Georgia Department of Education FINE ARTS EDUCATION GEORGIA PERFORMANCE STANDARDS. Visual Arts

Transcription

1 Georgia Department of Education FINE ARTS EDUCATION GEORGIA PERFORMANCE STANDARDS Visual Arts June 18, 2009 Page 1 of 97

2 Preface Georgia Performance Standards for Fine Arts Education TABLE of CONTENTS Section Page Number/s I. Introduction 3 II. Definition of Performance Standards 3 III. Benefits of Performance Standards 3 IV. Georgia Performance Standards 3-4 V. Assessment 4 VI. Application of Standards for Students with Disabilities 4-5 VII. References/Consultants 5 This preface is included for all of the four areas of Fine Arts Education. The Georgia Performance Standards (GPS) for Visual Arts Education begins on page 6. June 18, 2009 Page 2 of 97

3 I. Introduction Georgia Performance Standards for Fine Arts Education Preface During the school year , three committees for advisory, writing, and external review were created for each of the four content areas of fine arts education including dance, music, theatre arts, and visual arts to draft Georgia Performance Standards for Fine Arts Education. The National Standards for Arts Education as referenced in the National Standards for Arts Education, Copyright 1994 by MENC: The National Association for Music Education, other states fine arts curriculum standards along with their State Department of Education fine arts specialists and the Regional Educational Laboratory - South East Center (SERVE) all contributed to the resource and research base. Committee members were recommended by school district leadership and other experts in the field of fine arts education. Demographically and geographically, the group represented a cross-section of Georgia and included members from business, community, pre-kindergarten, elementary education, secondary education, postsecondary education, and state and national fine arts associations as listed within the standards document for each content area. The Georgia Performance Standards for Fine Arts are based on The National Standards for Arts Education as referenced in the National Standards for Arts Education, Copyright 1994 by MENC: The National Association for Music Education. The National Standards outline what every K-12 student should know and be able to do in the arts. The standards were developed by the Consortium of National Arts Education Association, through a grant administered by The National Association for Music Education (MENC). II. Definition of Standards: Standards are statements that define what students should know and be able to do upon completion of specific levels of instruction as well as how they will respond to their environment. Standards serve as a guide for excellence and are differentiated from minimum competencies or outcomes because they describe the challenging goals for expanding and improving education. III. Benefits of Performance Standards: As described in the National Standards for Arts Education, arts education benefits both student and society. The arts cultivate the whole child, gradually building many kinds of literacy while developing intuition, reasoning, imagination, and dexterity into unique forms of expression and communication. IV. Georgia Performance Standards: Georgia s performance standards provide clear expectations for instruction, assessment, and student work. They define the level of work that demonstrates achievement of the standards, enabling a teacher to know how good is good enough.ǁ Performance standards isolate and June 18, 2009 Page 3 of 97

4 identify the skills needed to use the knowledge and skills to problem-solve, reason, communicate, and make connections with other information. They also tell the teacher how to assess the extent to which the student understands the standard and can manipulate and apply the information. Performance standards incorporate the content standard, which simply tells the teacher what a student is expected to know (i.e., what concepts he or she is expected to master) and be able to do. Supporting elements are established and further define and support each content standard. Content standards and elements provide the foundation for developing three additional items: suggested student tasks, sample student work, and teacher commentary on student work. V. Assessment: Arts education places a high value on personal insight, individual achievement, and group performance; a broad range of assessment measures are used to assess whether a standard is being met. Because the standards are consensus statements about what an education in the arts should contain, they provide a basis for student assessment and program evaluation. The standards support the arts in the academicǁ standing in that mere participation is not the same as education. The standards affirm that discipline and rigor are critical to high academic achievement. Academic achievement, knowledge, and skills can be measured in the arts if not always on a numerical scale, then by informed critical judgment. Performanc e-based assessment has long been used in the arts. This includes the practice of portfolio review in the visual arts and the assessment of performance skills through auditions used in dance, music, and theatre. The content of the standards for the arts attends to creating, performing, and responding which is consistent with and informs the perspective of the National Assessment of Educational Progress (NAEP). VI. Application of Standards for Students with Disabilities: All students deserve access to the rich education and understanding that the arts provide, regardless of the student s background, talents, or disabilities. In an increasingly technological environment overloaded with sensory data, the ability to perceive, interpret, understand, and evaluate such stimuli is critical. The arts help all students to develop multiple capabilities for understanding and deciphering an image- and symbol- laden world. The necessity of assuring that fine arts education services are provided to students with disabilities is in the implementing of the Individuals with Disabilities Education Act (IDEA). The IDEA requires that each child with a disability be afforded the opportunity to participate in the regular fine arts education program available to nondisabled children with specifically designed instruction (adapting, as appropriate, to the needs of the child, the content, methodology, or delivery of instruction) to address the unique needs of the child. Removal of children with disabilities is such that education in the regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. At this point, special services and programming may be used as an appropriate alternative. Some of the elements supporting the standards may not be developmentally or functionally appropriate for every child with a disability unless accommodations or modifications are implemented. Art educators must be committed and prepared to make appropriate adjustments in the curriculum to meet the unique needs of the learner. Making appropriate modifications to the curriculum to June 18, 2009 Page 4 of 97

