Ninth - Twelfth Grades Visual Arts

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1 Ninth - Twelfth Grades Visual Arts V isual Arts instruction in Grades 9-12 should be based on the foundation developed in the program in Grades K-8. The Visual Arts program will continue to develop knowledge, skills, and perceptions in relation to the basic content standards of History, Criticism, Aesthetics, and Production. The Visual Arts sequence should address these broad content areas with increasing levels of complexity and individualization. Alabama s high schools have a diverse range of class schedules, grade levels, budgets, physical space, facilities, and community support. Certified Visual Arts teachers and talented curriculum planners must collaborate to design and schedule Visual Arts courses. Other considerations must include the sequencing of visual arts courses and the size of specialized art classes such as Art, Photography, and Sculpture. The first course of a secondary Visual Arts program should provide a foundation for any additional courses that follow. By laying the foundation, this Visual Arts course could also meet the arts education requirement for graduation. This course might be developed with an emphasis on appreciation and production. Another introductory course might place its emphasis on production through exploration of creative problem-solving techniques, the language and vocabulary of art techniques and processes, structures and functions of art, and critical description. The introductory course could be designed as a year-long class which may include drawing, painting, two- and threedimensional design, graphic design, multimedia presentation, and printmaking. Visual Arts courses should be taught in sequential order, developing art concepts and skills that continue to expand the students knowledge and abilities. High schools might offer a sequence of Art I through Art IV courses. Another sequencing of courses might include an introductory course followed by courses in drawing, painting, sculpture, computer generated graphic design, printmaking, Art or Placement Studio or Art History. If a student chooses Art classes, course offerings should enable a student to follow areas of personal interest by producing indepth artwork of exceptional quality. Some-advanced level art courses may require pre-requisite courses or written permission from the instructor. The following are suggestions of course offerings suitable for secondary visual arts programs: Drawing, Painting, Sculpture and 3-Dimensional Design, Printmaking, Photography, Crafts and Fiber Arts/Batik, Graphic Design/Computer Generated Art/Multimedia, Film Making/ Videography/Animation, Jewelry Design, Ceramics/Pottery, Art History, and Art Appreciation. This list is not exhaustive. Art production courses must include the exploration of the elements and principles of design and be discipline-based (history, aesthetics, and evaluation through critical judgment.) and The term proficient as used in this document refers to the minimum a student must achieve after Grade 8 in an introductory Visual Arts course. To achieve proficiency, students should be comfortable handling a variety of art materials in an expressive manner, describe art work using proper vocabulary, understand the historical and cultural value placed on the Visual Arts, and be able to express a personal preference as a viewer and creator. refers to the levels that require students to create art works of exceptional quality, use higher order thinking skills such as analyze, correlate, and synthesize in response to works of art, Alabama Course of Study: Arts Education 201

2 create multiple solutions to specific Visual Arts problems, and formally critique their own art work and the works of others. 202 Alabama Course of Study: Arts Education

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4 Ninth - Twelfth Grades Visual Arts Content Standards Technique and Processes Students will 1. Use art materials in a safe and responsible manner that also includes cleaning, storing, and replenishing supplies where applicable. 2. Produce artwork employing a diverse range of media, techniques, and processes with proficiency to communicate ideas. 3. Use appropriate media, techniques, or processes to solve visual arts problems to communicate ideas. 4. Produce artwork of exceptional quality to communicate ideas in at least one visual arts medium. 5. Initiate, define, and solve visual arts problems independently using higher-order thinking skills such as analysis, synthesis, and evaluation. Design Elements and Principles 6. Demonstrate the ability to form and defend judgments using the principles and elements of design. 7. Evaluate the quality of artwork in terms of organizational elements and principles using description, analysis, interpretation, and judgment. 8. Use the principles of design and elements of art to solve specific visual arts problems in creating works of art. 9. Demonstrate the ability to compare two or more perspectives of the use of design principles and art elements in artwork. 10. Defend personal evaluations of different perspectives of the principles and techniques used in a work of art. 11. Create multiple solutions to visual arts problems using structural choices (elements) and artistic functions (principles). History and Culture 202 Alabama Course of Study: Arts Education

5 Visual Arts 9 th - 12 th 12. Research the characteristics and purposes of a variety of interrelated historical and cultural works of art. 13. Describe the function and explore the meaning of specific art objects from a variety of cultures, times, and places. 14. Analyze the historical and cultural influences and aesthetics of selected works of art. 15. Use the works of critics, historians, aestheticians, and artists as a basis for interpreting the form, purposes, and relationships of selected works of art. 16. Analyze characteristics of works of art that are common to various cultural groups and historical periods. Evaluation 17. Determine ways works of art differ visually, spatially, and functionally and describe how these are related to history and culture. 18. Select subjects, symbols, and ideas from daily life to use as subject matter for art. 19. Use understanding gained through art research to solve problems illustrating personal experiences, feelings, and beliefs. 20. Describe origins of specific images and ideas and explain why they are important in the work being examined and in the artwork of others. Criticism 21. Analyze and justify artists intentions and purposes in selected works of art. 22. Describe specific works and show how they relate to historical and cultural context. 23. Research various techniques of communicating meanings, ideas, attitudes, views, and intentions in works of art. Connections 24. Compare themes, issues, and modes of expression of visual arts with other creative disciplines. 25. Compare characteristics of visual arts with the ideas, issues, or themes in the humanities or science within a given historical period. Alabama Course of Study: Arts Education 203

6 26. Compare the creative and analytical processes of the visual arts with selected other arts disciplines, the humanities, and the sciences. 204 Alabama Course of Study: Arts Education