of Skills: Media and and Critical Analysis: and Making to Contexts and Critical Analysis: and Making to Contexts Drawing and Painting (ART 201/202, 301/302, 401/402) Curriculum Guide Learning goals for all curricular areas are organized by overarching concepts called clusters. Within those clusters live topics related to the cluster. All learning goals for the visual arts are guided by the 2014 National Visual Arts Standards and assessed on the provided reporting scales. The outline below serves to define the various elements of the curriculum structure. Reporting Cluster – The Overarching Concept Definition of the cluster/concept. National Standards alignments – those most closely related to the overarching concept. Anchor Standard: Anchor standards define the expectations for students entering college and careers, and provide the foundation for the K-12 visual arts standards. Enduring Understanding: Statements summarizing important ideas and core processes that are central to visual arts and have lasting value beyond the classroom. They synthesize what students should understand—not just know or do—as a result of studying visual arts. Essential Questions: Organizing questions to set the focus for lessons or units. They are the initiators of creative and critical thinking. Planning Planning
Students demonstrate the have developed the ability to: Apply drawing and painting media using appropriate processes and techniques to enhance the meaning or message in an original artwork. appropriate processes and techniques to more clearly articulate the meaning or message in an original artwork. Provide evidence for artistic choices. and applications that go beyond the learning target.
Refine and complete artistic work. Apply criteria to evaluate artistic work. Enduring Understandings Creativity and innovative thinking are essential life skills that can be developed. Artists and designers shape artistic investigations, following or breaking with traditions, in pursuit of creative goals. Artists and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time. People gain insights into meanings of artworks by engaging in the process of art criticism. People evaluate art on various criteria. Essential Questions What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process? How does collaboratively reflecting on work help us experience it more fully and develop it more completely? How does the viewer “read” a work of art? 1 2 3 4 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Students will recognize or recall specific vocabulary such as: Form, symbol, mood, genre, allegory Students demonstrate the have developed the ability to: Formulate and convey a response to their own and the work of others based on established criteria. Formulate and communicate an action plan Select artistic work for presentation. Students demonstrate they have the ability to: Critically analyze and evaluate their own work or the work of others based on personal preference and established criteria. Formulate, communicate, and implement an action plan, making appropriate adjustments. Develop and refine artistic work for presentation In addition to score 3.0 performance, students demonstrate in-depth inferences and applications that go beyond the learning target. Drawing and Painting (ART 201/202, 301/302, 401/402) Curriculum Guide 301/302, 401/402 Reporting Cluster – Making Connections: Connecting to Contexts Connecting to Contexts is defined as exploring links between works of art and history, society, culture, and personal experiences. New National Standards alignments Anchor Standard Perceive and analyze artistic work. Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. Synthesize and relate knowledge and personal experiences to make art. Enduring Understandings Engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments. People develop and understandings of society, culture, and history through their interactions with and analyses of art.
Essential Questions How do life experiences influence the way you relate to art? How does art help us understand the lives of people of different times, places, and cultures? How is art used to impact the views of society? Tiered student learning objectives/ task generators Analyze and describe the impact that an exhibition or collection has on one’s personal awareness of social, cultural, or political beliefs and understandings. Make, explain, and justify connections between artists or artworks and social, cultural, and political history. Curate a collection of objects, artifacts, or artworks to impact the viewer’s understanding of social, cultural, and/or political experiences. Assessment Scale (Connecting to Contexts) 1 2 3 4 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Students will recognize or recall specific vocabulary such as: Context Students demonstrate they have developed the ability to: Identify contextual elements from history, cultures, artistic movements, and society in the work of others. Students demonstrate they have the ability to: Apply contextual elements from history, cultures, artistic movements, and society to their own artwork. In addition to score 3.0 performance, students demonstrate in-depth inferences and applications that go beyond the learning target. Drawing and Painting (ART 201/202, 301/302, 401/402) Curriculum Guide Drawing and Painting II (ART201/202) Assessment Rubric Cluster: Topic 1 2 3 4 Insufficient Progress Developing Toward Standard Meeting Standard Exceeding Standard Design Concepts: Elements of Art and Principles of Design Student’s performance reflects insufficient progress towards foundational skills and knowledge. Students will recognize or recall specific vocabulary including but not limited to: Elements and Principles here Students demonstrate the have developed the ability to: Identify and describe the Principles of Design and the Elements of Art Students demonstrate they have the ability to: Independently apply multiple elements and principals of to create an original drawing or painting to convey a meaning or message. Provide evidence for their artistic choices. In addition to score 3.0 performance, students demonstrate in-depth inferences and applications that go beyond the learning target.