This document contains the Westlake City Schools’ Visual Arts Course of Study completed at the end of the 2003-2004 school year. The Visual Arts Course of Study has been reviewed and was approved by the Westlake City Schools’ Board of Education on May 20, 2004.

Committee Members..............................................................................................	Page	2
District Beliefs, Vision and Mission....................................................................	Page	3
Introduction............................................................................................................	Page	5
Visual Arts Standards............................................................................................	Page	6
Philosophy and Goals............................................................................................	Page	7
Kindergarten...........................................................................................................	Page	8
Grade One................................................................................................................	Page	13
Grade Two...............................................................................................................	Page	18
Grade Three.............................................................................................................	Page	22
Grade Four...............................................................................................................	Page	26
Grade Five................................................................................................................	Page	31
Grade Six..................................................................................................................	Page	36
Grade Seven............................................................................................................	Page	40
Grade Eight..............................................................................................................	Page	44
Cartooning/Animation...........................................................................................	Page	48
Ceramics I................................................................................................................	Page	54
Ceramics II/III..........................................................................................................	Page	60
Crafts........................................................................................................................	Page	66
Design......................................................................................................................	Page	72
Drawing................................................................................................................................... Ecology Honors	Page	78
Jewelry.....................................................................................................................	Page	85
Painting................................................................................................................................... Ecology Honors	Page	91
Photography...........................................................................................................	Page	97
Sculpture..................................................................................................................	Page	104
Drawing/Painting II and III...................................................................................	Page	110
High School Course Offerings................................................................................................................................... Ecology Honors	Page	116
Advanced Placement Statement..........................................................................	Page	119
Assessment.............................................................................................................	Page	120

DISTRICT BELIEFS, VISION AND MISSION

BELIEFS

Beliefs are the principles and concepts that govern the district’s decisions and actions. They influence the district’s picture of the future (vision) and the reason the district exists (mission). The beliefs, vision and mission of the Westlake City Schools District follow.

The Westlake City Schools believe that students come first, that dignity and worth of each individual is to be respected, and that learning is a lifelong process. We further believe that:

Successful students are ready to learn, display appropriate behavioral and social skills, assume responsibility, and work to reach their full potential. They are enthusiastic about learning, possess basic academic skills and strive for excellence.

Supportive families are proactive and involved in all aspects of their children’s education, assist their children with schoolwork, encourage their children to make positive choices and to be responsible for their actions, offer guidance and motivation so their children reach their full potential, and work in partnership with school.

Exemplary teachers care for their students, are knowledgeable regarding subject matter and effective instructional strategies, and engage students in meaningful learning experiences

Exemplary administrators are knowledgeable and provide meaningful instructional and managerial leadership. They create a safe, orderly, professional and supportive environment, empower all staff by providing opportunities for professional development and communicate effectively with all constituents.

Exemplary support personnel assist in the education of our children by providing a healthy, safe, nurturing and responsive learning climate.

Ideal learning environments are child-centered, stimulating and positive, free from distractions, appropriate in class size, and include ample and varied resources. Students and staff feel safe physically and emotionally, and devote themselves to academic and personal achievement.

Helpful community members, organizations and businesses celebrate their schools’ and students’ accomplishments, share resources and engage in dialogue.

VISION STATEMENT

The Westlake City School District will provide a dynamic, student-centered, positive learning environment. Our district will be characterized by actively engaged learners, mutual respect, shared knowledge, pursuit of new skills and capabilities, collaborative learning, willingness to take action, a team commitment to data-drive continuous improvement and tangible results.

MISSION STATEMENT

WE EDUCATE FOR EXCELLENCE…

Empowering all students to achieve their educational goals,

To direct their lives, and to contribute to society

Visual Arts Program Philosophy

The arts are a central force to human existence. They “exalt” the human spirit. Visual art education is a fundamental part of every child’s learning experience. An integral part of the way children learn and develop, the visual arts engage multiple skills and abilities. Visual art education offers teachers avenues to reach all students. It provides opportunities for learning, enabling young people to reach for and attain higher levels of achievement.

Visual arts are a natural impulse for expression and communication and can serve to release the creative potential of each child. Art experiences play a significant role in developing a sense of self-worth and a feeling of personal achievement within the child.

The visual arts are an essential means of connecting segments of the curriculum and are a bridge to learning and success in other disciplines. Visual arts education is a part of a balanced curriculum as they are inherently interdisciplinary and nurture the development of cognitive, social and personal competencies. The visual arts provide “authentic” learning experiences that engage a child’s mind, heart and body.