5 meet individual needs allows for meaningful and relevant experiences provided in a safe and secure environment. VII. References/Consultants: The National Standards for Arts Education as referenced in the National Standards for Arts Education, Copyright 1994 by MENC: The National Association for Music Education. New York: Rowan & Littlefield. Nancy Carr, Fine Arts Director, California Department of Education Linda Lovins, Fine Arts Specialist, Florida Department of Education Christie Lynch, Arts Education Consultant, North Carolina Department of Public Instruction Deborah Reeve, Executive Director, National Art Education Association June 18, 2009 Page 5 of 97

6 Georgia Department of Education VISUAL ARTS EDUCATION GEORGIA PERFORMANCE STANDARDS June 18, 2009 Page 6 of 97

7 TABLE of CONTENTS Georgia Performance Standards for Visual Arts Education Section Page Number/s I. Acknowledgements 8-10 Visual Arts Advisory Committee Visual Arts Writing Committee Visual Arts External Review Committee II. Introduction/Coding III. Georgia Performance Standards for Visual Arts Education Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade Seventh Grade Eighth Grade High School (Grades 9-12) o Visual Arts (VA) o Drawing (DR) o Painting (PA) o Sculpture (SC) IV. APPENDIX I June 18, 2009 Page 7 of 97

8 I. Acknowledgements Name JoAnne Cox Committee Facilitator/Consultant Re prese nting DeKalb County Nancy Akin Jackson County Dr. Dorothy Arensman Joseph Bankoff Advisor Advisor Georgia Academy for the Blind Woodruff Arts Center Anne Begnaud Linda Bobinger Jessica Booth Gainesville City Schools Camden County Fulton County Cary Brague Betsy Bridger Dr. Larry Bunch Drew Brown Jim Bryan Jane Callahan Bes Carter Dr. Tom Cato Melody Chambers Mona Cochran Cindy Collar Eric Cooper Jackie Ellett Joe Emery Elizabeth Eppes Michael Eudy Tony Fabriani Joanne Farrell Barbi Fisher Jane French Noelle Friend-Schilke Lori Funk Samantha George Violet Adams-Gibson Regina Goodman Dr. Diane Gregory Cheryl Harrell Kristi Harvey Marea Haslett Catherine Heller Advisor/GaDOE Advisor Advisor Advisor Writer Writer/Advisor Advisor Advisor Writer Advisor Governor s Honors Program Dougherty Catoosa County Schools Fulton County Jefferson City Schools Pierce County Morgan County Armstrong Atlantic University Douglas County Liberty County Bartow County Rome City Schools Gwinnett County Gainesville City Schools DeKalb County Rutland Academy Therapeutic Arts Ware County Atlanta Public Schools Dougherty County Forsyth County Meriwether County Georgia Virtual Academy Barrow County DeKalb County Hall County Kennesaw State University Early County Whitfield County Fulton County Houston County June 18, 2009 Page 8 of 97

