Strand: Create Content Standard 2: Students will organize and develop artistic and work. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 2 3 Grade 4 CCSS Alignment CR.2.K.1 Experiment with various using grade-level appropriate elements of art and principles of design drawing painting sculpture printmaking mixed media CR.2.1.1 Explore uses of various media using grade-level appropriate elements of art and principles of design drawing painting sculpture printmaking media CR.2.2.1 Explore personal interests through various media using grade-level appropriate elements of art and principles of design drawing painting sculpture printmaking mixed media CR.2.3.1 Create personally meaningful artwork through various media using grade-level appropriate elements of art and principles of design drawing painting sculpture printmaking mixed media CR.2.4.1 Explore a variety of art-making techniques and approaches through various media using grade-level appropriate elements of art and principles of design drawing painting sculpture printmaking mixed media CCRA.R.7 CCRA.W.2 CCRA.SL.2, 5 CCRA.L.6 CR.2.K.2 Utilize traditional and/or new media and tools safely and appropriately, with guidance conservation norms CR.2.1.2 Utilize traditional and/or new media and tools safely and appropriately, with guidance conservation norms CR.2.2.2 Utilize traditional and/or new media and tools safely and appropriately, with guidance conservation norms CR.2.3.2 Examine, with guidance, safe and responsible use of traditional and/or new media and tools conservation norms craftsmanship CR.2.4.2 Examine, with guidance, safe and responsible use of traditional and/or new media and tools conservation norms craftsmanship CCRA.R.7 CCRA.SL.1
Strand: Creating Content Standard 3: Students will refine and complete artistic work. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 3 Grade 4 CCSS Alignment CR.3.K.1 Describe one’s personal process while creating artwork CR.3.1.1 Explain personal choices (e.g., elements of art, principles of design, creative processes, subject matter) for creating artwork, using art vocabulary CR.3.2.1 Collaboratively discuss and reflect on choices made in creating personal artwork, art vocabulary CR.3.3.1 Revise personal artwork based on insights gained through peer discussion CR.3.4.1 Revise personal artwork by adding details to enhance emerging meaning CCRA.R.1 CCRA.W.5 CCRA.SL.1, 2, 4
Strand: Presenting Content Standard 4: Students will analyze, interpret, and select artistic work for presentation. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten 1 2 Grade 3 Grade 4 CCSS Alignment P.4.K.1 Identify reasons for selecting artwork for personal portfolio and display P.4.1.1 Explain reasons for selecting artwork for personal portfolio and display P.4.2.1 Explain reasons that selected works of art are valued over other works of art P.4.3.1 Investigate possibilities and challenges for exhibiting artwork in a variety of methods (e.g., electronic display, portfolios, hanging artwork, visualizing the space) P.4.4.1 Analyze how traditional and new media impact the preservation and presentation of artwork (e.g., works on paper, digital media) CCRA.R.6, 7 CCRA.W.1, 2 CCRA.SL.1, 2, 4
Strand: Presenting Content Standard 5: Students will develop and refine artistic work for presentation. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 2 Grade 3 Grade 4 CCSS Alignment P.5.K.1 Explain the purpose of portfolios, collections, and displays of artwork (e.g., keeping records, showing growth) P.5.1.1 Discuss various methods of preparing, presenting, and preserving artwork P.5.2.1 Identify different materials or artistic techniques (e.g., mounting, matting, framing) for preparing artwork for presentation P.5.3.1 Analyze best practices for presenting and protecting art in various locations and formats P.5.4.1 Prepare works of art for presentation (e.g., simple matting, labeling, choosing exhibition space) CCRA.R.1, 7 CCRA.W.7 CCRA.SL.1, 2, 4, 5 CCRA.L.6
Strand: Presenting Content Standard 6: Students will convey meaning through the presentation of artistic work. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 3 Grade 4 CCSS Alignment P.6.K.1 Discuss the manner in which exhibited art communicates ideas P.6.1.1 Analyze how exhibited art (e.g., local murals, statues, temporary exhibitions) communicates ideas about the community P.6.2.1 Examine the ways that the presentation of artwork can communicate cultural stories and history (e.g., cave paintings, Egyptian pyramids, Toltec mounds) P.6.3.1 Discuss the manner in which people (e.g., curators, docents) who work in facilities that display art add meaning to the exhibited artwork P.6.4.1 Discuss the differences in meaning conveyed when art is displayed in a variety of traditional venues (e.g., museums, galleries, private collections) CCRA.R.1, 3, 7 CCRA.W.7 CCRA.R.SL.1, 4 CCRA.L.6 SLE introduced in Grade 5 SLE introduced in Grade 5 SLE introduced in Grade 5 SLE introduced in Grade 5 SLE introduced in Grade 5
