coached by the teacher.
Express (verbal and/or written) the characteristics and merits of selected artworks of others.
5.3 Explain and show, through teacher-guided activities, that different viewers have different responses to art.
Student Performance Indicators (SPIs)
The student will be able to
5.1.1 Analyze the characteristics and merits of one’s own artwork as guided by the teacher.
5.1.2 Analyze the characteristics and merits of one’s own artwork as modeled by the teacher.
5.1.3 Analyze the characteristics and merits of one’s own artwork as coached by the teacher.
5.2.1 Analyze the characteristics and merits of selected artwork of others as guided by the teacher
5.2.2 Analyze the characteristics and merits of selected artwork of others as modeled by the teacher.
5.2.3 Analyze the characteristics and merits of selected artwork of others as coached by the teacher.
5.3.1 Compare and contrast various responses to works of art as modeled by the teacher.
5.3.2 Compare and contrast various responses to works of art as coached by the teacher.
5.3.3 Compare and contrast various responses to works of art as facilitated by the teacher.
Standard 6.0 Interdisciplinary Connections
Students will make connections between visual arts and other disciplines.
Grade Level Expectations (GLEs)
The student will
6.1 Understand and discuss connections between visual arts and other arts disciplines.
6.2 Understand and discuss connections between visual arts and disciplines outside the arts.
Checks for Understanding (Formative/Summative Assessments)
6.1 Identify relationships between the visual arts and another arts discipline.
Express, through teacher-guided activities, relationships between the visual arts and another arts discipline.
6.2 Identify relationships between the visual arts and a discipline outside the arts.
Express, through teacher-guided activities, relationships between the visual arts and a discipline outside the arts.
Student Performance Indicators (SPIs)
The student will be able to
6.1.1 Compare and contrast connections between visual arts and other standards-based arts disciplines as guided by the teacher.
6.1.2 Explain connections between visual arts and other standards-based arts disciplines as guided by the teacher.
6.1.3 Explain connections between visual arts and other standards-based arts disciplines as modeled by the teacher.
6.2.1 Compare and contrast connections between visual arts and standards-based disciplines outside the arts as guided by the teacher.
6.2.2 Explain connections between visual arts and standards-based disciplines outside the arts as guided by the teacher.
6.2.3 Explain connections between visual arts and standards-based disciplines outside the arts as modeled by the teacher.VISUAL ART CURRICULUM STANDARDS
THIRD GRADE
Standard 1.0 Media, Techniques, and Processes
.
Students will understand and apply media, techniques, and processes.
Grade Level Expectations (GLEs)
The student will
1.1 Use a variety of tools in a safe and responsible manner.
1.2 Use a variety of media.
1.3 Demonstrate and explain a variety of techniques.
1.4 Investigate and apply a variety of processes.
1.5 Recognize and demonstrate levels of craftsmanship.
Checks for Understanding (Formative/Summative Assessments)
1.1 Demonstrate developmentally-appropriate use of tools (e.g., drawing implements, painting implements, sculpting implements, printmaking implements, and technological sources).
Demonstrate developmentally-appropriate care for tools and work space.
Demonstrate safe use of tools in making art.
1.2 Demonstrate developmentally-appropriate use of media (e.g., drawing, painting, sculpting, printmaking, and technology).
1.3 Demonstrate developmentally-appropriate proficiency in a variety of techniques (e.g. cutting, pasting, assemblage, mixing color, drawing using contour lines, working in relief, dry brushing, working with monochromatic scheme, painting wet into wet, mixing applications of various techniques, and sourcing technology).
Use correct vocabulary to describe techniques of making art.
1.4 Explore and implement various ways of sequentially developing art from a concept to a teacher-selected outcome.
1.5 Evaluate levels of craftsmanship of one’s own and others’ (peer and master) artwork through teacher-facilitated methods such as rubrics or critique.
Model developmentally-appropriate craftsmanship.
Student Performance Indicators (SPIs)
The student is able to
1.1.1 Demonstrate a precision in and explore the use of tools as modeled by the teacher.
1.1.2 Execute the intended use of tools as modeled by the teacher.
1.1.3 Execute the intended use of tools as coached by the teacher.
1.2.1 Demonstrate media in the intended manner as modeled by the teacher.
1.2.2 Execute a variety of media in the intended manner as modeled by the teacher.
1.2.3 Execute a variety of media in the intended manner as coached by the teacher.
1.3.1 Demonstrate a precision in the use of a variety of teacher sequenced techniques.
1.3.2 Execute a variety of teacher sequenced techniques.
1.3.3 Execute a variety of teacher selected techniques.
1.4.1 Demonstrate a precision in the use of a variety of processes as modeled by the teacher.
1.4.2 Execute a variety of processes as modeled by the teacher.
1.4.3 Organize and execute a variety of processes as modeled by the teacher.
1.5.1 Recognize and demonstrate levels of craftsmanship.
1.5.2 Demonstrate levels of craftsmanship.
1.5.3 Execute craftsmanship as modeled by the teacher.
Standard 2.0 Structures and Functions
Students will use knowledge of structures and functions.
Grade Level Expectations (GLEs)
The student will
2.1 Classify elements of art.
2.2 Apply elements of art.
2.3 Classify principles of design.
2.4 Apply principles of design.
2.5 Understand purpose in art.
2.6 Apply purpose in art.
2.7 Understand context in art.
2.8 Apply context in art.
Checks for Understanding (Formative/Summative Assessments)
2.1 Categorize the perceived intent of the elements of art in others’ works of art.
Categorize the intended purpose of the elements of art in one’s own works of art.
2.2 Create artwork using the elements of art with specific intent.
2.3 Categorize the perceived intent of the principles of design in other’s works of art.
Categorize the intended purpose of the principles of design in one’s own works of art.
2.4 Create artwork using the principles of design with specific intent.
2.5 Summarize the perceived reasons for the creation of artwork using teacher-given guidelines.
2.6 Create works of art with an intended purpose or combination of purposes.
2.7 Summarize the perceived meaning of artwork using teacher-given guidelines.
2.8 Create works of art with intended meaning.
Student Performance Indicators (SPIs)
The student is able to
2.1.1 Explain the elements of art found in selected artwork.
2.1.2 Classify and make inferences about the elements of art found in selected artwork
2.1.3 Compare the elements of art found in selected artwork.
2.2.1 Use chosen elements of art in one’s own artwork.
2.2.2 Demonstrate chosen elements of art in one’s own artwork.
2.2.3 Integrate chosen elements in one’s own artwork.
2.3.1 Explain the principles of design found in selected artwork.
2.3.2 Identify and make inferences about the principles of design found in selected artwork
2.3.3 Compare the principles of design found in selected artwork.
2.4.1 Use chosen principles of design in one’s own artwork.
2.4.2 Demonstrate chosen principles of design in one’s own artwork.
2.4.3 Integrate chosen principles of design in one’s own artwork.
2.5.1 Recognize the purpose of selected artworks through teacher-guided cues.
2.5.2 Discover and make inferences about the purposes of selected artworks through teacher-guided cues.
2.5.3 Explain the purpose of selected artworks through teacher-guided cues.
2.6.1 Select a purpose for one’s own artwork.
2.6.2 Demonstrate chosen purposes in one’s own artwork.
2.6.3 Integrate chosen purposes in one’s own artwork
2.7.1 Recognize the context of selected artwork through teacher-guided cues.
2.7.2 Discover and make inferences about the context of selected artwork through teacher-guided cues.
2.7.3 Explain the context of selected artwork through teacher-guided cues.
2.8.1 Select a context for one’s own artwork.
2.8.2 Demonstrate a chosen context in one’s own artwork.
2.8.3 Integrate a chosen context in one’s own artwork
Standard 3.0 Evaluation
Students will choose and evaluate a range of subject matter, symbols, and ideas.
