Elementary Visual Art Curriculum by tzv97744

VIEWS: 46 PAGES: 23

									                  Waterford School District
                        Elementary Visual Art Curriculum


Sample Organizational Page

   •   Each standard will be listed at the beginning of each section.
       Content Standard I: Performing: All students will apply skills and knowledge to
       perform in the arts.

   •   The benchmark will then be identified.
       ART.I.VA.MS.1 – Select materials, techniques, media technology, and processes to
       achieve desired effects.

   •   Within the box clarifying language will be given using the headings shown here.

Benchmark Clarification:

Key Concepts:

Real World Context:

Assessment Example:

Level of Performance:
Unsatisfactory        Basic                   Proficient              Distinguished
Assessment based on
benchmark




Comments:
Make your comments here.
                                     Page 1




Waterford School District
  Elementary Visual Art Curriculum

               INDEX

    Content Standard I      2-4
       ART I.VA.EL.1        2
       ART.I.VA.EL.2        3
       ART.I.VA.EL.3        4


   Content Standard II     5-10
      ART.II.VA.EL.1        5
      ART.II.VA.EL.2        6
      ART.II.VA.EL.3        7
      ART.II.VA.EL.4        8
      ART.II.VA.EL.5        9
      ART.II.VA.EL.6        10


   Content Standard III    11-15
      ART.III.VA.EL.1       11
      ART.III.VA.EL.2       12
      ART.III.VA.EL.3       13
      ART.III.VA.EL.4       14
      ART.III.VA.EL.5       15


   Content Standard IV     16-18
      ART IV.VA.EL.1        16
      ART IV.VA.EL.2        17
      ART IV.VA.EL.3        18


   Content Standard V      19-22
      ART.V.VA.EL.1         19
      ART.V.VA.EL.2         20
      ART.V.VA.EL.3         21
      ART.V.VA.EL.4         22
                                                                                           Page 2




                    Waterford School District
                          Elementary Visual Art Curriculum

Content Standard I: Performing - All students will apply skills and knowledge
to perform in the arts.
ART I.VA.EL.1 – Use materials, techniques, media technology, and processes to communicate
ideas and experiences.

Benchmark Clarification:
Students will be introduced to and use materials, techniques, media technology and processes to
communicate ideas and experiences.

Key Concepts:
-Students will develop and expand their perceptual skills
-Materials used and technical skills taught are age and developmentally appropriate.

Real World Context:
-use of media technology
-creative problem solving
-technology is ever changing

Assessment Example:
Students will demonstrate appropriate use of materials, techniques, media technology and
processes to communicate ideas and experiences.

Levels of Performance:
Unsatisfactory         Basic                     Proficient               Distinguished
Demonstrates limited Demonstrates complete       Demonstrate              Demonstrates
skills in the use of   use of materials,         appropriate use of       exceptional use of
materials, techniques, techniques, media         materials, techniques,   materials, techniques,
media technology and technology and              media technology and     media technology and
processes to           processes to              processes to             processes to
communicate ideas and communicate ideas and      communicate ideas and    communicate ideas and
experiences with       experiences with          experiences.             experiences.
teacher assistance.    teacher assistance as
                       needed.
Comments:
                                                                                               Page 3




ART.I.VA.EL.2 – Use art materials and tools safely and responsibly

Benchmark Clarification:
Students will effectively use art materials and tools in a safe and responsible manner.

Key Concepts:
-Safety
-Responsibility
-Proper use and care of materials and tools

Real World Context:
-Appropriate care of materials
-Clean up responsibilities
-Safety awareness (common sense with use of tools, knowing about toxic materials – learn to read
labels for warnings

Assessment Example:
Students will demonstrate the proper use of art materials and tools.

Levels of Performance:
Unsatisfactory           Basic                      Proficient                 Distinguished
Need assistance in the Demonstrates the             Demonstrate the proper     Always demonstrates
proper use and care of proper use of art            use of art materials and   the proper use of art
art materials and tools. materials and tools with   tools.                     materials and tools and
                         reminders.                                            models for other
                                                                               students.
Comments:
                                                                                            Page 4




ART.I.VA.EL.3 – Use visual characteristics and organizational principles of art to communicate
ideas.