Strand: Responding Content Standard 7: Students will perceive and analyze artistic work. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 4 CCSS Alignment R.7.K.1 Describe, with guidance, the uses of art within one’s own environment R.7.1.1 Compare of art by multiple artists on similar, familiar themes R.7.2.1 Discuss the artistic process an artist employs when creating a work of art R.7.3.1 Search for expressive and aesthetic characteristics in a variety of contexts (e.g., one’s environment, one’s personal artwork, artwork of other artists) R.7.4.1 Compare responses to a work of art before and after working in similar media CCRA.R.1, 3, 9 CCRA.W.2, 7, 8 CCRA.SL.1, 3, 4 CCRA.L6 SLE introduced in Grade 3 SLE introduced in Grade 3 SLE introduced in Grade 3 R.7.3.2 Identify the message communicated by a visual image (e.g., poster art, art prints, graffiti, advertisements) R.7.4.2 Analyze the manner in which a message is communicate by a visual image (e.g., advertising, brochures, pamphlets, maps) CCRA.R.2 CCRA.W.1, 9 CCRA.SL.1, 2, 4
Strand: Responding Content Standard 8: Students will interpret intent and meaning in artistic work. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 3 Grade 4 CCSS Alignment R.8.K.1 Identify art by subject matter R.8.1.1 Identify art by subject matter and form R.8.2.1 Identify art by subject matter, form, and mood R.8.3.1 Interpret art by considering a variety of components subject matter form mood traditional and/or new media R.8.4.1 Interpret art by considering a variety of components subject matter form mood traditional and/or new media relevant context information CCRA.R. 1, 2, 3, 9 CCRA.W.7, 9 CCRA.SL.1, 2, 3, 4 CCRA.L.6
Strand: Connecting Content Standard 11: Students will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 CCSS Alignment CN.11.K.1 Discuss reasons people make art (e.g., recordkeeping, hobbies, professions) CN.11.1.1 Identify a variety of reasons that people from different cultures make art CN.11.2.1 Compare and contrast artwork from different times and places in a cultural context CN.11.3.1 Explore ways in cultural context impacts the viewer’s response to art CN.11.4.1 Determine the time, place, and culture in which an artwork was created CCRA.R.1, 2, 7, 9 CCRA.W.2, 7 CCRA.SL.1, 2, 4 CCRA.L.6
Strand: Creating Content Standard 2: Students will organize and develop artistic and work. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 6 Grade 7 Grade 8 CCSS Alignment CR.2.5.1 Develop skills in multiple art-making techniques and approaches through practice and experimentation using grade-level appropriate elements of art and principles of design drawing painting sculpture printmaking mixed media CR.2.6.1 Demonstrate openness to using new artistic processes (e.g., ideas, materials, methods, approaches) using grade-level appropriate elements of art and principles of design drawing painting sculpture printmaking media CR.2.7.1 Demonstrate persistence in new artistic processes (e.g., ideas, materials, methods, approaches) using grade-level appropriate elements of art and principles of design drawing painting sculpture printmaking mixed media CR.2.8.1 Pursue ideas, forms and meanings that emerge in the process of art-making or design through experimentation, innovation and/or risk taking using grade-level appropriate elements of art and principles of design drawing painting sculpture printmaking mixed media CCRA.R.7 CCRA.W.2 CCRA.SL.2, 5 CCRA.L.6 CR.2.5.2 Demonstrate, with guidance, the safe and responsible use of traditional and/or new media and tools conservation norms craftsmanship media literacy CR.2.6.2 Demonstrate the safe and responsible use of traditional and/or new media and tools conservation norms craftsmanship media literacy CR.2.7.2 Justify, with guidance, the need to be responsible in the use of traditional and/or new and tools conservation norms craftsmanship media literacy social CR.2.8.2 Justify the need to be responsible in the use of traditional and/or new media and tools conservation norms craftsmanship media literacy social media CCRA.R.7 CCRA.W.2 CCRA.SL.1,4
Strand: Creating Content Standard 3: Students will refine and complete artistic work. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 6 Grade 7 Grade 8 CCSS Alignment CR.3.5.1 Create artist statements using art vocabulary to describe personal choices made in art-making CR.3.6.1 Reflect on the intended meaning of personal artwork and revise accordingly (e.g., written statements, verbal statements) CR.3.7.1 Plan revisions for personal artwork in progress based on feedback (e.g., peer feedback, teacher assessment) CR.3.8.1 Revise personal artwork based on feedback (e.g., peer feedback, teacher assessment) CCRA.R.3, CCRA.W.2, 5 CCRA.SL.1, 4 CCRA.L.6
Strand: Presenting Content Standard 4: Students will analyze, interpret, and select artistic work for presentation. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 CCSS Alignment P.4.5.1 Examine the roles and responsibilities of a curator In the preservation and presentation of artwork P.4.6.1 Analyze similarities and differences associated with the preservation and presentation of works of art (e.g., 2-D work, 3-D work, portfolio, digital media) P.4.7.1 Compare and contrast a variety of methods to experience traditional and new media (e.g., gallery walk, physical museum, virtual museum) P.4.8.1 student-developed criteria for evaluating a collection of art works for presentation CCRA.R.7, 9 CCRA.W.7 CCRA.SL.1, 2, 4 CCRA.L.6