9 Name Committee Re prese nting Jennifer Heyser Fulton County Arlene Hocking Advisor Cobb County Donna Holder Lisa Hooten Jamie Howell Kathy Jackson Denise Jennings Laura Lee Johnson Katrina Kelly Veronica Kelly Dr. Lynda Kerr Denise King Catherine Kinsey Dr. Ken Kitch Kristy Kuber Dr. Stephen Lahr Kimberly Landers Elise Lynch Mary Lazzari Ron Marstall Bonnie Martin John Masters Mary Mazarky Ronda McFarland Kevin McClain Lynn McIntyre Marjean Meadow Kirby Meng Linda Merritt Susan Merritt Teresa Middleton Dr. Melody Milbrandt Pam Millice Donna Mims Beverly Moon Kenny Moore Kymberly M. Nash Barbara O Brien Nancy Olney Anne Ostholthoff Deborah Ott Sonya Palmer Advisor Writer/Advisor Advisor Advisor Advisor Advisor Advisor Advisor Writer Advisor Advisor Writer Writer/Advisor Writer Advisor Advisor / Advisor Advisor Advisor Advisor/ Advisor Advisor Advisor June 18, 2009 Page 9 of 97 Effingham County High Museum of Art Paulding County Fulton County Schools Fulton County Clarke County Lincoln County Lincoln County Henry County Peach County Dalton Public Schools GaDOE School Improvement GaDOE School Improvement Valdosta State University Savannah College of Art & Design GaDOE Special Education Clarke County Fulton County Gainesville City Schools Houston County GA Depart. of Early Care and Learning Butts County Franklin County GA Parent Teacher Association Morgan County GA Art Education Association President Jefferson County Coalition for Arts Education Valdosta City Schools Georgia State University Business/Creating Pride Ware County Parent Teacher Association Atlanta Area School for the Deaf DeKalb Business/Georgia Public Broadcasting Business/ Fine Arts Museum Curator Business/Executive Dir. Creating Pride Ga Council for the Arts Harris County

10 Name Committee Re prese nting Tara Perry Advisor Woodruff Arts Center Paula Pucket Hall County Debbie Raines Patricia Reames Dr. Deborah Reeve Joel Respess Laura Rice Catherine Rosa Jeannie Sandoval Chris Sandow Mathew Sane Dr. Lyn Schenbeck Marjette Schille Dr. Richard Siegesmund Kelli Shadwell Cyndy Stephens Robin Suter Melissa Terry Patrick Varallo Ray Veon Laura Victore Diane Wade Andrea Waterstone Eric Wearne Debi West Deborah White Advisor Writer Advisor Advisor Advisor Advisor Writer Writer Writer Advisor Advisor Advisor Berrien County Glynn County National Art Education Assoc.Exec.Dir. Peach County Morgan County Hall County Hall County Walker County Dalton Public Schools Coweta County Liberty County University of Georgia DeKalb County GA Professional Standards Commission GA Parent Teacher Association Fannin County Butts County Atlanta Public Schools Savannah-Chatham County Hall County Atlanta Area School for the Deaf GA Office of Student Achievement Gwinnett County GA Assoc. of Curriculum and Instructional Supervisors Gwinnett County Dougherty County Fulton County Marcy M. Williams Torrence Williams Dr. Deborah Wilson Shelley Yeatman Advisor GA Dept. of Early Care and Learning June 18, 2009 Page 10 of 97