The capacity for critical thinking, analysis, creative problem solving and the development of multiple intelligences are enhanced through visual arts education/experiences.

The visual arts connect learning experiences to real world situations by providing students with the skills to meet the challenges of the future.

The goals of the visual arts program are to:

· Understand and appreciate the role of the visual arts in people’s lives and the artistic achievements of the own and other societies, past and present

· Demonstrate a basic understanding of visual processes, vocabulary, media and techniques

· Develop a sense of aesthetic awareness

· Appreciate and respond to the visual arts

· Utilize the visual arts as an extension of personal expression, creative problem solving skills and awareness of career opportunities.

Grade K

Historical, Cultural and Social Contexts

Students understand the impact of visual art on the history, culture and society from which it emanates. They understand the cultural, social and political forces that, in turn, shape visual art communication and expression. Students identify the significant contributions of visual artists to cultural heritage. They analyze the historical, cultural, social and political contexts that influence the function and role of visual art in the lives of people.

Benchmark A: Recognize and describe visual art forms and artworks from various times and places.

Distinguish between common visual art forms from different cultures such as painting, sculpture and ceramics.

Benchmark B: Identify art forms, visual ideas and artistic styles and describe how they are influenced by time and culture.

Name and point out subject matter observed in artwork from various cultural heritages and traditions (e.g., common objects, people, places and events.)

Benchmark C: Identify and describe the different purposes people have for creating works of art.

Recognize that people create works of art and art objects for different purposes.

Benchmark D: Place selected visual artists and their contributions chronologically on a timeline in the history of Ohio, the United States or North America.

Use words or pictures to tell how art is made by artists.

Creative Expression and Communication

Students create artworks that demonstrate understanding of materials, processes, tools, media, techniques and available technology. They understand how to use art elements, principles and images to communicate their ideas in a variety of visual forms.

Benchmark A: Demonstrate knowledge of visual art materials, tools, techniques and processes by using them expressively and skillfully.

Explore and experiment with a variety of art materials and tools for self-expression.

Identify and name materials used in visual art.

Benchmark B: Use the elements and principles of art as a means to express ideas, emotions and experiences.

Explore art elements to express ideas in a variety of visual forms (e.g., drawings, paintings and ceramics).

Benchmark C: Develop and select a range of subject matter and ideas to communicate meaning in two- and three-dimensional works of art.

Generate ideas and images for artwork based on memory, imagination and experience.

Benchmark D: Recognize and use ongoing assessment to revise and improve the quality of original artworks.

Select and share favorite, original artworks.

Analyzing and Responding

Students identify and discriminate themes, media, subject matter and formal technical and expressive aspects in works of art. They understand and use the vocabulary of art criticism to describe visual features, analyze relationships and interpret meanings in works of art. Students make judgments about the quality of works of art using the appropriate criteria.

Benchmark A: Identify and describe the visual features and characteristics in works of art.

Respond to artworks by pointing out images and subject matter.

Relate their own experiences to what they see in works of art.

Recognize the similarities and differences between artistic styles.

Benchmark B: Apply comprehension strategies (e.g., personal experience, art knowledge, emotion and perceptual and reasoning skills) to respond to a range of visual artworks.

Ask and answer questions about the main ideas and stories in artworks.

Describe how selected artworks make them feel and why, using examples from the works.

Benchmark C: Contribute to the development of criteria for discussing and judging works of art.

Select and share a favorite visual work of art and tell their reasons for choosing it.

Valuing the Arts/Aesthetic Reflection

Students understand why people value visual art. They present their beliefs about the nature and significance of selected artworks and the reasons for holding these beliefs. Students reflect on and respect diverse points of view about artworks and artifacts.

Benchmark A: Apply basic reasoning skills to understand why works of art are made and valued.

Reflect on and ask questions about why people make art.

Benchmark B: Form their own opinions and views abut works of art and discuss them with others.

Recognize that people have different viewpoints about works of art, and all of the viewpoints are important.

Benchmark C: Distinguish and describe the aesthetic qualities in works of art.

Notice and point out different ways that an artwork expresses a feeling or a mood.

Connections, Relationships and Applications

Students connect and apply their learning of visual art to the study of other arts areas and disciplines outside the arts. They understand relationships between and among concepts and ideas that are common across subjects in the curriculum. Students recognize the importance of lifelong learning and experience in visual art.

Benchmark A: Demonstrate the relationship the visual arts share with other arts disciplines as meaningful forms of nonverbal communication.

Use visual symbols to represent the rhythms, beats and sounds they hear in music.

Benchmark B: Use the visual arts as a means to understand concepts and topics studied in disciplines outside the arts.