Grade Level Expectations (GLEs)
The student will
3.1 Select and demonstrate subject matter, symbols, and ideas in one’s own artwork.
3.2 Analyze and evaluate subject matter, symbols, and ideas in one’s own artwork.
3.3 Explain subject matter, symbols, and ideas in artwork of others.
Checks for Understanding (Formative/Summative Assessments)
3.1 Choose subject matter, symbols, and/or ideas with teacher guidance.
Execute pre-selected subject matter, symbols, and/or ideas in one’s own artwork.
3.2 Reflect (written and/or verbal) on the subject matter, symbols, and/or ideas in one’s own artwork.
3.3 Identify and hypothesize subject matter, symbols, and/or ideas in artwork of others (peers and masters).
Student Performance Indicators (SPIs)
The student will be able to
3.1.1 Implement subject matter, symbols, and ideas in one’s own artwork as guided by the teacher.
3.1.2 Integrate subject matter, symbols, and ideas in one’s own artwork as guided by the teacher.
3.1.3 Produce subject matter, symbols, and ideas in one’s own artwork as guided by the teacher.
3.2.1 Deconstruct subject matter, symbols, and ideas in one’s own artwork as guided by the teacher.
3.2.2 Reflect on subject matter, symbols, and ideas in one’s own artwork as guided by the teacher.
3.2.3 Critique subject matter, symbols, and ideas in one’s own artwork as guided by the teacher.
3.3.1 Categorize subject matter, symbols, and ideas in artwork of others.
3.3.2 Classify and make inferences about subject matter, symbols, and ideas in artwork of others.
3.3.3 Interpret subject matter, symbols, and ideas in artwork of others.
Standard 4.0 Historical and Cultural Relationships
The student will understand the visual arts in relation to history and cultures.
Grade Level Expectations (GLEs)
The student will
4.1 Understand and demonstrate that art comes from different cultures, times, and places.
4.2 Understand and demonstrate how culture, history, and art influence each other.
Checks for Understanding (Formative/Summative Assessments)
4.1 Classify sequences of events that influence art using teacher-guided activities.
Classify aspects of culture that influence art using teacher-guided activities.
4.2 Classify how culture, history, and art influence each other using teacher-guided activities.
Student Performance Indicators (SPIs)
The student will be able to
4.1.1 Analyze teacher-selected art from historical and contemporary cultures, times, and places.
4.1.2 Interpret teacher-selected art from historical and contemporary cultures, times, and places.
4.1.3 Compare and contrast teacher-selected art from historical and contemporary cultures, times, and places.
4.2.1 Discuss how culture, history, and art influence each other – past and present.
4.2.2 Interpret how culture, history, and art influence each other – past and present.
4.2.3 Compare and contrast how culture, history, and art influence each other – past and present.
Standard 5.0 Reflecting and Assessing
The student will reflect upon and assess the characteristics and merits of their work and the work of others.
Grade Level Expectations (GLEs)
The student will
5.1 Analyze and discuss the characteristics and merits of one’s own artwork.
5.2 Analyze and discuss the characteristics and merits of artworks of others.
5.3 Understand and demonstrate that viewers have different responses to art.
Checks for Understanding (Formative/Summative Assessments)
5.1 Deconstruct the characteristics and merits of one’s own artwork as guided, modeled or coached by the teacher.
Express (verbal and/or written) the characteristics and merits of one’s own artwork.
5.2 Deconstruct the characteristics and merits of selected artworks of others as guided, modeled or coached by the teacher.
Express (verbal and/or written) the characteristics and merits of selected artworks of others.
5.3 Explain and show, through teacher-guided activities, that different viewers have different responses to art.
Student Performance Indicators (SPIs)
The student will be able to
5.1.1 Analyze the characteristics and merits of one’s own artwork as guided by the teacher.
5.1.2 Analyze the characteristics and merits of one’s own artwork as modeled by the teacher.
5.1.3 Analyze the characteristics and merits of one’s own artwork as coached by the teacher.
5.2.1 Analyze the characteristics and merits of selected artwork of others as guided by the teacher
5.2.2 Analyze the characteristics and merits of selected artwork of others as modeled by the teacher.
5.2.3 Analyze the characteristics and merits of selected artwork of others as coached by the teacher.
5.3.1 Compare and contrast various responses to works of art as modeled by the teacher.
5.3.2 Compare and contrast various responses to works of art as coached by the teacher.
5.3.3 Compare and contrast various responses to works of art as facilitated by the teacher.
Standard 6.0 Interdisciplinary Connections
Students will make connections between visual arts and other disciplines.
Grade Level Expectations (GLEs)
The student will
6.1 Understand and discuss connections between visual arts and other arts disciplines.
6.2 Understand and discuss connections between visual arts and disciplines outside the arts.
Checks for Understanding (Formative/Summative Assessments)
6.1 Identify relationships between the visual arts and another arts discipline.
Express, through teacher-guided activities, relationships between the visual arts and another arts discipline.
6.2 Identify relationships between the visual arts and a discipline outside the arts.
Express, through teacher-guided activities, relationships between the visual arts and a discipline outside the arts.
Student Performance Indicators (SPIs)
The student will be able to
6.1.1 Compare and contrast connections between visual arts and other standards-based arts disciplines as guided by the teacher.
6.1.2 Explain connections between visual arts and other standards-based arts disciplines as guided by the teacher.
6.1.3 Explain connections between visual arts and other standards-based arts disciplines as modeled by the teacher.
6.2.1 Compare and contrast connections between visual arts and standards-based disciplines outside the arts as guided by the teacher.
6.2.2 Explain connections between visual arts and standards-based disciplines outside the arts as guided by the teacher.
6.2.3 Explain connections between visual arts and standards-based disciplines outside the arts as modeled by the teacher.


GRADE 4  

VISUAL ART CURRICULUM STANDARDS
FOURTH GRADE
Standard 1.0 Media, Techniques, and Processes
Students will understand and apply media, techniques, and processes.
Grade Level Expectations (GLEs)
The student will
1.1 Manipulate a variety of tools and media in a safe and responsible manner.
1.2 Apply a variety of media.
1.3 Apply a variety of techniques.
1.4 Investigate and apply a variety of processes.
1.5 Recognize, demonstrate and evaluate levels of craftsmanship.
Checks for Understanding (Formative/Summative Assessments)
1.1 Demonstrate developmentally-appropriate use of tools (e.g., drawing implements, painting implements, sculpting implements, printmaking implements, and technological sources).
Demonstrate developmentally-appropriate care for tools and work space.
Demonstrate safe use of tools in making art.
1.2 Demonstrate developmentally-appropriate use of media (e.g., drawing, painting, sculpting, printmaking and technology).
1.3 Demonstrate developmentally-appropriate proficiency in a variety of techniques
(e.g., cutting, pasting, assemblage, mixing color, contouring, working with form,
mark-making techniques, working with color theory, color schemes, painting wet into wet, book-making, printmaking, mixing applications of various techniques, and sourcing technology).
