Visual
South Carolina College- and Career-Ready Standards for Visual Arts Proficiency
Introduction
Students who participate in the South Carolina standards-based education in the visual and performing arts are heirs to excellent arts opportunities and programs because of the vision and tenacity of generations of devoted arts educators in our state and throughout the nation. It is important that all communities have visual art specialists with the knowledge and skills they need to teach art in a manner that will best enable students to learn. Organized lists of standards, benchmarks, s, and student learning targets help teachers to reach a high level of quality art instruction in a comprehensive arts education program for improved student growth. The South Carolina Department of Education recognizes the visual art standards as an essential resource for assisting and supporting excellent art teachers in schools. This visual-art teacher document presents the expectations for student growth and learning for Pre-kindergarten through twelfth grade.
This South Carolina Visual Arts document is designed to meet local and state and national visual arts standards and create individualized instruction for students. In addition, to align with the South Carolina Read to Succeed Act(Section 59-155-120 “Discipline-specific literacy”), we recognize that literacy is taught through the arts and have developed a statement explaining how administrators may support their teachers in all content areas in order to reinforce strong literacy-based classrooms. The purpose of this Visual Arts Literacy Policy Statement is to help administrators, principals, and teachers integrate literacy through the arts as effectively as possible. Referring to a wealth of information and research from leaders in the fields of arts disciplines, we will summarize our literacy statement position clearly and concisely. As arts educators, we believe in a broad definition of literacy by encouraging a multi literacy perspective for our students to make meaning. Expanding the clarity of literacy promotes broader understanding for our students, communication, individualized instruction, and inclusive learning environments. An extended curriculum includes visual literacy, musical literacy, the language of dance, literacy development through theatre, traditional print concepts to digital ones, and aligning reading comprehension strategies through the arts (Riddle, 2016).
Students are immersed cognitively when involved in the artistic process. The use of skills such as communication, creativity, critical thinking, and problem solving are truly embodied in their work. The visual and performing arts fall into all three 21St century thinking skills categories: learning and innovation skills, life and career skills, and technology skills. (21st Century Skills, 2009) These 21st century skills will contribute to student success in a global economy and culturally diverse environments.
New visual arts standards are written to be applicable across all content areas. Effective practices will be employed in all student work as a result of studying the South Carolina Academic Standards for the Visual and Performing Arts. The standards have been developed to support the key artistic processes of Creating, Responding, Performing, and Connecting taken from the National Core Arts Standards developed by the National Coalition for Core Arts Standards in 2014.The new 2016 South Carolina Academic Standards for the Visual and Performing Arts align with the National Standards and maintain the essential content of the 2010 South Carolina Academic Standards for the Visual and Performing Arts. However, there are changes to the layout and language in an effort to create standards that are centered around the student. The new standards provide proficiency levels for student expectations. The continuum permits flexibility in acknowledging that students will demonstrate growth through the artistic processes at varying degrees over time.
South Carolina Department of Education professional staff, in collaboration with members of the South Carolina Academic Standards Visual and Performing Arts Development Team, created this series of arts-standards documents. The 2017 South Carolina Academic Standards for the Visual and Performing Arts draws on the expertise of K–12 arts teachers and administrators who were nominated by district superintendents and the professional arts education organizations for dance, music, theatre, and visual arts. We are grateful to all who those contributed to this effort.
The 2017 South Carolina Academic Standards for the Visual and Performing Arts will serve as the basis for the continuation of the comprehensive sequential arts education system offered in our state. In addition, these standards provide guaranteed experiences for our students to grow, perform, and produce in the arts.
Visual Arts Standards
Artistic Processes: Creating - make artwork using a variety of materials, techniques, and processes.
Anchor Standard 1: use the elements and principles of art to create artwork.