11 II. Introduction The Georgia Performance Standards for Visual Arts are designed to help students develop aesthetic perception, personal expression, and artistic skills. In a problem-solving context, students meet the challenges of focused study, engaging in higher-level integrative thought processes. Art is a means to engage all the senses for learning and expression. Art provides opportunities to develop inherent creative abilities. It also fosters and preserves individual identity, uniqueness, self- esteem, and personal accomplishment. The Visual Arts Performance Standards affirm art as a process of inquiry into meaning and idea that is grounded in context and articulated in the purposeful manipulation of visual media. Analysis of products developed within this process can be used to enhance the student's own understanding of his or her thinking. This is developed through assessment and reflection. The habits of mind developed in each step of the process of inquiry articulated in the Performance Standards connect across the curriculum. Art, when taught through a reflective pedagogy of care and responsibility, promotes self-esteem and positive relationships. It improves self- confidence and personal awareness. The study of art stimulates the imagination and encourages students to utilize their creative potential in learning about and producing original works of art. It promotes the development of personal and cultural identity for students. Art instruction provides opportunities for students to work individually and collaboratively to foster social development and cooperative interaction. Additionally, the standards promote an awareness of art as a vocation, avocation, and means for living an aesthetically rich life. The creation of art offers opportunities for highlighting student achievement through school and community exhibits. The visual arts bring a layer of quality to the educational environment. The visual arts standards help students see art in a personal context and expand the concept to the community and the world. The arts are a bridge to understanding our own and other cultures. Through a varied assessment program, students should have periodic opportunities to engage in inquiry-oriented lessons related to Visual Arts. Skills introduced in a given year are developed and become more proficient over time; once proficiency is reached, students continue to advance, increasing refinement and artistic independence. A varied assessment program with multiple types of formative and summative assessments provides the teacher, the student, and the parent with a measure of the student s progress and mastery of the Georgia Performance Standards for Visual Arts. June 18, 2009 Page 11 of 97

12 Organization of Visual Arts Standards The Georgia Performance Standards for Visual Art are arranged in domains that group the standards for clarity and focused study. National Standards for Visual Art provided a foundation for development of the Georgia standards. Advisors suggestions led to the combination of two national standards and the placement of productionǁ at the heart in the middle of the standards arrangement. The domains are as follows: Meaning and Creative Thinking (MC), Contextual Understanding (CU), Production and Response (PR), Assessment and Reflection (AR), and Connections (C). Meaning and Creative Thinking (MC) Students engage in the creative process, open-ended inquiry, problem-solving, and aesthetic understanding through development and examination of their own art works and the art works of others (National Standards 2 & 3). Students develop creativity, critical-thinking, perceptual awareness, and problem solving skills through this critical and creative exposure to artworks. Students engage in aesthetic dialogue, considering essential questionsǁ of art, making effort toward constructing meaning as they encounter and produce works of art. Evidence may be documented through journal-keeping, brainstorming lists, project development, and in the course of conversations. Contextual Understanding (CU) Students understand the visual arts in relation to history and culture (National Standard 4). Students recognize the impact of art on history and different cultures and how history and culture have influenced art. Students plan for and participate in a variety of activities that promote personal engagement and deep knowledge in the study of art history and culture. Production (PR) Students create artworks by applying media, techniques, and processes to formulate and express their own ideas and conceptual understandings (National Standard 1). Experiencing the role of the artist, students apply media, techniques, and processes working toward development of sufficient skill, confidence, and sensitivity to carry out their intentions in their artwork. Through experience in a range of art processes, use of a variety of materials, and development of a repertoire of techniques, students learn to communicate ideas. Media/techniques should include, but are not limited to, drawing, painting, sculpture, ceramics, fiber arts, printmaking, and digital media art techniques. Students should be engaged in well-rounded studio art experiences. Assessment and Reflection (AR) Students critique works of art, reflecting upon and assessing the characteristics and merits of their own work and the artwork of others (National Standard 5). Students learn to describe and assess the materials, techniques, and processes used to complete a finished artwork. They demonstrate the ability to reflect upon and interpret the construction of meaning in their own June 18, 2009 Page 12 of 97

