Note: throughout the 11 NYS Visual Arts Standards, the terms art, artwork(s) and design appear over and over again as the distinct results of different kinds of
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NYS Learning Standards for the Arts Revision Committee VISUAL ARTS * Denotes Committee Chair Grace Barrett Commack School District Jennifer Childress The College of Saint Rose Cindy Henry* Union -Endicott Central School District Lisa Lawson Sweet Home Central Schools Anne Manzella North Colonie Central School District Kathleen Pfeifer Norwich City Schools Karen Rosner New York City Department of E ducation Christina Scott Cohoes City School District Leslie Yolen, Associate in Visual Arts Education New York State Education Department Jennifer Childress, Art Education Consultant (editing, document design) NYS Arts Standards Coding System Each discipline is assigned an alphabetic abbreviation using uppercase letters DA=Dance MA=Media Arts MU=Music TH=Theatre VA=Visual Arts Each artistic process is assigned an alphabetic abbreviation using an upper and lower case letter Cr Creating Pr Performing/Presenting/Producing Re Responding Cn Connecting Each anchor standard is assigned a number Creating 1. Generate and conceptualize artistic ideas and work. 2. Organize and develop artistic ideas and work. 3. Refine and complete artistic ideas and work. Performing/Presenting/Producing 4. Analyze, interpret and select artistic work for presentation. 5. Develop and refine artistic techniques and work for presentation. 6. Convey meaning through the presentation of artistic work. Responding 7. Perceive and analyze artistic work. 8. Interpret intent and meaning in artistic work. 9. Apply criteria to evaluate artistic work. Connecting 10. Synthesize and relate knowledge and personal experiences to make art. 11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. NOTE: The Anchor Standards (AS) are the same across all arts disciplines. However, each disciplineÕs standards have discipline -specific interpretations of the AS, called Enduring Understandings (EU). EUs guide the content of the Performance Indicators. Some Anchor Standards in some of the arts disciplines have more than one EU. To create code alignment between all standards and disciplines, AS numbers are always followed by Ò.1Ó, Ò.2Ó, like this: 1.1, 1.2 . Ò.1Ó follows the AS number even when there is only one Enduring Understanding. Each grade level is indicated by a letter, number, or HS+Roman numeral PK=Pre -Kindergarten K=Kindergarten 1,2,3,4,5,6,7,8 for grades 1 Ð 8 HSI for HS Proficient HSII for HS Accomplished HSIII for HS Advanced Each Performance Indicator (PI) is assigned a lower case letter even when there is only one . The first performance indicator is ÒaÓ, the next ÒbÓ, and so on. Order ing First position indicates the discipline. It is always followed by a colon ( : ). Second position (following the colon) indicates the Artistic Process. Third position indicates the Anchor Standard number and Enduring Understanding number, which are separated by a Ò.Ó Fourth position indicates the Grade Level. Fifth position indicates the Performance Indicator. Table of Contents Anchor Standard ¥ Artistic Process ¥ Process Components p. Anchor Standard 1 ¥ Creating ¥ Investigate, Plan, Make 3 Anchor Standard 2 ¥ Creating ¥ Investigate, Consider, Respect, Make 4-5 Anchor Standard 3 ¥ Creating ¥ Reflect, Refine, Continue 5 Anchor Standard 4 ¥ Presenting ¥ Select, Preserve 6 Anchor Standard 5 ¥ Presenting ¥ Curate 6 Anchor Standard 6 ¥ Presenting ¥ Share, Relate 7 Anchor Standard 7 ¥ Responding ¥ Perceive, Analyze 8 Anchor Standard 8 ¥ Responding ¥ Interpret 9 Anchor Standard 9 ¥ Responding ¥ Evaluate 9 Anchor Standard 10 ¥ Connecting ¥ Synthesize 10 Anchor Standard 11 ¥ Connecting ¥ Interrelate, Extend 11 Visual Arts Example Example Performance Indicator Example Code Bold words indicate discipline specific vocabulary. Definitions can be found in the NYS Arts Standards Glossary (separate publication). Performance Indicators are coded with a lower case alpha (a, b, c) even when there is only one in a column. Page 2 of 11, VISUAL ARTS Copyright 2017 The New York State Education Department