Connect words and images by sketching or illustrating a favorite part of a story.

Benchmark C: Create and solve an interdisciplinary problem using visual art processes, materials and tools.

Create artwork that explores a central theme across disciplines (e.g., family, communication and culture).

Benchmark D: Describe how visual art is used in their communities and the world around them and provide examples.

Recognize when the where people create, observe and respond to visual art.

Grade 1

Historical, Cultural and Social Contexts

Benchmark A: Recognize and describe visual art forms and artworks from various times and places.

Recognize and describe visual symbols, images and icons that reflect the cultural heritages of the people of the United States (e.g., flags, monuments and landmarks).

Benchmark B: Identify art forms, visual ideas and artistic styles and describe how they are influenced by time and culture.

Observe different cultural styles of art and point out how artists use lines, shapes, colors and textures.

Benchmark C: Identify and describe the different purposes people have for creating works of art.

Share artwork or an art object from their own cultural backgrounds and describe its purpose (e.g., personal, functional or decorative).

Benchmark D: Place selected visual artists and their contributions chronologically on a timeline in the history of Ohio, the United States or North America.

Discuss the life story of one or more culturally representative artists and identify his or her works and artistic style.

Identify works made by one or more visual artists in a selected historical period.

Creative Expression and Communication

Benchmark A: Demonstrate knowledge of visual art materials, tools, techniques and processes by using them expressively and skillfully.

Demonstrate beginning skill in the use of art materials and tools.

Benchmark B: Use the elements and principles of art as a means to express ideas, emotions and experiences.

Identify visual art elements and principles using art vocabulary.

Use selected art elements and principles to express a personal response to the world around them.

Benchmark C: Develop and select a range of subject matter and ideas to communicate meaning in two- and three-dimensional works of art.

Invent imagery and symbols to express thoughts and feelings.

Explore and use a range of subject matter in their artworks (e.g., people, places, animals and nature).

Benchmark D: Recognize and use ongoing assessment to revise and improve the quality of original artworks.

Begin to use basic self-assessment strategies to improve artworks (e.g., make revisions and reflect on the use of art elements).

Analyzing and Responding

Benchmark A: Identify and describe the visual features and characteristics in works of art.

Notice and describe multiple characteristics (e.g., colors, forms, materials and subject matter) in their own artworks and the works of others.

Explore and describe how a selected art object was made.

Describe the different ways that art elements are used and organized in works of art including their own.

Benchmark B: Apply comprehension strategies (e.g., personal experience, art knowledge, emotion and perceptual and reasoning skills) to respond to a range of visual artworks.

Describe how art elements and principles are organized to communicate meaning in works of art.

Connect their own interests and experiences to the subject matter in artworks.

Benchmark C: Contribute to the development of criteria for discussing and judging works of art.

Recognize basic elements of art as they relate to the quality of a work of art.

Valuing the Arts/Aesthetic Reflection

Benchmark A: Apply basic reasoning skills to understand why works of art are made and valued.

Offer reasons why they make art and others make art.

Benchmark B: Form their own opinions and views abut works of art and discuss them with others.

Form their own opinions and views about works of art.

Recognize that people value art for different reasons.

Benchmark C: Distinguish and describe the aesthetic qualities in works of art.

Describe the expressive qualities in their own works of art.

Connections, Relationships and Applications

Benchmark A: Demonstrate the relationship the visual arts share with other arts disciplines as meaningful forms of nonverbal communication.

Make connections between visual art, music and movement.

Benchmark B: Use the visual arts as a means to understand concepts and topics studied in disciplines outside the arts.

Create a visual art product to increase understanding of a concept or topic studied in another content area (e.g., mathematics – measurement; English language arts – sequencing a story; geography – continents and science – balance).

Benchmark C: Create and solve an interdisciplinary problem using visual art processes, materials and tools.

Demonstrate the relationship between art forms by correlating subject matter with other disciplines.

Benchmark D: Describe how visual art is used in their communities and the world around them and provide examples.

Identify and discuss artwork they see in the school and local community.

Identify what an artist does and find examples of works by artists in their local communities.

Grade 2

Historical, Cultural and Social Contexts

Benchmark A: Recognize and describe visual art forms and artworks from various times and places.

Relate artworks to their place in history.

Benchmark B: Identify art forms, visual ideas and artistic styles and describe how they are influenced by time and culture.

Use historical artworks such as paintings, photographs and drawings to answer questions about daily life in the past.

Benchmark C: Identify and describe the different purposes people have for creating works of art.