| VA.CR | Benchmark | Indicator |
|---|---|---|
| NL.1 | name and use some of the elements of art to express ideas. | |
| NM.1 | combine several elements of art to express ideas. | |
| NH.1 | select and arrange the elements to demonstrate principles of art. | |
| IL.1 | apply some elements and principles of art to revise my artwork. | |
| IM.1 | analyze and apply the elements and principles of art to solve a given artistic challenge. | |
| IH.1 | analyze art through a critique and refine my artwork based on given criteria. | |
| AL.1 | create, refine, and communicate ideas based on the elements and principles of design and other composi- tional strategies and structures. | |
| AM.1 | document and justify the planning and development of an artwork from the inception of the idea to completion. | |
| AH.1 | create a body of work in a specific medium that explores a personal theme, idea, or concept. | |
| NL.1.1 | use some elements of art to communicate a story about a familiar place or object. | use geometric and organic shapes in my artwork. |
| mix colors to create a painting of my favorite place. | ||
| NM.1.1 | combine several elements of art to express ideas, feelings, and stories in my artwork. | use color, line, shape, and pattern to express personal ideas in my artwork. |
| use color and line to show feelings in my artwork. | ||
| NH.1.1 | select and arrange elements of art to create principles of design. | arrange line, shape, color, or space to create asymmetry or symmetry in my artwork. |
| select and arrange line, shape, or color to create rhythm, pattern, or repetition in my artwork. | ||
| use texture, value, or space to create emphasis or variety in my artwork. | ||
| IL.1.1 | identify improvements needed in my artwork and explore multiple strategies to apply elements and principles of art. | explore balance created by arrangement of objects and elements within an artwork. |
| explore ways to strengthen my composition using emphasis. | ||
| IM.1.1 | explore solutions to an assigned artistic challenge. | work with a group to design a kinetic sculpture. |
| use value and color to create atmospheric perspective. | ||
| IH.1.1 | participate in a formal critique to revise my artwork. | explain the choices in my composition. |
| describe and make suggestions about an artwork free of personal judgment based on the elements and principles of art. | ||
| AL.1.1 | apply organizational strategies that communicate a personal meaning, theme, idea, or concept. | use perspective to direct attention to the focal point or subject of my artwork. |
| use the rule of thirds to emphasize the main idea of my artwork. | ||
| AM.1.1 | create a process folio to relate the structure of my composition to the idea communicated. | explain my organizational choices from exploring composition options in thumbnails to the completed artwork. |
| maintain a sketchbook that includes notes, sketches, and revisions of my artwork. | ||
| AH.1.1 | explain and defend the choices I made to communicate my artistic ideas across multiples artworks. | defend the selection of my artwork and strategies to show a commonality in my portfolio. |
| explain and defend my choices in using or adapting conventional strategies and processes. | ||
| NL.1.2 | select some elements of art to construct 2D or 3D artwork. | tear, curl, and fold paper(paper sculpture techniques) to show form, line, shape, or texture. |
| use basic clay techniques to create shape and form. | ||
| NM.1.2 | combine several elements of art to construct 2D or 3D artwork. | use line, shape, form, and space to create a sculpture. |
| use line, color, shape, and texture, to create a piece of art using different art mediums. | ||
| NH.1.2 | use principles of design to convey intended meaning in my artwork. | create mood in my artwork using emphasis of color and line. |
| listen to a piece of music and represent the sounds in my artwork using the principle of movement. | ||
| IL.1.2 | select and use strategies that apply the elements and principles of design to improve my artwork. | make thumbnail sketches and choose the strongest composition. |
| choose line, space, or texture to create unity/harmony in my artwork. | ||
| use digital photography to see my artwork in a new way and explore composition. | ||
| IM.1.2 | work through the artistic process to improve my artwork through experimentation. | identify structural challenges in my sculpture and make adjustments. |
| experiment with different media to solve an artistic challenge. | ||
| IH.1.2 | make revisions based on suggestions given. | revise my work based on oral and written responses. |
| use a rubric to evaluate my artwork. | ||
| use collaborative strategies to critique and improve my artwork. | ||
| AL.1.2 | justify my artistic choices in the composition of my artwork. | explain the placement and subject matter in my artwork and how it pertains to the meaning. |
| communicate a specific idea or theme and explain my compositional choices. | ||
| AM.1.2 | create a reflection statement comparing the final product with the original concept. | document my artistic process and reflect on my intended choices. |
| write an artist statement that describes and explains my concept. | ||
| AH.1.2 | create artwork in a specific medium that conveys a theme to develop a portfolio. | create a series of paintings exploring a social theme. |
| create a variety of 3D artworks that examine identity. |
Anchor Standard 2: use different materials, techniques, and processes to make art.
| Benchmark VA.CR | Description | Indicator |
|---|---|---|
| NL.2 | share and use art materials and tools in a safe and responsible manner. | |
| NM.2 | use some materials, techniques, and tools to create artwork. | |
| NH.2 | use and combine materials, techniques, and processes to make art. | |
| IL.2 | research a specific technique, style, or artist to explore new ways of making art. | |
| IM.2 | research and use multiple art-making techniques and approaches by other artists and apply them to my work. | |
| IH.2 | select, and use a variety of art materials, techniques and processes to solve an artistic problem. | |
| AL.2 | choose from a range of materials, techniques and processes to communicate an idea. | |
| AM.2 | invent different ways to combine materials to develop a personal style. | |
| AH.2 | create a body of work that represents my personal style through a range of approaches, materials, techniques, and processes. | |
| NL.2.1 | demonstrate care for my artwork and materials. | wash paint out of my brush. |
| store my artwork in a safe place. | ||
| clean and put away my materials. | ||
| NM.2.1 | use two-dimensional art materials to explore ways to make art. | weave with paper or yarn. |
| use watercolor to create a painting. | ||
| print using ink and a brayer. | ||
| NH.2.1 | demonstrate various techniques in a specific medium. | use wet-on-wet, drybrush, and salt to make a watercolor painting. |
| create a clay bowl using coils, slabs, or pinch techniques. | ||
| IL.2.1 | identify and use art materials and techniques based on my research from a variety of sources. | identify a variety of ways materials and techniques are used in creating artworks. |