Utilize correct vocabulary to describe techniques of making art.
1.4 Explore and implement various ways of sequentially developing art from a concept to teacher-selected outcomes.
1.5 Evaluate levels of craftsmanship of one’s own and others’ (peer and master) works of art through teacher-facilitated methods such as rubrics or critique.
Model developmentally-appropriate craftsmanship.
Student Performance Indicators (SPIs)
The student is able to
1.1.1 Execute the intended use of tools as modeled by the teacher.
1.1.2 Execute the intended use of tools as coached by the teacher.
1.1.3 Execute the intended use of tools and proper care of work space as facilitated by the teacher.
1.2.1 Execute a variety of media in the intended manner as modeled by the teacher.
1.2.2 Execute a variety of media in the intended manner as coached by the teacher.
1.2.3 Integrate a variety of media in the intended manner as coached by the teacher.
1.3.1 Execute a variety of teacher sequenced techniques.
1.3.2 Execute a variety of teacher selected techniques.
1.3.3 Execute a variety of teacher coached techniques.
1.4.1 Execute a variety of teacher modeled processes.
1.4.2 Organize and execute a variety of teacher modeled processes.
1.4.3 Organize and execute a variety of teacher coached processes.
1.5.1 Demonstrate levels of craftsmanship as modeled by the teacher.
1.5.2 Execute levels of craftsmanship as modeled by the teacher.
1.5.3 Execute and analyze levels of craftsmanship as coached by the teacher.
Standard 2.0 Structures and Functions
Students will use knowledge of structures and functions.
Grade Level Expectations (GLEs)
The student will
2.1 Categorize elements of art.
2.2 Apply elements of art
2.3 Categorize principles of design.
2.4 Apply principles of design.
2.5 Understand purpose in art.
2.6 Apply purpose in art.
2.7 Understand context in art.
2.8 Apply context in art.
Checks for Understanding (Formative/Summative Assessments)
2.1 Explain (written and/or verbal) the perceived intent of the elements of art in others’ works of art.
Explain (written and/or verbal) the intended purpose in one’s own works of art.
2.2 Create artwork using the elements of art with specific intent.
2.3 Explain (written and/or verbal) the perceived intent of the principles of design in other’s works of art.
Explain (written and/or verbal) the intended purpose of the principles of design in one’s own works of art.
2.4 Create artwork using the principles of design with specific intent.
2.5 Summarize the perceived reasons for the creation of artworks using teacher-given guidelines.
2.6 Create works of art with an intended purpose or combination of purposes.
2.7 Summarize the perceived meaning of artworks using teacher-given guidelines.
2.8 Create works of art with intended meaning.
Student Performance Indicators (SPIs)
The student is able to
2.1.1 Compare and make inferences about the elements of art found in selected artwork.
2.1.2 Interpret the elements of art found in selected artwork.
2.1.3 Critique the elements of art found in selected artwork.
2.2.1 Execute chosen elements in one’s own artwork.
2.2.2 Integrate chosen elements in one’s own artwork.
2.2.3 Experiment with chosen elements in one’s own artwork.
2.3.1 Compare and make inferences about the principles of design found in selected artwork
2.3.2 Interpret the principles of design found in selected artwork.
2.3.3 Critique the principles of design found in selected artwork.
2.4.1 Execute chosen principles of design in one’s own artwork.
2.4.2 Integrate chosen principles of design in one’s own artwork.
2.4.3 Experiment with chosen principles of design in one’s own artwork.
2.5.1 Explain and make inferences about the purposes of selected artworks through teacher-guided cues.
2.5.2 Compare the purposes of selected artworks through teacher-guided cues.
2.5.3 Critique the purposes of selected artworks through teacher-guided cues.
2.6.1 Execute chosen purposes in one’s own artwork
2.6.2 Integrate chosen purposes in one’s own artwork
2.6.3 Experiment with chosen purposes in one’s own artwork.
2.7.1 Explain and make inferences about the context of selected artworks through teacher-guided cues.
2.7.2 Compare the context of selected artworks through teacher-guided cues.
2.7.3 Critique the context of selected artworks through teacher-guided cues.
2.8.1 Execute a chosen context in one’s own artwork
2.8.2 Integrate a chosen context in one’s own artwork
2.8.3 Experiment with a chosen context in one’s own artwork
Standard 3.0 Evaluation
Students will choose and evaluate a range of subject matter, symbols, and ideas.
Grade Level Expectations (GLEs)
The student will
3.1 Select and demonstrate subject matter, symbols, and ideas in one’s art.
3.2 Analyze and evaluate subject matter, symbols, and ideas in one’s art.
3.3 Explain subject matter, symbols, and ideas in art.
Checks for Understanding (Formative/Summative Assessments)
3.1 Choose subject matter, symbols, and/or ideas with teacher guidance.
Execute pre-selected subject matter, symbols, and ideas in one’s own artwork.
3.2 Reflect (written and/or verbal) on the subject matter, symbols, and ideas in one’s own artwork.
3.3 Investigate similarities and differences in subject matter, symbols, and ideas between one’s own artwork and artworks of others (peers and masters).
Student Performance Indicators (SPIs)
The student is able to
3.1.1 Implement subject matter, symbols, and ideas in one’s own artwork as modeled by the teacher.
3.1.2 Integrate subject matter, symbols, and ideas in one’s own artwork as modeled by the teacher.
3.1.3 Produce subject matter, symbols, and ideas in one’s own artwork as modeled by the teacher.
3.2.1 Deconstruct subject matter, symbols, and ideas in one’s own artwork as modeled by the teacher.
3.2.2 Reflect on subject matter, symbols, and ideas in one’s own artwork as modeled by the teacher.
3.2.3 Critique subject matter, symbols, and ideas in one’s own artwork as modeled by the teacher.
3.3.1 Classify and make inferences about subject matter, symbols, and ideas in artwork of others.
3.3.2 Interpret subject matter, symbols, and ideas in artwork of others.
3.3.3 Compare and contrast subject matter, symbols, and ideas in artworks of others.
Standard 4.0 Historical and Cultural Relationships
Students will understand the visual arts in relation to history and cultures.
Grade Level Expectations (GLEs)
The student will
4.1 Explore the relationship of art from different cultures, times, and places.
4.2 Examine and demonstrate how culture, history, and art influence one another.
Checks for Understanding (Formative/Summative Assessments)
4.1 Examine characteristics of selected cultures and the art of those cultures through teacher-guided activities.
Examine characteristics of selected times and the art from those times through teacher-guided activities.
Examine characteristics of selected places and the art from those places through teacher-guided activities.
Compare and contrast art from selected cultures, times, and places.
4.2 Relate, through teacher-guided activities, how culture, history, and art influence each other.
Student Performance Indicators (SPIs)
The student will be able to
4.1.1 Interpret teacher-selected art from historical and contemporary cultures, times, and places.
4.1.2 Compare and contrast teacher-selected art from historical and contemporary cultures, times, and places.
4.1.3 Evaluate teacher-selected art from historical and contemporary cultures, times, and places.
4.2.1 Interpret how culture, history, and art influence each other – past and present.
4.2.2 Compare and contrast how culture, history, and art influence each other – past and present.
4.2.3 Debate how culture, history, and art influence each other – past and present.
Standard 5.0 Reflecting and Assessing
The student will reflect upon and assess the characteristics and merits of their work and the work of others.