Benchmark Clarification:
Students will demonstrate use of the elements of art (line, shape, form, color, value, texture,
space) and the principles of design (emphasis, proportion, balance, contrast, movement, pattern,
rhythm, unity) to communicate ideas.

Key Concepts:
-Elements and principles of design are means of organizing artwork
-Art is a way to communicate ideas
-Develop art vocabulary

Real World Context:
Art vocabulary
Art is a visual means of communication
Organizational skills
Critical thinking skills

Assessment Example:
Students demonstrate an effective use of elements and principles of art to communicate their
ideas.

Levels of Performance:
Unsatisfactory          Basic                     Proficient                Distinguished
Needs assistance in     Demonstrates use and      Demonstrates an           Demonstrates an
using the elements and knowledge of the           effective use of          exceptional use and
principles of art to    elements and principles   elements and principles   fluent understanding of
communicate their idea. to communicate their      to communicate their      the elements and
                        idea with assistance.     idea.                     principles of art to
                                                                            communicate their
                                                                            creative ideas.
Comments:
                                                                                               Page 5



Content Standard II: Creating- All students will apply skills and knowledge to
create in the arts.
ART.II.VA.EL.1 Apply knowledge of materials, techniques, and processes to create artwork.

Benchmark Clarification:
Students will know the differences between materials, techniques, and process. They will
describe how different materials, techniques and processes cause different responses. Students
will use different media, techniques, and processes to communicate ideas, experiences and
stories. Students will use art materials and tools in a safe and responsible manner

Key Concepts:
-Safety
-Care of materials
-Materials and techniques are age and developmentally appropriate

Real World Context:
Students will develop and expand their:
-perceptual skills
-intellectual skills
-physical skills

Assessment Example:
Student will demonstrate their knowledge of art materials, techniques and processes by creating a
relief print.

Levels of Performance:
Unsatisfactory           Basic                      Proficient                Distinguished
Student will need        Student will               Student will meet basic   Student demonstrates
instructional guidance demonstrate proper use       requirements of the       creative use of materials
to demonstrate           of materials, techniques   lesson by creating a      advanced understanding
techniques, process and and processes with          print demonstrating       of techniques and
the safe use of          teacher guidance.          competent use of          independently follows
materials, to complete a                            materials, techniques     processes in the
lesson.                                             and process.              creation of relief prints.
Comments:
                                                                                              Page 6



ART.II.VA.EL.2 – Apply knowledge of how visual characteristics and organizational principles
communicate ideas.

Benchmark Clarification:
Students will communicate their ideas through the creation of art intentionally using the elements
of art and the principles of design.

Key Concepts:
-Art communicates ideas
-Artists make conscious choices in the selection of elements of art (line, shape, color, form, value,
texture, and space) and the principle of design (balance, unity, rhythm, repetition, movement,
emphasis)

Real World Context:
-A better understanding of how ideas are communicated through media (web page design etc)
-Opportunities for students to make personal choices
-Creative problem solving skills
-Visual awareness/perception
-Clarity of ideas

Assessment Example:
The student will demonstrate an understanding of their knowledge of the elements of art and the
principles of design by effectively communicating an idea creating a work of art.

Levels of Performance:
Unsatisfactory          Basic                       Proficient                Distinguished
Demonstrate some        Demonstrate some            Demonstrate some          Demonstrate some
understanding of the    understanding of the        understanding of their    understanding of their
elements of art and the use of the elements of      knowledge of the          knowledge of the
principles of design to art and the principles of   elements of art and the   elements of art and the
communicate an idea. design to communicate          principles of design by   principles of design by
Teacher guidance is     an idea.                    creating a work of art    creating a work of art
necessary.                                          that communicates an      that communicates an
                                                    idea satisfactorily       idea successfully and
                                                                              effectively.
Comments:
                                                                                             Page 7


ART.II.VA.EL.3 Explore and understand prospective subject matter, ideas, and symbols for
works of art.

Benchmark Clarification:
In studying and creating works of art, students will explore and understand that there is a wide
range of possibilities for subject matter, ideas and symbols.