Identify and compare the purpose of art objects from various cultures (e.g., masks, puppets, pottery and weaving).

Benchmark D: Place selected visual artists and their contributions chronologically on a timeline in the history of Ohio, the United States or North America.

Distinguish the artistic style and subject matter in the artworks of two or more visual artists from local, regional or state history.

Creative Expression and Communication

Benchmark A: Demonstrate knowledge of visual art materials, tools, techniques and processes by using them expressively and skillfully.

Demonstrate increasing skill in the use of art tools and materials.

Benchmark B: Use the elements and principles of art as a means to express ideas, emotions and experiences.

Begin to establish a purpose for their artworks.

Identify, select and use art elements and principles to express emotions and produce a variety of visual effects.

Benchmark C: Develop and select a range of subject matter and ideas to communicate meaning in two- and three-dimensional works of art.

Create artworks based on observation of familiar objects and scenes in the environment.

Compare the subject matter and ideas in their own artworks with those in the works of others.

Benchmark D: Recognize and use ongoing assessment to revise and improve the quality of original artworks.

Begin to revise work to a level of personal satisfaction.

Analyzing and Responding

Benchmark A: Identify and describe the visual features and characteristics in works of art.

Use details to describe objects, symbols, and visual effects in artworks (e.g., tilted objects, yellow-orange sun and striped shirt).

Compare and describe the materials and techniques used by artists in works they observe.

Respond to the composition of artworks by describing how art elements work together to create expressive impact (e.g., the relationship of colors and shapes to create a happy or fearful mood).

Benchmark B: Apply comprehension strategies (e.g., personal experience, art knowledge, emotion and perceptual and reasoning skills) to respond to a range of visual artworks.

Use context clues to identify and describe the cultural symbols and images in artworks.

Benchmark C: Contribute to the development of criteria for discussing and judging works of art.

Recognize the difference between assessing the quality of artwork and their personal preference for a work.

Valuing the Arts/Aesthetic Reflection

Benchmark A: Apply basic reasoning skills to understand why works of art are made and valued.

Recognize that others (e.g., family, friends, teachers and artists) have different beliefs about art and that they value art in different ways.

Use visual art vocabulary to talk about what they wanted to achieve in their artworks.

Benchmark B: Form their own opinions and views abut works of art and discuss them with others.

Compare different responses to the same work of art (e.g., parents, peers, teachers and artists).

Listen carefully to others’ viewpoints and beliefs about art.

Benchmark C: Distinguish and describe the aesthetic qualities in works of art.

Talk about their thoughts and feelings when looking at works of art.

Connections, Relationships and Applications

Benchmark A: Demonstrate the relationship the visual arts share with other arts disciplines as meaningful forms of nonverbal communication.

Use visual art materials to express an idea from a song, a poem, play or story.

Benchmark B: Use the visual arts as a means to understand concepts and topics studied in disciplines outside the arts.

Discuss the importance of visual artists to society with the importance of explorers, inventors or scientists.

Benchmark C: Create and solve an interdisciplinary problem using visual art processes, materials and tools.

Construct a three-dimensional model of a scene from the life story of a historical figure (e.g., Abraham Lincoln, Harriet Tubman and Susan B. Anthony).

Benchmark D: Describe how visual art is used in their communities and the world around them and provide examples.

Share artwork from a resource in their communities and describe its cultural context.

Describe ways they use visual art outside the classroom and provide examples.

Identify and discuss artists in the community who create different kinds of art.

Grade 3

Historical, Cultural and Social Contexts

Benchmark A: Recognize and describe visual art forms and artworks from various times and places.

Connect various art forms and artistic styles to their cultural traditions.

Benchmark B: Identify art forms, visual ideas and artistic styles and describe how they are influenced by time and culture.

Identify and compare similar themes, subject matter and images in artworks from historical and contemporary eras.

Benchmark C: Identify and describe the different purposes people have for creating works of art.

Identify artworks from their own communities or regions that reflect social influences or cultural traditions.

Benchmark D: Place selected visual artists and their contributions chronologically on a timeline in the history of Ohio, the United States or North America.

Recognize selected artists who contributed to the cultural heritages of the people of the United States.

Creative Expression and Communication

Benchmark A: Demonstrate knowledge of visual art materials, tools, techniques and processes by using them expressively and skillfully.

Demonstrate skill and expression in the use of art techniques and processes.

Use appropriate visual art vocabulary when describing art-making processes.

Benchmark B: Use the elements and principles of art as a means to express ideas, emotions and experiences.

Create two- and three-dimensional works that demonstrate awareness of space and composition (e.g., relate art elements to one another and to the space as a whole).