13 work and the work of others. Interacting with peers, they express and validate personal viewpoint and offer constructive criticism. Connections (C) Students make connections to other disciplines and to the world around them through the visual arts (National Standard 6). Students make connections from the world of art to other areas of learning and personal endeavor. Students derive inspiration for art from a variety of content areas. They inform their study and production of art by integrating information and skills from other disciplines and areas of knowledge such as math, reading, English Language Arts, social studies, science, world languages, music, dance, theater, physical education, career awareness, and technology into his or her artwork. Georgia Performance Standards The coding system developed for the performance standards in visual arts will find that each standard has a unique corresponding code made up of numbers and letters. The code includes the following: o subject area (Visual Arts, delineated by the letters VAǁ ) o grade level or band (grades K-5 for Elementary School; grades 6-8 for Middle School; HS = High School for grades 9-12) o specific grade levels Kindergarten, 1, 2, 3, 4, 5, 6, 7, 8 for grades K-5 and 6-8 o letter abbreviations of the standard s domain (MC = Meaning and Creative Thinking; CU = Contextual Understanding; PR = Production; AR = Assessment and Reflection; C = Connections; DR = Drawing; PA = Painting, SC = Sculpture) o numbering system for the standard within that domain o the elements supporting the standard denoted by lower case letters Coding examples include: The code for the first Kindergarten standard and corresponding element for Meaning and Creative Thinking is VAKMC.1.a Visual Arts, Kindergarten, Meaning and Creative Thinking, Standard 1, Element a The code for the grade 6 second standard and corresponding element within the Production domain is VA6PR.2.b Visual Arts, Grade 6, Production Standard 2, Element b The coding for the fourth standard and corresponding element within the Drawing domain for high school is VAHSDRCU.4.c Visual Arts, High School, Drawing, Contextual Understanding, Standard 4, Element c June 18, 2009 Page 13 of 97

14 III. Georgia Performance Standards for Visual Arts Education Grades K-5 Visual Arts Introduction Art is an integral part of the total elementary school curriculum, recognized by National Standards to be part of the core of quality education. All children in grades K-5 should receive regularly scheduled art instruction taught by certified visual arts specialists. Art is an important means of self-expression. The Georgia Performance Standards for Visual Art builds opportunities for children to develop innate sensibilities through making and studying art. As students are guided through visual, tactile, and manipulative art experiences, they build important mental constructs. The standards guide development of the students' technical abilities and higher-order thinking skills. This sequenced, developmentally appropriate set of standards for elementary art has been designed to develop aesthetic understanding, creative thinking, perceptual awareness, artistic skills and knowledge, historical and cultural context, critical analysis, and connections to other disciplines. The Visual Arts Skills Matrix provided with these standards lists skills, techniques, and materials that should be integrated into content as appropriate (rather than taught separately). A well- constructed elementary art program will ensure that the students will understand the following: Imagination is important. There may be more than one answer to a question and more than one solution to a problem. Answers to a question need not be identical. Intrinsic satisfaction matters. Flexibility of thought is critical throughout the course of one s work. Personal success stems from the care invested in one's own work and the ability to work cooperatively with others in a dynamic studio setting. June 18, 2009 Page 14 of 97

15 KINDERGARTEN VISUAL ARTS Children enter kindergarten with a wide variety of life experiences and abilities. A broad range of artistic experiences helps kindergarten students develop fine motor skills, conceptual understanding, and idea building. Drawing is a natural inclination that precedes the development of writing. The drawing abilities of kindergarteners range from organized scribbles to symbolic representations of the world around them. As kindergarten students begin to explore visual representation, they develop personalized schema to portray subjects that are personally significant such as self, family, animals, and familiar objects. Kindergarten students also explore ideas, stories, and fantasy through drawing. Kindergarten students need opportunities to develop ideas, express imagination, and explore a variety of media and techniques. Students enjoy sharing stories about their artistic creations and often embellish details in the telling. Learning to participate as an exhibiting artist-presenter and as a respectful audience member becomes the basis for the development of the critique process. The visual arts provide natural connections for kindergarten students to explore many concepts from other academic disciplines. Development of a basic understanding of the elements of art color, line, shape, space, and texture provides a sensory foundation for vocabulary development and scaffolding other learning concepts. MEANING and CREATIVE THINKING The student engages in the creative process, open-ended inquiry, problem-solving, and aesthetic understanding through development and examination of his or her own art works and the art works of others (National Standards 2 &3). The student develops creativity, critical- thinking, perceptual awareness, and problem solving skills. The student considers the critical questions of art, making effort toward constructing meaning as art is encountered and produced. Evidence may be documented through mapping, diagrams, journal-keeping, brain-storming lists, project development and conversations. VAKMC.1 Engages in the creative process to generate and visualize ideas. a. Participates in group brainstorming activity to generate ideas. b. Verbally expresses individual ideas, thoughts, and feelings. June 18, 2009 Page 15 of 97

