Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download VISUAL ART CURRICULUM Grades 1-8
Document related concepts
no text concepts found
Transcript
Flemington-Raritan Regional School District Flemington, New Jersey VISUAL ART CURRICULUM Grades 1-8 Gregory T. Nolan, Superintendent Daniel E. Bland, Assistant Superintendent Melissa Griffis Donna Larkin Marge Mayers Stefanie Osmond Catherine Sewall Council of Instruction Review: Staff Review/Vote: BOE Curriculum Committee Review: Board of Education Approval: December 9, 2009 December 11, 2009 December 2, 2009 December 14, 2009 Page 1 of 80 Visual Art Curriculum Table of Contents Page Cover Page .................................................................................................................1 Table of Contents .......................................................................................................2 District Mission Statement .........................................................................................3 Philosophy..................................................................................................................4 Program Description ..................................................................................................5 Bibliography ..............................................................................................................7 Interdisciplinary Links ...............................................................................................8-9 Grade Level 1-2 Line ................................................................................................................10 Texture ...........................................................................................................11 Value ..............................................................................................................12 Space ..............................................................................................................13 Color ..............................................................................................................14 Form ...............................................................................................................15 Shape ..............................................................................................................16 Balance ...........................................................................................................17 Emphasis ........................................................................................................18 Contrast ..........................................................................................................19 Unity ..............................................................................................................20 Pattern ............................................................................................................21 Rhythm and Movement..................................................................................22 Grade Level 3-4 Line ................................................................................................................23 Texture ...........................................................................................................24 Value ..............................................................................................................25 Space ..............................................................................................................26 Color ..............................................................................................................27 Form ...............................................................................................................28 Shape ..............................................................................................................29 Balance ...........................................................................................................30 Emphasis ........................................................................................................31 Contrast ..........................................................................................................32 Unity ..............................................................................................................33 Page 2 of 80 Pattern ............................................................................................................34 Rhythm and Movement..................................................................................35 Grade Level 5-6 Line ................................................................................................................36 Texture ...........................................................................................................37 Value ..............................................................................................................38 Space ..............................................................................................................39 Color ..............................................................................................................40 Form ...............................................................................................................41 Shape ..............................................................................................................42 Balance ...........................................................................................................43 Emphasis ........................................................................................................44 Contrast ..........................................................................................................45 Unity ..............................................................................................................46 Pattern ............................................................................................................47 Rhythm and Movement..................................................................................48 Grade Level 7-8 Line ................................................................................................................49 Texture ...........................................................................................................50 Value ..............................................................................................................51 Space ..............................................................................................................52 Color ..............................................................................................................53 Form ...............................................................................................................54 Shape ..............................................................................................................55 Balance ...........................................................................................................56 Emphasis ........................................................................................................57 Contrast ..........................................................................................................58 Unity ..............................................................................................................59 Pattern ............................................................................................................60 Rhythm and Movement..................................................................................61 NJCCS – 2009 Visual and Performing Arts Core Curriculum Content Standards ...Addendum Page 3 of 80 Visual Art Curriculum District Mission Statement The Flemington-Raritan Regional Schools, a caring and proactive district, in partnership with the community, provide each student with: A sound educational foundation; The guidance to strive for his/her full potential, and The inspiration to become a lifelong learner and a responsible productive citizen in an ever-changing global society. Page 4 of 80 Visual Art Curriculum Philosophy Arts Education in the 21st Century Creativity is a driving force in the 21st-century global economy, with the fastest growing jobs and emerging industries relying on the ability of workers to think unconventionally and use their imaginations. The best employers the world over will be looking for the most competent, most creative, and most innovative people on the face of the earth ... This will be true not just for the top professionals and managers, but up and down the length and breadth of the workforce. ... Those countries that produce the most important new products and services can capture a premium in world markets … (2007, National Center on Education and the Economy) Experience with and knowledge of the arts is an essential component of the K-8 curriculum in the 21st century. As the state of New Jersey works to transform public education to meet the needs of a changing world and the 21st century workforce, capitalizing on the unique ability of the arts to unleash creativity and innovation in our students is critical for success, as reflected in the mission and vision that follow: Mission: The arts enable personal, intellectual, social, economic, and human growth by fostering creativity and providing opportunities for expression beyond the limits of language. Vision: An education in the arts fosters a population that: Creates, reshapes, and fully participates in the enhancement of the quality of life, globally. Participates in social, cultural, and intellectual interplay among people of different ethnic, racial, and cultural backgrounds through a focus on the humanities. Possesses essential technical skills and abilities significant to many aspects of life and work in the 21st century. Understands and impacts the increasingly complex technological environment. New Jersey Core Curriculum Content Standards for Visual and Performing Arts Page 5 of 80 Visual Art Curriculum Program Description The Flemington-Raritan Regional School District provides formal instruction in Visual Arts in grades 1-8. In Grades 1-4 Art is taught once a week for forty minutes for an entire academic year. In grades 5-6, Art is experienced as a half-year course that meets twice during a six-day rotation. Each class is one hour in duration. At the 7-8 grade level, Art occurs for one trimester for 78 minutes every other day. This class may occur during a students’ seventh or eighth grade year. The District’s curriculum strives to provide every child an excellent opportunity to meet and exceed the Visual and Performing Arts standards, as part of the New Jersey Core Curriculum Content Standards. Students are exposed to the elements of art, the principles of design, aesthetics, and art history, Students also have the opportunity to work in a variety of mediums including drawing, painting, and sculpture. Page 6 of 80 Visual Art Curriculum Bibliography Barrett, Terry. Talking About Student Art. Worcester, Massachusetts: Davis Publications, Inc., 1997. Chapman, Laura H. Adventures in Art Series K-8. Worcester, Massachusetts: Davis Publications, Inc., 1998. Edwards, Betty. The New Drawing on the Right Side of the Brain. New York: Tarcher, 1999. New Jersey Core Curriculum Content Standards for: Visual and Performing Arts, 2009 Stewart, Marilyn G. Thinking Through Aesthetics. Worcester, Massachusetts: Davis Publications, Inc., 1997. Artists Web. ―Art Terms and Definitions.‖ 2000. Art in Canada. Aug. 2009 <http://www.artincanada.com/arttalk/arttermsanddefinitions.html#c> Olejarz, Harold. ―Drawing in One Point Perspective.