Literacy

Standard #1: COMMUNICATION- Students recognize and use the visual arts as a form of communication.

In Grades K-4, what the students know and are able to do includes:

• identifying visual images, themes, and ideas in works of art;
  Example: Study exemplary historical landscape paintings, then paint a landscape emphasizing the conventions of warm and cool colors.
  
• selecting and using visual images, themes and ideas to communicate meaning; and
  Example: Examine and reinterpret the exaggerated forms of Oaxacan Mexican animal sculptures.
  
• comparing the use of visual images and ideas.
  Example: Use selective visual language to describe the difference between Guatemalan and African tribal masks.

As students in Grades 5-8 extend their knowledge, what they know and are able to do includes:

• identifying and discussing how and why visual images, themes, and ideas communicate;
  
• selecting, organizing, and employing visual images, themes, and ideas in works of art to express an intended meaning; and
  
• evaluating meaning and communication in works of art.
  Example: Discuss how artists use symbols as shortcuts to describing something that would take many words.
  
• Use ABC books as examples of how letters and symbols can mean different words.
  (a) Identify words and symbols that can go with each letter in your name, preferably with personal meaning. Make a page, write and illustrate the book emphasizing the meaning of the letters (if "I" is for "ice cream, which I love," then the letter "I" should be drawn to look like ice cream).
  (b) Exchange books, read the book to a friend or read the books to the class and show the illustrations. Discuss and evaluate if the books communicate things about the author and illustrator.

Standard #2: PERCEPTION- Students know and apply elements of art, principles of design, and sensory and expressive features of visual arts.

In Grades K-4, what the students know and are able to do includes:

• identifying elements of art and principles of design in works of art; and Example: Students will look at works by Picasso and identify the shapes and colors seen in his paintings.
  
• applying elements of art and principles of design to create works of art. Example: Using paints in the primary colors, students will make a design resulting in the secondary colors.

As students in Grades 5-8 extend their knowledge, what they know and are able to do includes:

• describing and discussing characteristics of elements of art, principles of design, and styles of art;
  
• using elements of art, principles of design, and styles of art to communicate ideas and experiences; and
  
• analyzing and evaluating the use of elements of art, principles of design, and styles of art that express ideas and experiences.
  Example: Identify and discuss the elements of art and principles of design by using videos, posters, samples of artwork, and the real world around you.
  
• Using tempera paint, create an abstract painting emphasizing the elements of art and incorporating the principles of design. Experiment with lines, shapes, textures, and mixing a variety of colors (including secondary, intermediate, and neutral colors).
  
• Have an art show and critique with the class. Discuss, analyze, and evaluate the painting using terminology related to principles of design.

Standard #3: MATERIALS AND TECHNIQUES - Students know and apply visual arts materials, tools, techniques, processes, and technology.

In Grades K-4, what the students know and are able to do includes: 

• identifying and describing different materials, tools, techniques, processes, and technologies;
  Example: Show pictures of a variety of art works and help children see what materials were used and how they were made.
  
• applying materials, tools, techniques, processes, and technologies to create works of art;
  Example: Draw a family portrait using oil pastels, followed with a tempera resist technique of painting.
  
• recognizing and beginning to develop the techniques for a well-crafted work of art; and
  Example: Do a symmetrical cut-out project using the appropriate tools and materials, in a correct way, emphasizing the importance of a completed, well-crafted work of art.
  
• using art materials and tools in a safe and responsible manner.
  Example: Stitch a simple design on burlap using yarn and dull needles in a safe manner.

As students in Grades 5-8 extend their knowledge, what they know and are able to do includes:

• identifying and experimenting with materials, tools, techniques, processes, and technologies;
  
• selecting and using materials, tools, techniques, processes, and technologies that enhance communication of ideas through art;
  
• evaluating the selection and use of materials, tools, techniques, processes, and technologies;
  
• practicing and demonstrating the techniques for a well-crafted work of art; and
  
• using art materials and tools in a safe and responsible manner.
  Example: Several ideas are developed for a four to eight color linoleum reduction print. The print making processes of color registration and the making of an edition will be demonstrated using the following materials and tools: Linoleum, a bench hook, linoleum cutters, printing ink, and a glass plate.
  (a) A bench hook will be used as the linoleum plate is cut. Students will always cut away from themselves.
  (b) A variety of linoleum cutter tips will be used for different purposes and affects.
  (c, d) The finished print will be critiqued considering the following: Accuracy of registration, the visual impact of the print, and the cleanliness of the entire edition.