Key Concepts:
-Exploring involves looking at a wide range of ideas
-Symbols express ideas
-Artists plan their work
-Subject matter is all around us

Real World Context:
Understanding the use of symbols within our environment
Artists plan their work
Perceptual awareness
Seeing potential for ideas in the world around us

Assessment Example:
Students will demonstrate their understanding through their exploration of a wide range of subject
matter needed to generate ideas for artwork.

Levels of Performance:
Unsatisfactory           Basic                    Proficient                 Distinguished
With teacher assistance, Demonstrate an           Demonstrate an             Demonstrate their
student will             understanding through a understanding through       understanding through
demonstrate some         competent level of       their thorough             their extensive
understanding of the     exploration of ideas for exploration of ideas for   collection of ideas for
process of exploration potential subject matter potential subject matter     potential subject matter
for potential subject    for artwork.             for artwork.               for artwork.
matter for artwork.
Comments:
                                                                                               Page 8


ART.II.VA.EL.4 – Select and use subject matter, symbols and ideas to communicate meaning

Benchmark Clarification:
Students make conscious choices in the selection of subject matter, symbols, and ideas to
communicate meaning.

Key Concepts:
-Creative problem solving
-Artists plan their work
-Artists make choices that best express their intended meaning
-Synthesize subject matter to create original ideas for artwork

Real World Context:
-Higher level thinking skills
-Organizational skills
-Perceptual aware
-Making discriminating choices
-Decision making opportunity
-Creative problem solving

Assessment Example:
Students are successful in their creative selection of subject matter, symbols, and ideas to
communicate meaning.

Levels of Performance:
Unsatisfactory         Basic                       Proficient               Distinguished
Needs teacher guidance Demonstrate competent       Demonstrate successful   Demonstrate successful
in making choices and application of their         application of their     application of their
in the application of  choices for subject         choices for subject      discriminating choices
ideas for              matter, symbols and         matter, symbols and      for subject matter,
communication          ideas to communicate        ideas to effectively     symbols and ideas to
                       meaning in their work.      communicate meaning      effectively
                                                   in their work            communicate meaning
                                                                            in their work.
Comments:
                                                                                               Page 9


ART.II.VA.EL.5 – Know different purposes of visual art to creatively convey ideas.

Benchmark Clarification:
Know and understand that there are different purposes of visual art (cultural, religions, ethnic
heritage, etc) Apply knowledge to express own ideas creatively.

Key Concepts:
-Some purposes for visual art are historical, cultural, religious, functional, etc
-Synthesize ideas to create and original, unique work of art.

Real World Context:
Greater understanding of the diversity of the world, cultures, and symbols within cultures.
Greater respect for other cultures
Higher level thinking skills (synthesizing information)
Creative problem solving

Assessment Example:
Students will demonstrate their knowledge of the different purposes of visual art by creatively
designing a work of art.

Levels of Performance:
Unsatisfactory          Basic                       Proficient                 Distinguished
Demonstrates a limited Demonstrates some            Demonstrates their         Demonstrates their
understanding of the    knowledge of the            knowledge of the           knowledge of different
different purposes of   different purposes of       different purposes of      purposes of visual art
visual art with teacher visual art by creatively    visual art by creatively   by creatively designing
assistance. Creates a designing a work of art.      designing a work of art.   a work of art that
work of art with        Teacher/peer assistance                                expresses an awareness
assistance.             is needed.                                             of their own culture.
Comments:
                                                                                            Page 10


ART.II.VA.EL.6 – Use technology as a tool for creative expression.

Benchmark Clarification:
Students will be able to demonstrate skills using new technology to express ideas creatively.

Key Concepts:
-Recognize that artwork can be created using computers and electronic media.
-Students can work independently or collaboratively using technology.
-Students can become active participants in their own learning.
-The use of new technologies provides opportunities for students to share and communicate with
others in their community and the world.

Real World Context:
-New technology provides opportunities to share ideas and collaborate with classmates and others
throughout their community and the world.
-Proficiency using new technology.

Assessment Example:
Students will demonstrate that technology can be used as a tool to create works of art.