Grade Level Expectations (GLEs)
The student will
5.1 Analyze and discuss the characteristics and merits of one’s own artwork.
5.2 Analyze and discuss the characteristics and merits of artwork of others.
5.3 Investigate viewers’ responses to art.
Checks for Understanding (Formative/Summative Assessments)
5.1 Deconstruct the characteristics and merits of one’s own artwork as guided, modeled or coached by the teacher..
Express (verbal and/or written) the characteristics and merits of one’s own artwork.
5.2 Deconstruct the characteristics and merits of selected artworks of others as guided, modeled or coached by the teacher.
Express (verbal and/or written) the characteristics and merits of selected artworks of others.
5.3 Explain and show that different viewers have different responses to art through teacher-guided activities.
Student Performance Indicators (SPIs)
The student will be able to
5.1.1 Interpret characteristics and merits of the student’s own artwork as modeled by the teacher.
5.1.2 Compare and contrast the characteristics and merits of the student’s own artwork as coached by the teacher.
5.1.3 Evaluate the characteristics and merits of the student’s own artwork as facilitated by the teacher.
5.2.1 Interpret the characteristics and merits of artwork of others as modeled by the teacher.
5.2.2 Compare and contrast the characteristics and merits of artwork of others as coached by the teacher.
5.2.3 Evaluate the characteristics and merits of artwork of others as coached by the teacher.
5.3.1 Compare and contrast various responses to art as coached by the teacher.
5.3.2 Compare and contrast various responses to art as facilitated by the teacher.
5.3.3 Evaluate various responses to art as facilitated by the teacher.
Standard 6.0 Interdisciplinary Connections
Students will make connections between visual arts and other disciplines.
Grade Level Expectations (GLEs)
The student will
6.1 Compare and discuss connections between visual arts and other arts disciplines.
6.2 Compare and discuss connections between visual arts and disciplines outside the arts.
Checks for Understanding (Formative/Summative Assessments)
6.1 Explore and identify relationships between the visual arts and other arts disciplines.
6.2 Express, through teacher-guided activities, relationships between the visual arts and
disciplines outside the arts.
Student Performance Indicators (SPIs)
The student will be able to
6.1.1 Explain connections between visual arts and other standards-based arts disciplines as guided by the teacher.
6.1.2 Explain connections between visual arts and other standards-based arts disciplines as modeled by the teacher.
6.1.3 Explain connections between visual arts and other standards-based arts disciplines as facilitated by the teacher.
.
6.2.1 Explain connections between visual arts and standards-based disciplines outside the arts as guided by the teacher.
6.2.2 Explain connections between visual arts and standards-based disciplines outside the arts as modeled by the teacher.
6.2.3 Explain connections between visual arts and standards-based disciplines outside the arts as facilitated by the teacher.


GRADE 5  

VISUAL ART CURRICULUM STANDARDS
FIFTH GRADE
Standard 1.0 Media, Techniques, and Processes
Students will understand and apply media, techniques, and processes.
Grade Level Expectations (GLEs)
The student will
1.1 Manipulate a variety of tools and media in a safe and responsible manner.
1.2 Apply a variety of media.
1.3 Analyze and demonstrate a variety of techniques.
1.4 Analyze and apply a variety of processes.
1.5 Recognize, demonstrate and evaluate levels of craftsmanship.
Checks for Understanding (Formative/Summative Assessments)
1.1 Demonstrate developmentally-appropriate use of tools (e.g., drawing implements, painting implements, sculpting implements, printmaking implements, and technological sources).
Demonstrate developmentally-appropriate care for tools, media and work space.
Demonstrate safety of tool usage in making art.
1.2 Demonstrate developmentally-appropriate use of media (e.g., drawing, painting, sculpting, printmaking, and technology)
1.3 Demonstrate developmentally-appropriate proficiency in a variety of technique (e.g., cutting, pasting, assemblage, mixing color, drawing utilizing contour lines, working with form, mark-making techniques, working with color theory, color schemes, painting wet into wet, book-making, printmaking, working with scale, mixing applications of various techniques, and sourcing technology).
Use correct vocabulary to describe techniques of making art.
1.4 Explore and implement various ways of sequentially developing art from a concept to teacher-selected outcomes.
1.5 Critique levels of craftsmanship of one’s own and others’ (peer and master) artwork through teacher-facilitated methods.
Model developmentally-appropriate craftsmanship.
Student Performance Indicators (SPIs)
The student is able to
1.1.1 Execute the intended use of tools and proper care of work space as coached by the teacher.
1.1.2 Execute the intended use of tools and proper care of work space as facilitated by the teacher.
1.1.3 Execute the intended use of tools and proper care of work space.
1.2.1 Execute a variety of media in the intended manner as coached by the teacher.
1.2.2 Integrate a variety of media in the intended manner as coached by the teacher.
1.2.3 Integrate a variety of media in the intended manner as facilitated by the teacher.
1.3.1 Execute a variety of teacher-modeled techniques.
1.3.2 Execute a variety of teacher-coached techniques.
1.3.3 Experiment with and execute a variety of teacher-facilitated techniques.
1.4.1 Organize and execute a variety of teacher-modeled processes.
1.4.2 Organize and execute a variety of teacher-coached processes.
1.4.3 Experiment with, organize and execute a variety of teacher-facilitated processes.
1.5.1 Execute and analyze levels of craftsmanship as modeled by teacher.
1.5.2 Execute and analyze levels of craftsmanship as coached by teacher.
1.5.3 Execute and judge levels of craftsmanship as facilitated by teacher.
Standard 2.0 Structures and Functions
Students will use knowledge of structures and functions.
Grade Level Expectations (GLEs)
The student will
2.1 Analyze and apply the elements of art.
2.2 Apply the elements of art.
2.3 Analyze and apply principles of design.
2.4 Apply principles of design.
2.5 Evaluate purpose in art.
2.6 Apply purpose in art.
2.7 Evaluate context in art.
2.8 Apply context in art.
Checks for Understanding (Formative/Summative Assessments)
2.1 Examine and explain (written and/or verbal) the perceived intent of the elements of art in selected artwork of others.
Examine and explain (written and/or verbal) the intended purpose in one’s own artwork.
2.2 Create artwork using the elements of art with specific intent.
2.3 Examine and explain (written and/or verbal) the perceived intent of the principles of design in selected artwork of others.
Examine and explain (written and/or verbal) the intended purpose of the principles of design in one’s own artwork.