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VI S U A L A R T S ~ C r e a t i n g ~ Co n c e i v i n g a n d d e v e l o p i n g n e w a r t i s t i c i d e a s a n d w o r k ~ 1 Anchor Standard 1 Generate and conceptualize artistic ideas and work. Enduring Understanding 1.1 Creativity and innovative thinking are essential life skills that can be developed. Essential Questions ! What conditions, attitudes, and behaviors support creative risk taking and innovative thinking? ! How does collaboration expand the creative process? Artistic Process ¥ CREATING Process Components ¥ INVESTIGATE, PLAN, MAKE Pre -K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced VA:Cr1.1.PK VA:Cr1.1.K VA:Cr1.1.1 VA:Cr1.1.2 VA:Cr1.1.3 VA:Cr1.1.4 VA:Cr1.1.5 VA:Cr1.1.6 VA:Cr1.1.7 VA:Cr1.1.8 VA:Cr1.1.HSI VA:Cr1.1.HSII VA:Cr1.1.HSIII a. Engage in self -directed imaginative play with materials. a. Engage in exploration and imaginative play with materials. a. Engage collaboratively in exploration and imaginative play with materials. a. Collaboratively brainstorm multiple artmaking approaches to an art or design problem. a. Elaborate on a selected imaginative idea. a. Brainstorm multiple artmaking approaches to a creative art or design problem. a. Combine ideas to generate an innovative idea for artmaking. a. Collaboratively exchange concepts and different points of view to generate innovative ideas for creating art. a. Apply strategies to overcome creative blocks. a. Document and reflect on early stages of the creative process , visually and/or verbally in traditional or new media. a. Use multiple artmaking approaches to begin creative endeavors. a. Formulate, individually or collaboratively , new creative problems, based on student’s existing artwork. a. Visualize and hypothesize to generate ideas and plans for creating art and design that can affect social change. Enduring Understanding 1.2 Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals. Essential Questions ! How does knowing the contexts, histories, and traditions of art forms help us create works of art and design? ! Why do artists and designers follow or break from established traditions? ! How do artists and designers determine what resources and criteria are needed to formulate artistic investigations? Artistic Process ¥ CREATING Process Components ¥ INVESTIGATE, PLAN, MAKE Pre -K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced VA:Cr1.2.PK VA:Cr1.2.K VA:Cr1.2.1 VA:Cr1.2.2 VA:Cr1.2.3 VA:Cr1.2.4 VA:Cr1.2.5 VA:Cr1.2.6 VA:Cr1.2.7 VA:Cr1.2.8 VA:Cr1.2.HSI VA:Cr1.2.HSII VA:Cr1.2.HSIII a. Engage in self -directed, creative making. a. Engage collaboratively in creative artmaking in response to an artistic problem. a. Use observation and exploration in preparation for making a work of art. a. Create art or design with various materials and tools to explore personal interests, questions, and curiosity. a. Apply knowledge of available resources, tools, and technologies to investigate personal ideas through the artmaking process. a. Work individually and collaboratively to set goals and create artwork that is meaningful and has purpose to the makers. a. Identify and demonstrate diverse strategies for artistic investigation to choose an approach for beginning a work of art. a. Use brainstorming to formulate an artistic investigation of personally relevant content for creating art. a. Develop criteria to guide making a work of art or design to meet an identified goal. a. Collaboratively shape an artistic investigation of an aspect of present -day life by using a contemporary practice of art and design. a. Consider a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design. a. Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design that follow or break established artistic conventions. a. Choose from a range of materials and methods of traditional and contemporary artistic practices , following or breaking established conventions , to plan the making of multiple works of art and design connected by a theme , idea, or concept. Note: throughout the 11 NYS Visual Arts Standards, the terms art, artwork(s) and design appear over and over again as the distinct results of different kinds of visual thinking. Though unbolded in this document, their definitions are located in the NYS Visual Arts Glossary. Page 3 of 11, VISUAL ARTS Copyright 2017 The New York State Education Department