Levels of Performance:
Unsatisfactory          Basic                     Proficient                 Distinguished
Uses technology to      Demonstrates              Demonstrates ability to    Demonstrates
create art with teacher competent use of          use technology as a tool   exceptional ability and
assistance.             technology for creative   for creative expression.   advanced skills in the
                        expression with                                      use of technology for
                        assistance.                                          creative expression.
Comments:
                                                                                            Page 11


Content Standard III: All students will analyze, describe, and evaluate works
of art.

ART.III.VA.EL.1 – Generalize about the efforts of visual structures and functions and reflect
upon these effects in personal work.

Benchmark Clarification:
Describe and analyze the use of the elements of art and the principles of design and the artists’
intent in a work of art. Demonstrate this skill by reflecting and evaluating their personal work.

Key Concepts:
Defined Terms:
-principles of design (balance, unity, contrast, emphasis, pattern movement and rhythm)
-elements of art (line, shape, form, color, value, texture, space)
-structures (means of organizing the components of a work into a cohesive and meaningful
whole, such as sensory qualities, organizational principles, expressive features and functions of
art)
-functions (artists intent)

Real World Context:
• students will evaluate works of art and apply their analytical skills to their own personal work
• students will become aware of criteria for judging one’s own and others’ art work.
• positive attitudes are reinforced through thoughtful response as well as through individual and
group responses.

Assessment Example:
Students will participate in a critiquing process reflecting on their own work.

Levels of Performance:
Unsatisfactory          Basic                     Proficient                Distinguished
Engage in simple        •Be able to generalize •Be able to generalize •Know the differences
analytical, judgmental, about the differences     about the differences     between the elements of
and interpretive        between the elements of between the elements of art and the principles of
activities in art with  art and the principles of art and the principles of design in order to
peer/teacher help.      design in order to        design in order to        convey ideas.
                        convey ideas.             convey ideas
                        •Generalize about         •Generalize about          •Describe how the
                        artists’ intent with      artists’ intent           artists’ intent and use of
                        peer/teacher help.                                  elements of art and
                                                                            principles of design can
                                                                            cause different
                                                                            responses
                         •Reflect and respond •Reflect and respond •Students will reflect
                        about their own work about their work.              and respond about their
                        with peer/teacher help                              work. (verbally and
                                                                            written)
Comments:
                                                                                            Page 12


ART.III.VA.EL.2 – Identify various purposes for creating works of visual art.

Benchmark Clarification:
Throughout history art has been created to serve various purposes. These may include:
       I. Historical documentation
                A. Propaganda                    B. Social/political commentary
       II. Cultural/traditional
                A. Communication                         B. Indigenous crafts
                C. Ceremonial/religious objects D. Functional every day objects (utilitarian &
                   personal adornment)
       III. Self-expression
                A. Enjoyment                     B. Therapy
       IV. Graphic communication
                A. The media                     B. Advertising

Key Concepts:
-Art Vocabulary
-Student will expand their knowledge through exploring historical works of art.
-The purpose for creating art varies

Real World Context:
-Enhancing perceptual abilities
-Student will be able to use the inquiry process method hypothesizing about various purposes for
creating works of art.
-Students will recognize that there are cause and effect relationships for the creation of art.
-Respectful dialogue

Assessment Example:
Students will be able to identify various historical and cultural purposes for creating works of art.

Levels of Performance:
Unsatisfactory           Basic                     Proficient                Distinguished
Can recognize that there Can identify and          Can identify and          Students participate in
are purposes for         articulate about the      articulate the various    extended conversations
creating works of art. various purposes for        purposes for creating     with the teacher and/or
                         creating works of art.    works of art.             peers about the various
                         Teacher will initiate                               purposes for creating
                         questioning.                                        works of art.
Comments:
                                                                                              Page 13


ART.III.VA.EL.3 – Understand there are different responses to specific art works.

Benchmark Clarification:
People respond differently to specific artwork based on personal preference, experiences, cultural,
historical, traditional and religious background.

Key Concepts:
-respecting other peoples opinions
-respecting cultural diversity
-responses will be influenced based on a person’s background

Real World Context:
-respecting other peoples opinions
-respecting cultural diversity
-pride in one’s own heritage

Assessment Example:
Students will demonstrate an understanding that people respond differently to specific artwork.
This can be done verbally.