Identify relationships between selected art elements and principles (e.g., color and rhythm).

Benchmark C: Develop and select a range of subject matter and ideas to communicate meaning in two- and three-dimensional works of art.

Recognize and identify a purpose or intent for creating an original work of art.

Create an original work of art that illustrates a story or interprets a theme.

Benchmark D: Recognize and use ongoing assessment to revise and improve the quality of original artworks.

Use feedback and self-assessment to revise and improve the quality of original artworks.

Analyzing and Responding

Benchmark A: Identify and describe the visual features and characteristics in works of art.

Use details to describe the characteristics of subject matter in artworks (e.g., subtle facial expressions, distinctive clothing and stormy weather).

Explain how art principles are used by artists to create visual effects (e.g., balance used to create the effect of stability).

Benchmark B: Apply comprehension strategies (e.g., personal experience, art knowledge, emotion and perceptual and reasoning skills) to respond to a range of visual artworks.

Discuss different responses to, and interpretations of, the same artwork.

Benchmark C: Contribute to the development of criteria for discussing and judging works of art.

Identify successful characteristics that contribute to the quality of their own artwork and the works of others.

Identify criteria for discussing and assessing works of art.

Valuing the Arts/Aesthetic Reflection

Benchmark A: Apply basic reasoning skills to understand why works of art are made and valued.

Explain reasons for selecting an object they think is a work of art.

Benchmark B: Form their own opinions and views abut works of art and discuss them with others.

Ask questions about others’ ideas and views concerning art.

Benchmark C: Distinguish and describe the aesthetic qualities in works of art.

Distinguish between technical and expressive qualities in their own artworks.

Connections, Relationships and Applications

Benchmark A: Demonstrate the relationship the visual arts share with other arts disciplines as meaningful forms of nonverbal communication.

Interpret a favorite painting through movement or music.

Benchmark B: Use the visual arts as a means to understand concepts and topics studied in disciplines outside the arts.

Communicate mathematics, geography or science information visually (e.g., develop a chart, graph or illustration).

Relate concepts common to the arts and disciplines outside the arts (e.g., composition, balance, form and movement).

Benchmark C: Create and solve an interdisciplinary problem using visual art processes, materials and tools.

Apply problem-solving skills from the other subject areas to solve artistic problems (e.g., scientific method and inquiry processes).

Benchmark D: Describe how visual art is used in their communities and the world around them and provide examples.

Provide examples of different types of artists and describe their roles in everyday life (e.g., muralists, industrial designers, architects and book illustrators).

Grade 4

Historical, Cultural and Social Contexts

Benchmark A: Recognize and describe visual art forms and artworks from various times and places.

Identify and describe artwork from various cultural/ethnic groups that settled in Ohio over time.

Benchmark B: Identify art forms, visual ideas and artistic styles and describe how they are influenced by time and culture.

Compare and contrast art forms from different cultures and their own cultures.

Benchmark C: Identify and describe the different purposes people have for creating works of art.

Compare the decorative and functional qualities of artwork from cultural/ethnic groups within their local communities.

Benchmark D: Place selected visual artists and their contributions chronologically on a timeline in the history of Ohio, the United States or North America.

Select an American artists and explain how the artist’s work relates to American history.

Construct a simple timeline that places selected artists and their works next to historical events in the same time period.

Creative Expression and Communication

Benchmark A: Demonstrate knowledge of visual art materials, tools, techniques and processes by using them expressively and skillfully.

Select art materials, tools and processes with characteristics that achieve their purposes.

Benchmark B: Use the elements and principles of art as a means to express ideas, emotions and experiences.

Discuss their artworks in terms of line, shape, color, texture and composition.

Initiate and use strategies to solve visual problems (e.g., construct three-dimensional art objects that have structural integrity and a sense of completeness).

Benchmark C: Develop and select a range of subject matter and ideas to communicate meaning in two- and three-dimensional works of art.

Create a narrative image (e.g., objects well-connected and in a sequence) that expresses an event from personal experience.

Benchmark D: Recognize and use ongoing assessment to revise and improve the quality of original artworks.

Give and receive constructive feedback to produce artworks that meet learning goals.

Analyzing and Responding

Benchmark A: Identify and describe the visual features and characteristics in works of art.

Compare and contrast how art elements and principles are used in selected artworks to express ideas and communicate meaning.

Benchmark B: Apply comprehension strategies (e.g., personal experience, art knowledge, emotion and perceptual and reasoning skills) to respond to a range of visual artworks.

Explain the function and purpose of selected art objects (e.g., utilitarian, decorative, societal and personal).