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VI S U A L A R T S ~ C r e a t i n g ~ Co n c e i v i n g a n d d e v e l o p i n g n e w a r t i s t i c i d e a s a n d w o r k ~ 2 Anchor Standard 2 Organize and develop artistic ideas and work. Enduring Understanding Artists and designers experiment with forms, structures, Essential ! How do artists work? Artistic Process ¥ CREATING 2.1 materials, concepts, media, and artmaking approaches. Questions ! How do artists and designers find a particular direction that is effective for their work? Process Component ¥ INVESTIGATE ! How do artists and designers learn from trial and error? Pre -K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced VA:Cr2.1.PK VA:Cr2.1.K VA:Cr 2.1. 1 VA:Cr 2.1. 2 VA:Cr 2.1. 3 VA:Cr 2.1. 4 VA:Cr 2.1. 5 VA:Cr 2.1. 6 VA:Cr 2.1. 7 VA:Cr 2.1. 8 VA:Cr 2.1. HSI VA:Cr 2.1. HSII VA:Cr 2.1. HSIII a. Use a variety of artmaking tools a. Through experimentation, build skills in various media and artmaking approaches. a. Explore uses of materials and tools to create works of art or design. a. Experiment with various materials and tools to explore personal interests in a work of art or design. a. Create artwork using a variety of artistic processes and materials. a. Explore and invent artmaking techniques and approaches. a. Experiment and develop skills in multiple artmaking techniques and approaches through practice. a. Demonstrate openness in trying new ideas, materials, methods, and artmaking approaches in making works of art and design. a. Demonstrate persistence in developing skills with various materials, methods, and artmaking approaches in creating works of art or design. a. Experiment , innovate , and take risks to pursue ideas, forms, and meanings that emerge in the process of artmaking or designing. a. Generate and develop artistic work in a self -directed manner. a. Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form. a. Experiment , plan, and make multiple works of art and design that explore a personally meaningful theme ,idea, or concept. Enduring Understanding Artists and designers balance experimentation and freedom with Essential ! How do artists and designers care for and maintain materials, tools, and equipment? Artistic Process ¥ CREATING 2.2 safety and responsibility while developing and creating artwork. Questions ! Why is it important for safety and health to understand and follow correct procedures in handling materials, Process Components ¥ CONSIDER, RESPECT tools, and equipment? ! What ethical considerations arise when artists use existing images in their work? ! What responsibilities come with the freedom to create and share artistic work? Pre -K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced VA:Cr2.2.PK VA:Cr2.2.K VA:Cr 2.2. 1 VA:Cr 2.2. 2 VA:Cr 2.2. 3 VA:Cr 2.2. 4 VA:Cr 2.2. 5 VA:Cr 2.2. 6 VA:Cr 2.2. 7 VA:Cr 2.2. 8 VA:Cr 2.2. HSI VA:Cr 2.2. HSII VA:Cr 2.2. HSIII a. Share materials a. Identify safe art a. Demonstrate safe a. Demonstrate safe a. Demonstrate an a. Utilize and care for a. Demonstrate quality a. Practice a. Demonstrate a. Explain a. Demonstrate an a. Explain how a. Demonstrate with others. materials , tools, and and proper procedures procedures for using understanding of the materials , tools, and craftsmanship conservation , care, conservation , care, environmental environmentally traditional and non -understanding of the equipment. for using materials, and cleaning art tools, safe and proficient use equipment in a safe through care for and safety, and clean- up of and clean -up of art implications of conscious approach to traditional materials importance of tools, and equipment. equipment, and of materials , tools, manner. use of materials , art materials, tools, materials, tools, and conservation , care, conservation , care, may affect human balancing freedom studio spaces. and equipment for a tools, and equipment . and equipment. equipment. and clean -up of art and clean -up of art health and the and responsibility in variety of artistic materials, tools, and materials , tools, and environment and the use of images, processes. equipment; andequipment in the art demonstrate safe materials , tools, and demonstrate self -classroom. handling and disposal equipment in the regulation in applying of materials, tools, creation and the understandings in and equipment. circulation of creative the art classroom. work. ————————————————————b. Consider b. Explain and practice b. Demonstrate b. Demonstrate b. Demonstrate b. Consistently apply ———-responsible and responsible use of ethical responsibility ethical responsibility awareness of the ethical standards respectful practices sharing images when using, posting, when appropriating , ethical implications when making and when using other online. and sharing images posting, and sharing of making and distributing creative artists’ work for and materials through images. distributing creative work. inspiration, and when technology. work. sharing artistic work via technology. Page 4 of 11, VISUAL ARTS Copyright 2017 The New York State Education Department