| identify contemporary and traditional techniques. | ||
| IM.2.1 | use a variety of art media, techniques, and processes in my artwork. | .combine multi-media techniques in my artwork. |
| combine art media to create an assemblage. | ||
| IH.2.1 | use a variety of materials, techniques, or processes in response to an artistic problem. | create multiple solutions to a challenge with experimentation of materials. |
| create samples using various types of painting techniques. | ||
| use various collage techniques to make a self-portrait and explore identity. | ||
| AL.2.1 | apply techniques with a variety of media and processes to evoke different responses in the viewer. | select paint media and techniques to illustrate mood within my composition. |
| illustrate my political viewpoints through the selection of specific media. | ||
| AM.2.1 | research and use techniques and processes that illustrate my personal style. | select media and processes that reflect my artistic choices. |
| research traditional and contemporary methods for using selected art media. | ||
| AH.2.1 | apply a range of approaches using materials and methods to plan a series of artworks. | create a series art works demonstrating multiple hand building approaches in ceramics. |
| demonstrate a variety of drawing techniques in a series of expressive self-portraits. | ||
| NL.2.2 | show safe procedures for using tools and equipment while making art. | cut with scissors in a safe way. |
| follow steps to use paint or glue without waste. | ||
| use art materials for their purpose. | ||
| NM.2.2 | use three-dimensional art materials and techniques to make art. | use tools for hand building with clay. |
| use papier-mâché to create a 3D form. | ||
| use found objects to make a sculpture. | ||
| NH.2.2 | make art by combining two or more art materials. | make a landscape with collage and colored pencil techniques. |
| make a relief sculpture by combining cardboard and found objects. | ||
| IL.2.2 | choose art materials and tools to produce a desired result. | use charcoal to create smooth value changes in a still life. |
| mix and blend colors to show tints and shades in my painting. | ||
| IM.2.2 | use processes and techniques by other artists in my artwork. | make a plaster sculpture in the style of a contemporary artist. |
| use stippling, cross hatching, and hatching to show value. | ||
| IH.2.2 | explore art making techniques to solve and identify problems. | experiment with drawing media to represent texture. |
| create a kinetic sculpture that moves in the wind. | ||
| AL.2.2 | apply traditional and contemporary artistic processes to my artwork. | use pit fire and kiln firing processes to select the desired result for my intended purpose. |
| use film and digital photography to capture light and shadow. | ||
| AM.2.2 | use and describe the artistic processes as I develop my artistic style. | record my preferences of materials and techniques in a journal to develop my personal style. |
| record my process and progress with drawing media in my sketchbook. | ||
| AH.2.2 | produce a body of work in a specific media to illustrate meaning with breadth and depth. | use a selected theme using multiple media and techniques. |
| use one art medium to illustrate multiple ideas in a series of work. |
Artistic Processes: Presenting - choose and organize work that demonstrates related concepts, skills, and/or media.
Anchor Standard 3: improve and complete artistic work using elements and principles.
| Benchmark VA.P | Description | Indicator |
|---|---|---|
| NL.3 | share and talk about my artwork | |
| NM.3 | explain the elements and principles of art used to make my artwork. | |
| NH.3 | describe my artistic choices using art vocabulary. | |
| IL.3 | revise my artwork in progress using the elements and principles of art. | |
| IM.3 | use given criteria to complete my artwork. | |
| IH.3 | use the artistic process of planning, reflecting, and revising to develop my artwork. | |
| AL.3 | form criteria to evaluate my artwork and the works of others. | |
| AM.3 | reflect, revise, and refine my work considering relevant criteria and my artistic voice. | |
| AH.3 | justify revisions made to my work based on relevant criteria and intended purpose. | |
| NL.3.1 | name and use some of the elements of art. | use primary colors to make secondary colors. |
| identify and use warm and cool colors in my artwork. | ||
| NM.3.1 | describe some elements in my work. | describe color, line, shapes, and patterns in artwork. |
| identify organic and geometric shapes in my artwork. | ||
| NH.3.1 | describe the subject of my work using art vocabulary. | describe my art as realistic, abstract, or nonobjective. |
| describe the difference between a landscape, cityscape, or seascape. | ||
| IL.3.1 | identify and describe the changes needed to improve my work. | use art vocabulary to describe the changes I need to make to my artwork. |
| document how I used elements and principles of design to improve my work. | ||
| IM.3.1 | use informal assessments to complete my work. | use a rubric or a checklist as a guide to complete my artwork. |
| participate in a peer critique to get suggestions to improve my work. | ||
| IH.3.1 | reflect on my choices in my composition. | critique my work with my peers to discuss my composition and my message. |
| document changes that I made in producing my artwork. | ||
| AL.3.1 | create an evaluation based on established criteria and not personal criteria. | |
| AM.3.1 | apply changes determined to improve and complete my artwork | |
| AH.3.1 | justify my artwork in terms of composition, process, technique, and meaning. | |
| NL.3.2 | identify and describe subject matter in my work. | use my own ideas to draw a story about me and my family. |
| use modeling clay to create the animals found in a zoo. | ||
| NM.3.2 | identify some principles of art in my work. | find pattern in my artwork. |
| identify the balance in my work as symmetrical or asymmetrical. | ||
| NH.3.2 | describe the process I used to make my artwork. | arrange lines and shapes to create patterns. |
| describe the steps I used to make a pinch pot. | ||
| IL.3.2 | select and use elements to complete and improve my artwork. | use value to improve my composition. |
| create space in my composition with color and value. | ||
| IM.3.2 | use the elements and principles of art to complete my artwork. | use elements to create balance in my composition. |
| use elements to create emphasis in my composition. | ||
| IH.3.2 | make revisions based on given criteria using elements and principles of art. | revise my work using a rubric. |
| identify my strengths and weaknesses from a critique to plan my next steps in my artwork. | ||
| AL.3.2 | describe how criteria can differ between artworks. | |
| AM.3.2 | refine my artwork to represent my artistic voice. | |
| AH.3.2 | justify the choices I made and how they support the intended purpose of the artwork. |
Anchor Standard 4: organize work for presentation and documentation to reflect specific content, ideas, skills, and or media.