Levels of Performance:
Unsatisfactory           Basic                       Proficient               Distinguished
Students need            Students can verbalize      Students are able to use Students are able to
assistance articulating their own personal           proper art vocabulary to fluently articulate their
that there are different responses to specific art   articulate their own     own personal responses
responses to artwork. works with teacher             personal responses to to specific art works.
Students need            assistance. Students        specific art works.      Students demonstrate a
assistance in developing demonstrate an              Students demonstrate deeper understanding
an awareness of the      awareness of the            an understanding and and respect for the
respect for the          responses of others.        respect of the responses responses of others.
responses of others.                                 of others
Comments:
                                                                                              Page 14


ART.III.VA.EL.4 – Describe and compare the characteristics of personal artwork.

Benchmark Clarification:
Students will apply knowledge of art vocabulary to analyze the organizational principles and
elements in their personal work. This will lead to a student’s greater understanding of his or her
own artistic growth.

Key Concepts:
Understand process of self-evaluation
Understand process of compare and contrast
Analyze
Reflect on personal artistic growth
Define principles of design and elements of art

Real World Context:
-Vocabulary
-analytical skills
-Understanding of personal artistic growth
-Enhancing critical thinking skills
-Enhancing perceptual skills
-Synthesizing information to modify work
-Making judgments with supporting evidence

Assessment Example:
Journal writing (or age appropriate activity) Students will apply knowledge of art vocabulary to
analyze the organizational principles and elements of art in their personal artwork.

Levels of Performance:
Unsatisfactory            Basic                     Proficient                Distinguished
Students will participate Students will participate Students will apply       Student is fluently
in a student/teacher      in a teacher/student      knowledge of art          articulate in higher level
interview describing      interview following a vocabulary to describe,       thinking skills,
and comparing their       pre-established format analyze and compare          synthesizing and
personal artwork.         on describing,            the organizational        evaluating personal
                          analyzing, and            principles and elements   artwork independently.
                          comparing the elements of art in their personal
                          and principles of the     artwork. This is done
                          students’ personal        independently.
                          artwork.
Comments:
                                                                                             Page 15


ART.III.VA.EL.5 – Understand how personal experiences can influence the development of
artwork.

Benchmark Clarification:
Students will understand that personal experiences (i.e. war, ethnicity, loss, disabilities, location,
social conditions, personal environment, etc, can impact the creation and development of artwork.

Key Concepts:
-Art is a safe expression (intra personal)
-Humans find creative outlets
-Art can be used as a diagnostic tool and as therapeutic expression
-Emotions/moods can influence the development of artwork

Real World Context:
-Understanding of an acceptance of people with special needs
-Art reflects society
-Art is a response to real world experience

Assessment Example:
Students will demonstrate an understanding that personal experiences influence the development
of artwork. Student will demonstrate this understanding through creation of artwork based on
their personal experience.

Levels of Performance:
Unsatisfactory        Basic                     Proficient                Distinguished
With teacher guidance Students will             Students will             Students will
student will          demonstrate an            demonstrate an            demonstrate an
demonstrate some      understanding of how understanding of how understanding of how
awareness of personal personal experience       personal experiences      personal experiences
experiences that may influence the              influenced the            influenced the
influence the         development of artwork development of artwork development of artwork
development of        of master artists such as of master artists such as of master artists such as
artwork.              Close, VanGogh,           Close, Van Gogh,          Close, Van Gogh,
                      Chagall, Rivera, as well Chagall, Rivera, as well Chagall as well as their
                      as their own personal as their own personal own personal work.
                      work. Teacher             work.
                      assistance is needed.
Comments:
                                                                                            Page 16


Content Standard IV: All students will describe, analyze and understand the
arts in their historical, social and cultural context.
ART IV.VA.EL.1 – Know that the visual arts have a history and specific relationships to various
cultures.

Benchmark Clarification:
Humans from every culture past or present have always created works of art based on their
customs, traditions and beliefs.

Key Concepts:
-Art is a visual record of humankind
-Artwork, symbols, motifs and themes represent the art of specific cultures, traditions, and artistic
movements.

Real World Context:
-Artists have borrowed ideas and been inspired by works of past artists.
-Art reflects, records history and influences society
-Artwork reflects the time, technology and skills of a society
-Increased geographical awareness
-Use art vocabulary

Assessment Example:
Students will be able to identify artwork from various time periods and cultures.