2.4 Create artwork using the principles of deign with specific intent.
2.5 Critique the perceived reasons for the creation of selected artwork using teacher-given guidelines.
2.6 Create works of art with an intended purpose or combination of purposes.
2.7 Critique the intended meaning of selected artwork using teacher-given guidelines.
2.8 Create works of art with intended meaning.
Student Performance Indicators (SPIs)
The student is able to
2.1.1 Compare the elements of art found in selected artwork.
2.1.2 Interpret the elements of art found in selected artwork.
2.1.3 Critique the elements of art found in selected artwork.
2.2.1 Execute chosen elements in one’s own artwork.
2.2.2 Integrate chosen elements in one’s own artwork.
2.2.3 Experiment with chosen elements in one’s own artwork.
2.3.1 Compare the principles of design found in selected artwork
2.3.2 Interpret the principles of design found in selected artwork.
2.3.3 Critique the principles of design found in selected artwork.
2.4.1 Execute chosen principles of design in one’s own artwork.
2.4.2 Integrate chosen principles of design in one’s own artwork.
2.4.3 Experiment with chosen principles of design in one’s own artwork.
2.5.1 Explain the purposes of selected artworks through teacher-guided context clues.
2.5.2 Compare the purposes of selected artworks through teacher-guided context clues.
2.5.3 Critique the purposes of selected artworks through teacher-guided context clues.
2.6.1 Execute chosen purposes in one’s own work
2.6.2 Integrate chosen purposes in one’s own work
2.6.3 Experiment with chosen purposes in one’s own work.
2.7.1 Explain the context of selected artworks through teacher-guided context clues.
2.7.2 Compare the context of selected artworks through teacher-guided context clues.
2.7.3 Critique the context of selected artworks through teacher-guided context clues.
2.8.1 Execute a chosen context in one’s own work
2.8.2 Integrate a chosen context in one’s own work
2.8.3 Experiment with a context function in one’s own work
Standard 3.0 Evaluation
Students will choose and evaluate a range of subject matter, symbols, and ideas.
Grade Level Expectations (GLEs)
The student will
3.1 Plan, design, and demonstrate subject matter, symbols, and ideas in one’s art.
3.2 Analyze and critique subject matter, symbols, and ideas in one’s art.
3.3 Critique subject matter, symbols, and ideas in art.
Checks for Understanding (Formative/Summative Assessments)
3.1 Select and execute combinations of subject matter, symbols, and ideas in one’s art with teacher facilitation.
3.2 Reflect (written and/or verbal) on the subject matter, symbols, and ideas in one’s own artwork.
3.3 Investigate similarities and differences in subject matter, symbols, and ideas between one’s own artwork and the artwork of others (peers and masters).
Student Performance Indicators (SPIs)
The student will be able to
3.1.1 Implement subject matter, symbols, and ideas in one’s own artwork as coached by the teacher.
3.1.2 Integrate subject matter, symbols, and ideas in one’s own artwork as coached by the teacher.
3.1.3 Produce subject matter, symbols, and ideas in one’s own artwork as coached by the teacher.
3.2.1 Deconstruct subject matter, symbols, and ideas in one’s own artwork as coached by the teacher.
3.2.2 Reflect on subject matter, symbols, and ideas in one’s own artwork as coached by the teacher.
3.2.3 Critique subject matter, symbols, and ideas in one’s own artwork as coached by the teacher.
3.3.1 Interpret subject matter, symbols, and ideas in artwork of others.
3.3.2 Compare and contrast subject matter, symbols, and ideas in artworks of others.
3.3.3 Critique subject matter, symbols, and ideas in artwork of others.
Standard 4.0 Historical and Cultural Relationships
Students will understand the visual arts in relation to history and cultures.
Grade Level Expectations (GLEs)
The student will
4.1 Explore the relationship of art from different cultures, time, and places.
4.2 Examine and demonstrate how culture, history, and art influence each other.
Checks for Understanding (Formative/Summative Assessments)
4.1 Examine characteristics of select cultures and the art of those cultures through teacher-guided activities.
Examine characteristics of select times and the art from those times through teacher-guided activities.
Examine characteristics of select places and the art from those places through teacher-guided activities.
Compare and contrast selected art from various cultures, times, and places.
4.2 Relate, through teacher-guided activities, how culture, history, and art influence each other.
Student Performance Indicators (SPIs)
The student will be able to
4.1.1 Interpret teacher-selected artwork from historical and contemporary cultures, times, and places.
4.1.2 Compare and contrast teacher-selected artworks from historical and contemporary cultures, times, and places.
4.1.3 Evaluate teacher-selected artwork from historical and contemporary cultures, times, and places.
4.2.1 Interpret how culture, history, and art influence each other – past and present.
4.2.2 Compare and contrast how culture, history and art influence each other – past and present.
4.2.3 Debate how culture, history and art influence each other – past and present.
Standard 5.0 Reflecting and Assessing
The student will reflect upon and assess the characteristics and merits of their work and the work of others.
Grade Level Expectations (GLEs)
The student will
5.1 Analyze and justify the characteristics and merits of one’s artwork.
5.2 Analyze and justify the characteristics and merits of other’s artwork.
5.3 Investigate and evaluate viewers’ responses to art.
Checks for Understanding (Formative/Summative Assessments)
5.1 Deconstruct the characteristics and merits of one’s own artwork as guided, modeled or coached by the teacher.
Critique (verbal and/or written) the characteristics and merits of one’s own artwork.
5.2 Deconstruct the characteristics and merits of selected artwork of others as guided, modeled or coached by the teacher.
Critique (verbal and/or written) the characteristics and merits of selected artwork of others.
5.3 Inquire, through teacher-guided activities, why different viewers have different responses to art.
Appraise, through teacher-guided activities, different viewers’ responses to art.
Student Performance Indicators (SPIs)
The student will be able to
5.1.1 Compare and contrast the characteristics and merits of one’s own artwork as coached by the teacher.
5.1.2 Evaluate the characteristics and merits of one’s own artwork as facilitated by the teacher.
5.1.3 Critique the characteristics and merits of one’s own artwork as facilitated by the teacher.
5.2.1 Compare and contrast the characteristics and merits of the artwork of others as coached by the teacher.
5.2.2 Evaluate the characteristics and merits of the artwork of others as coached by the teacher.
5.2.3 Critique the characteristics and merits of the artwork of others as coached by the teacher.
5.3.1 Compare and contrast various responses to artworks as facilitated by the teacher.
5.3.2 Evaluate various responses to artworks as facilitated by the teacher.
5.3.3 Critique various responses to artworks as facilitated by the teacher.
Standard 6.0 Interdisciplinary Connections
Students will make connections between visual arts and other disciplines.
Grade Level Expectations (GLEs)
The student will
6.1 Compare and analyze connections between visual arts and other arts disciplines.
6.2 Compare and analyze connections between visual arts and disciplines outside the arts.
Checks for Understanding (Formative/Summative Assessments)
6.1 Distinguish commonalities between the visual arts and other disciplines.
6.2 Analyze the relationships between the visual arts and other disciplines through teacher-
guided activities.
Student Performance Indicators (SPIs)
The student will be able to
6.1.1 Explain connections between visual arts and other standards-based arts disciplines as modeled by the teacher.
6.1.2 Explain connections between visual arts and other standards-based arts disciplines as facilitated by the teacher.
6.1.3 Explain connections between visual arts and other standards-based arts disciplines as guided by the teacher.
6.2.1 Explain connections between visual arts and standards-based disciplines outside the arts as modeled by the teacher.
6.2.2 Explain connections between visual arts and standards-based disciplines outside the arts as facilitated by the teacher.
6.2.3 Illustrate connections between visual arts and standards-based disciplines outside the arts as guided by the teacher.


GRADES 6-8  

VISUAL ART CURRICULUM STANDARDS
GRADES 6-8
Standard 1.0 Media, Techniques and Processes
Students will understand and apply media, techniques, and processes.
Course Level Expectations (CLEs)
The student will
1.1 Demonstrate an understanding of the application of current media, techniques, technologies, and processes.
1.2 Demonstrate an understanding of the safe and responsible use of art media and tools.
1.3 Compare and contrast the effective communication of ideas through the use of media, techniques, technologies, and processes.