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Anchor Standard 2 (contÕd) Enduring Understanding People create, respond to, and interact with objects and places Essential ! How do objects and places shape lives and communities? Artistic Process ¥ CREATING 2.3 in ways that define, shape, enhance, and empower their lives. Questions ! How do artists and designers determine goals for designing or redesigning objects, places, or systems? Process Component ¥ MAKE ! How do artists and designers create works that effectively communicate ideas or influence people’s lives? Pre -K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced VA:Cr 2.3. PK VA:Cr 2.3. K VA:Cr 2.3. 1 VA:Cr 2.3. 2 VA:Cr 2.3. 3 VA:Cr 2.3. 4 VA:Cr 2.3. 5 VA:Cr 2.3. 6 VA:Cr 2.3. 7 VA:Cr 2.3. 8 VA:Cr 2.3. HSI VA:Cr 2.3. HSII VA:Cr 2.3. HSIII a. Create and tell about art that communicates a story about a familiar place or object. a. Note similarities and differences of objects through drawings, diagrams, sculptures, or other visual means. a. Create art that represents natural and constructed environments. a. Repurpose objects or materials to make something new. a. Individually or collaboratively construct representations , diagrams, or maps of places that are part of everyday life. a. Identify , describe , and visually document places or objects of personal significance. a. Document , describe, and represent constructed environments of regional or historical significance. a. Design or redesign objects, places, or systems that meet the identified needs of diverse users. a. Apply visual organizational strategies to design and produce a work of art or design that clearly communicates information or ideas. a. Select , organize, and design images and text to make visually clear and compelling artistic work. a. Develop a proposal and create sketches or a model for an installation , artwork, or space design that transforms the perception and experience of a particular place. a. Redesign an object, system, place, or design in response to contemporary issues. a. Demonstrate in works of art or design how visual culture and material culture define, shape, enhance, inhibit, and/or empower people’s lives. VI S U A L A R T S ~ C r e a t i n g ~ Co n c e i v i n g a n d d e v e l o p i n g n e w a r t i s t i c i d e a s a n d w o r k ~ 3 Anchor Standard 3 Refine and complete artistic work. Enduring Understanding Artists and designers develop excellence through practice and Essential ! What role does persistence play in revising, refining, and developing work? Artistic Process ¥ CREATING 3.1 constructive critique; and reflecting on, revising, and refining Questions ! How do artists grow and become accomplished in art forms? Process Components ¥ REFLECT, REFINE, CONTINUE work over time. ! How do personal reflection and group critique help us to develop more effective artistic work? Pre -K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced VA:Cr 3.1. PK VA:Cr 3.1. K VA:Cr 3.1. 1 VA:Cr 3.1. 2 VA:Cr 3.1. 3 VA:Cr 3.1. 4 VA:Cr 3.1. 5 VA:Cr 3.1. 6 VA:Cr 3.1. 7 VA:Cr 3.1. 8 VA:Cr 3.1. HSI VA:Cr 3.1. HSII VA:Cr 3.1. HSIII a. Share and talk a. Reflect on and a. Use art vocabulary a. Discuss and a. Elaborate by a. Revise artwork in a. Create artist a. Reflect on a. Reflect on and a. Apply relevant a. Apply relevant a. Engage in a. Reflect on, re -about personal explain the process of to describe choices. reflect with peers adding details to an progress on the basis statements by whether personal explain important criteria to examine, criteria and the constructive critique engage, revise, and artwork. making art. about choices made artwork to enhance of insights gained using art vocabulary artwork effectively information about reflect on, and plan feedback of others to with peers; then refine works of art or in creating artwork. emerging meaning. through peer to describe personal communicates personal artwork, in revisions for a work of revise and refine reflect on, re-design considering discussion. choices in artmaking. meaning and revise an artist statement art or design in works of art and engage , revise, and relevant accordingly. or in another format. progress. design in progress. refine works of art traditional and and design in contemporary response to personal criteria as well as artistic vision. personal artistic vision. Page 5 of 11, VISUAL ARTS Copyright 2017 The New York State Education Department