| Benchmark VA.P | Description | Indicator |
|---|---|---|
| NL.4 | show and describe the idea of my artwork. | |
| NM.4 | identify ways artworks are presented. | |
| NH.4 | choose artwork that shows a common theme or technique. | |
| IL.4 | select and explain my artwork for a portfolio. | |
| IM.4 | organize a portfolio and explain intended meaning in my work to develop my skills and understand-ing of art. | |
| IH.4 | develop an artist statement and edit my portfolio to show exemplary work. | |
| AL.4 | select and organize artwork that demonstrates and describes skill, variety of media, and an artistic theme. | |
| AM.4 | examine various presentation formats and choose the best method for my portfolio. | |
| AH.4 | evaluate and justify the format and selection of artwork that represents my artistic voice. | |
| NL.4.1 | share my artwork. | share my artwork. |
| explain the idea in my artwork. | ||
| NM.4.1 | identify formal and informal places to display my art. | describe places where artwork is found in my community. |
| participate in community art exhibits. | ||
| NH.4.1 | select artwork that has common ideas or media. | identify artwork by subject matter. |
| describe how several pieces of my work has a common theme. | ||
| IL.4.1 | document my artwork through the use of a portfolio. | select examples from my sketchbook, notes from peer critiques, and research samples used to develop my work. |
| digitally document the process of my work. | ||
| IM.4.1 | organize my artworks by media or idea. | select work that represents theme or technique. |
| arrange my work to show growth | ||
| IH.4.1 | choose and describe pieces of artwork that best illustrate my skills in specific media or techniques. | choose work samples and artworks that that represents my skills with a specific medium. |
| describe why I chose specific pieces for my portfolio. | ||
| AL.4.1 | develop a series of artworks that demonstrates my skill with media and techniques. | create and organize artwork to show my skills and growth with graphite and portraiture. |
| represent one theme or idea using multiple media. | ||
| AM.4.1 | choose from a variety of physical and digital presentation options. | digitally document my artwork. |
| prepare my work for exhibit including mounting, matting, and labeling. | ||
| organize my artwork to represent different processes and themes. | ||
| AH.4.1 | evaluate the quality and presentation of my artwork to meet the criteria for a specific purpose. | assess and describe the presentation choices as they relate to specific criteria for exhibition or scholarship opportunities. |
| prepare and defend a portfolio for post-graduate opportunities. | ||
| NL.4.2 | describe my artwork. | describe the subject of my work. |
| select a title for my artwork. | ||
| NM.4.2 | make a statement about my artwork. | describe and title my artwork. |
| talk about the colors I selected for my artwork. | ||
| NH.4.2 | describe the theme and media of my artwork. | describe my ideas in my artwork. |
| identify the material used in my artwork. | ||
| IL.4.2 | explain how I used the elements and principles of art in my work. | use art vocabulary to describe how I created my work. |
| explain why I used certain colors in my painting. | ||
| IM.4.2 | describe the intended meaning of my work. | explain what inspired the theme in my artwork. |
| explain how the elements of art are used to create intended meaning in my work. | ||
| IH.4.2 | develop an artist’s statement that describes criteria, influences, and intent of my artwork. | explain the influences that led to the development of a series of artworks. |
| document the process and purpose of creating artwork. | ||
| AL.4.2 | develop an artist’s statement that merges personal influences with intent and meaning in my artwork. | describe the intent of my work. |
| describe how past experiences have emerged into themes in my artwork. | ||
| AM.4.2 | develop an artist’s statement that identifies common themes in personal influences, intent and criteria for my artwork. | describe the content in my tin work. |
| I describe the artistic process that lead to the development of my work. | ||
| describe why I chose this medium to express myself. | ||
| AH.4.2 | justify my choices of criteria, cultural influences, personal experiences, to create my own voice in my artist statement. | write an artist statement to describe the content, media, and artistic choices used to develop my work. |
| explain how the content and processes of my work are unique to me as an artist. | ||
| examine and explain the development of my artistic skills and style. |
Artistic Processes: Responding - evaluate and communicate about the meaning in my artwork and the artwork of others.