‖ 2005. Harold Olejarz. Oct. 2009 < http://www.olejarz.com/arted/perspective/>. Page 7 of 80 Visual Art Curriculum Interdisciplinary Links for Art Grade 1 Social Studies My family and me, the world we live on, family needs around the world: food, clothing and shelter Grade 2 Social Studies Map skills: communities, Flemington, Colonial times, historical biographies Grade 3 Social Studies Government and elections, map skills, Lenape Indians Grade 4 Social Studies New Jersey geography, New Jersey history, Geography of the United States Grade 5 Social Studies First Americans and early explorers, early settlements, colonies, Revolutionary War Math Geometric shapes, symmetry, polygons, scales, rulers for feet & inches, clocks Language Arts Writing short stories and short books Science Insects, plants and seeds, rocks and soils, solids, liquids, and gasses Math Geometric shapes, symmetry, polygons, scales, rulers for feet & inches, clocks, doubles Subdividing shapes Language Arts Folktales, mysteries, poetry, biographies, puppets Science Weather, forces and motion, vertebrates, astronomy Math Geometric shapes, symmetry, polygons, scales, rulers for feet & inches, clocks Language Arts Fairy tales, poetry, plays, fables, legends, myths, fantasy Science Energy and change, ecosystems, solar system Math Geometric shapes, symmetry, polygons, scales, rulers for feet & inches, clocks Language Arts Satire, symbolism, personification, portfolios, journaling Science Ecosystems, weather, solid earth, matter, magnetism and electricity Math Geometric shapes, symmetry, polygons, scales, rulers for feet & inches, clocks, geometric transformations, fractions Language Arts Analogies, story map, Venn diagram, posters, fantasy, historical non-fiction, realistic fiction Science Ocean water, ocean floor, electricity, ocean life, cells and microscopes Page 8 of 80 Grade 6 Social Studies Mesopotamia, Ancient Middle East, Ancient Egypt, ancient India, Ancient China, Ancient Greece, Ancient Rome Grade 7 Social Studies Byzantine, Religion of Islam, Human migration, civilizations of Africa, civilizations of Asia, Europe in the Middle Ages, Renaissance Grade 8 Social Studies Immigration, American Revolution, Western Expansion, War of 1812, Jackson era, gold rush, Mexican war, Civil War and Reconstruction Math Decimals, rations, proportions, geometric relationships, recursive patterns, sequencing Language Arts I-search papers, book jackets, making predictions from pictures, metaphors Science Motion/forces, astronomy, geology, plants Math Congruence symmetry, rotation, geometric shapes and forms, scale drawing Language Arts Socratic seminars, character traits, descriptive paragraph writing, The Pearl, Steinbeck, poetry, metaphors Science Matter and energy, waves, sound and light, forces and motion, ecology, animal diversity Math Parallel, perpendicular and intersection lines, quadrilaterals: parallelograms, trapezoids, rhombi Language Arts Fractured fairytales, The Giver, Holocaust symposium, Diary of Anne Frank, portfolios, literature circles, political cartoons Science Chemistry, atomic structure, Environmental pollution and human impact, ocean biome and abiotic characteristics, comparisons of kingdoms of life, identification of cell structure and function, heredity, batteries, electronics, space exploration Page 9 of 80 Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 1-2 Elements of Art: Line Grade Level: 1-2 Objectives: Identify and use vertical, horizontal and diagonal lines Recognize and use decorative lines Art Element : Line-A line is an identifiable path of a point moving in space. It can vary in width, direction and length. Suggested Activity (1.3) Suggested Art Aesthetic Questions Suggested History (1.2) (1.4) Resources Paul Klee What makes art Use a piece of yarn on a desk to Joan Miro ―great‖? demonstrate the different types of Piet Mondrian lines Illustrate different types of lines Create a variety of artwork using lines Wassily Kandinski Where can we find Create variety of ornate lines Art of India art? (zig-zag, scalloped …) Keith Haring Create lines using a variety of thicknesses fine to bold & thick Page 10 of 80 Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 1-2 Elements of Art: Texture Grade Level: 1-2 Objectives: Identify examples of a variety of textures in Art and nature Art Element: Texture-The way something feels or looks like it would feel when touched. Suggested Activity (1.3) Suggested Art Aesthetic Questions History (1.2) (1.4) Claude Monet What is the artistic Study works of art that convey a Vincent VanGogh process? variety of textures Study textures which are found in What factors influence nature (animal prints, leaves) artistic expression? Create textures in art using crayon resist, rubbings of texture plates and items from nature, use painted brush techniques to show texture. Page 11 of 80 Suggested Resources Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 1-2 Elements of Art: Value Grade Level: 1-2 Objectives: Recognize the lightness and darkness of colors in works of art Art Element: Value-The lightness or darkness of a color. Suggested Activity (1.3) Suggested Art History (1.2) View works of art that exemplify the Any art print with lights and darks use of value. Page 12 of 80 Aesthetic Questions (1.4) How do artists express moods and feelings through value? Suggested Resources Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 1-2 Elements of Art: Space Grade Level: 1-2 Objectives: Identify how lines create spaces (intersecting or closed lines) Art Element: Space-The empty or open area between, around, above, below or within objects. Space also refers to creating the illusion of three-dimensions. Suggested Activity (1.3) Suggested Art Aesthetic Questions Suggested History (1.2) (1.4) Resources Paul Klee What does the design Use a variety of lines to create Joan Miro of art say about its spaces in a painting Piet Mondrian creator? (project: Lines & Spaces gr. 1) Page 13 of 80 Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 1-2 Elements of Art: Color Grade Level: 1-2 Objectives: Learn Primary & secondary Learn cool and warm colors Art Element: Color-When light is reflected off an object, color is what the eye sees. Color often refers to the color wheel and color theory such as primary colors (red, yellow, blue) and secondary colors (orange, green, violet). Suggested Activity (1.3) Suggested Art Aesthetic Questions Suggested History (1.2) (1.4) Resources Piet Mondrian How does a limited Study a Mondrian print and Henri Matisse palette in a work of art recognize the use of primary Keith Haring change the mood or colors Wassily Kandinsky feeling? Create art piece in the style of Mondrian Create a drawing or painting limited to warm or cool colors Page 14 of 80 Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 1-2 Elements of Art: Form Grade Level: 1-2 Objectives: Learn how 3-D art is created Art Element: Form - Any 3D object such as you would see in a sculpture that has three dimensions (cube, sphere, cylinder). Suggested Activity (1.3) Suggested Art Aesthetic Questions Suggested History (1.2) (1.4) Resources Chinese Dragons What makes some Create a 3-D paper sculpture (paper-sculpture) Artwork last or Create a 3-D object using model Vincent vanGogh become famous? magic (3-D sunflowers model View artwork from a variety of magic) artists that create 3-D Art Page 15 of 80 Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 1-2 Elements of Art: Shape Grade Level: 1-2 Objectives: Identify the use of shape in Art Produce shapes Art Element: Shape-An area enclosed by lines or curves such as squares, circles, triangles, rectangles, and ovals. Suggested Activity (1.3) Suggested Art Aesthetic Questions Suggested History (1.2) (1.4) Resources Pablo Picasso Can abstract art tell a Create an artistic image using a Henri Matisse story? collage of shapes Keith Haring Learn how to draw an object or Joan Miro animal by breaking down an Wassily Kandinski image into simple shapes Look at a piece of artwork and identify the shapes used to create images Page 16 of 80 Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 1-2 Elements of Art: Balance Grade Level: 1-2 Objectives: Learn how to identify symmetry Design Concept: Balance- The arrangement of one or more elements in a work of art so that they appear symmetrical (even), asymmetrical (uneven) and radial (wheel) in design and proportion. Suggested Activity (1.3) Suggested Art History Aesthetic Questions Suggested (1.2) (1.4) Resources How can you Draw & cut-out a symmetrical Multi-cultural mask recognize when art is object or animal from a folded samples from a different piece of paper culture? Create a symmetrical mask or vase How do different cultures embrace art? Page 17 of 80 Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 1-2 Elements of Art: Emphasis Grade Level: 1-2 Objectives: Design Concept: Emphasis-When some visual elements are given more importance than others to catch and hold the viewers’ attention. Suggested Activity (1.3) Suggested Art Aesthetic Questions Suggested History (1.2) (1.4) Resources Not introduced Page 18 of 80 Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 1-2 Elements of Art: Contrast Design Concept: Contrast-a great difference between two things. Contrast usually adds drama or interest to a composition. Objectives: Suggested Activity (1.3) Suggested Art Aesthetic Questions Suggested History (1.2) (1.4) Resources Look at a piece of Recognize the way View and discuss art examples of Jasper Johns artwork… What two in which lights and contrast Rembrandt things in this piece darks contrast in Art contrast? Grade Level: 1-2 Page 19 of 80 Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 1-2 Elements of Art: Unity Grade Level: 1-2 Objectives: Recognize how unity is achieved in work of Art Design Concept: Unity-All parts of a design work together to create a feeling of wholeness. Suggested Activity (1.3) Suggested Art Aesthetic Questions History (1.2) (1.4) Vincent Van Gogh When and where does Students will use repetition of Claude Monet art happen? color, shape, line, or texture to Joan Miro unify a composition Paul Klee View an Impressionist painting to exemplify unity in an art piece Page 20 of 80 Suggested Resources Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 1-2 Elements of Art: Pattern Grade Level: 1-2 Objectives: Identify patterns found in Art and nature Create individual artwork incorporating pattern Design Concept: Pattern-A choice of lines, colors, or shapes that are repeated; usually in a planned or random way. Suggested Activity (1.3) Suggested Art Aesthetic Questions Suggested History (1.2) (1.4) Resources Make a paper weaving Create a frame for a piece of art using a paper mosaic pattern Create artwork in a variety of art mediums using multiple & repetitive patterns Indian Art Henri Matisse Art of Mexico Page 21 of 80 Where can you find examples of patterns? Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 1-2 Elements of Art: Rhythm and Movement Grade Level: 1-2 Objectives: Introduce rhythm through the use of repetition ( colors, shapes and or lines) Design Concept: Rhythm and Movement- Repeating elements create visual or actual movement in an artwork. Visual elements are combined to help the viewers eye sweep over the composition in a definite manner. Suggested Activity (1.3) Suggested Art Aesthetic Questions Suggested History (1.2) (1.4) Resources Keith Haring What art moves you? View and discuss ways in which Vincent vanGogh an artist moves the viewer’s eye Henri Rousseau through a piece of art. Henri Matisse Page 22 of 80 Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 3-4 Elements of Art: Line Grade Level: 3-4 Objectives: Utilize, review and identify vertical, horizontal, diagonal lines Utilize decorative lines Art Element: Line-A line is an identifiable path of a point moving in space. It can vary in width, direction and length. Suggested Activity (1.3) Suggested Art Aesthetic Questions Suggested History (1.2) (1.4) Resources Henri Matisse What makes art Site examples Joseph Stella ―great‖? Illustrate different types of lines Create a variety of artwork using lines Aboriginal Art Where can we find Create variety of ornate lines Wassily Kandinski art? (zig-zag, scalloped …) Alexander Calder Create decorative borders to frame Art of India art-work containing decorative, Keith Haring ornate lines Create lines using a variety of thicknesses fine to bold & thick Page 23 of 80 Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 3-4 Elements of Art: Texture Grade Level: 3-4 Objectives: Identify examples of a variety of textures Create surface interest and variation through surface treatment Art Element: Texture-The way something feels or looks like it would feel when touched. Suggested Activity (1.3) Suggested Art Aesthetic Questions History (1.2) (1.4) Henri Rousseau What is the artistic Study works of art that convey a