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VI S U A L A R T S ~ Pr e se n t i n g ~ In t e rp re t i n g a n d s h a ri n g a rt i s t i c w ork ~ 6 Anchor Standard 6 Convey meaning through the presentation of artistic work. Enduring Understanding Objects, artifacts, and artworks collected, preserved, or Essential ! What is the function of art museums, galleries, and other venues that display artwork? Artistic Process ¥ PRESENTING 6.1 presented communicate meaning and function as a record Questions ! How does the presenting and sharing of objects, artifacts, and artworks influence and shape ideas, beliefs, Process Components ¥ SHARE, RELATE of social, cultural, and political experiences; resulting in the and experiences? cultivating of appreciation and understanding. ! How do objects, artifacts and artwork collected, preserved, or presented, cultivate appreciation and understanding? Pre -K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced VA:Pr 6.1. PK VA:Pr 6.1. K VA:Pr 6.1. 1 VA:Pr 6.1. 2 VA:Pr 6.1. 3 VA:Pr 6.1. 4 VA:Pr 6.1. 5 VA:Pr 6.1. 6 VA:Pr 6.1. 7 VA:Pr 6.1. 8 VA:Pr 6.1. HSI VA:Pr 6.1. HSII VA:Pr 6.1. HSIII a. Identify where art a. Explain what an art a. Identify the roles a. Analyze how art is a. Identify and a. Compare and a. Cite evidence a. Assess , explain, a. Compare and a. Analyze why and a. Analyze and a. Make , explain, and a. Curate a is displayed both museum is and and responsibilities exhibited inside and explain how and contrast purposes of about how an and provide evidence contrast viewing and how an exhibition or describe the effect justify connections collection of objects, inside and outside of distinguish how an of people who work outside of schools where different art museums, art exhibition in a of how museums or experiencing collection may that an exhibition or between artists or artifacts, or artwork to school. art museum is in and visit museums and how it cultures record and galleries, and other museum or other other venues reflect collections and influence ideas, collection has on artwork and social, affect the viewerÕs different from other and other art contributes to illustrate stories and venues , as well as venue presents the history and exhibitions in beliefs, and personal awareness cultural , and understanding of buildings. venues. communities. history of life through the types of personal ideas and provides values of a different venues. experiences. of social, cultural , or political history. social, cultural , art. experiences they information about a community. political beliefs and and/or political provide. specific concept or understandings. experiences. topic. Page 7 of 11, VISUAL ARTS Copyright 2017 The New York State Education Department
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VI S U A L A R T S ~ R e sp o n d i n g ~ Un d e r s t an d i n g an d e v al u at i n g ho w t he ar t s c o n v e y m e an i n g ~ 7 Anchor Standard 7 Perceive and analyze artistic work. Enduring Understanding Individual aesthetic and empathetic awareness developed through engagement Essential ! How do life experiences influence the way we relate to art? Artistic Process ¥ RESPONDING 7.1 with art can lead to understanding and appreciation of self, others, and the world. Questions ! How does learning about art affect how we perceive the world? Process Component ¥ PERCEIVE ! What can we learn from our responses to art? Pre -K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced VA:Re 7.1. PK VA:Re 7.1. K VA:Re 7.1. 1 VA:Re 7.1. 2 VA:Re 7.1. 3 VA:Re 7.1. 4 VA:Re 7.1. 5 VA:Re 7.1. 6 VA:Re 7.1. 7 VA:Re 7.1. 8 VA:Re 7.1. HSI VA:Re 7.1. HSII VA:Re 7.1. HSIII a. Recognize art in a. Identify uses of art a. Select and a. Recognize and a. Speculate about a. Compare a. Compare one’s a. Identify and a. Explain how a a. Explain how the a. Recognize and a. Analyze how a. Hypothesize ways oneÕs environment. within oneÕs personal describe works of art describe visual the artistic responses to a work own interpretation interpret works of personÕs artistic method of display, describe personal responses to art in which art environment. that illustrate daily characteristics of processes an artist of art before and after of a work of art with art or design that choices are the location, and the aesthetic and develop over time, influences life experiences