Anchor Standard 5: interpret and evaluate the meaning of an artwork.
| Benchmark VA.R | Description | Indicator |
|---|---|---|
| NL.5 | identify the main idea or subject of an artwork. | |
| NM.5 | talk about how an artwork tells a story or has a message. | |
| NH.5 | explain how the objects and elements within an artwork represent ideas. | |
| IL.5 | analyze the elements and principles of art and explain the components of an artwork that represent ideas. | |
| IM.5 | analyze and compare various purposes for creating artwork. | |
| IH.5 | analyze the intention of the artist and explore how the artwork relates to other ideas. | |
| AL.5 | interpret the meaning of artwork using contextual clues and describe influences that affected the artist. | |
| AM.5 | research and interpret the meaning of an artwork or a group of artworks and infer the purpose or intent. | |
| AH.5 | research and defend a critical analysis of an artwork or collection of artwork. | |
| NL.5.1 | identify an object that is the subject or main idea an artwork. | identify the subject of an artwork as a portrait, landscape, or still life. |
| create a self-portrait and describe where I am or who I am with. | ||
| NM.5.1 | identify details to determine the mood or theme of an artwork. | tell the story in my artwork. |
| tell the feeling of a painting as sad, happy, or calm. | ||
| discuss how artists use elements, objects, or symbols to show an idea or theme. | ||
| NH.5.1 | identify ideas or themes presented in an artwork. | explain how artists use symbols to give meaning in an artwork. |
| explain the story in an artwork. | ||
| IL.5.1 | explain how artists use the principles to communicate ideas. | describe how balance affects the feeling of an artwork. |
| describe how repetition of elements can create unity and variety. | ||
| describe how the use of symbols used in an artwork to express meaning. | ||
| IM.5.1 | analyze the subject and content in an artwork and explore the artist’s intent. | explain how an artist represents in his/her community. |
| identify artists that use the same theme in their artwork and discuss why they choose that theme. | ||
| analyze abstracted artwork for its intent. | ||
| IH.5.1 | analyze and describe the symbols, styles, or techniques in an artwork to suggest possible messages from a culture or group. | explain how artwork romanticized life in the early development of the American west. |
| examine and describe similarities among art and artifacts created by tribal cultures. | ||
| AL.5.1 | examine the symbols, subject, and media in artwork to infer the meaning. | compare two ancient cultures for their intended artistic meaning and purpose. |
| compare and contrast artist use of different media to communicate similar purposes. | ||
| AM.5.1 | research and interpret the message or meaning of works within a genre or by a group. | describe the meaning, importance, and influence of Fauvism. |
| interpret the message or meaning in a painting and research to confirm or disprove my assumptions. | ||
| AH.5.1 | justify my interpretation or intent of an artwork and how they fit into the world. | research and describe the characteristics that influenced the Pop Art movement. |
| defend present ways in which political, cultural, social, and religious concepts and themes influence Contemporary Art. | ||
| NL.5.2 | identify some parts of artwork. | talk about the elements in my artwork. |
| identify the use of line in artwork. | ||
| NM.5.2 | recognize that the elements of art cause different responses. | identify how color of an artwork creates a mood. |
| describe different kinds of lines. | ||
| NH.5.2 | describe the organization of an artwork using art vocabulary. | talk about the negative and positive space in artwork. |
| find the horizon line, foreground, middle ground and background in a landscape. | ||
| recognize that the elements work together to create emphasis on the subject or theme of an artwork. | ||
| IL.5.2 | explain the organization of an artwork using the elements and principles of art. | explain how principles such as balance or unity are used to organize the space within an artwork. |
| explain how emphasis can be created. | ||
| IM.5.2 | analyze and compare how artistic choices affect the meaning of an artwork. | analyze the relationship between subject and the composition in artwork. |
| analyze how choices in composition can create mood. | ||
| IH.5.2 | interpret the artist’s intent in the organization of an artwork using the elements and principles of art. | infer the purpose of art or artifacts by the symbols used. |
| interpret the artist’s use of elements and principles to represent social issues. | ||
| AL.5.2 | examine and explain the impact of the artist’s compositional choices on the message of the artwork. | examine a series of political cartoons to determine the intent of the message. |
| examine a series of photographs to determine compositional choices and the impact on the viewer. | ||
| AM.5.2 | evaluate the organization of an artwork using elements and principles. | deconstruct orally or in writing how the elements of an artwork support the intended meaning. |
| compare the artist use of similar elements to evoke different moods. | ||
| AH.5.2 | research and defend the artist’s choices using elements and principles. | research and defend my interpretation of the artist’s message. |
| research to explain the artist’s compositional choices. |
Artistic Processes: Connecting - relate artistic ideas and work with personal meaning and external context.