Strand: Presenting Content Standard 5: Students will develop and refine artistic work for presentation. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 CCSS Alignment P.5.5.1 Defend choices made (e.g., materials, techniques, locations) for preparing artwork for presentation P.5.6.1 Compare and contrast a variety of methods (e.g., installations, bulletin boards, art displays) for preparing and presenting art P.5.7.1 Develop a visual plan with multiple components (e.g., physical space, needs of the viewer, layout of the exhibit) for displaying works of art P.5.8.1 Collaboratively prepare a theme-based exhibit including an exhibition narrative for the viewer CCRA.R.1, 7, 9 CCRA.W.1, 2, 7 CCRA.SL.1, 2, 4, 5
Strand: Responding Content Standard 7: Students will perceive and analyze artistic work. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 CCSS Alignment R.7.5.1 Compare interpretations of a work of art with one’s own interpretation through discussion and/or research R.7.6.1 Examine the influence of the context of an artwork on its perception and value (e.g., Keith Haring art in subways, Claude Monet in museums) R.7.7.1 Examine works of art that provide knowledge of other cultures and their values R.7.8.1 Examine the effect of culture and environment on aesthetic choices and on the artistic message CCRA.R.1, 3, 7 CCRA.W.1, 7, 8, 9 CCRA.SL.1, 2, 4 CCRA.L.6 R.7.5.2 Analyze ways that various cultures are represented by visual images (e.g., celebrations, masks, costumes, traditions) R.7.6.2 Analyze ways that cultural images (e.g., celebrations, masks, costumes, traditions) influence artistic emotions and actions R.7.7.2 Analyze contexts in which viewers encounter images that influence ideas, emotions and actions (e.g., Mona Lisa on a mug vs. Mona Lisa at the Louvre) R.7.8.2 Evaluate contexts in which viewers encounter images that influence ideas, emotions and actions (e.g., Starry online, in a museum, as a print) CCRA.R.1, 3, 9 CCRA.W.2, 8, 9 CCRA.SL.1, 3, 4 CCRA.L.6
Strand: Responding Content Standard 8: Students will interpret intent and meaning in artistic work. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 CCSS Alignment R.8.5.1 Analyze art by considering a variety of components subject matter form mood traditional and/or new media relevant context information visual elements R.8.6.1 Analyze art by considering a variety of components subject matter form mood traditional and/or new media relevant context information visual elements structure R.8.7.1 Evaluate art by considering a variety of components subject matter form mood traditional and/or new relevant context information visual elements structure conveyed R.8.8.1 Evaluate art by considering a variety of components subject matter form mood traditional and/or new media relevant context information visual elements structure ideas conveyed CCRA.R.1, 3, 9 CCRA.W.1, 8, 9 CCRA.SL.2, 3, 4 CCRA.L.6
Strand: Responding Content Standard 9: Students will criteria to evaluate artistic work. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 6 Grade 7 Grade 8 CCSS Alignment R.9.5.1 Differentiate criteria used to evaluate works of art (e.g., style, genre, media, cultural context, historical context) R.9.6.1 Evaluate works of art based on personal interest, themes, and venues R.9.7.1 Distinguish an evaluation based on personal criteria as opposed to an evaluation based on established criteria R.9.8.1 Formulate a personal response which defends the evaluation of art CCRA.R.1, 7, 8, 9 CCRA.W.1, 7 CCRA.SL.1, 2, 4 CCRA.L.6
Strand: Connecting Content Standard 10: Students will synthesize and relate knowledge and personal experiences to make art. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 6 Grade 7 Grade 8 CCSS Alignment CN.10.5.1 Create artwork that reflects community and/or cultural traditions CN.10.6.1 Investigate artwork that visually documents community life (e.g., community sculptures, headstones, quilts, folk crafts, architecture) as inspiration for personal artwork CN.10.7.1 Explore current personal interests and concerns as subject for artwork CN.10.8.1 Create artwork collaboratively that reflects the positive aspects of group identity (e.g., designs, club posters, sports posters) CCRA.R.2, 3, 7, 9 CCRA.W.3, 7 CCRA.SL.1, 2, 4, 5 CCRA.L.6
Contributors The following people contributed to the development of this document: Jennifer Cates – Atkins School District Owens – Woodlawn School District William Fortson – Rivercrest School District Shannon Puckett – Genoa Central School District Mignon Hatton – Pulaski County Special School District Tom Richard – University of Arkansas at Monticello Nikki Kalcevic – Bentonville School District Blaine Sapaugh – Texarkana School District James Kunzelman – Fayetteville School District Robert Sibley – Brinkley School District Cheryl McMickle – Forrest City School Disrict Lynn Smith – Little Rock School District Daphne Morgan – Strong-Huttig School District Marc Sloan – Westside Consolidated School District