of one’s natural and used to create a working in similar the interpretation reveal how people influenced by experience of an empathetic based on knowledge perception and oneÕs self and others. constructed work of art. media. of others. around the world live culture and artwork influence responses to the of and experience understanding of environments. and what they value. environment, and how it is perceived natural world and with art and life. human experiences. affect the visual and valued. constructed image that one environments. conveys to others. Enduring Understanding Visual imagery influences understanding of and responses to the world. Essential ! What is an image? Artistic Process ¥ RESPONDING 7.2 Questions ! Where and how do we encounter images in our world? Process Component ¥ ANALYZE ! How do images influence our views of the world? Pre -K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced VA:Re 7.2. PK VA:Re 7.2. K VA:Re 7.2. 1 VA:Re 7.2. 2 VA:Re 7.2. 3 VA:Re 7.2. 4 VA:Re 7.2. 5 VA:Re 7.2. 6 VA:Re 7.2. 7 VA:Re 7.2. 8 VA:Re 7.2. HSI VA:Re 7.2. HSII VA:Re 7.2. HSIII a. Distinguish a. Describe what an a. Compare images a. Categorize a. Identify messages a. Analyze a. Identify and a. Analyze ways that a. Analyze multiple a. Compare and a. Analyze the a. Identify a. Evaluate the between images image represents. that represent the images , based on communicated by components of analyze cultural visual components ways that images contrast contexts reciprocal commonalities effectiveness of and real objects. same subject. expressive images. visual imagery that associations and cultural influence specific and media in which relationship between within a group of images to influence properties. convey messages. suggested by visual associations audiences. viewers encounter understanding the artists or visual ideas, feelings, and imagery. suggested by images that world and images attributed to behaviors of specific images influence influence ideas, experiencing a particular type of audiences. ideas, emotions, and emotions, and imagery. art, time frame, or actions. actions. culture. Page 8 of 11, VISUAL ARTS Copyright 2017 The New York State Education Department
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VI S U A L A R T S ~ R e sp o n d i n g ~ Un d e r s t an d i n g an d e v al u at i n g ho w t he ar t s c o n v e y m e an i n g ~ 8 Anchor Standard 8 Interpret meaning in artistic work. Enduring Understanding People gain insight into meanings of artwork by engaging in a process Essential ! What is the value of engaging in a process of art criticism? Artistic Process ¥ RESPONDING 8.1 of art criticism. Questions ! How can the viewer “read” a work of art as text? Process Component ¥ INTERPRET ! How does knowing and using visual art vocabularies help us understand and interpret works of art? Pre -K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced VA:Re 8.1. PK VA:Re 8.1. K VA:Re 8.1. 1 VA:Re 8.1. 2 VA:Re 8.1. 3 VA:Re 8.1. 4 VA:Re 8.1. 5 VA:Re 8.1. 6 VA:Re 8.1. 7 VA:Re 8.1. 8 VA:Re 8.1. HSI VA:Re 8.1. HSII VA:Re 8.1. HSIII a. With guidance, a. With guidance, a. With guidance, a. With guidance, a. Interpret mood in a. Interpret art by a. Interpret art by a. Interpret art by a. Interpret ideas a. Analyze how the a. Construct a. Identify types of a. Analyze differing share reactions to share observations compare and contrast categorize subject artwork by analyzing analyzing relevant referring to distinguishing and mood in art by interaction of subject interpretations of contextual interpretations of artwork. comparing artworks . subject matter in matter and identify subject matter and subject matter, contextual between relevant and analyzing matter, artwork, supported by information useful in an artwork or works of art. common themes in characteristics of characteristics of information and non -relevant artmaking characteristics of relevant and sufficient the process of collection of works in works of art. form. form , and use of analyzing subject contextual approaches, form and structure , evidence found both constructing order to select and media. matter, information and characteristics of use of media , in the work and in interpretations of defend a plausible characteristics of analyzing subject form and structure , artmaking surrounding an artwork or critical analysis. form , and use of matter, relevant contextual approaches , and contexts. collection of works. media. characteristics of