Levels of Performance:
Unsatisfactory            Basic                    Proficient                Distinguished
Know that people from Describe artwork from        Compare and contrast Distinguish specific
different cultures create a variety of time        artwork from a            relationships among
artwork                   periods and cultures     selection of cultures and various cultures
                                                   historical time periods
Comments:
                                                                                            Page 17


ART IV.VA.EL.2 – Identify specific works of art as belonging to particular cultures, times and
places.

Benchmark Clarification:
Recognize the identifying characteristics of works of art from specific cultures, times and places.

Key Concepts:
-Who created the artwork? (culture, artist)
-When was it created? (time)
-Where was it created? (place)
-What was the function?
-What materials were used to create the work?
-What characteristics are specific to a particular culture?

Real World Context:
Increased geographical awareness
World history connection
Cultural awareness and tolerance

Assessment Example:
Students will be able to identify specific works of art from particular cultures, times and places.

Levels of Performance:
Unsatisfactory        Basic                        Proficient               Distinguished
Recognize specific    Identify and describe        Compare and contrast     Work independently to
works of art with     the likenesses and           the likenesses and       evaluate and explain in
teacher assistance.   differences between          differences between      detail the unique
                      specific works of art        specific works of art    qualities of an artwork
                      with teacher assistance.     without teacher          based on its culture,
                                                   assistance.              time and place.
Comments:
                                                                                              Page 18


ART IV.VA.EL.3 – Demonstrate how history, culture and the visual arts can influence each
other in making and studying works of art.

Benchmark Clarification:
Making and studying the visual arts allows students to obtain a better understanding and
appreciation of history and culture. They learn that art reflects the religion, politics, economics
and other aspects of a culture.

Key Concepts:
-Art teaches about the past
-Art promotes cultural awareness and understanding by identifying similarities and differences
between our own culture and other cultures past and present.

Real World Context:
Art is another way to effectively communicate an idea. Using higher level thinking skills to
synthesize information, students understand and appreciate different historical periods, cultures
and artistic styles and develop respect for the traditions and contributions of diverse societies.

Assessment Example:
Students will demonstrate how history, culture and the visual arts influence each other by creating
a work of art in the style of a specific time period and culture.

Levels of Performance:
Unsatisfactory        Basic                        Proficient                  Distinguished
Recognize specific    Identify and describe        List the similarities and   Work independently to
works of art with     the similarities and         differences between         evaluate and explain
teacher assistance.   differences between          specific works of art.      works of art and their
                      specific works of art.                                   unique qualities based
                                                                               on its culture, time and
                                                                               place.
Comments:
                                                                                             Page 19


Content Standard V: Connecting the arts, other disciplines and life-All
students will recognize, analyze and describe connections among the arts;
between the arts and other disciplines; between the arts and everyday life.
ART.V.VA.EL.1 – Explain how visual arts have inherent relationships to everyday life.

Benchmark Clarification:
Visual arts relate to everyday life in many ways. These include architecture, clothing, commercial
design (advertising, television, film) urban planning, the design of everyday household objects,
and art in public places.

Key Concepts:
-Increased awareness of art and design in everyday life.
-Appreciation of artistic skills involved in architectural design, product design, and graphic
design.
-Increased awareness of art in public places
-Recognize sculptural art forms created for functional purposes such as bridges, playgrounds, etc

Real World Context:
-Visit museums, a zoo, architectural firm, local artisans/crafts persons, and artist in residence
programs, urban and rural areas

Assessment Example:
Students will be able to explain and communicate (verbally and visually) their knowledge of how
visual arts are inherent relationships to everyday life.

Levels of Performance:
Unsatisfactory         Basic                       Proficient                Distinguished
Know that art is       Describe artwork used       Compare and contrast      Distinguish and
involved in designing in everyday life.            artwork that is           recognize specific types
most everything around                             functional and non        of architectural design,
us.                                                functional.               product design, and
                                                                             graphic design.
Comments:
                                                                                               Page 20


ART.V.VA.EL.2 – Identify various careers in the visual arts.

Benchmark Clarification:
Identify and investigate the range of visual arts career. Describe what is specific to a career in the
visual arts.