Caude Monet process? variety of textures Study textures which are found in Vincent VanGogh Georges Seurat What factors influence nature (animal prints, leaves) artistic expression? Create textures in art using crayon Albrecht Durer resist, rubbings of texture plates and items from nature, use painted brush techniques to show texture. Page 24 of 80 Suggested Resources Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 3-4 Elements of Art: Value Grade Level: 3-4 Objectives: Create value using tints and shades Art Element: Value-The lightness or darkness of a color. Suggested Activity (1.3) Suggested Art History (1.2) Study works of art that exemplify the Georgia O’Keefe Wayne Thiebaud use of value. Use a variety of light to dark colors to Marc Chagall Fernand Leger create value in art to develop a 3-D appearance with pencil, oil-pastel, or paint. Page 25 of 80 Aesthetic Questions (1.4) What techniques do artists use to show value? How do artists express moods and feelings through value? Suggested Resources Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 3-4 Elements of Art: Space Art Element: Space-The empty or open area between, around, above, below or within objects. Space also refers to creating the illusion of three-dimensions. Objectives: Suggested Activity (1.3) Suggested Art Aesthetic Questions Suggested History (1.2) (1.4) Resources Janet Fish What does the design Identify positive Positive and negative George Rodrique of art say about its and negative space Create a Still–life or Landscape Salvador Dali creator? using background and foreground Learn how to create 3-D space in a piece Create a drawing using one- point M.C. Escher Op Art of art perspective Vincent vanGogh Grandma Moses Grade Level: 3-4 Page 26 of 80 Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 3-4 Elements of Art: Color Grade Level: 3-4 Objectives: Know Primary, secondary & intermediate colors Identify tints & shades Learn cool and warm colors Art Element: Color-When light is reflected off an object, color is what the eye sees. Color often refers to the color wheel and color theory such as primary colors (red, yellow, blue) and secondary colors (orange, green, violet). Suggested Activity (1.3) Suggested Art Aesthetic Questions Suggested History (1.2) (1.4) Resources How does a limited Study the color spectrum & wheel Art of Mexico palette in a work of art to learn about primary, secondary Frida Kahlo Piet Mondrian change the mood or & intermediate Henri Matisse feeling? ROY G. BIV Pablo Picasso Create a painting or drawing using Keith Haring a limited palette Vassily Kandinsky Create a drawing or painting limited to warm or cool colors Page 27 of 80 Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 3-4 Elements of Art: Form Grade Level: 3-4 Objectives: Identify a variety of examples of threedimensional figures Learn how 3-D art is created Art Element: Form - Any 3D object such as you would see in a sculpture that has three dimensions (cube, sphere, cylinder). Suggested Activity (1.3) Suggested Art Aesthetic Questions Suggested History (1.2) (1.4) Resources Louise Nevelson What makes some Create a 3-D sculpture, relief or Henry Moore Artwork last or assemblage (clay, paper mache, Pablo Picasso become famous? model magic, wood, recycled Auguste Rodin objects etc. ) Fernand Leger Study artwork from a variety of artists that create 3-D Art Page 28 of 80 Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 3-4 Elements of Art: Shape Grade Level: 3-4 Objectives: Identify geometric and organic shapes Art Element: Shape-An area enclosed by lines or curves such as squares, circles, triangles, rectangles, and ovals. Suggested Activity (1.3) Suggested Art Aesthestic Questions Suggested History (1.2) (1.4) Resources Pablo Picasso Look at a specific Create an artistic image using Henri Matisse work of art… Do the collage with cut or torn pieces of M.C. Escher shapes the artist used paper George Rodrique support the theme or Review how to draw by breaking main subject of this down an image into simple shapes Keith Haring piece? Look at a piece of artwork and identify the shapes used to create images Page 29 of 80 Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 3-4 Elements of Art: Balance Grade Level: 3-4 Objectives: Learn how to identify art arranged in a symmetrical, asymmetrical and radial style Design Concept: Balance- The arrangement of one or more elements in a work of art so that they appear symmetrical (even), asymmetrical (uneven) and radial (wheel) in design and proportion. Suggested Activity (1.3) Suggested Art History Aesthetic Questions Suggested (1.2) (1.4) Resources Look at a specific Create a mandala, kaleidoscope or Paul Cezanne Buddhist Mandalas work of art… How Mexican sun using a radial Kaleidoscopes does the artist achieve arrangement Victor Vasarely balance? Create a mask using symmetrical Mexican Sun designs or asymmetrical style Page 30 of 80 Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 3-4 Elements of Art: Emphasis Grade Level: 3-4 Objectives: Recognize the emphasis in a piece of Art work Learn how to use emphasis in there own art pieces Design Concept: Emphasis-When some visual elements are given more importance than others to catch and hold the viewers’ attention. Suggested Activity (1.3) Suggested Art Aesthetic Questions Suggested History (1.2) (1.4) Resources Andy Warhol How can art evoke Poster design with a main image Robert Indiana controversy? or word emphasized Jasper Johns Create a drawing or painting with a letter or number as the emphasis Page 31 of 80 Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 3-4 Elements of Art: Contrast Grade Level: 3-4 Objectives: Recognize the way in which an artist uses contrast in a work of Art (contrasting colors, lines, textures, shades) Design Concept: Contrast-a great difference between two things. Contrast usually adds drama or interest to a composition. Suggested Activity (1.3) Suggested Art Aesthetic Questions Suggested History (1.2) (1.4) Resources Andy Warhol What can show Create a design using contrasting contrast in a work of colors, light and dark, contrasting Jasper Johns Rembrandt art? textures, or contrasting lines. Page 32 of 80 Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 3-4 Elements of Art: Unity Grade Level: 3-4 Objectives: Recognize how unity is achieved in work of Art Design Concept: Unity-All parts of a design work together to create a feeling of wholeness. Suggested Activity (1.3) Suggested Art Aesthetic Questions History (1.2) (1.4) Vincent Van Gogh Look at a specific Students will use repetition of Georges Seurat work of art… What is color, shape, line, or texture to Gustav Klimt the theme or main unify a composition Georgia O’Keefe subject of this piece? Claude Monet Joan Miro Paul Klee Page 33 of 80 Suggested Resources Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 3-4 Elements of Art: Pattern Grade Level: 3-4 Objectives: Identify patterns found in Art and nature Create individual artwork incorporating pattern Design Concept: Pattern-A choice of lines, colors, or shapes that are repeated; usually in a planned or random way. Suggested Activity (1.3) Suggested Art Aesthetic Questions Suggested History (1.2) (1.4) Resources Is it possible to identify the cultural Make a weaving using a variety of African Art Navaho Art origin based on the use patterns such as checker board and Aboriginal Art of a traditional stripes Faith Ringgold pattern? Create a frame for a piece of art Henri Matisse using a paper mosaic pattern Charles Searles How has art changed Create an interior space using Art of Mexico with the different multiple patterns Vincent vanGogh advents of technology? Page 34 of 80 Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 3-4 Elements of Art: Rhythm and Movement Grade Level: 3-4 Objectives: Create regular, irregular rhythm through repetition of colors, shapes and or lines Design Concept: Rhythm and Movement- Repeating elements create visual or actual movement in an artwork. Visual elements are combined to help the viewers eye sweep over the composition in a definite manner. Suggested Activity (1.3) Suggested Art Aesthetic Questions Suggested History (1.2) (1.4) Resources Compare rhythm and Create a landscape showcasing the Romare Bearden Faith Ringgold movement found in use of movement Keith Haring music with the rhythm Georges Braque and movement found Marcel Duchamp in art? Vincent vanGogh Henri Rousseau Page 35 of 80 Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 5-6 Elements of Art: Line Grade Level: 5-6 Objectives/Concept: Utilize implied line Contour lines Art Element: Line-A line is an identifiable path of a point moving in space. It can vary in width, direction and length. Suggested Activity (1.3) Suggested Art Aesthetic Questions Suggested History (1.2) (1.4) Resources Aboriginal artwork What is art? Assessment Masters Review horizontal, vertical and Worksheet 2 directional lines Assessment Masters (Motion with Lines) Identify and use organic and geometric Worksheet 20 (What Studio Masters lines in an art work is Art?) Worksheet 1 Relate to pattern (Drawing: Crayon Etching) ―Drawing on the Create blind contour drawing of student Right Side of the hands or shoes Brain‖ by Betty Create contour line drawing of a still life Edwards related to student interest Page 36 of 80 Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 5-6 Elements of Art: Texture Grade Level: 5-6 Objectives/Concept: Differentiate between actual and simulated texture Utilize texture to create emphasis and interest in a work of art Art Element: Texture-The way something feels or looks like it would feel when touched. Suggested Activity (1.3) Suggested Art Aesthetic Questions History (1.2) (1.4) Pointillism Does the meaning of Discuss pattern as a way to create Georges-Pierre artwork change over visual texture Seurat time? Create a drawing utilizing simulated Vincent vanGogh texture Create a sculpture utilizing actual texture Page 37 of 80 Suggested Resources Assessment Masters Worksheet 1 (Picturing Texture) Studio Masters Worksheet 9 (Sculpture: Cardboard Relief) Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 5-6 Elements of Art: Value Art Element: Value-The lightness or darkness of a color. Suggested Activity (1.3) Suggested Art History (1.2) Martha Alf Use a variety of Complete a value scale tones to create Recognize value changes in a work of Leonardo da Vinci three-dimensionality art in art work Create a work of art that focuses on value changes Compare and contrast shape and form using value (ie: circle vs. sphere) Use a variety of shading techniques (ie: crosshatching, hatching and pencil blending) Relate to line (ie: implied line) Grade Level: 5-6 Objectives/Concept: Page 38 of 80 Aesthetic Questions (1.4) How do artists create artwork? What does it mean to be expressive, imaginative or original? Suggested Resources Assessment Masters Worksheet 4 (Speaking of Value) Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 5-6 Elements of Art: Space Art Element: Space-The empty or open area between, around, above, below or within objects. Space also refers to creating the illusion of three-dimensions. Objectives/Concept: Suggested Activity (1.3) Suggested Art Aesthetic Suggested History (1.2) Questions(1.4) Resources Op Art Do artworks tell us Assessment Masters Differentiate Create a drawing that focuses on Salvador Dali about the world or Worksheet 5 between positive positive and negative space MC Escher culture in which they (Understanding and negative space Observe optical illusions are made? Perspective) Assessment Masters Worksheet 6 (Positive and Negative Shapes) Renaissance How are the illusions Drawing in One Utilize perspective Review foreground, middle-ground, Architecture of space and volume Point Perspective to create the illusion background and overlapping Andrew Wyeth created? website of three Utilize value changes to create <http://www.olejarz. dimensional space atmospheric perspective in an artwork Do artworks have to com/arted/perspectiv (ie: landscape painting) Atmospheric show the world the e/> perspective Visit a hallway in the school to find way it really looks? the vanishing point, horizon and One point Studio Masters perspective orthogonal lines Assessment Masters Worksheet 4 Create a drawing of a room, city, or Worksheet 