information, subject relevant contextual form and structure , matter, and use of information and use of media. media. contributes to understanding messages or ideas and mood conveyed. VI S U A L A R T S ~ R e sp o n d i n g ~ Un d e r s t an d i n g an d e v al u at i n g ho w t he ar t s c o n v e y m e an i n g ~ 9 Anchor Standard 9 Apply criteria to evaluate artistic work. Enduring Understanding 9.1 People evaluate art, based on various criteria. Essential Questions ! How does one determine criteria to evaluate a work of art? ! How and why might criteria vary? ! How is a personal preference different from an evaluation? Artistic Process ¥ RESPONDING Process Component ¥ EVALUATE Pre -K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced VA:Re 9.1. PK VA:Re 9.1. K VA:Re 9.1. 1 VA:Re 9.1. 2 VA:Re 9.1. 3 VA:Re 9.1. 4 VA:Re 9.1. 5 VA:Re 9.1. 6 VA:Re 9.1. 7 VA:Re 9.1. 8 VA:Re 9.1. HSI VA:Re 9.1. HSII VA:Re 9.1. HSIII a. Select a preferred artwork. a. Explain reasons for selecting a preferred artwork. a. Categorize artwork , based on different reasons for preferences. a. Use learned art vocabulary to express preferences about artwork. a. Evaluate an artwork, based on given criteria. a. Apply one set of criteria to evaluate more than one work of art. a. Develop and apply relevant criteria to evaluate a work of art. a. Recognize differences in criteria used to evaluate works of art, depending on styles , genres , and media as well as on historical a. Compare and explain the differences between a personal criteria -based evaluation of an artwork and an established criteria -a. Create a convincing and logical argument to support an evaluation of art. a. Establish relevant criteria in order to evaluate a work of art or collection of works. a. Determine the relevance of criteria used by others to evaluate a work of art or collection of works. a. Construct evaluations of a work of art or collection of works, based on differing sets of criteria. and cultural based evaluation of contexts. an artwork. Page 9 of 11, VISUAL ARTS Copyright 2017 The New York State Education Department
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VI S U A L A R T S ~ C o n n e c t i n g ~ Re l a t i n g a r t i s t i c i d e a s a n d w o r k w i t h p e r s o n a l m e a n i n g a n d e x t e r n a l c o n t e x t ~ 1 0 Anchor Standard 10 Relate and synthesize knowledge and personal experiences to inspire and inform artistic work. Enduring Understanding Through artmaking, people make meaning by investigating and Essential ! How does creating art enrich people’s lives? Artistic Process ¥ CONNECTING 10.1 developing awareness of perceptions, knowledge, and experiences. Questions ! How does making art attune people to their surroundings? Process Component ¥ SYNTHESIZE !How does artmaking contribute to awareness and understanding of oneÕs lives and the lives of others in the community? Pre -K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th HS Proficient HS Accomplished HS Advanced VA:Cn 10.1. PK VA: Cn10.1. K VA:Cn 10.1. 1 VA:Cn 10.1. 2 VA:Cn 10.1. 3 VA:Cn 10.1. 4 VA:Cn 10.1. 5 VA:Cn 10.1. 6 VA:Cn 10.1. 7 VA:Cn 10.1. 8 VA:Cn 10.1. HSI VA:Cn 10.1. HSII VA:Cn 10.1. HSIII a. Create art that a. Explore the world a. Create works of a. Identify times, a. Create works of a. Develop a work of a. Generate a a. Apply formal and a. Design a work of a. Make art a. Document the a. Utilize inquiry a. Synthesize tells a story about a using descriptive art about events in places, and reasons art that reflect art, based on collection of ideas conceptual art inspired by a collaboratively to process of methods of knowledge of social, life experience. words and artistic home, school, or that students make community cultural observations of reflecting current vocabularies of art place where people reflect on and developing ideas; observation, cultural , historical, work. community life. art outside of school. traditions. surroundings. interests and and design to view gather in the reinforce positive from early stages to research, and and personal life with concerns that could surroundings in new community. aspects of group full elaboration. experimentation to artmaking be investigated in ways through identity. explore unfamiliar approaches to artistic work. artmaking. subjects through create meaningful artmaking. works of art or design. Page 10 of 11, VISUAL ARTS Copyright 2017 The New York State Education Department
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