Describe how artists use symbols and imagery to convey meaning in culturally representative works.

Benchmark C: Contribute to the development of criteria for discussing and judging works of art.

Explain how an art critic uses criteria to judge artworks.

Refer to criteria when discussing and judging the quality of works of art.

Valuing the Arts/Aesthetic Reflection

Benchmark A: Apply basic reasoning skills to understand why works of art are made and valued.

Explain how works of art can reflect the beliefs, attitudes and traditions of the artist.

Reflect on and develop their own beliefs about art (e.g., how art should look, what it should express or how it should be made).

Benchmark B: Form their own opinions and views abut works of art and discuss them with others.

Support their viewpoints about selected works of art with examples from the works.

Benchmark C: Distinguish and describe the aesthetic qualities in works of art.

Describe the successful use of one expressive element in an artwork, using sensory details and descriptive language.

Connections, Relationships and Applications

Benchmark A: Demonstrate the relationship the visual arts share with other arts disciplines as meaningful forms of nonverbal communication.

Identify and describe common themes, subject matter and ideas expressed across arts disciplines.

Describe how selected visual art elements or principles are used in one or two other arts disciplines (e.g., color, unity, variety and contrast).

Benchmark B: Use the visual arts as a means to understand concepts and topics studied in disciplines outside the arts.

Describe the artwork of one cultural/ethnic group (e.g., Paleo Indians, European immigrants, Appalachian, Amish, African or Asian groups).

Benchmark C: Create and solve an interdisciplinary problem using visual art processes, materials and tools.

Demonstrate technical skill by creating an art product that uses common materials and tools from different subject areas (e.g., ruler, compass, graph paper and computer).

Benchmark D: Describe how visual art is used in their communities and the world around them and provide examples.

Read biographies and stories about key artists and describe how their work reflects and contributes to history.

Recognize and identify a range of careers in visual art (e.g., fashion designer, architect, graphic artist and a museum curator).

Grade 5

Historical, Cultural and Social Contexts

Benchmark A: Compare and contrast the distinctive characteristics of art forms from various cultural, historical and social contexts.

Identify visual forms of expression found in different cultures.

Compare and contrast art forms from various regions and cultural traditions.

Benchmark B: Create a work of art which incorporates the style or characteristics of artwork from a culture other than their own.

Compare and contrast the artistic styles observed in artwork from various cultures.

Demonstrate the way art materials are used by artists to create different styles (e.g., paint applied spontaneously in expression and more carefully in minimalism).

Benchmark C: Demonstrate knowledge of historical influences on contemporary works of art and make predictions about influences on the future of visual art.

Examine how social, environmental or political issues affect design choices (e.g., architecture, public art and fashion ).

Benchmark D: Create an original work of art to express a social, cultural or political point of view.

Speculate if their work would contribute to the documentation and preservation of art history linked with a social, cultural or political point of view.

Explain how art galleries, museums and public art contribute to the documentation and preservation of art history.

Describe the lives, work or impact of key visual artists in a selected period.

Creative Expression and Communication

Benchmark A: Apply knowledge of materials, tools, media, techniques and processes to communicate subject matter, themes or ideas in a variety of visual forms.

Use observational and technical skills to achieve the illusion of depth in two-dimensional space (e.g., value, perspective and placement of objects).

Explore different approaches to creating art (e.g., by artists, style or historical period).

Benchmark B: Create two- and three-dimensional original artwork that demonstrates personal visual expression and communication.

Identify sources artists use to get ideas for their works (e.g., personal experience, interests, nature, current events or cultural traditions).

Benchmark C: Achieve artistic purpose and communicate intent by selection and use of appropriate media.

Apply problem-solving strategies to improve the creation of artwork.

Benchmark D: Use current, available technology to refine an idea and create an original, imaginative work of art.

Use current, available technology to explore imagery and create visual effects.

Benchmark E: Identify and provide reasons to support their artistic decisions in the creation of artwork.

Identify reasons for personal, artistic decisions.

Analyzing and Responding

Benchmark A: Apply the strategies of art criticism to describe, analyze and interpret selected works of art.

Compare and analyze how art elements and principles are used for expressive purposes (e.g., strong mood, explosive shapes and rhythmic patterns).

Compare the works of different artists on the basis of distinctive characteristics (e.g., functional/nonfunctional and representational/abstract).

Explain and discuss multiple meanings in selected artworks.

Benchmark B: Present and support an individual interpretation of a work of art.

Apply observation and analysis skills to derive meaning in a selected artwork and explain their thought processes.

Benchmark C: Establish and use criteria for making judgments about works of art.