Key Concepts:
Visual art careers involve skill, pride in craftsmanship, motivation, curiosity, discipline,
creativity, higher level thinking skills, creative problem solving.

Real World Context:
An awareness of career options and their ever-changing scope in the visual arts. School to work
programs, automotive designers, illustrators, computer/technology (web page designers), urban
planning, art restoration, architect, advertising, textile design, photographer, art teacher.

Assessment Example:
List and describe various careers in the visual arts.


Levels of Performance:
Unsatisfactory             Basic                     Proficient               Distinguished
Identify that various      Can recognize and         List and describe the    Select a possible future
careers in the visual arts name two careers in the   various careers in the   career in the visual arts.
exist.                     visual arts in their      visual arts              Explain how and why
                           everyday life within      independently.           that career appeals to
                           their community. May                               you related to the key
                           need assistance from                               concepts of this
                           teacher.                                           benchmark.
Comments:
                                                                                             Page 21


ART.V.VA.EL.3 – Understand and use comparative characteristics of the visual arts and other
arts disciplines.

Benchmark Clarification:
Develop an awareness of how the elements of art and principles of design in the visual arts are
common to other arts (music, dance/movement, drama and language arts)

Key Concepts:
Elements of Design – line, shape, form, color, value, texture and space.
Principles of Art – unity, variety, balance, proportion, movement, pattern, rhythm, and emphasis
The arts is a common descriptive vocabulary
Characteristics between the arts disciplines can be compared and contrasted, i.e. Dance-a series of
line forms a direction; Music – line refers to a series of pitches; Visual art – a line is a path made
by a moving point.

Real World Context:
Students will se relationships between the arts such as music and visual art, i.e. Jazz music and
Matisse’s “Jazz”, or Romare Beardon’s collages from the Harlem Renaissance period (same
historical time period)

Assessment Example:
Students will be able to compare and contrast the characteristics (elements and principles of
design) of the visual arts and other arts disciplines (dance, music, drama)

Levels of Performance:
Unsatisfactory            Basic                     Proficient               Distinguished
Student will be able to Compare and contrast Compare and contrast            Students will create a
identify visual arts link two art disciplines using two art disciplines      presentation using
to music, dance, drama, a pre-established format through a presentation      multiple art disciplines
and language arts         with peer/teacher         independently (without   (movement and visual
                          assistance.               teacher assistance)      art, dance and music,
                                                                             etc.) incorporating key
                                                                             concepts and common
                                                                             characteristics of the
                                                                             arts. This could be a
                                                                             cooperative group.
Comments:
                                                                                           Page 22


ART.V.VA.EL.4 – Identify connections between the visual arts and other disciplines in the
curriculum.

Benchmark Clarification:
Find the commonalties (common characteristics) between the visual arts and social studies, math,
science, and language arts.

Key Concepts:
Visual art reflects history and culture.
Visual art incorporates science (color, spectrum, color theory, anatomy, oceanography, senses,
natural world, methods of inquiry, creative process, etc)
Visual art incorporates social studies (geography, time lines, culture, religion, history, maps)
Visual art incorporates math (shape, form, measurement, pattern, tessellation’s, constructions,
kinetic art, etc)
Visual art incorporates language arts (bookmaking, journal writing, story/play writing, the first
language was and is pictorial)

Real World Context:
Students will make connections between visual arts and the other disciplines as they learn to
identify, apply, relate and compare key concepts.

Assessment Example:
Students will present evidence supporting their understanding that the visual arts have
connections to the other disciplines, i.e. science, math, social studies, language arts.

Levels of Performance:
Unsatisfactory          Basic                     Proficient                Distinguished
Student will be able to Demonstrate an            Demonstrate an            Demonstrate an
describe the main idea understanding of the       understanding of the      understanding of the
of how his/her artwork connections between        connections between       connections between
connects to another     the visual arts and at    the visual arts and three the visual arts and other
discipline.             least two of the other of the four other            disciplines by creating a
                        disciplines by creating a disciplines by creating a work of art with a
                        work of art with          work of art with a peer- written self-evaluation.
                        teacher-guided            guided evaluation.
                        evaluation.
Comments:

								
To top