18 (Drawing: hallway using one point perspective (Thoughts on Art) Perspective) Grade Level: 5-6 Page 39 of 80 Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 5-6 Elements of Art: Color Grade Level: 5-6 Objectives/Concept: Explore and discuss color theory Tints and shades Art Element: Color- When light is reflected off an object, color is what the eye sees. Color often refers to the color wheel and color theory such as primary colors (red, yellow, blue) and secondary colors (orange, green, violet). Suggested Activity (1.3) Suggested Art Aesthetic Questions Suggested History (1.2) (1.4) Resources How is color Color wheel Review primary and secondary colors Piet Mondrian Paul Gauguin important to artwork? worksheet Review warm/cool colors Chuck Close Introduce intermediate, Assessment Masters Studio Masters complementary, and analogous colors Worksheet 19 Worksheet 5 Paint a color wheel using only (Responding to Art) (Painting: Color primary colors Schemes) Create an artwork based on a specific color harmony (ie: warm, cool, analogous) Is all artwork about Paint a value scale using the tints and something? Does shades of one color every artwork tell a Utilize tints and shades to create value story? in a painting Page 40 of 80 Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 5-6 Elements of Art: Form Grade Level: 5-6 Objectives/Concept: Understand the difference between shape and form Art Element: Form-Any 3D object such as you would see in a sculpture that has three dimensions (cube, sphere, cylinder). Suggested Activity (1.3) Suggested Art Aesthetic Questions Suggested History (1.2) (1.4) Resources Native American What makes one kind Studio Masters Create a three dimensional sculpture pottery of artwork different Worksheet 7 using paper maché or clay Martha Alf from another? In (Sculpture: Clay Create a drawing of 3D shapes (ie: Henry Moore what ways, for Techniques) shading a sphere, cube, or cylinder) Caravaggio example, is a drawing Observe light and shadow different from a Studio Masters Relate to value sculpture? Worksheet 10 (Sculpture: PapierMache) Page 41 of 80 Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 5-6 Elements of Art: Shape Grade Level: 5-6 Objectives/Concept: Utilize a variety of shapes in artwork Art Element: Shape- An area enclosed by lines or curves such as squares, circles, triangles, rectangles, and ovals. Suggested Activity (1.3) Suggested Art Aesthetic Questions Suggested History (1.2) (1.4) Resources What conditions must Assessment Masters Review organic and geometric shapes Henri Matisse M.C. Escher be present for Worksheet 3 Create a cut paper collage Chuck Close something to be (Getting Into Shape) called art? Assessment Masters Worksheet 6 (Positive and Negative Space Page 42 of 80 Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 5-6 Elements of Art: Balance Grade Level: 5-6 Objectives/Concept: Understand and perceive a variety of balance in artwork Principles of Art (1.1) Design Concept: Balance- The arrangement of one or more elements in a work of art so that they appear symmetrical (even), asymmetrical (uneven) and radial (wheel) in design and proportion. Suggested Activity (1.3) Suggested Art Aesthetic Questions Suggested History (1.2) (1.4) Resources Buddhist Mandalas What does art mean Studio Masters Review radial symmetrical and Surrealism to different cultures? Worksheet 2 asymmetrical balance (Drawing: Portraits) Create a work of art that employs balance Page 43 of 80 Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 5-6 Elements of Art: Emphasis Grade Level: 5-6 Objectives/Concept: Utilize a focal point in a work of art Design Concept: Emphasis-When some visual elements are given more importance than others to catch and hold the viewers’ attention. Suggested Activity (1.3) Suggested Art Aesthetic Questions Suggested History (1.2) (1.4) Resources Matisse What makes art Studio Masters Identify examples of emphasis in Caravaggio ―great‖? Worksheet 8 artworks (Graphic Design: Emphasize a center of interest in a Is color important to Lettering) drawing, painting, or collage creating artwork? Page 44 of 80 Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 5-6 Elements of Art: Contrast Grade Level: 5-6 Objectives/Concept: Utilize contrast in a work of art Design Concept: Contrast-a great difference between two things. Contrast usually adds drama or interest to a composition. Suggested Activity (1.3) Suggested Art Aesthetic Questions Suggested History (1.2) (1.4) Resources Pop Art What makes Assessment Masters Identify examples of contrast in Andy Warhol something beautiful? Worksheet 22 artworks Roy Lichtenstein (Compare and Create a drawing, painting, or Caravaggio Contrast) sculpture that includes contrast Relate to color, value, and balance Page 45 of 80 Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 5-6 Elements of Art: Unity Grade Level: 5-6 Objectives/Concept: Utilize unity in works of art Design Concept: Unity-All parts of a design work together to create a feeling of wholeness. Suggested Activity (1.3) Suggested Art Aesthetic Questions History (1.2) (1.4) How do the Elements Identify examples of unity in artworks Vincent van Gogh Mandalas and Principles work Relate to pattern and emphasis to together to make art create successful unity in a work of art work unified? Create an artwork using all other design elements harmoniously Assessment Masters Worksheet 21 (Analyzing an Artwork) Page 46 of 80 Suggested Resources Studio Masters Worksheet 12 (Sculpture: Wire) Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 5-6 Elements of Art: Pattern Grade Level: 5-6 Objectives/Concept: Utilize patterns in works of art Differentiate between planned and random patterns Design Concept: Pattern- A choice of lines, colors, or shapes that are repeated; usually in a planned or random way. Suggested Activity (1.3) Suggested Art Aesthetic Questions Suggested History (1.2) (1.4) Resources M.C. Escher When are patterns art Fibonacci Sequence Identify examples of planned and Aboriginal Artwork and when are they (Math) random patterns in artworks decoration? Create tessellation designs (Math) Studio Masters Relate to line, texture, and shape What is the difference Worksheet 3 between art and (Printmaking: decoration? Techniques) Page 47 of 80 Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 5-6 Elements of Art: Rhythm and Movement Grade Level: 5-6 Objectives/Concept: Utilize rhythm and visual movement in artworks Design Concept: Rhythm and Movement- Repeating elements create visual or actual movement in an artwork. Visual elements are combines to help the viewers eye sweep over the composition in a definite manner. Suggested Activity (1.3) Suggested Art Aesthetic Questions Suggested History (1.2) (1.4) Resources William Gropper How do we Assessment Masters Identify examples of rhythm and Farmer’s Revolt distinguish between Worksheet 23 (Be an movement in artworks beauty and ugliness? Art Critic) Create a drawing or painted that focuses on rhythm and movement Relate to unity Page 48 of 80 Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 7-8 Elements of Art: Line Grade Level: 7-8 Objectives/Concept: Identify and utilize different lines or brush strokes in a work of art Review contour lines Introduce Implied Lines Introduce Gestural Lines Art Element: Line-A line is an identifiable path of a point moving in space. It can vary in width, direction and length. Suggested Activity (1.3) Suggested Art Aesthetic Questions(1.4) Suggested History (1.2) Resources Jackson Pollack What can we learn from Large Illustrate different types of lines studying the art of others? reproductions that Show examples in works of art Van Gogh- The focus on a variety Create artwork using a variety of Road Menders of lines. lines Relate to rhythm and movement Create blind contour drawings Draw or paint a still life related to student interest (band instruments, sports equipment, student’s shoes, candy, etc…) Draw a self- portrait using a mirror Paul Cezanne Still Life Paintings How does the drawing suggest the shape of the objects? ―Drawing on the Right Side of the Brain‖ by Betty Edwards How does the background or other shapes help to define the shape’s edge? Large reproductions of examples of negative-positive spaces Pablo Picasso, Weeping Woman William de Kooning, Woman Martha Alf - Four Pears Look for examples of implied line around the classroom and in works of art Create a drawing using implied lines Related to positive/negative space Observe then sketch figures in motion Alberto Giacometti using gestural lines (In school hallways, on school sports fields, on movies, etc…) Create wire sculpture focusing on gestural lines Page 49 of 80 How is feeling or mood conveyed through line and movement? Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 7-8 Elements of Art: Texture Art Element: Texture-The way something feels or looks like it would feel when touched. Suggested Activity (1.3) Suggested Art Aesthetic Questions(1.4) History (1.2) Van Gogh landscape If you could touch the Identify examples Relate texture to pattern objects in the painting, of a variety of Compare two different artworks that paintings. how would they feel? simulated and actual are similar in subject matter, but treat Van Gogh shoe How do the different textures the surface with different textures. paintings. artists achieve different Utilize texture to Draw objects using hatching, crossqualities of texture? create emphasis and hatching, and stippling for variations interest in a work of in values. art Grade Level: 7-8 Objectives/Concept: Page 50 of 80 Suggested Resources Reproductions of Vincent Van Gogh’s paintings from large reproductions or CD of his works. Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 7-8 Elements of Art: Value Art Element: Value-The lightness or darkness of a color. Suggested Activity (1.3) Suggested Art History (1.2) Peter Paul Reubens, Recognize value Complete a Value Scale Daumier changes in a work Create a pencil drawing or painting of art that focuses on value changes Leonardo Da Vinci Add value changes Review pencil shading, to a work of art to hatching/cross-hatching techniques create the illusion of Introduce stippling 3-D space Set up a light source from windows Utilize a variety of or lights to produce strong shadows shading techniques on still life objects or geometric forms to draw using above techniques and changes in values. Grade Level: 7-8 Objectives/Concept: Page 51 of 80 Aesthetic Questions(1.4) What direction is the light source coming from? Suggested Resources Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 7-8 Elements of Art: Space Art Element: Space-The empty or open area between, around, above, below or within objects. Space also refers to creating the illusion of three dimensions. Objectives/Concept: Suggested Activity (1.3) Suggested Art Aesthetic Questions(1.4) Suggested History (1.2) Resources Review 1 point Draw boxes in one point perspective Frank Lloyd Wright How has the artist shown depth in this two perspective drawing and two point perspective. Gehry dimensional painting? Introduce 2 point Draw buildings or a room in Which areas are positive? perspective drawing perspective. Gaudi Which areas are negative. View negative and View examples, 2-D and 3-D positive spaces in artworks that use negative and Vincent van Gogh’s artworks or graphics positive spaces. bedroom and use imagination Create a logo or a design that in spaces. incorporates negative/positive spaces. Grade Level: 7-8 Page 52 of 80 Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 7-8 Elements of Art: Color Art Element: Color-When light is reflected off an object, color is what the eye sees. Color often refers to the color wheel and color theory such as primary colors (red, yellow, blue) and secondary colors (orange, green, violet). Objectives/Concept: Suggested Activity (1.3) Suggested Art Aesthetic Questions(1.4) Suggested History (1.2) Resources Modigliani, Portrait How has the selection of Explore and discuss Review warm/cool, of a Woman colors, helped to express color harmonies primary/secondary, complementary the mood? and theories Review and explore intermediate, Edgar Degas, analogous, monochromatic and Ballerina paintings neutral colors. Identify famous artworks that concentrate on various color