Anchor Standard 6: identify and examine the role of visual arts through history and world cultures.
| Benchmark VA.C | Description | Indicator |
|---|---|---|
| NL.6 | recognize differences in artworks from some cultures and time periods. | |
| NM.6 | recognize some artistic styles, from various cultures and time periods. | |
| NH.6 | identify and use different artistic styles, from various cultures and time periods. | |
| IL.6 | examine the role of visual art within a specific culture or historical time period and present what I discovered. | |
| IM.6 | research and examine the relationships between visual art from multiple cultures and time periods. | |
| IH.6 | research and revise my work by applying visual arts concepts and characteristics from a cultural or historical time period. | |
| AL.6 | analyze the function and meaning of artworks from various cultures and time periods. | |
| AM.6 | analyze artworks in a variety of societal, cultural, and historical contexts and describe their influence on contemporary artists. | |
| AH.6 | analyze the beliefs, values, and behaviors of a society and how they impact an artist's’ work. | |
| NL.6.1 | recognize that all cultures create art and explore elements specific to that culture/form. | identify an art medium used by a particular culture. |
| recognize that people from different cultures make different types of art. | ||
| NM.6.1 | name and use some characteristics from styles, periods, and cultures. | select and use painting techniques that are characteristic of a specific period. |
| identify artwork that is from my state. | ||
| identify and use themes and styles from South Carolina artists. | ||
| NH.6.1 | combine and use artistic techniques and processes from multiple cultures and time periods. | create an artwork that uses characteristics from two cultures. |
| create artwork that uses characteristics from two time periods. | ||
| IL.6.1 | describe a specific culture and time period to present artistic ideas and works. | describe the use of symbols by indigenous people to communicate ideas. |
| compare documentary photography from different time periods. | ||
| IM.6.1 | examine characteristics among artistic styles, periods or cultures and describe how cultures influence each other. | compare artworks from various cultures and time periods. |
| discuss differences among artworks from the same period. | ||
| IH.6.1 | make changes to my artwork using characteristics from a culture or time period. | research the meaning of symbols used by ancient cultures and apply these symbols to improve the intended meaning of my work. |
| research a specific media technique from various time periods to make needed revisions to my work. | ||
| AL.6.1 | explain the use of subject matter, symbols, ideas, and technologies and how they work together to convey meaning in a particular culture. | record in my journal how artists’ works reflect their culture or time through symbols or images. |
| use historical information about a culture to identify purpose and meaning in works of art. | ||
| AM.6.1 | justify the use of subject matter, symbols, ideas, and technologies and how they work together to influence the work of contemporary artists. | research a contemporary artist to identify cultural influences in the theme of their work. |
| examine works by contemporary artists to determine how new and emerging technologies have influenced the message of artwork over time. | ||
| AH.6.1 | justify and create, artwork based on historical and cultural traditions and describe how those traditions contribute to my artistic development. | explain the subject matter, symbols, ideas, and technologies used in my work as they relate to my cultural traditions. |
| document how specific cultural influences of my family and country have shaped my artistic thinking. |
Anchor Standard 7: relate visual arts ideas to other arts disciplines, content areas, and careers.
| Benchmark VA.C | Description | Indicator |
|---|---|---|
| NL.7 | show art concepts among arts disciplines, other content areas, and related careers. | |
| NM.7 | describe visual art concepts among arts disciplines, other content areas, and related careers. | |
| NH.7 | apply visual art concepts and skills among arts disciplines other content areas and related careers. | |
| IL.7 | explore a range of skills shared among arts disciplines, other content areas and how they can be applied to a career in visual arts. | |
| IM.7 | recognize specific skills shared among arts disciplines, other content areas and how they can be applied to a career in visual arts. | |
| IH.7 | analyze the tools, concepts, and materials used among arts disciplines, other content areas and how they are used in a career in visual arts. | |
| AL.7 | apply concepts among arts disciplines and other content areas to visual art and analyze how my interests and skills will prepare me for a career. | |
| AM.7 | describe influences of economic conditions, cultural values and location on visual art related careers. | |
| AH.7 | research and analyze societal, political, and cultural issues as they relate to other arts and content areas and apply to my career interests. | |
| NL.7.1 | show connections between visual art and other subjects in my school. | create art to show repeating patterns. |
| illustrate and explain the details in my work. | ||
| NM.7.1 | recognize and describe that visual arts exists in all arts disciplines and other content areas. | identify common vocabulary among arts disciplines and content areas. |
| identify how shapes and forms are used in both math and visual art. | ||
| NH.7.1 | identify ways visual art concepts and skills are used in other subjects in my school. | identify how color mixing and the scientific study of light are directly related. |
| identify how rhythm in a piece of jazz music is related to rhythm in visual art. | ||
| IL.7.1 | use art concepts and skills with other arts disciplines and content areas. | create a painting based on a piece of literature. |
| create a sculpture using the scientific method: hypothesis, prediction, experiment, analyze and discuss the results. | ||
| IM.7.1 | analyze and describe the relationship between visual art and specific content from another arts discipline and content area. | compare and contrast how visual arts and theatre communicate a story. |
| compare and contrast visual art and written language as both a text. | ||
| IH.7.1 | apply concepts from other arts disciplines and content areas to my artwork. | apply geometry concepts to my environmental sculpture. |
| use concepts in science to refine my sculpture. | ||