Use specific criteria individually and in groups to assess works of art.

Valuing the Arts/Aesthetic Reflection

Benchmark A: Demonstrate aesthetic inquiry and reflection skills when participating in discussions about the nature and value of art.

Pose questions that can be answered by an aesthetic study of artworks.

Recognize that different assumptions and theories of art lead to different interpretations of artworks.

Benchmark B: Analyze diverse points of view about artworks and explain the factors that shape various perspectives.

Explain how personal experience can influence choosing one artwork over another.

Connections, Relationships and Applications

Benchmark A: Demonstrate the role of visual art in solving an interdisciplinary problem.

Compare and contrast how visual art is used in musical, theatrical or dance productions and provide examples.

Benchmark B: Apply and combine visual art, research and technology skills to communicate ideas in visual form.

Use technology to conduct information searches, research topics and explore connections for arts integrated study.

Benchmark C: Use key concepts, issues and themes to connect visual art to various content areas.

Use artwork to communicate and enhance understanding of concepts in other subject areas (e.g., science, English language arts, mathematics and social studies).

Benchmark D: Use words and images to explain the role of visual art in community and cultural traditions and events.

Investigate the types of cultural objects artists create and their role in our everyday environment.

Grade 6

Historical, Cultural and Social Contexts

Benchmark A: Compare and contrast the distinctive characteristics of art forms from various cultural, historical and social contexts.

Compare and contrast visual forms of expression found throughout different regions and cultures of the world.

Identify universal themes conveyed in artworks across various times and cultures (e.g., family, good versus evil and heroism).

Benchmark B: Create a work of art which incorporates the style or characteristics of artwork from a culture other than their own.

Analyze and demonstrate the stylistic characteristics of culturally representative artworks.

Benchmark C: Demonstrate knowledge of historical influences on contemporary works of art and make predictions about influences on the future of visual art.

Investigate the roles and relationships between artists and patrons and explain the effect on the creation of works of art.

Benchmark D: Create an original work of art to express a social, cultural or political point of view.

Reflect how their created work relates to social, cultural or political points of view.

Creative Expression and Communication

Benchmark A: Apply knowledge of materials, tools, media, techniques and processes to communicate subject matter, themes or ideas in a variety of visual forms.

Demonstrate skill in changing (e.g., exaggerating and transforming) natural forms for expressive purposes.

Recognize and identify the qualities and characteristics of craftsmanship in a work of art.

Benchmark B: Create two- and three-dimensional original artwork that demonstrates personal visual expression and communication.

Explore ways that art-making functions as a means of personal identification and expression.

Use observation, life experiences and imagination as sources for visual symbols and images.

Benchmark C: Achieve artistic purpose and communicate intent by selection and use of appropriate media.

Select and use appropriate materials and tools to solve an artistic problem.

Benchmark D: Use current, available technology to refine an idea and create an original, imaginative work of art.

Use current, available technology to create original artworks.

Benchmark E: Identify and provide reasons to support their artistic decisions in the creation of artwork.

Explain and defend artistic decisions using appropriate visual art vocabulary.

Analyzing and Responding

Benchmark A: Apply the strategies of art criticism to describe, analyze and interpret selected works of art.

Use appropriate vocabulary to identify the content in works of art created for different purposes (e.g., utilitarian, decorative and societal).

Explain how art elements and principles are used in artworks to produce certain visual effects (e.g., dynamic tension, textured surfaces, patterns and designs).

Benchmark B: Present and support an individual interpretation of a work of art.

Interpret selected works of art based on the visual clues in the works.

Benchmark C: Establish and use criteria for making judgments about works of art.

Identify innovative approaches and techniques used by artists and provide examples of their cultural and social significance.

Use criteria for self-assessment and to select and organize works of art for a portfolio.

Valuing the Arts/Aesthetic Reflection

Benchmark A: Demonstrate aesthetic inquiry and reflection skills when participating in discussions about the nature and value of art.

Explain what makes an object a work of art using a range of criteria (e.g., the feeling it evokes, the artist’s style and choice of materials or the subject matter).

Reflect on and generate a personal theory for how visual art should be viewed, interpreted and valued.

Benchmark B: Analyze diverse points of view about artworks and explain the factors that shape various perspectives.

Describe how culture, age, gender and attitude can affect a person’s view and response to visual art.

Connections, Relationships and Applications

Benchmark A: Demonstrate the role of visual art in solving an interdisciplinary problem.

Depict elements of major events in a selected decade.

Benchmark B: Apply and combine visual art, research and technology skills to communicate ideas in visual form.