schemes. Franz Marc, animal paintings Choose a color scheme that suits the subject matter and/or mood for Rufino Tamayo, students’ artworks. Lion and Horse Grade Level: 7-8 Page 53 of 80 Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 7-8 Elements of Art: Form Grade Level: 7-8 Objectives/Concept: Three dimensional form has depth that produces shadows and is viewed from all directions. Relief sculpture shows depth and shadows, but cannot be viewed from behind. There is additive sculpture. There is subtractive sculpture. Art Element: Form-Any 3D object such as you would see in a sculpture that has three dimensions, height, width, and depth. Suggested Activity (1.3) Suggested Art History Aesthetic Suggested Resources (1.2) Questions(1.4) Louise Nevelson How is the sculpture Design and build a sculpture from balanced? found objects, or paper, wood, or Pablo Picasso plastic materials. Is the sculpture Carve a relief clay tile. Constantine Brancusi appealing from all Use wire as an armature, then paper angles? mache, plaster, plaster covered gauze, or clay to build the form. Does the relief tile Carve a form from a block of plaster, produce different foam, or wood. levels and shadows? Build a clay sculpture. Page 54 of 80 Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 7-8 Elements of Art: Shape Grade Level: 7-8 Objectives/Concept: Shapes are flat. Shapes can be organic as from nature. Shapes can be manmade geometric and measurable. Shapes can be freeform. Art Element: Shape-An area enclosed by lines or curves such as squares, circles, triangles, rectangles, and ovals. Suggested Activity (1.3) Suggested Art History Aesthetic Suggested Resources (1.2) Questions(1.4) Rose windows What types of Design a radial balanced stained glass designed by Davinci or shapes are used? window or mandala. Michelangelo How is this design Design a border pattern with of shapes arranged? geometric shapes. African masks Design a random pattern using organic, free form, or geometric Chinese robes shapes within clothing. Design an African mask using geometric shapes instead of organic facial features. Use symmetrical balance in the mask. Page 55 of 80 Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 7-8 Elements of Art: Balance Grade Level: 7-8 Objectives/Concept: Symmetry Asymmetry Radial Design Concept: Balance-The arrangement of one or more elements in a work of art so that they appear symmetrical (even), asymmetrical (uneven) and radial (wheel) in design and proportion. Suggested Activity (1.3) Suggested Art History Aesthetic Suggested Resources (1.2) Questions(1.4) African masks How is this artwork Design a mask using symmetry. Bali masks balanced? Compose a drawing asymmetrically Paul Cezanne balanced. Design a stained glass window using Michelangelo radial balance. Page 56 of 80 Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 7-8 Elements of Art: Emphasis Grade Level: 7-8 Objectives/Concept: Focal points are different and contrast to other parts of an artwork. Design Concept: Emphasis-When some visual elements are given more importance than others to catch and hold the viewers’ attention. Suggested Activity (1.3) Suggested Art History Aesthetic Suggested Resources (1.2) Questions(1.4) What stands out in Emphasis is placed on the focal point Renoir Monet this painting? (Hint, by changing the size, the shape, the Cassatt it is different from color, or value of that part of the the rest of the artwork. Determine the focal point in painting.) a famous painting. Create a focal point in an artwork by making it one of a kind. Page 57 of 80 Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 7-8 Elements of Art: Contrast Design Concept: Contrast-a great difference between two things. Contrast usually adds drama or interest to a composition. Objectives/Concept: Suggested Activity (1.3) Suggested Art History Aesthetic Suggested Resources (1.2) Questions(1.4) Piet Mondrian How do the colors Contrast causes eyeCreate a drawing or painting that Op Art used compete with catching interest utilizes contrasting color harmonies Andy Warhol each other for that plays back and in different parts of the composition. Vincent Van Gogh dominance? forth. Using black marker on white paper, create a border design for a pencil drawing. Grade Level: 7-8 Page 58 of 80 Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 7-8 Elements of Art: Unity Grade Level: 7-8 Objectives/Concept: Repetition of art elements unifies an artwork, making it look together, complete. Design Concept: Unity-All parts of a design work together to create a feeling of wholeness. Suggested Activity (1.3) Suggested Art History Aesthetic (1.2) Questions(1.4) Acoma Pueblo pottery What makes this pot Design a pot with repeating lines, Greek vase look together? What shapes and colors around the pot for did the artist repeat unity. Gothic cathedral to bring unity to the Design a radial rose window with stained glass windows. design? only a few shapes that repeat in an ordered, balanced direction. Page 59 of 80 Suggested Resources Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 7-8 Elements of Art: Pattern Design Concept: Pattern-A choice of lines, colors, or shapes that are repeated; usually in a planned or random way. Suggested Activity (1.3) Suggested Art History Aesthetic Suggested Resources (1.2) Questions(1.4) Henri Matisse, Purple How does the Observe that Use repeating patterns of lines and repeating patterns repeating patterns colors to utilize rhythm in an artwork. Robe and Anemones show movement? of lines, shapes, and Draw a carousel animal and design a Oaxacan painted animal sculptures colors unify an random pattern of repeating lines, Australian Aboriginal How does the use of artwork. colors, and shapes on the animal. paintings repeating pattern Using a variety of Islamic tile murals unify the artwork? patterns adds interest. Grade Level: 7-8 Objectives/Concept: Page 60 of 80 Visual Art Curriculum NJ Visual Art Standard 1.1 Elements and Principles Grade Level: 7-8 Elements of Art: Rhythm and Movement Design Concept: Rhythm and Movement- Repeating elements create visual or actual movement in an artwork. Visual elements are combined to help the viewers eye sweep over the composition in a definite manner. Objectives/Concept: Suggested Activity (1.3) Suggested Art History Aesthetic Suggested Resources (1.2) Questions(1.4) Thomas Hart Benton, What direction does Art works can direct Create a path of movement your eye follow in one’s view from throughout an artwork with a line that George Bellows, Winslow Homer, this painting? one area to another. varies from wide (near) to thin (far). Rufino Tamayo How does the artist Change a shape Create distance by making shapes bring your eye to from wide to decrease in size from the bottom to this area? narrow to direct the the top of an artwork. What would be the viewer’s eye. Diagonal directions of lines and best location to put shapes create appearance of Shapes, lines, and this object? colors repeated movement. create rhythm. Grade Level: 7-8 Page 61 of 80 Excerpts from the New Jersey Core Curriculum Content Standards for Visual and Performing Arts INTRODUCTION Arts Education in the 21st Century Creativity is a driving force in the 21st-century global economy, with the fastest growing jobs and emerging industries relying on the ability of workers to think unconventionally and use their imaginations. The best employers the world over will be looking for the most competent, most creative, and most innovative people on the face of the earth ... This will be true not just for the top professionals and managers, but up and down the length and breadth of the workforce. ... Those countries that produce the most important new products and services can capture a premium in world markets … (2007, National Center on Education and the Economy) Experience with and knowledge of the arts is an essential component of the P-12 curriculum in the 21st century. As the state of New Jersey works to transform public education to meet the needs of a changing world and the 21st century workforce, capitalizing on the unique ability of the arts to unleash creativity and innovation in our students is critical for success, as reflected in the mission and vision that follow: Mission: The arts enable personal, intellectual, social, economic, and human growth by fostering creativity and providing opportunities for expression beyond the limits of language. Vision: An education in the arts fosters a population that: Creates, reshapes, and fully participates in the enhancement of the quality of life, globally. Participates in social, cultural, and intellectual interplay among people of different ethnic, racial, and cultural backgrounds through a focus on the humanities. Possesses essential technical skills and abilities significant to many aspects of life and work in the 21st century. Understands and impacts the increasingly complex technological environment. Intent and Spirit of the Visual and Performing Arts Standards The intent and spirit of the New Jersey Visual and Performing Arts Standards builds upon the philosophy and goals of the National Standards for Arts Education. Equitable access to arts instruction is achieved when the four arts disciplines (dance, music, theatre, and visual art) are offered throughout the P-12 spectrum. Thus, the goal of the standards is that all students have regular, sequential arts instruction throughout their P-12 education. The expectation of the New Jersey arts standards is that all students communicate at a basic level in each of the four arts disciplines by the end of fifth grade, using the vocabularies, materials, tools, techniques, and intellectual methods of each arts discipline in a developmentally appropriate manner. Beginning in grade 6, student instruction in the arts is driven by specialization, with students choosing one of the four arts disciplines based on their interests, aptitudes, and career aspirations. By the end of grade 12, students are expected to communicate proficiently in one or more arts disciplines of their choice. By graduation from secondary school, all students should, in at least one area of specialization, be able to: Define and solve artistic problems with insight, reason, and technical proficiency. Develop and present basic analyses of works of art from structural, historical, cultural, and aesthetic perspectives. Call upon their informed acquaintance with exemplary works of art from a variety of cultures and historical periods. Relate various types of arts knowledge and skills within and across the arts disciplines by mixing and matching competencies and understandings in art-making, history, culture, and analysis in any arts-related project. Revised Standards The revised 2009 visual and performing arts standards align with the National Standards for Arts Education. In addition, they correlate structurally to the three arts processes defined in the 2008 NAEP Arts Education Assessment Framework: creating, performing, and responding. When actively engaged in these processes, students not only learn about the arts, they learn through and within the arts. The state and national standards are deliberately broad to encourage local curricular objectives and flexibility in classroom instruction. New Jersey’s revised 2009 visual and performing arts standards provide the foundation for creating local curricula and meaningful assessments in the four arts disciplines for all children. They are designed to assist educators in assessing required knowledge and skills in each discipline by laying out the expectations for levels of proficiency in dance, music, theatre, and the visual arts at the appropriate level of study. Organization of the 2009 Standards This organization of the 2009 visual and performing arts standards reflects the critical importance of locating the separate arts disciplines (dance, music, theatre, and visual art) as one common body of knowledge and skills, while still pointing to the unique requirements of individual disciplines. There are four visual and performing arts standards, as follows. Standards 1.1 and 1.2, respectively, articulate required knowledge and skills concerning the elements and principles of the arts, as well as arts history and culture. Together, the two standards forge a corollary to the NAEP Arts process