| AL.7.1 | describe concepts from other arts disciplines and content areas through my artwork and justify my artistic choices. | create a painting to explain the meaning of a literary work. |
| create a sequence of photographs to record change over time for my chemistry or physics class. | ||
| AM.7.1 | describe how the demo-graphics of a community can determine opportunities for arts related careers. | research arts opportunities in rural, suburban, and urban communities. |
| research the impact of the economic climate on the availability of arts related careers. | ||
| AH.7.1 | analyze complex ideas from other arts disciplines and content areas to inspire my creative work and evaluate its impact on my artistic perspective. | use chemistry concepts in mixing and applying glazes to my ceramic artwork and analyze the effect of my choices to the finished product. |
| research and create a painting about the 1920’s and analyze how the music, political, and social events of that time affected the choices I made in my work. | ||
| NL.7.2 | recognize that people make different types of art. | name different types of visual artists and some of the different materials they work with. |
| recognize that musicians are artists. | ||
| recognize that dancers are artists. | ||
| NM.7.2 | identify art businesses and careers in my community. | identity businesses in my community that hire artists. |
| identify how art is related business contribute to special events in my community. | ||
| locate museums, galleries, studios, etc. that are found in my community. | ||
| NH.7.2 | identify ways visual art skills are used in other careers or vocations. | identify visual art skills that are used in business and industry. |
| identify visual art skills that are used in education and service organizations. | ||
| IL.7.2 | demonstrate and describe some skills needed for a career in visual art. | describe what a professional artist does in a particular career. |
| describe the workspace and tools needed for specific careers in visual arts. | ||
| IM.7.2 | identify specific skills required for various careers in visual arts. | determine various pathways to prepare myself for a career in art. |
| compare and contrast skills needed to become an art therapist versus an art teacher. | ||
| IH.7.2 | research various careers in visual arts that interest me. | research and identify schools that offer a degree in the art field I want to study. |
| research and describe the qualifications of particular visual art career. | ||
| AL.7.2 | identify the skills, training, and education necessary to pursue a career in visual art that interests me. | write a job description for a specific visual art career that includes the education, training, and experiences required. |
| interview a professional artist to determine how he/she pursued his/her career. | ||
| AM.7.2 | pursue opportunities that will lead me to a career in visual arts. | interview professionals in an arts related business that interests me. |
| job shadow a teacher, artist or graphic designer to gain experience for a potential career in art. | ||
| tour campuses or job sites related to an arts career that interests me. | ||
| AH.7.2 | demonstrate skills necessary for a career in visual art. | create a cover letter and resume. |
| create a portfolio to submit for college admission or scholarship opportunities. | ||
| build and organize a portfolio to pursue a specific art career. | ||
| apply to a college that has the art major I want to pursue. |
Visual Arts Glossary
Aesthetics The branch of philosophy that deals with the nature and value of art objects and experiences. It is concerned with identifying the clues within works that can be used to understand, judge, and defend judgments about those works.
Artistic Literacy Knowledge and understanding required to participate authentically in the arts. It is embodied in specific philosophical foundations and lifelong goals that enable an artistically literate person to transfer arts knowledge, skills, and capacities to other subjects, settings, and contexts. (National Core Arts Standards: A Conceptual Framework for Arts Learning, 2016.)
Artistic Problem The question or problem presented to an artist that is meaningful and challenging for his or her level, to be solved through the artistic process. High quality artistic problems are developmentally appropriate and open-ended, supported by skill-building instruction, and designed to offer both challenge and opportunity for success.
Assess Analyzing and determining the nature and quality of students' growth through means appropriate to the subject.In art education there are many instruments used in assessment: rubrics, checklists, and reflection are among them.
Brainstorm Technique for the initial production of ideas or ways of solving a problem by an individual or group in which ideas are spontaneously contributed without critical comment or judgment. https://gallery.mailchimp.com/048ec2c9ab2aa5a1fedc0ea91/files/Standards_8x11_Visual_Arts_1.pdf
Composition/Organizational Strategies An artist’s arrangement or organization of the objects within a work of visual art. Adjective form: compositional.
Craftsmanship Evidence of performance with skill or dexterity, especially in the manual arts.
Creativity The process by which something new and somehow valuable is conceived and/or made, as in art and design problem-solving.
Creative Practices A student engaged in creative practices creates a mental image or concept, investigates and studies through exploration or examination, constructs a product by combining or arranging a series of elements, and reflects and thinks deeply about his/her work. http://www.nationalartsstandards.org/sites/default/files/Conceptual%20Framework%2007-21-16_0.pdf
Critique A critique is an oral or written discussion strategy used to analyze, describe, and interpret works of art.
Dance Elements The foundational concepts of movement that are body, action, space, time, energy.
Deconstructing The process of separating and examining the parts in a work of visual art in order to better understand that work as a whole.
Elements and Principles of Art/Design The basic design structural components of art and design including line, color, texture, shape, form, space, and value. Art principles include variety, unity, contrast, emphasis, movement, rhythm, pattern, and balance.
Intent Purpose behind making a visual artwork whether personal or analyzed through the work made by others. Purposes include storytelling, advocacy or activism (propaganda), expression through symbol, decoration, beauty, investigation of a theme, and function (such as in design fields).
