STANDARDS AREA – THE ARTS
                              VISUAL ARTS

The standards for the Arts reflect the educational goals that are common to dance, music,
theatre, and the visual arts, while recognizing the distinctive aspects of each discipline.
Each art form has its own philosophies, methods, materials, history, and content. The
Arts standards provide the direction and basic structure for the development of a
curriculum that links instruction and assessment to these standards.

In the Greece Central School District, music and visual arts are a crucial and ongoing
aspect of our students’ education. Dance is incorporated through movement activities in
a variety of classroom settings. As well, theatre concepts are frequently integrated into
related classwork.

Through study of and participation in the arts, our students learn ways to foster creativity,
imagination, and a love of learning. Students become knowledgeable about the arts and
also discover how the arts can serve as ways to connect to other subject areas.

Through the arts, students develop skills of critical thinking and self-discipline. They
understand how the arts link us to our past and present as well as how the arts are a
powerful means for communication and personal expression. Students study specific
works of art throughout the course of kindergarten through 12th grade, building a varied
repertoire with which they become familiar. The strong arts program of the Greece
Central School District provides our students with a unique opportunity for learning and
knowing about the world – an opportunity that contributes to a dynamic, well-rounded

                                 ARTS STANDARDS

 1. Creating, Performing, and Participating in the Arts … Students will actively
    engage in the processes that constitute creation and performance in the arts (dance,
    music, theatre, and visual arts) and participate in various roles in the arts.
 2. Knowing and Using Arts Materials and Resources … Students will be
    knowledgeable about and make use of the materials and resources available for
    participation in the arts in various roles.
 3. Responding to and Analyzing Works of Art … Students will respond critically to
    a variety of works in the arts, connecting the individual work to other works and to
    other aspects of human endeavor and thought.
 4. Understanding the Cultural Dimensions and Contributions of the Arts …
    Students will develop an understanding of the personal and cultural forces that
    shape artistic communication and how the arts in turn shape the diverse cultures of
    past and present society.

                             VISUAL ARTS / K – 2

Art education at the K – 2 level introduces students to creative expression through
exploration and discovery, fostering perceptual interpretation as well as imaginative
skills. Students learn: to be aware of their surroundings through visual observations; to
recognize tactile qualities within their own experiences; and how these observations
and experiences can shape their own visual compositions. Basic arts elements and
vocabulary are introduced and reinforced through activities that require increasing
knowledge of how these elements interact to make up the composition of an image.
Specific works of art, identified by the art teachers, will be studied throughout the
district, providing a common base of visual arts knowledge in addition to the
appropriate variations of material presented at individual school buildings. In these
grades, students will
  • Make works of art that explore different kinds of subject matter, topics, and
  • Know about resources and opportunities for participation in visual arts in the
       community (exhibitions, libraries, museums, galleries)
  • Reflect on, interpret, and evaluate works of art, using the language of art criticism
  • Become increasingly familiar with the formal elements of art (e.g., color, line,
       shape, space, texture and value)
  • Compare the ways in which a variety of ideas, themes, and concepts are expressed
       through the visual arts with the ways they are expressed in other disciplines
  • Explore art and artifacts from various historical periods and world cultures to
       discover the roles that art plays in the lives of people at a given time and place

                                   SAMPLE TASKS

 • Create works of art based on particular art elements (e.g., shapes, colors)
 • Draw objects from observation
 • Tell stories to interpret meaning in viewed works of art
 • Describe the textures in an artwork and identify similar textures in the natural
 • Compare the differences and similarities of different styles of works of art

Grade 1:
 • Create works of art based on particular exploratory techniques (e.g., texture in
 • Make a ceramic vessel decorated with symbols
 • Recognize characteristics of specific artists (e.g., Mondrian, Van Gogh, O’Keefe)
     and use identified styles to create individual works of art
 • Talk about the different ways adults can fashion careers around the arts
 • Identify examples of public art in the Greece/Rochester area

 Grade 2:
• Create works of art that demonstrate particular art elements (e.g., horizontal, vertical,
  diagonal lines)
• Work with others to plan and produce collaborative artwork (e.g., mural, illustrated
• Use library resources to produce a short report on a specific artist or artwork
• Assess visual qualities in works of art, and relate these to conveyed meaning
• Discuss ways that music and art can reinforce similar principals