Standard #4: HISTORY AND CULTURE - Students relate the visual arts to various historical and cultural traditions.

In Grades K-4, what the students know and are able to do includes:

• identifying works of art as belonging to various cultures, times, and places;
  Example: After studying pottery, identify pots made by primitive people and modern man.
  
• describing the roles and purposes of art and artifacts on cultures; Example: Study Northwest American totem poles and then discuss their roles and purposes in terms of the Native Americans.
  
• creating art based on historical and cultural ideas of diverse peoples; Example: Create aboriginal animal paintings after studying and discussing the people indigenous to Australia.
  
• recognizing that art impacts our world.
  Example: Address Maria Martinez as a cultural representative of the artistic traditions of the American Southwest.
  

As students in Grades 5-8 extend their knowledge, what they know and are able to do includes:

• identifying and comparing the characteristics of works of art from various cultures, times, and places;
  
• demonstrating how history and culture of various people influence the creation, meaning, and style of works of art;
  
• creating art based on personal interpretation of various historical and cultural contexts; and
  
• recognizing that art impacts the world and the world impacts art. Example: Similarities and differences are identified between two masks created by different cultures, such as the Huichol and Iroquois.
  (a) Cultural and historical information is presented about each group pertaining to the influence of the culture and the role, meaning, and actual making of the mask.
  (b) Individual ideas for masks are planned in sketchbooks with an emphasis on the role and meaning of the mask.
  (c) One idea is then developed into the actual making of a mask. Critique finished masks are presented in a way that emphasizes the role and meaning of the mask; music and dance may be part of the presentation.
  

Standard #5: ANALYSIS - Students analyze and evaluate the characteristics, merits, and meanings of works of art.

In Grades K-4, what the students know and are able to do includes:

• observing and describing a variety of works of art, including their own; Example: Students take turns sitting in the "artist's chair" and showing their work to the rest of the class. Classmates are invited to make observations and positive comments about the choice of subject, use of elements, their favorite part, etc. Works of recognized artists may also be placed in the "artist's chair" for commentary.
  
• analyzing works of art using elements of art and principles of design; Example: Using the vocabulary of the principles of design, analyze how African masks are created.
  
• interpreting works of art using description and analysis; and Example: After viewing works by Cezanne, discuss how he used color, shading, and value to create pictures that have depth and different emotional tones.
  
• evaluating works of art using specific criteria.
  Example: Evaluate the display of abstract pictures created by classmates. Be sure to use the vocabulary of art.

As students in Grades 5-8 extend their knowledge, what they know and are able to do includes:

• describing works of art including information such as subject matter, symbols, style, elements of art, medium, artist, title, period, and culture;
  
• analyzing works of art using elements of art and principles of design and similarities and contrasts;
  
• interpreting works of art using description, analysis, feelings and historical, cultural, and personal points of view; and
  
• evaluating works of art using description, analysis, interpretation, and personal experience.
  Example: A work of art or reproduction, such as the "Oath of Horatii" serves as the object for analysis.
  
• Write an analysis of the work following these steps:
  (a)Describe the facts, what you see and know.
  (b) Describe the organization of the art work using the principles of design.
  (c) Interpret or make an educated guess about the ideas, feelings, or message expressed in the work using the visual facts discovered in the work, personal knowledge, and personal experience.
  (d) Evaluate or judge the merit of the work based on the following: The successful communication of an idea, feeling, or message, the technical qualities expected of the particular style, and the general visual impact the work had upon you as a viewer. Note: Support your judgment with statements, an evaluation is not just saying whether you like or dislike the work.