16 VAKMC.2 Formulates personal responses. a. Generates visual images by manipulating art materials. b. Mentally recalls and produces visual images (e.g., people, places, animals, things, locations, events, actions) using a variety of art materials. c. Makes connections between visual images and personal experiences. d. Expresses individual ideas, thoughts, and feelings through drawing. VAKMC.3 Selects and uses subject matter, symbols, and/or ideas to communicate meaning. a. Uses pictures to tell a story. b. Understands that symbols can convey different kinds of meaning. c. Looks at objects and thinks about ideas in relationship to one another and observes relationships in works of art. CONTEXTUAL UNDERSTANDING The student understands the visual arts in relation to history and culture (National Standard 4). The student recognizes the impact of art on history and different cultures, and how history and culture have influenced art. The student plans for and participates in a variety of activities that promote personal engagement in the study of art history and culture. VAKCU.1 Identifies artists and offers ideas about what art is and who artists are. a. Recognizes self as an artist. b. Identifies artists in his/her community. c. Understands own ideas as unique to him/her. VAKCU.2 Views and discusses selected artworks. a. Talks about artworks of significant artists that have recognizable subjects and themes. b. Discusses art from a variety of world cultures. c. Recognizes the unique contributions of Georgia artists and art forms. d. Points out clues in selected artworks that determine time and place. June 18, 2009 Page 16 of 97

17 PRODUCTION The student creates artworks by applying media, techniques, and processes to formulate and express his or her ideas and conceptual understandings (National Standard 1). Experiencing the role of the artist, each student applies media, techniques, and processes developing basic skills and increasing confidence. Through experience in a range of art processes, use of a variety of materials, and development of a repertoire of techniques, the student begins to relate process, material, and technique to the communication of ideas. Media/techniques should include, but are not limited to, drawing, painting, sculpture, ceramics, fiber arts, printmaking, and digital media art techniques. The student should be engaged in wellrounded studio art experiences. VAKPR.1 Creates artworks based on personal experience and selected themes. a. Creates artworks to express individual ideas, thoughts, and feelings from memory, imagination, and observation. b. Creates artworks emphasizing one or more elements of art (e.g., color, line, shape, form, texture). c. Combines materials in new and inventive ways to make a finished work of art. VAKPR.2 Understands and applies media, techniques, and processes of two-dimensional works of art (e.g., drawing, painting, printmaking, mixed media) using tools and materials in a safe and appropriate manner to develop skills. a. Attempts to fill the space in an art composition. b. Creates drawings with a variety of media (e.g., pencils, crayons, pastels). c. Draws a variety of lines (e.g., straight, curved, angled, broken, thick, and thin) and shapes (e.g., geometric, organic/free form shapes). d. Creates lines with a variety of media and art tools (e.g., pencils, crayons, scissors, paint brushes, found objects). e. Creates paintings with a variety of media (e.g., finger-paint, tempera, watercolor). f. Uses color to express thoughts, feelings, and ideas. g. Mixes colors to make new colors. h. Explores printmaking using a variety of stamping techniques. (e.g., thumbprints, cardboard, sponge, found objects) i. Uses an awareness of pattern and texture to create a print. j. Develops manual dexterity through craft techniques (e.g., collage, stitchery, weaving) June 18, 2009 Page 17 of 97