1.4 Reflect on the qualities and characteristics of a variety of media.
Checks for Understanding
Formative:
1.1 Identify and recognize media and tools (i.e. name the specific tools and materials
being used).
1.2 Use media and tools safely and appropriately (i.e., show correct manipulation of
materials and tools).
1.3 Communicate ideas both verbally and non-verbally (i.e., in written or oral discussions
about works of art).
1.4 Identify and recognize qualities and characteristics of a medium (e.g., discuss the
physical properties and aesthetic characteristics of a specific medium).
Summative:
1.1 Demonstrate proficiency in the use of media, techniques, technologies, and processes (e.g., distinguish between and correctly use tools and media).
1.2 Use media and tools safely and without incident (i.e., show control and safe use of tools and materials).
1.3 Communicate ideas effectively to the viewer both verbally and non-verbally (e.g., class critiques, displays, assignments, class discussions).
1.4 Apply successfully the qualities and characteristics of a chosen medium (e.g., make informed selection of materials based on anticipated physical/aesthetic qualities).
Student Performance Indicators (SPIs)
The student is able to
1.1.1 Explore and describe different types of media, techniques, technologies, and processes.
1.1.2 Develop and demonstrate control of different types of media, techniques, and processes.
1.1.3 Select appropriate media, techniques, and processes to create intended meaning and desired effect in a work of art.
1.2.1 Use media and tools in a safe and responsible manner.
1.2.2 Use media and tools in a safe, responsible, and effective manner.
1.2.3 Use media and tools in a safe, responsible, effective, and accomplished manner.
1.3.1 Recognize how ideas are communicated through the use of media, techniques, technologies, and processes.
1.3.2 Explore how ideas are communicated through the use of media, techniques, and processes.
1.3.3 Consider and communicate a specific idea through the appropriate use of media, techniques, and processes.
1.4.1 Demonstrate an understanding of the qualities and characteristics of an art medium.
1.4.2 Demonstrate an understanding of the qualities and characteristics of art media.
1.4.3 Demonstrate an understanding of how the qualities and characteristics of a variety of art media relate to each other.
Standard 2.0 Structures and Functions
Students will use knowledge of both structures and functions.
Course Level Expectations (CLEs)
The students will
2.1 Demonstrate an understanding of the elements of art and the principles of design.
2.2 Demonstrate critical thinking skills in addressing visual arts assignments.
2.3 Demonstrate an understanding of various sensory and expressive qualities in a work of art.
2.4 Compare and contrast organizational structures in works of art.
2.5 Reflect on the effective use of organizational components (structures) and expressive qualities (functions) to communicate ideas in works of art.
Checks for Understanding
Formative:
2.1 Identify the elements of art and principles of design (i.e., name the elements and principles).
2.2 Strategize solutions to a specific visual art assignment (e.g., generate or brainstorm ideas, complete thumbnail sketches of ideas, develop solutions).
2.3 Recognize that various sensory and expressive qualities in art evoke ideas and emotions (e.g., discuss the ideas and feelings portrayed in a work of art).
2.4 Identify organizational structures in a work of art (i.e., list the elements and principles used in a specific work of art)
2.5 Recognize that structures and functions can be used to communicate ideas (i.e., discuss the message created through the use of elements and principles within a work of art).
Summative:
2.1 Use the elements and principles appropriately in discussion and creation of a work of art (e.g., correct use of vocabulary in written and oral description of art work, informed use of elements and principles in creating artwork).
2.2 Execute chosen strategies to solve specific visual art assignments (e.g., choose best strategy and complete a work of art).
2.3 Use the various sensory and expressive qualities in art to evoke ideas and emotions (e.g., create an artwork that portrays a specific mood or feeling).
2.4 Apply organizational structures in a work of art (e.g., create a work of art that combines one or more elements of art with one or more principles of design).
2.5 Communicate ideas through the use of structures and functions in a work of art (e.g., create a narrative artwork that combines the elements and principles).
Student Performance Indicators (SPIs)
The student is able to
2.1.1 Identify the elements of art and principles of design.
2.1.2 Analyze the elements of art and principles of design.
2.1.3 Apply the elements of art and principles of design.
2.2.1 Identify specific issues in visual art assignments.
2.2.2 Formulate a strategy to address a specific visual art assignment.
2.2.3 Choose and execute, successfully, a solution to a specific visual art assignment.
2.3.1 Recognize various sensory and expressive qualities in a work of art.
2.3.2 Analyze various sensory and expressive qualities in a work of art.
2.3.3 Apply various sensory and expressive qualities in a work of art.
2.4.1 Recognize organizational structures in works of art.
2.4.2 Analyze organizational structures in works of art.
2.4.3 Compare similarities among and differences between organizational structures in works of art.
2.5.1 Identify the effective use of structures and functions to communicate ideas in works of art.
2.5.2 Analyze the effective use of structures and functions to communicate ideas in works of art.
2.5.3 Apply structures and functions to communicate ideas in works of art in an effective manner.
Standard 3.0 Evaluation
Students will choose and evaluate a range of subject matter, symbols, and ideas.
Course Level Expectations (CLEs)
The student will
3.1 Recognize and use subject matter, themes, and symbols in works of art.
3.2 Demonstrate knowledge of contexts, values, and aesthetics that communicate intended meanings in artworks.
3.3 Reflect on the effective use of subject matter, symbols, and ideas.
Checks for Understanding
Formative:
3.1 Describe the subject matter in a work of art (e.g., identify the subject matter of the artwork).
Describe the themes in a work of art (e.g., identify themes in artwork).
Describe the symbols in a work of art (e.g., name the specific symbols used in artwork).
3.2 Explore meaning through context, value, and/or aesthetics (e.g., identify implied meaning in a work of art based on context).
3.3 Analyze use of subject matter in a work of art (e.g., discuss an artist’s use of subject matter such as trees or flowers in a work of art).
Analyze use of symbols in a work of art (e.g., discuss an artist’s use of symbols such as Jasper Johns’ ‘target’ in a work of art).
Analyze use of ideas in a work of art (e.g., discuss an artist’s use of ideas such as war, environmental concerns, love, in a work of art).
Summative:
3.1 Use, successfully, subject matter in a work of art.
Use, successfully, themes in a work of art.
Use, successfully, symbols in a work of art.
3.2 Communicate a specific idea through contexts, values, and aesthetics in a work of art.
3.3 Choose and execute subject matter in a work of art (e.g., use subject matter such as trees or flowers in a work of art).
Choose and execute symbols in a work of art (e.g., use symbols such as Jasper Johns’ ‘target’ in a work of art).
Choose and execute ideas in a work of art (e.g., use ideas such as war, environmental concerns, love, in a work of art).
Student Performance Indicators (SPIs)
The student is able to
Level 1
3.1.1 Identify subject matter, themes, and symbols in works of art.
3.1.2 Analyze the use of subjects, themes, and symbols in works of art.
3.1.3 Apply subjects, themes, and symbols in works of art in an effective manner.
3.2.1 Recognize contexts, values, and aesthetics used to communicate intended meanings in artworks.
3.2.2 Analyze contexts, values, and aesthetics used to communicate intended meanings in artworks.
3.2.3 Apply contexts, values, and aesthetics used to communicate intended meanings in artworks.
3.3.1 Recognize the effective use of subject matter, symbols, and ideas
3.3.2 Analyze the effective use of subject matter, symbols, and ideas
3.3.3 Judge the effective use of subject matter, symbols, and ideas
Standard 4.0 Historical and Cultural Relationships
Students will understand the visual arts in relation to history and cultures.