Learner Outcomes in the Arts selected from the 21st Century Skills Map: The Arts. http://www.p21.org/storage/documents/P21_arts_map_final.pdf
Critical Thinking and Problem-solving Outcome: Students will use various types of reasoning to think and reflect critically and solve problems in both conventional and innovative ways.
Communication Outcome: Students will communicate in a variety of contexts through a variety of artistic media, including technologies, to convey their own ideas and to interpret the ideas of others.
Creativity Outcome: Students will draw on a variety of sources to generate, evaluate, and select creative ideas to turn into personally meaningful products
Innovation Outcome: Students will investigate new processes, implement creative ideas, and revisit traditional ideas to create new and reinterpret existing works of visual and performing arts.
Medium (Materials) The material or technique used by an artist to produce a work of art. Medium can also refer to what carries a paint's pigments, and is also called a vehicle or a base. The medium is what determines what kind of paint is produced.
Portfolio A portable case for holding material, such as loose drawings, photographs, or other images. It may also be the materials collected in such a case, especially when they are representative of an artist's work. By extension, a portfolio might be a portable collection of originals or reproductions of an artist's work in a format other than the traditional case — as a set of digital images online or on a disc for example.
Process (Artistic) A complex operation involving a number of steps to complete any method or technique of art-making, such as the addition and subtraction processes in sculpture, the etching and intaglio processes in printmaking, constructing processes, or **drawing and painting processes.
Processfolio A collection or documentation of an artwork/s throughout the stages of the artistic development. A processfolio shows the progression of artwork from conception to completion.
Subject Matter The content that the artist has chosen to represent in a work of visual art. Traditional subject matter in painting, for example, includes landscapes, buildings and street scenes, still lives, and the human face and figure.
Techniques The use of tools and materials in unique ways that are specific to the artist, the medium, or the art form. Abstract expressionist painters, for example, often use palette knives or tools intended for the application of cement or putty to apply thick layers of paint to canvas.
Theme Broad central idea. Examples include “identity,” “mankind’s relationship to nature,” and “change.” In the arts, a theme is a broad idea or a message conveyed by a work, such as a performance, a painting, a motion picture, or a video game. This message is usually about issues of life, society or human nature. Themes are the fundamental and often universal ideas explored in a work. https://en.wikipedia.org/wiki/Theme_(arts)
Visual Literacy The ability to interpret and make meaning from information presented in the form of an image.
Voice (Artistic) A particular opinion, attitude, or style expressed in artistic form (2D, 3D) or to visualize; to create a mental image of.
References
Buck Institute of Education. (2016). What is Project Based Learning (PBL)? Retrieved from http://www.bie.org/about/what_pbl
Coulter, D. (1995). Music and the making of the mind. Early Childhood Connections. The Journal of Music and Movement-Based Learning, 1, 22–26.
Creativity. (2017, February 2). In Wikipedia, The Free Encyclopedia. Retrieved 20:21, February 5, 2017, from https://en.wikipedia.org/w/index.php?title=Creativity&oldid=763318881
The College Board. (2016). AP Students. Retrieved from https://apstudent.collegeboard.org/home
Hetland, L., Winner, E., Veenema, S., & Sheridan, K. (2001). Studio habits of mind. In Giudici, C. (Ed.),Making learning visible (p.17). Reggio Emilia RE, Italy:Project Zero/Reggio Children.
Jensen, E. (2001). Arts with the brain in mind. Alexandria, VA: Association for Supervision and Curriculum Development.
McMaster, J. C. (1998). "Doing" literature: Using drama to build literacy. The reading teacher, 51(7), 574-584. [EJ 562 451]
National Coalition for Core Arts Standards. (2014). National Core Arts Standards. Dover, DE: State Education Agency Directors of Arts Education. Retrieved from www.nationalartsstandards.org
National Coalition for Core Arts Standards. (2014). National Core Arts Standards: A Conceptual Framework for Arts Learning. Retrieved from http://www.nationalartsstandards.org/sites/default/files/NCCAS%20%20Conceptual%20Framework_4.pdf
Nickerson, R. S. (1999). "Enhancing creativity". In R. J. Sternberg. Handbook of Creativity. Cambridge University Press.
Partnership for 21st Century Skills (2010), 21st Century Skills Map: The Arts. Retrieved from http://www.p21.org/storage/documents/P21_arts_map_final.pdf
RSA Animate — Drive: The surprising truth about what motivates us (2011) Retrieved from https://vimeo.com/15488784 posted by Dan Pink author of Drive (2011) and TED talk “The puzzle of motivation.” http://www.ted.com/talks/dan_pink_on_motivation
Partnership for 21st. Century Skills. (2009). Retrieved from http://www.21stcenturyskills.org/index.php
Riddle, C. L. (2016). Growth of an arts program in a rural district setting: Literacy position paper. Manuscript in preparation.
South Carolina Department of Education. (2010). South Carolina Academic Standards for Visual Arts. Retrieved from http://ed.sc.gov/scdoe/assets/file/agency/ccr/Standards-Learning/documents/AcademicStandardsforVisualArts.pdf