of creating. Standard 1.1 includes four strands, one for each of the arts disciplines: A. Dance, B. Music, C. Theatre, and D. Visual Art; standard 1.2 includes a single strand: A. History of the Arts and Culture. Standard1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. Standard 1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures. Standard 1.3 is rooted in arts performance and thus stands as a corollary to the NAEP Arts process of performing/interpreting. Like Standard 1.1, standard 1.3 is made up of four arts-specific strands: A. Dance, B. Music, C. Theatre, and D. Visual Art. Standard 1.3 Performing: All students will synthesize skills, media, methods, and technologies that are appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. Standard 1.4 addresses two ways students may respond to the arts, including (1) the study of aesthetics and (2) the application of methodologies for critique. Standard 1.4 provides a corollary to the NAEP Arts process of responding. This standard pertains to all four arts disciplines, and is comprised of two strands related to the mode of response: A. Aesthetic Responses and B. Critique Methodologies. Standard 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. Proficiency Levels and Grade Band Clusters The grade-band clusters for the 2009 visual and performing arts standards correspond to new federal definitions of elementary and secondary education, which may have implications for instructional delivery according to licensure. The expectations for student achievement increase across the grade band clusters as follows: Preschool: All students should be given broad-based exposure to, and be provided opportunities for exploration in, each of the four arts disciplines. The goal is that preschool students attain foundational skills that progress toward basic literacy in the content knowledge and skills delineated in the K-2 and 3-5 grade-level arts standards, as developmentally appropriate. Grades K-2 and 3-5: All students in grades K-5 are given broad-based exposure to, and are provided opportunities for participation in, each of the four arts disciplines. The expectation at this level is that all students attain basic literacy in the content knowledge and skills delineated in the K-2 and 3-5 grade-level standards for the arts. Grades 6-8: In grades 6-8, student instruction focuses on one of the four arts disciplines, as directed by choice. The expectation at this level is that all students demonstrate competency in the content knowledge and skills delineated for the selected arts discipline. Grades 9-12: Throughout secondary school, student instruction continues to focus on one of the four arts disciplines, as chosen by the student. By the end of grade 12, all students demonstrate proficiency in at least one chosen arts discipline by meeting or exceeding the content knowledge and skills delineated in the arts standards. Teaching the Standards: Certification and Highly Qualified Arts Educators The visual and performing arts are considered a “core” subject under the federal No Child Left Behind Act (NCLB-2001). Therefore, all visual and performing arts teachers must meet the “Highly Qualified Teachers” standards within their certificated arts discipline(s). State licensure is the initial gatekeeper for highly qualified status. Education in the Arts: National and State Advocacy The Arts Education Partnership provides research information and other guidance to assist in advocating for arts education at the national, state, and local levels. The Partnership also provides information on government funding at the federal and state levels, including the grant programs of two federal agencies: the U.S. Department of Education and the National Endowment for the Arts. At the state level, the New Jersey Arts Education Partnership was established in 2007 as a clearinghouse for information and best practices in arts education, and calls attention to the contribution arts education makes to student achievement. The report, Within Our Power: The Progress, Plight, and Promise of Arts Education for Every Child, is the NJAEP’s response to the New Jersey Arts Census Project, the most comprehensive survey ever compiled on the status of arts education in New Jersey’s public schools. A Glossary of arts terms used in the 2009 visual and performing arts standards was designed to support implementation of the arts standards. Resources Amdur, S., & Associates (Ed.). (2000). Learning and the arts: Crossing boundaries (proceedings of an invitational meeting for education, art, and youth funders held January 12-14, Los Angeles). Seattle, WA: Grantmakers in the Arts. Online: http://www.giarts.org/usr_doc/Learning.pdf Asbury, C., & Rich, B. (Eds.). (2008). Learning, arts, and the brain: The DANA foundation consortium report on arts and cognition. New York: DANA Press. Consortium of National Arts Education Associations. (1994). National standards for arts education: What every young American should know and be able to do in the arts. Reston, VA: Music Educators National Conference. Online: http://artsedge.kennedy-center.org/teach/standards/ Deasy, R. J. (Ed.). (2002). Critical links: Learning in the arts and student academic and social development. Washington, DC: Arts Education Partnership. Deasy, R. J. (Ed.). (2005). Third space: When learning matters. Washington, DC: Arts Education Partnership. Fisk, E. B. (Ed.) (1999). Champions of change: The impact of the arts on learning. Washington, DC: The President’s Committee on the Arts and Humanities & Arts Education Partnership. Kendall, J. S., & Marzano, R. J. (2000). Content knowledge: A compendium of standards and benchmarks for K-12 education (3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development. Literacy in the Arts Task Force. (1989). Literacy in the arts: An imperative for New Jersey schools. Trenton, NJ: Alliance for Arts Education. National Center on Education and the Economy. (2007). Tough choices or tough times: The report of the New Commission on the Skills of the American Workforce. San Francisco: John Wiley & Sons. Online [executive summary]: http://www.skillscommission.org/pdf/exec_sum/ToughChoices_EXECSUM.pdf National Dance Education Organization. (2005). Standards for learning and teaching dance in the arts: Ages 5-18. Silver Spring, MD: Author. Online: http://ndeo.org/content.aspx?page_id=22&club_id=893257&module_id=55412 New Jersey State Department of Education. (1996). New Jersey Core Curriculum Content Standards. Trenton, NJ: Author. New Jersey State Department of Education. (1999). New Jersey visual & performing arts curriculum framework. Trenton, NJ: Author. New Jersey State Department of Education. (2004). New Jersey visual & performing arts curriculum framework. Trenton, NJ: Author. New Jersey State Department of Education. (2008). Standards clarification project. Trenton, NJ: Author. Online: http://www.nj.gov/education/aps/njscp/ President’s Committee on the Arts & Humanities & Arts Education Partnership. (1999). Gaining the arts advantage: Lessons learned from school districts that value arts education. Alexandria, VA, & Washington, DC: Authors. Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum and Development Content Area Standard Strand By the end of grade 2 5 8 Visual & Performing Arts 1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. D. Visual Art Content Statement CPI # Cumulative Progress Indicator (CPI) NOTE: By the end of grade 2, all students progress toward BASIC LITERACY in the following content knowledge and skills in VISUAL ART. The basic elements of art and principles of design 1.1.2.D.1 Identify the basic elements of art and principles of design in diverse govern art creation and composition. types of artwork. Recognizing the elements of art and principles of 1.1.2.D.2 Identify elements of art and principles of design in specific works of design in artworks of known and emerging artists, art and explain how they are used. as well as peers, is an initial step toward visual literacy. NOTE: By the end of grade 5, all students demonstrate BASIC LITERACY in the following content knowledge and skills in VISUAL ART. Understanding the function and purpose of the 1.1.5.D.1 Identify elements of art and principles of design that are evident in elements of art and principles of design assists everyday life. with forming an appreciation of how art and design enhance functionality and improve quality of living. The elements of art and principles of design are 1.1.5.D.2 Compare and contrast works of art in various mediums that use the universal. same art elements and principles of design. NOTE: By the end of grade 8, those students choosing VISUAL ART as their required area of specialization demonstrate COMPETENCY in the following content knowledge and skills. Art is a universal language. Visual communication 1.1.8. D.1 Describe the intellectual and emotional significance conveyed by the through art crosses cultural and language barriers application of the elements of art and principles of design in different throughout time. historical eras and cultures. The study of masterworks of art from diverse 1.1.8. D.2 Compare and contrast various masterworks of art from diverse cultures and different historical eras assists in cultures, and identify elements of the works that relate to specific understanding specific cultures. cultural heritages. Content Area Standard Visual & Performing Arts 1.2: History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures. A. History of the Arts and Culture Strand By the end of Content Statement CPI # Cumulative Progress Indicator (CPI) grade 2 NOTE: By the end of grade 2, all students progress toward BASIC LITERACY in the following content knowledge and skills in DANCE, MUSIC, THEATRE, and VISUAL ART. Dance, music, theatre, and visual artwork from 1.2.2.A.1 Identify characteristic theme-based works of dance, music, theatre, diverse cultures and historical eras have distinct and visual art, such as artworks based on the themes of family and characteristics and common themes that are community, from various historical periods and world cultures. revealed by contextual clues within the works of art. The function and purpose of art-making across 1.2.2.A.2 Identify how artists and specific works of dance, music, theatre, and cultures is a reflection of societal values and visual art reflect, and are affected by, past and present cultures. beliefs. 5 NOTE: By the end of grade 5, all students demonstrate BASIC LITERACY in the following content knowledge and skills in DANCE, MUSIC, THEATRE, and VISUAL ART. Art and culture reflect and affect each other. 1.2.5.A.1 Recognize works of dance, music, theatre, and visual art as a reflection of societal values and beliefs. Characteristic approaches to content, form, style, 1.2.5.A.2 Relate common artistic elements that define distinctive art genres in and design define art genres. dance, music, theatre, and visual art. Sometimes the contributions of an individual artist 1.2.5.A.3 Determine the impact of significant contributions of individual artists can influence a generation of artists and signal the in dance, music, theatre, and visual art from diverse cultures beginning of a new art genre. throughout history. 