Course Level Expectations (CLEs)
The student will:
4.1 Demonstrate an understanding of the historical and cultural contexts of artwork.
4.2 Demonstrate an understanding of the role of artists throughout history and cultures.
4.3 Compare and contrast the characteristics of artwork in various eras and cultures.
4.4 Reflect on how cultural factors of time and place influence the meaning of artworks.
4.5 Reflect on how historical and cultural factors influence contemporary artwork and visual culture.
Checks for Understanding
Formative:
4.1 Communicate how societies and cultures influence works of art.
4.2 Demonstrate an understanding of the influence and impact of artists through history and across cultures.
4.3 Recognize similarities and differences in artwork from given eras.
4.4 Discuss how the cultural context of a work of art contributes to its meaning.
4.5 Discuss how contemporary artwork is influenced by historical and cultural factors.
Summative:
4.1 Recognize an artist’s use of historical and cultural influences in an art work (e.g., class critiques and discussion(s)).
4.2 Identify the influence and impact specific artists have demonstrated through history and across cultures.
4.3 Compare and contrast specific artwork from given eras.
4.4 Demonstrate an understanding of how the cultural context of a work of art contributes to its meaning.
4.5 Demonstrate how contemporary artwork is influenced by historical and cultural factors.
Student Performance Indicators (SPIs)
The student is able to
4.1.1 Identify the historical and cultural context of a specific artwork.
4.1.2 Examine the historical and cultural contexts of given artwork.
4.1.3 Report on the historical and cultural contexts of given artwork.
4.2.1 Identify the role of artists throughout history and cultures.
4.2.2 Examine the role of artists throughout history and cultures.
4.2.3 Deliberate on the role of artists throughout history and cultures.
4.3.1 Identify the characteristics of artwork in various eras and cultures.
4.3.2 Analyze the characteristics of artwork in various eras and cultures.
4.3.3 Evaluate the characteristics of artwork in various eras and cultures.
4.4.1 Recognize how cultural factors of time and place influence the meaning of artworks.
4.4.2 Analyze how cultural factors of time and place influence the meaning of artworks.
4.4.3 Evaluate how cultural factors of time and place influence the meaning of artworks.
4.5.1 Identify how historical and cultural factors influence contemporary artwork.
4.5.2 Examine how historical and cultural factors influence contemporary artwork.
4.5.3 Evaluate how historical and cultural factors influence contemporary artwork.
Standard 5.0 Reflecting and Assessing
The student will reflect upon and assess the characteristics and merits of their work and the work of others.
Course Level Expectations (CLEs)
The student will
5.1 Demonstrate an understanding of multiple intentions in creating works of art.
5.2 Demonstrate an understanding of various interpretations of works of art.
5.3 Compare and contrast one’s artwork with the artwork of others.
5.4 Understand the strategies involved in a successful critique.
Checks for Understanding
Formative:
5.1 Recognize intentions and factors that motivate artists to create art.
5.2 Recognize various interpretations of works of art.
5.3 Discuss one’s art and the art of others in class critiques.
5.4 Identify how description, analysis, interpretation and judgment are factors of a successful critique.
Summative:
5.1 Evaluate intentions and factors that motivate artists to create art.
5.2 Interpret the possible meaning of a work of art in two ways.
5.3 Reflect on the discussion of one’s art and the art of others in class critiques.
5.4 Use description, analysis, interpretation and judgment to successfully critique a work of art.
Student Performance Indicators (SPIs)
The student is able to
5.1.1 Identify multiple intentions in creating works of art.
5.1.2 Analyze multiple intentions in creating works of art.
5.1.3 Evaluate multiple intentions in creating works of art.
5.2.1 Identify various interpretations of works of art.
5.2.2 Analyze various interpretations of works of art.
5.2.3 Consider various interpretations of works of art.
5.3.1 Identify similarities among one’s artwork and the artwork of others.
5.3.2 Analyze similarities among and differences between one’s artwork and the artwork of others.
5.3.3 Deliberate on the similarities among and differences between one’s artwork and the artwork of others.
5.4.1 Identify the strategies involved in a successful critique.
5.4.2 Analyze positive qualities of an artwork using the strategies involved in a successful critique.
5.4.3 Evaluate qualities of an artwork using the strategies involved in a successful critique.
Standard 6.0 Interdisciplinary Connections
Students will make connections between visual arts and other disciplines.
Course Level Expectations (CLEs)
The student will
6.1 Demonstrate an understanding of similarities between visual arts and other academic disciplines.
6.2 Discover how unique qualities of visual art compliment student’s total learning.
Checks for Understanding
Formative:
6.1 Identify, ideas, issues, and/or themes present in visual art and another academic discipline.
6.2 Identify how the unique characteristics of visual art improve comprehension of another academic discipline (e.g., measuring skills/math; topography skills/social studies; parts-to-whole/English-Language Arts).
Summative:
6.1 Create a work of art using ideas, issues, and/or themes present in visual art and another academic discipline.
6.2 Discuss how the study of visual art contributes greater understanding of another academic discipline.
Demonstrate how study in visual art, when combined with another academic discipline, contributes to problem-solving skills.
Student Performance Indicators (SPIs)
The student is able to
6.1.1 Identify similarities between visual art and another academic discipline.
6.1.2 Examine similarities between visual art and another academic discipline.
6.1.3 Consider similarities between visual art and other academic disciplines.
6.2.1 Identify how the unique characteristics of visual art improve comprehension in one other academic discipline (e.g., measuring skills/math; topography skills/social studies; parts-to-whole/English-Language Arts).
6.2.2 Examine how the unique characteristics of visual art improve comprehension in one other academic discipline (e.g., measuring skills/math; topography skills/social studies; parts-to-whole/English-Language Arts).
6.2.3 Speculate as to how the unique characteristics of visual art improve comprehension in one other academic discipline (e.g., measuring skills/math; topography skills/social studies; parts-to-whole/English-Language Arts).


KINDERGARTEN  

VISUAL ART CURRICULUM STANDARDS
KINDERGARTEN
Standard 1.0 Media, Techniques, and Processes
Students will understand and apply media, techniques, and processes.
Grade Level Expectations (GLEs)
The student will
1.1 Use selected tools and media in a safe manner.
1.2 Explore a variety of techniques.
1.3 Experiment with a variety of processes.
1.4 Explore levels of craftsmanship.
Checks for Understanding (Formative/Summative Assessment)
1.1 Demonstrate developmentally appropriate use of tools and media. (e.g., scissors,
glue, pencils, markers, crayons, paint brushes, paint, paper.)
Use tools in a safe manner.
1.2 Paint, glue, cut, sculpt, draw, collage, and print at a developmentally appropriate level.
1.3 Demonstrate developmentally appropriate knowledge of art processes (e.g., painting, printing, mixed media.)
1.4 Produce artwork with developmentally appropriate craftsmanship.
Identify levels of craftsmanship in artwork.
Student Performance Indicators (SPIs)
The student is able to
1.1.1 Identify teacher selected tools and media and describe how to use them in a safe
manner.