Use computer skills to organize and visually display quantitative information on a chart, map or graph.

Benchmark C: Use key concepts, issues and themes to connect visual art to various content areas.

Compare the ways that selected ideas and concepts are communicated through the perspective of visual art and through the perspectives of other academic disciplines.

Benchmark D: Use words and images to explain the role of visual art in community and cultural traditions and events.

Describe the function of art in the daily life of their communities and cultures.

Identify the ways in which science and technology influence the development of art in various cultures.

Grade 7

Historical, Cultural and Social Contexts

Benchmark A: Compare and contrast the distinctive characteristics of art forms from various cultural, historical and social contexts.

Use multiple sources to research various art forms used for social, cultural or political purposes.

Describe how the same subject matter is represented differently in works of art across cultures and time periods (e.g., portrait, landscape and still life).

Benchmark B: Create a work of art which incorporates the style or characteristics of artwork from a culture other than their own.

Provide insight into the factors that might influence the development of an artist’s style and works (e.g., personal experience, interest, cultural heritage and gender).

Benchmark C: Demonstrate knowledge of historical influences on contemporary works of art and make predictions about influences on the future of visual art.

Observe various artworks which have demonstrated historical influences and discuss current events which may impact future visual art.

Benchmark D: Create an original work of art to express a social, cultural or political point of view.

Create a visual product that reflects current, cultural influences.

Creative Expression and Communication

Benchmark A: Apply knowledge of materials, tools, media, techniques and processes to communicate subject matter, themes or ideas in a variety of visual forms.

Demonstrate a variety of techniques to create works of art.

Apply the principles and elements of design to construct various artworks.

Benchmark B: Create two- and three-dimensional original artwork that demonstrates personal visual expression and communication.

Apply knowledge of materials, tools, media, techniques and processes to create a two- and three-dimensional original artwork.

Apply observation skills to refine and improve the visual representation in their artworks (e.g., add details, improve proportion, create distinctive images and coordinate objects spatially).

Benchmark C: Achieve artistic purpose and communicate intent by selection and use of appropriate media.

Use a variety of sources to generate original ideas for art-making.

Benchmark D: Use current, available technology to refine an idea and create an original, imaginative work of art.

Use current, available technology as a resource to create an original work of art.

Benchmark E: Identify and provide reasons to support their artistic decisions in the creation of artwork.

Improve craftsmanship and refine ideas in response to feedback and self-assessment.

Analyzing and Responding

Benchmark A: Apply the strategies of art criticism to describe, analyze and interpret selected works of art.

Use appropriate vocabulary to explain how techniques, materials and methods used by artists affect what the artwork communicates.

Use appropriate vocabulary to explain how the elements and principles of art communicate different meanings.

Benchmark B: Present and support an individual interpretation of a work of art.

Analyze the effect of history and culture on the interpretation of artworks.

Benchmark C: Establish and use criteria for making judgments about works of art.

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DISTRICT BELIEFS, VISION AND MISSION

BELIEFS

VISION STATEMENT

MISSION STATEMENT

WE EDUCATE FOR EXCELLENCE…

Historical, Cultural and Social Contexts

Creative Expression and Communication

Analyzing and Responding

Valuing the Arts/Aesthetic Reflection

Connections, Relationships and Applications

Historical, Cultural and Social Contexts

Creative Expression and Communication

Analyzing and Responding

Valuing the Arts/Aesthetic Reflection

Connections, Relationships and Applications

Historical, Cultural and Social Contexts

Creative Expression and Communication

Analyzing and Responding

Valuing the Arts/Aesthetic Reflection

Connections, Relationships and Applications

Historical, Cultural and Social Contexts

Creative Expression and Communication

Analyzing and Responding

Valuing the Arts/Aesthetic Reflection

Connections, Relationships and Applications

Historical, Cultural and Social Contexts

Creative Expression and Communication

Analyzing and Responding

Valuing the Arts/Aesthetic Reflection

Connections, Relationships and Applications

Historical, Cultural and Social Contexts

Creative Expression and Communication

Analyzing and Responding

Valuing the Arts/Aesthetic Reflection

Connections, Relationships and Applications

Historical, Cultural and Social Contexts

Creative Expression and Communication

Analyzing and Responding

Valuing the Arts/Aesthetic Reflection

Connections, Relationships and Applications

Historical, Cultural and Social Contexts

Creative Expression and Communication

Analyzing and Responding

Valuing the Arts/Aesthetic Reflection

Connections, Relationships and Applications

Historical, Cultural and Social Contexts

Creative Expression and Communication

Analyzing and Responding