8 NOTE: By the end of grade 8, all students demonstrate COMPETENCY in the following content knowledge and skills for their required area of specialization in DANCE, MUSIC, THEATRE, or VISUAL ART. Technological changes have and will continue to 1.2.8.A.1 Map historical innovations in dance, music, theatre, and visual art substantially influence the development and nature that were caused by the creation of new technologies. of the arts. Tracing the histories of dance, music, theatre, and 1.2.8.A.2 Differentiate past and contemporary works of dance, music, theatre, visual art in world cultures provides insight into and visual art that represent important ideas, issues, and events that the lives of people and their values. are chronicled in the histories of diverse cultures. The arts reflect cultural morays and personal 1.2.8.A.3 Analyze the social, historical, and political impact of artists on aesthetics throughout the ages. culture and the impact of culture on the arts. Content Area Standard Visual & Performing Arts 1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. D. Visual Art Strand By the end of Content Statement CPI # Cumulative Progress Indicator (CPI) grade 2 NOTE: By the end of grade 2, all students progress toward BASIC LITERACY in the following content knowledge and skills in VISUAL ART. Visual statements in art are derived from the basic 1.3.2.D.1 Create two- and three-dimensional works of art using the basic elements of art regardless of the format and elements of color, line, shape, form, texture, and space, as well as a medium used to create the art. There are also a variety of art mediums and application methods. wide variety of art media, each having its own materials, processes, and technical application methods for exploring solutions to creative problems. Symbols convey meaning agreed upon by a group 1.3.2.D.2 Use symbols to create personal works of art based on selected ageor culture. Manipulation of the basic elements of appropriate themes, using oral stories as a basis for pictorial art and principles of design for personal expression representation. results in visual communication that may be relevant in a variety of settings. Each of the visual art forms uses various materials, 1.3.2.D.3 Employ basic verbal and visual art vocabulary to demonstrate tools, and techniques that are associated with knowledge of the materials, tools, and methodologies used to create unique verbal and visual vocabularies. and tell visual stories. Knowledge of visual art media necessitates an 1.3.2.D.4 Explore the use of a wide array of art mediums and select tools that understanding of a variety of traditional and are appropriate to the production of works of art in a variety of art nontraditional tools, applications, possibilities, and media. limitations. Visual awareness stems from acute observational 1.3.2.D.5 Create works of art that are based on observations of the physical skills and interest in visual objects, spaces, and the world and that illustrate how art is part of everyday life, using a relationship of objects to the world. variety of art mediums and art media. 5 8 NOTE: By the end of grade 5, all students demonstrate BASIC LITERACY in the following content knowledge and skills in VISUAL ART. The elements of art and principles of design can be 1.3.5.D.1 Work individually and collaboratively to create two- and threeapplied in an infinite number of ways to express dimensional works of art that make cohesive visual statements and personal responses to creative problems. that employ the elements of art and principles of design. Contextual clues to culturally specific thematic content, symbolism, compositional approach, and stylistic nuance are prevalent in works of art throughout the ages. 1.3.5.D.2 Each of the genres of visual art (e.g., realism, surrealism, abstract/nonobjective art, conceptual art, and others) is associated with appropriate vocabulary and a stylistic approach to art-making. 1.3.5.D.3 Identify common and distinctive characteristics of artworks from diverse cultural and historical eras of visual art using age-appropriate stylistic terminology (e.g., cubist, surreal, optic, impressionistic), and experiment with various compositional approaches influenced by these styles. Identify common and distinctive characteristics of genres of visual artworks (e.g., realism, surrealism, abstract/nonobjective art, conceptual art, and others) using age-appropriate terminology, and experiment with various compositional approaches influenced by these genres. Differentiate drawing, painting, ceramics, sculpture, printmaking, textiles, and computer imaging by the physical properties of the resulting artworks, and experiment with various art media and art mediums to create original works of art. Collaborate in the creation of works of art using multiple art media and art mediums, and present the completed works in exhibition areas inside and outside the classroom. The characteristics and physical properties of the 1.3.5.D.4 various materials available for use in art-making present infinite possibilities for potential application. There are many types of aesthetic arrangements 1.3.5.D.5 for the exhibition of art. Creating or assembling gallery exhibitions requires effective time management and creative problem-solving skills. NOTE: By the end of grade 8, those students choosing VISUAL ART as their required area of specialization demonstrate COMPETENCY in the following content knowledge and skills. The creation of art is driven by the principles of 1.3.8.D.1 Incorporate various art elements and the principles of balance, balance, harmony, unity, emphasis, proportion, harmony, unity, emphasis, proportion, and rhythm/movement in the and rhythm/movement. creation of two- and three- dimensional artworks, using a broad array of art media and art mediums to enhance the expression of creative ideas (e.g., perspective, implied space, illusionary depth, value, and pattern). Themes in art are often communicated through 1.3.8.D.2 Apply various art media, art mediums, technologies, and processes in symbolism, allegory, or irony. There are a wide the creation of allegorical, theme-based, two- and three-dimensional variety of art mediums, each having appropriate works of art, using tools and technologies that are appropriate to the tools and processes for the production of artwork. theme and goals. Fluency in these mediums, and the use of the appropriate tools associated with working in these mediums, are components of art-making. The classification of art into various art genres depends on the formal aspects of visual statements (e.g., physical properties, theoretical components, cultural context). Many genres of art are associated with discipline-specific arts terminology. Universal themes exist in art across historical eras and cultures. Art may embrace multiple solutions to a problem. Each of the many genres of art is associated with discipline-specific arts terminology and a stylistic approach to art-making. The visual possibilities and inherent qualities of traditional and contemporary art materials (including digital media) may inform choices about visual communication and art-making techniques. 1.3.8.D.3 Identify genres of art (including realism, abstract/nonobjective art, and conceptual art) within various contexts using appropriate art vocabulary, and solve hands-on visual problems using a variety of genre styles. 1.3.8.D.4 Delineate the thematic content of multicultural artworks, and plan, design, and execute multiple solutions to challenging visual arts problems, expressing similar thematic content. Examine the characteristics, thematic content, and symbolism found in works of art from diverse cultural and historical eras, and use these visual statements as inspiration for original artworks. Synthesize the physical properties, processes, and techniques for visual communication in multiple art media (including digital media), and apply this knowledge to the creation of original artworks. 1.3.8.D.5 1.3.8.D.6 Content Area Standard Strand By the end of grade 2 5 Visual & Performing Arts 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. A. Aesthetic Responses Content Statement CPI # Cumulative Progress Indicator (CPI) NOTE: By the end of grade 2, all students progress toward BASIC LITERACY in the following content knowledge and skills in DANCE, MUSIC, THEATRE, and VISUAL ART. Each arts discipline (dance, music, theatre, and 1.4.2.A.1 Identify aesthetic qualities of exemplary works of art in dance, music, visual art) has distinct characteristics, as do the theatre, and visual art, and identify characteristics of the artists who artists who create them. created them (e.g., gender, age, absence or presence of training, style, etc.). 1.4.2.A.2 Compare and contrast culturally and historically diverse works of dance, music, theatre, and visual art that evoke emotion and that communicate cultural meaning. 1.4.2.A.3 Use imagination to create a story based on an arts experience that communicated an emotion or feeling, and tell the story through each of the four arts disciplines (dance, music, theatre, and visual art). 1.4.2.A.4 Distinguish patterns in nature found in works of dance, music, theatre, and visual art. NOTE: By the end of grade 5, all students demonstrate BASIC LITERACY in the following content knowledge and skills in DANCE, MUSIC, THEATRE, and VISUAL ART. Works of art may be organized according to their 1.4.5.A.1 Employ basic, discipline-specific arts terminology to categorize functions and artistic purposes (e.g., genres, works of dance, music, theatre, and visual art according to mediums, messages, themes). established classifications. Formalism in dance, music, theatre, and visual art 1.4.5.A.2 Make informed aesthetic responses to artworks based on structural varies according to personal, cultural, and arrangement and personal, cultural, and historical points of view. historical contexts. Criteria for determining the aesthetic merits of artwork vary according to context. Understanding the relationship between compositional design and genre provides the foundation for making value judgments about the arts. 1.4.5.A.3 Demonstrate how art communicates ideas about personal and social values and is inspired by an individual’s imagination and frame of reference (e.g., personal, social, political, historical context). 8 NOTE: By the end of grade 8, all students demonstrate COMPETENCY in the following content knowledge and skills for their required area of specialization in DANCE, MUSIC, THEATRE, or VISUAL ART. Contextual clues to artistic intent are embedded 1.4.8.A.1 Generate observational and emotional responses to diverse culturally in artworks. Analysis of archetypal or and historically specific works of dance, music, theatre, and visual art consummate works of art requires knowledge and understanding of culturally specific art within historical contexts. Art may be used for utilitarian and non-utilitarian 1.4.8.A.2 Identify works of dance, music, theatre, and visual art that are used purposes. for utilitarian and non-utilitarian purposes. Performance technique in dance, music, theatre, 1.4.8.A.3 Distinguish among artistic styles, trends, and movements in dance, and visual art varies according to historical era music, theatre, and visual art within diverse cultures and historical and genre. eras. Abstract ideas may be expressed in works of 1.4.8.A.4 Compare and contrast changes in the accepted meanings of known dance, music, theatre, and visual art using a artworks over time, given shifts in societal norms, beliefs, or values. genre’s stylistic traits. Symbolism and metaphor are characteristics of 1.4.8.A.5 Interpret symbolism and metaphors embedded in works of dance, art and art-making. music, theatre, and visual art. Awareness of basic elements of style and design 1.4.8.A.6 Differentiate between ―traditional‖ works of art and those that do not in dance, music, theatre, and visual art inform the use conventional elements of style to express new ideas. creation of criteria for judging originality. Artwork may be both utilitarian and nonutilitarian. Relative merits of works of art can be assessed through analysis of form, function, craftsmanship, and originality. 