1.1.2 Demonstrate the use of teacher selected tools and media in a safe manner.
1.1.3 Demonstrate precision in the use of teacher selected tools and media in a safe
manner.
1.2.1 Recognize a variety of teacher selected techniques.
1.2.2 Recognize and explain a variety of teacher selected techniques.
1.2.3 Demonstrate a variety of teacher sequenced techniques.
1.3.1 Recognize a variety of teacher selected processes.
1.3.2 Recognize and explain a variety of teacher selected processes.
1.3.3 Demonstrate a variety of teacher selected processes.
1.4.1 Examine levels of craftsmanship as modeled by the teacher.
1.4.2 Discuss levels of craftsmanship as modeled by the teacher.
1.4.3 Identify levels of craftsmanship as modeled by the teacher.
Standard 2.0 Structures and Functions
Students will use knowledge of structures and functions
Grade Level Expectations (GLEs)
The student will
2.1 Identify the elements of art.
2.2 Identify the principles of design.
2.3 Recognize that art has a purpose.
2.4 Recognize that art has a context.
Checks for Understanding (Formative/Summative Assessments)
2.1 Demonstrate developmentally appropriate knowledge of the elements of art.
Use appropriate vocabulary to identify the elements of art.
2.2 Demonstrate developmentally appropriate knowledge of the principles of design.
Use appropriate vocabulary to identify the principles of design.
2.3 Demonstrate developmentally appropriate knowledge of the purposes of art.
2.4 Demonstrate developmentally appropriate knowledge of contexts in art.
Student Performance Indicators (SPIs)
The student is able to
2.1.1 Name examples of lines, shapes, colors, textures, form, and space.
2.1.2 Describe examples of lines, shapes, colors, textures, form, and space.
2.1.3 Classify examples of the elements of art.
2.2.1 Experience examples of these principles of design: balance, variety, rhythm
and proportion.
2.2.2 Experience examples of the principles of design.
2.2.3 Recognize examples of the principles of design.
2.3.1 Explore purposes of artwork selected by the teacher.
2.3.2 Explore and describe purposes of artwork selected by the teacher.
2.3.3 Sort purposes of artwork selected by the teacher.
2.4.1 Explore context of artwork selected by the teacher.
2.4.2 Explore and describe context of artwork selected by the teacher.
2.4.3 Identify context of artwork selected by the teacher.

Standard 3.0 Evaluation
Students will choose and evaluate a range of subject matter, symbols, and ideas.
Grade Level Expectations (GLEs)
The student will
3.1 Select subject matter, symbols, and ideas for the student’s own art.
3.2 Describe subject matter, symbols, and ideas in the student’s own art.
3.3 Describe subject matter, symbols, and ideas in others’ art.
Checks for Understanding (Formative/Summative Assessments)
3.1 Choose developmentally appropriate subject matter with teacher guidance.
Choose developmentally appropriate symbols with teacher guidance.
Choose developmentally appropriate ideas with teacher guidance.
3.2 Create and explain artwork using developmentally appropriate subject matter.
Create and explain artwork using developmentally appropriate symbols.
Create and explain artwork using developmentally appropriate ideas.
3.3 Describe, in a developmentally appropriate way, subject matter in others’ artwork.
Describe, in a developmentally appropriate way, symbols in others’ artwork.
Describe, in a developmentally appropriate way, ideas in others’ artwork.
Student Performance Indicators (SPIs)
The student is able to
3.1.1 Explore teacher selected subject matter, symbols, and ideas in the student’s own art.
3.1.2 Choose subject matter, symbols, and ideas for the student’s own art.
3.1.3 Select and apply subject matter, symbols, and ideas in the student’s own art.
3.2.1 Recognize subject matter and symbols in the student’s own art.
3.2.2 Identify subject matter, symbols, and ideas in the student’s own art.
3.2.3 Explain subject matter, symbols, and ideas in the student’s own art.
3.3.1 Recognize subject matter and symbols in others art.
3.3.2 Identify subject matter, symbols, and ideas in others art.
3.3.3 Explain subject matter, symbols, and ideas in others art.
Standard 4.0 Historical and Cultural Relationships
Students will understand the visual arts in relation to history and cultures.
Grade Level Expectations (GLEs)
The student will
4.1 Recognize that art comes from different cultures, times, and places.
Checks for Understanding (Formative/Summative Assessments)
4.1 Demonstrate developmentally appropriate knowledge of art from different cultures, times, and places.
Student Performance Indicators (SPIs)
The student is able to
4.1.1 Explore teacher selected art from different cultures and places.
4.1.2 Explore teacher selected art from different cultures, times, and places.
4.1.3 Identify teacher selected art from different cultures, times, and places.
Standard 5.0 Reflecting and Assessing
The student will reflect upon and assess the characteristics and merits of their work and the work of others.
Grade Level Expectations (GLEs)
The student will
5.1 Recognize the characteristics and merits of the student’s own work.
5.2 Recognize the characteristics and merits of others’ work.
5.3 Recognize that viewers have various responses to art.
Checks for Understanding (Formative/Summative Assessments)
5.1 Discuss, with the teacher, the characteristics and merits of the student’s own work.
5.2 Discuss, within a group, the characteristics and merits of others’ work.
5.3 Discuss, with teacher guidance, that viewers may have various responses to art.
Student Performance Indicators (SPIs)
The student is able to
5.1.1 Explore the characteristics and merits of the student’s own work as guided by the
teacher.
5.1.2 Recognize the characteristics and merits of the student’s own work as guided by
the teacher.

5.1.3 Recognize and explain the characteristics and merits of the student’s own work as
guided by the teacher.
5.2.1 Explore the characteristics and merits of others’ work as guided by the teacher.
5.2.2 Recognize the characteristics and merits of others’ work as guided by the teacher
5.2.3 Recognize and explain the characteristics and merits of others’ work as guided by the teacher.
5.3.1 Explore various responses to art as guided by the teacher.
5.3.2 Recognize various responses to art as guided by the teacher.
5.3.3 Recognize and identify various responses to art as guided by the teacher.
Standard 6.0 Interdisciplinary Connections
Students will make connections between visual arts and other disciplines.
Grade Level Expectations (GLEs)
The student will
6.1 Recognize connections between visual art and other arts disciplines.
6.2 Recognize connections between visual art and other disciplines in the curriculum.
Checks for Understanding (Formative/Summative Assessments)
6.1 Identify connections between visual art and music.
Identify connections between visual art and theatre.
Identify connections between visual art and dance.
6.2 Identify connections between visual art and language arts.
Identify connections between visual art and physical education.
Identify connections between visual art and mathematics.
Identify connections between visual art and social studies.
Identify connections between visual art and science.
Identify connections between visual art and technology.
Identify connections between visual art and school counseling and career guidance.
Identify connections between visual art and health education.
Identify connections between visual art and world languages.
Student Performance Indicators (SPIs)
The student is able to
6.1.1 Explore connections between visual art and other arts disciplines as guided by the teacher.
6.1.2 Recognize connections between visual art and other arts disciplines as guided by the teacher.
6.1.3 Recognize and identify connections between visual art and other arts disciplines as guided by the teacher.
6.2.1 Explore connections between visual art and other disciplines in the curriculum as
guided by the teacher.
6.2.2 Recognize connections between visual art and other disciplines in the curriculum
as guided by the teacher.
6.2.3 Recognize and identify connections between visual art and other disciplines in
the curriculum as guided by the teacher.