                                VISUAL ARTS / 3 – 5

 Art education at the 3 – 5 level builds upon the foundation laid in grades K – 2.
 Students develop confidence in creating art and begin to develop richer backgrounds
 and a center of interest in their artwork. Students learn to integrate art with other
 subjects and become more objective in evaluating their own artwork. They fine-tune
 their perceptive and technical skills and deepen their understanding of various media
 such as watercolors, pastels, and clay. At least one work previously studied in depth
 will be revisited at 5th grade, offering students an opportunity to increase their depth of
 knowledge concerning that piece, and reinforcing the valuable process of discovering
 new meanings through different points of view and a deeper knowledge base as they
 mature. In these grades, students will:
• Understand and use sensory elements, organizational principles, and expressive
   images to communicate ideas in works of art
• Reveal, through individually created works of art, an understanding of how art media
   and techniques influence creative decisions
• Know vocational options available in the visual arts
• Analyze the visual characteristics of the natural and built environment and explain the
   social, cultural, psychological, and environmental dimensions of the visual arts
• Indicate the differences between a variety of cultural approaches to the visual arts,
   and draw conclusions about these cultures based upon observations of their art

                                     SAMPLE TASKS

 Grade 3:
• Paint a picture in tempera or watercolor that depicts a remembered experience
• Walk through the school’s neighborhood, and make a visual record of buildings in the
• Use a draw/paint computer program to create graphic images
• Describe how lines might imply motion, color might convey emotion, and size might
  suggest distance in selected works of art
• Discuss the ways in which the depiction of space differs in Egyptian art with the way
  it is depicted in Renaissance art and conjecture about the reasons for the differences

 Grade 4:
• Make a drawing that depicts three-dimensional space by using overlapping,
  placement on the picture plane, and objects diminishing in size
• Visit a museum or gallery and write a report of the works seen there
• Organize works of art according to selected visual relationships such as foreground,
  middleground, and background
• Create works of art designed for a specific purpose (e.g., to present a specific point of
  view, to encourage participation in a particular event)

• Examine the Spanish style of architecture of the Southwest and describe the ways in
  which that architecture differs from architecture in New England used for the same
 Grade 5:
• Create a series of small three-dimensional works that convey a narrative
• Write an explanation of the materials chosen to convey meaning in the student’s own
• Interview professional artists to build a class portfolio of career options in the visual
• Curate a classroom art show, addressing such issues as placement of works in the
  room, relationship of works in one medium to those in another, available light, etc.
• Study the style of Australian Aboriginal art and create a work using that style but
  expressing their own ideas about nature and animals

                                VISUAL ARTS / 6 – 8

 At this level, students’ experiences in the visual arts become more diverse and complex,
 including increased attention to skills of perception, articulation, and reflection.
 Students develop precision skills to help them create a more realistic style as they link
 the “why” and “how” of previous studies while they foster increasing self-confidence in
 personal creative expression.        Students expand their practical and functional
 understanding as they interpret various art forms and continue to broaden their
 perspectives through understanding of art history and cultural contexts. The “master
 work” studied district-wide in grades 2 and 5 will be revisited by all students in grade 8,
 providing a rich, multi-dimensional experience of learning that can act as a model for
 other subject areas. In these grades, students will
• Use a variety of art materials, processes, mediums, and techniques, as well as
   appropriate technologies for creating and exhibiting visual art works.
• Assemble a portfolio of artworks representing a variety of mediums and a range of
   individual and collective experiences.
• Be knowledgeable about and comfortable with a wide range of art materials,
   including the computer and other electronic media as designing tools.
• Use appropriate visual arts vocabulary and a process of critiquing the work of self and
   peers that is non-judgmental and descriptive in tone.
• Explore the ways in which art reflects and represents social, cultural, and
   environmental dimensions of human society.

                                     SAMPLE TASKS
 Grade 6:
• Develop an image that is appropriate for a lino cut, transfer it to the linoleum and
  print it using more than one color.
• Visit a museum and view an original work of art. Discuss the differences between
  originals and reproductions.
• Use the computer to develop an idea for a three-dimensional project.
• Discuss the ways in which a black and white artwork conveys meaning in contrast to
  how the same image might convey meaning through color.
• Examine the totems and other artifacts of the Northwest Indians and discuss how
  those images reflect rituals and beliefs.

 Grade 7:
• Research various architectural elements and design a building for a particular use
  based on the research.
• Mix paint in a range of shades and tints and apply it appropriately to a prepared
• Visit local photographic venues/galleries and apply information gained there to create
  individual photographic works of art.

•   Write an interpretation of a particular painting based on research of the artist
    combined with class analysis of its images and composition.
•   View traditional Japanese art, identify its visual characteristics, and compare this
    style with Western art that depicts similar subjects.

 Grade 8:
• Create a collection of artworks that employ the same image/design executed in a
  variety of mediums.
• Develop a painting from a previously completed drawing, focusing on composition
  and color value.
• Analyze the engineering and political skills that combine with an artistic vision to
  produce unique artworks (e.g., the works of Christo).
• Write a review of a student exhibition.
• Compare the way the human figure is depicted in Byzantine art with the way it is
  depicted in High Renaissance art, and explore the reasons for the differences.


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