18 VAKPR.3 Understands and applies media, techniques, and processes of three-dimensional works of art (e.g., ceramics, sculpture, crafts, and mixed- media) using tools and materials in a safe and appropriate manner to develop skills. a. Makes pots and/or forms using pinch construction. b. Incorporates texture into a design. c. Employs simple construction techniques. d. Recognizes form as not flat. e. Demonstrates that shapes can be put together to make new shapes or forms. f. Creates composition using traditional and/or contemporary craft materials and methods (e.g., paper sculpture, found object, sculpture, jewelry). VAKPR.4 Participates in appropriate exhibition(s) of artworks. a. Develops title for finished work. b. Views and discusses displayed artwork. ASSESSMENT and REFLECTION The student critiques works of art while reflecting upon and assessing the characteristics and merits of his or her artwork and the artwork of others (National Standard 5). The student describes and assesses materials, techniques, and processes used to complete a finished artwork. The student demonstrates the ability to reflect upon and interpret the construction of meaning in his or her own artwork and the artwork of others. Interacting with peers, the student expresses a personal viewpoint and offers constructive criticism. VAKAR.1 Discusses his or her own artwork and the artwork of others. a. Shows an interest in art. b. Describes his or her artwork, revealing media subject and story. c. Compares and contrasts artworks based on subject, theme, and/or elements. d. Expresses preference for one of two or three artworks (reproductions). e. Uses art terms with emphasis on the elements of art: space, line, shape, form, color, value, texture. f. Identifies and names lines (e.g., straight, curved, broken, zigzag, spiral, scalloped, thick and thin). g. Recognizes organic shapes and names geometric shapes. h. Correctly names colors. i. Lists primary colors. j. Names geometric forms (e.g., spheres, cubes). k. Identifies relationships of placement in space (e.g., beside/overlapping, above/below, close/far, right/left, top/bottom, front/back, over/under). l. Identifies space as empty or crowded. m. Identifies texture as the way something feels. n. Names a variety of textures (e.g., smooth, rough, hard, soft). June 18, 2009 Page 18 of 97

19 o. Identifies how elements of art communicate specific feeling. p. Describes how repeated colors, lines, shapes, forms, or textures make pattern in an artwork. VAKAR.2 Utilizes a variety of approaches to understand and critique works of art. a. Poses questions and gathers information from works of art. b. Reads meaning through interpretation of ideas, thoughts and feelings expressed in artwork. c. Connects life experience to artwork. CONNECTIONS The student makes connections to other disciplines and the world through the visual arts (National Standard 6). The student makes connections from the wor ld of art to other areas of learning and personal endeavor. The student derives inspiration for art from a variety of content areas. The student informs study and production of art by integrating information and skills from other areas of knowledge and academic disciplines (e.g., math, reading, English Language Arts, social studies, science, music, dance, theater arts, world languages, career awareness, and technology into his or her artwork). VAKC.1 Applies information from other disciplines to enhance the understanding and production of artworks. a. Explores universal concepts (e.g., pattern, balance) and creates artworks inspired by ideas from literature, science, music, and/or math. b. Creates works of art inspired by universal themes (e.g., self, family, community, world). VAKC.2 Develops life skills through the study and production of art. a. Understands learning goals for artwork and evaluates when goals are met. b. Adapts to change. June 18, 2009 Page 19 of 97

20 GRADE 1 VISUAL ARTS By first grade, most children have developed a collection of symbols for objects in their environment such as a person, house, or tree. These symbols are highly individualized since they are the result of personal development. Children's symbols are unique and represent conceptual understanding rather than direct observation of their world. MEANING and CREATIVE THINKING The student engages in the creative process, open-ended inquiry, problem-solving, and aesthetic understanding through development and examination of his or her art works and the art works of others (National Standards 2 & 3). The student develops creativity, critical-thinking, perceptual awareness, and problem solving skills. The student considers the critical questions of art, making effort toward constructing meaning as art is encountered and produced. Evidence may be documented through diagrams, journal-keeping, brainstorming lists, project development, and conversations. VA1MC.1 Engages in the creative process to generate and visualize ideas. a. Recognizes and discusses how visual images can have multiple meanings. b. Generates multiple visual images. VA1MC.2 Formulates personal responses. a. Makes connections between visual images and personal experiences. b. Expresses individual ideas, thoughts, and feelings through drawing. c. Explores how meaning can change when images are revised. VA1MC.3 Selects and uses subject matter, symbols, and ideas to communicate meaning. a. Describes subjects in art works such as animals, people, places, and things. b. Examines common subjects and themes in selected artworks from own and other cultures, such as the world of play, foods, costumes, celebrations, communities, and nature. c. Understands that symbols and the qualities found in the elements of art (e.g., shapes and colors) can convey different kinds of meaning. d. Looks at objects and thinks about ideas in relationship to one another and observes relationships in works of art. June 18, 2009 Page 20 of 97