1.4.8.A.7 Analyze the form, function, craftsmanship, and originality of representative works of dance, music, theatre, and visual art. Content Area Standard Visual & Performing Arts 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. B. Critique Methodologies Strand By the end of Content Statement CPI # Cumulative Progress Indicator (CPI) grade 2 NOTE: By the end of grade 2, all students progress toward BASIC LITERACY in the following content knowledge and skills in DANCE, MUSIC, THEATRE, and VISUAL ART. Relative merits of works of art can be qualitatively 1.4.2.B.1 Observe the basic arts elements in performances and exhibitions and and quantitatively assessed using observable used them to formulate objective assessments of artworks in dance, criteria. music, theatre, and visual art. Constructive criticism is an important evaluative 1.4.2.B.2 Apply the principles of positive critique in giving and receiving tool that enables artists to communicate more responses to performances. effectively. Contextual clues are embedded in works of art and 1.4.2.B.3 Recognize the making subject or theme in works of dance, music, provided insight into artistic intent. theatre, and visual art. 5 NOTE: By the end of grade 5, all students demonstrate BASIC LITERACY in the following content knowledge and skills in DANCE, MUSIC, THEATRE, and VISUAL ART. Identifying criteria for evaluating performances 1.4.5.B.1 Assess the application of the elements of art and principles of design results in deeper understanding of art and artin dance, music, theatre, and visual artworks using observable, making. objective criteria. Decoding simple contextual clues requires 1.4.5.B.2 Use evaluative tools, such as rubrics, for self-assessment and to evaluation mechanisms, such as rubrics, to sort appraise the objectivity of critiques by peers. fact from opinion. While there is shared vocabulary among the four 1.4.5.B.3 Use discipline-specific arts terminology to evaluate the strengths arts disciplines of dance, music, theatre, and visual and weaknesses of works of dance, music, theatre, and visual art. art, each also has its own discipline-specific arts terminology. Levels of proficiency can be assessed through 1.4.5.B.4 Define technical proficiency, using the elements of the arts and analyses of how artists apply the elements of art principles of design. and principles of design. Artists and audiences can and do disagree about 1.4.5.B.5 Distinguish ways in which individuals may disagree about the the relative merits of artwork. When assessing relative merits and effectiveness of artistic choices in the creation works of dance, music, theatre and visual art, it is and performance of works of dance, music, theatre, and visual art. important to consider the context for the creation 8 and performance of the work (e.g., Who was the creator? What purpose does the artwork serve? Who is the intended audience?). NOTE: By the end of grade 8, all students demonstrate COMPETENCY in the following content knowledge and skills for their required area of specialization in DANCE, MUSIC, THEATRE, or VISUAL ART. Assessing a work of art without critiquing the 1.4.8.B.1 Evaluate the effectiveness of a work of art by differentiating artist requires objectivity and an understanding of between the artist’s technical proficiency and the work’s content or the work’s content and form. form. Visual fluency is the ability to differentiate formal 1.4.8.B.2 Differentiate among basic formal structures and technical and informal structures and objectively apply proficiency of artists in works of dance, music, theatre, and visual observable criteria to the assessment of artworks, art. without consideration of the artist. Universal elements of art and principles of design 1.4.8.B.3 Compare and contrast examples of archetypal subject matter in apply equally to artwork across cultures and works of art from diverse cultural contexts and historical eras by historical eras. writing critical essays. GLOSSARY Archetypal work of art: An artwork that epitomizes a genre of art. Art genres: Artworks that share characteristic approaches to content, form, style, and design. Each of the four arts disciplines is associated with different genres. Art media: Artistic methods, processes, or means of expression (e.g., presentation mechanisms such as screen, print, auditory, or tactile modes) used to produce a work of art. Art medium(s): Any material or technique used for expression in art. In art, ―medium‖ refers to the physical substance used to create artwork. Types of materials include clay, pencil, paint, and others. Artistic processes: For example, expressionism, abstractionism/nonobjectivism, realism, naturalism, impressionism, and others. Balance: For example, in dance, complementary positions that are on or off the vertical, horizontal, or transverse axes. Basic Literacy: A level of achievement that indicates a student meets or exceeds the K-5 arts standards. Basic Literacy is attained when a student can: (1) Respond to artworks with empathy. (2) Understand that artwork reflects historical, cultural, and aesthetic perspectives. (3) Perform in all four arts disciplines at an age-appropriate level. (4) Draw similarities within and across the arts disciplines. Body patterning: For example, in dance, unilateral movement, contra-lateral movement, upper/lower body coordination, or standing or moving on two feet vs. one foot during movement patterns. Characteristics of a well-made play: Inciting incident, confrontation, rising action, climax, dénouement, and resolution. Choreographic structures: For example, AB, ABA, canon, call and response, narrative, rondo, palindrome, theme, variation, and others. Competency: A level of achievement that indicates a student meets or exceeds the K-8 arts standards. Competency is attained when a student can: (1) Respond to artworks with developing understanding, calling upon acquaintance with works of art from a variety of cultures and historical periods. (2) Perceive artworks from structural, historical, cultural, and aesthetic perspectives. (3) Perform in a chosen area of the arts with developing technical ability, as well as the ability to recognize and conceive solutions to artistic problems. (4) Understand how various types of arts knowledge and skills are related within and across the arts disciplines. Compound meter: A time signature in which each measure is divided into three or more parts, or two uneven parts, calling for the measures to be played with principles, and with subordinate metric accents causing the sensation of beats (e.g., 5/4 and 7/4 time, among others). Consummate works of art: Expertly articulated concepts or renderings of artwork. Discipline-specific arts terminology: Language used to talk about art that is specific to the arts discipline (dance, music, theatre, or visual art) in which it was created. Ear training and listening skill: The development of sensitivity to relative pitch, rhythm, timbre, dynamics, form, and melody, and the application of sight singing/reading or playing techniques, diction/intonation, chord recognition, error detection, and related activities. Effort Actions: ―Effort actions,‖ or more accurately ―incomplete effort actions,‖ specifically refers to nomenclature from Laban Movement Analysis—perhaps the most commonly employed international language of dance. The term refers to any of eight broad classifications or categories of movement: gliding, floating, dabbing, flicking, slashing, thrusting, pressing, and wringing. Each effort action has a specific relationship to the elements of dance (i.e., time, space, and energy) and is paired with another effort action (gliding & floating, dabbing & flicking, slashing & thrusting, pressing & wringing). Elements of art: The compositional building blocks of visual art, including line, color, shape, form, texture, and space. Elements of dance: The compositional building blocks of dance, including time, space, and energy. Elements of music: The compositional building blocks of music, including texture, harmony, melody, and rhythm. Elements of theatre: The compositional building blocks of theatre, including but not limited to plot, character, action, spectacle, and sound. Exemplary works: Works representing genres of art that may be examined from structural, historical, and cultural perspectives. Formalism: The concept that a work’s artistic value is entirely determined by its form—the way it is made, its purely visual aspects, and its medium. The context for the work is of secondary importance. Formalism predominated Western art from the late 1800s to the 1960s. Historical eras in the arts: Artworks that share distinct characteristics and common themes associated with a period of history. Home tone: The first or key tone of any scale; the same as the tonic. Kinesthetic awareness: Spatial sense. Kinesthetic principles: Principles having to do with the physics of movement, such as work, force, velocity, and torque. Locomotor and non-locomotor movements: Locomotor movements involve travel through space (e.g., walking, running, hopping, jumping, leaping, galloping, sliding, skipping), while non-locomotor movements are performed within a personal kinesphere and do not travel through space (e.g., axial turns). Media Arts: For example, television, film, video, radio, and electronic media. Mixed meter: Measures of music in which the upper numerator is divisible by three such as 6/8 or 9/8 time. Movement affinities: The execution of dance phrases with relation to music. Dancers tend toward either lyricism (using the expressive quality of music through the full extension of the body following the accented beat), or bravura dancing (in which the dancer tends to accent the musical beat). Both are technically correct, but are used in different circumstances. Musical families: The categorization of musical instruments according to shared physical properties, such as strings, percussion, brass, or woodwinds. Music composition: Prescribed rules and forms used to create music, such as melodic line and basic chordal structures, many of which are embedded in electronic music notation programs, and which can apply equally to improvised and scored music. New art media and methodologies: Artistic works that have a technological component, such as digital art, computer graphics, computer animation, virtual art, computer robotics, and others. Orff instruments: Precursors to melodic musical instruments, such as hand drums, xylophones, metalliphones, wood blocks, triangles, and others. Ostinato: A short melodic phrase persistently repeated by the same voice or instrument. Physical and vocal skills: For example, articulation, breath control, projection, body alignment. Principles of design: Balance, proportion, rhythm, emphasis, and unity. Proficiency: A level of achievement that indicates a student meets or exceeds the K-12 arts standards. Proficiency is attained when a student can: (1) Respond to artworks with insight and depth of understanding, calling upon informed acquaintance with exemplary works of art from a variety of cultures and historical periods. (2) Develop and present basic analyses of artworks from structural, historical, cultural, and aesthetic perspectives, pointing to their impact on contemporary modes of expression. (3) Perform in a chosen area of the arts with consistency, artistic nuance, and technical ability, defining and solving artistic problems with insight, reason, and technical proficiency. (4) Relate various types of arts knowledge and skills within and across the arts disciplines, by mixing and matching competencies and understandings in art-making, history, culture, and analysis in any arts-related project. Sensory recall: A technique actors commonly employ to heighten the believability of a character, which involves using sense memory to inform their choices. Technical proficiency and artistry in dance performance: Works executed with clarity, musicality, and stylistic nuance that exhibit sound anatomical and kinesthetic principles. Technical theatrical elements: Technical aspects of theatre, such as lighting, sets, properties, and sound. Theatrical genres: Classifications of plays with common characteristics. For example, classical plays, post modern drama, commedia dell’ arte, historical plays, restoration comedy, English renaissance revenge plays, and others. Utilitarian and non-utilitarian art: Art may be functional (i.e., utilitarian) or decorative (i.e., non-utilitarian). Visual communication: The sharing of ideas primarily through visual means—a concept that is commonly associated with two-dimensional images. Visual communication explores the notion that visual messages have power to inform, educate or persuade. The success of visual communication is often determined by measuring the audience’s comprehension of the artist’s intent, and is not based aesthetic or artistic preference. In the era of electronic communication, the importance of visual communication is heightened because visual displays help users understand the communication taking place. Visual literacy: The ability to understand subject matter and the meaning of visual artworks within a given cultural context; the ability to communicate in a wide array of art media and express oneself in at least one visual discipline. Vocal placement: The physical properties and basic anatomy of sound generated by placing the voice in different parts of the body, such as a head voice and chest voice.
