New Colorado P-12 Academic Standards

Current Display Filter: Visual Arts - Fourth Grade

Content Area: Visual Arts
Grade Level Expectations: Fourth Grade
Standard: 1. Observe and Learn to Comprehend

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

Concepts and skills students master:

1. Artists and viewers determine artistic intent by comparing and contrasting the characteristics and expressive features of art and design

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Categorize visual information (DOK 1-2)
  2. Group works of art based on like characteristics and expressive features of art and design (DOK 1-2)
  3. Describe and analyze artistic intent using information about the culture, time in which the work was created, and artist (DOK 2-4)

Inquiry Questions:

  1. Why is intended meaning an issue in the art-making process?
  2. How might subject matter in art change over time?
  3. How are artists in a similar time period influenced by one another?

Relevance & Application:

  1. Art has its own structure and vocabulary, which expand to consider and appreciate the way art is influenced by technology, science, engineering, and society.
  2. The conditions under which an artist creates can have an impact on the work created.

Nature Of:

  1. The critical process of observing, interpreting, and evaluating leads to informed judgments regarding the merits in works of art.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

Concepts and skills students master:

2. Works of art articulate and express different points of view

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Discuss how characteristics of art are used in specific ways to create meaning (DOK 1-3)
  2. Interpret and articulate opinions about art judgments using multiple modalities (DOK 1-3)

Inquiry Questions:

  1. What characteristics and expressions guide the creation of works of art?
  2. How does illusion impact the visual reality of a two-dimensional space?
  3. How can a work of art be interpreted in a variety of ways?

Relevance & Application:

  1. Analysis and inference identify underlying structures in works of art.
  2. Breaking with traditions often gives rise to new forms of artistic expression.
  3. Intended meaning is supported by using media technology.
  4. Visual literacies come from science, history, literature, and aesthetic understanding.

Nature Of:

  1. The critical process of observing, interpreting, and evaluating leads to informed judgments regarding the merits in works of art.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

Concepts and skills students master:

3. Artists, viewers and patrons respond to works of art using inference and empathy

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Make inferences about the artist's feelings and perspective (DOK 2-3)
  2. Respectively investigate and be mindful of culturally sensitive themes (DOK 1-3)

Inquiry Questions:

  1. Why do artists create art about their interests?
  2. How is the subject matter of a work of art related to the artist's interests?
  3. What clues does an artist give in a work of art to communicate intent?

Relevance & Application:

  1. Works of art reflect the artist's ideas, interests, and background.
  2. Works of art reflect the influences of culture and community on the artist, leading to decisions about whether a rendering is appropriate.
  3. Technology and the World Wide Web facilitate the research of cultures.

Nature Of:

  1. The critical process of observing, interpreting, and evaluating leads to informed judgments regarding the merits of works of art.

Content Area: Visual Arts
Grade Level Expectations: Fourth Grade
Standard: 2. Envision and Critique to Reflect

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

Concepts and skills students master:

1. The critique process informs judgments about artistic and aesthetic merits in works of art

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Critique personal works of art and the works of others through multiple modalities (DOK 1-3)
  2. Participate in critiques by offering suggestions and recommendations in a positive manner (DOK 1-3)
  3. Articulate and justify the emotional impact of the characteristics and expressive features of art and design in a work of art (DOK 3-4)
  4. Use aesthetic valuing criteria to discuss works of art (DOK 1-3)

Inquiry Questions:

  1. How can critique inform skill?
  2. What are the merits of critique?
  3. Why is a rubric a good thing to use in critiques?

Relevance & Application:

  1. Information from other disciplines informs the critical thinking used in discussing works of art.
  2. Understanding characteristics and expressive features of art and design, materials, and processes is essential to informed discussions about art.
  3. Technology provides documentation and archival opportunities of images for critique.

Nature Of:

  1. Divergent thinking is basic to talking about works of art.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

Concepts and skills students master:

2. The processes and philosophies of art and design inform interpretations in works of art

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify and explain how the characteristics and expressive features of art and design are used in works of art (DOK 1-3)
  2. Compare and contrast intended meaning in works of art across time and culture (DOK 2-3)
  3. Examine and debate the purposes of art across time and culture respecting and being mindful of culturally sensitive themes (DOK 3-4)
  4. Discuss and form an opinion about the social and personal value of art (DOK 3)

Inquiry Questions:

  1. What is the importance of understanding the history of art for an artist?
  2. How does knowing about art inform an understanding of the world?
  3. How important is art to a culture?

Relevance & Application:

  1. The functions of art have been and will continue to be debated.
  2. The purposes of art vary through time and culture. For example, some purposes are to record, examine, reflect, question, entertain, and create profit.
  3. The knowledge and understanding of culture and history across time connect the impact of art to other subject matter.
  4. Technology not only provides images, but also globalizes the ability to share information about art and design.

Nature Of:

  1. Divergent thinking is the groundwork for creating and talking about works of art.

Content Area: Visual Arts
Grade Level Expectations: Fourth Grade
Standard: 3. Invent and Discover to Create

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

Concepts and skills students master:

1. Use media to express and communicate ideas about an issue of personal interest

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Utilize the characteristics and expressive features of art and design in media and technology to convey meaning (DOK 1-3)
  2. Communicate values and belief systems visually (DOK 3-4)
  3. Express intended meaning (DOK 3-4)
  4. Generate works of art based on specific themes of personal interest

Inquiry Questions:

  1. How are ideas or feelings expressed visually?
  2. How does an artist come up with ideas?
  3. What are ways artists speak to values in works of art?
  4. How can knowledge of science, math, reading, or writing inform art-making?

Relevance & Application:

  1. Art can use technology such as digital images, video, animation, the Internet, and conferencing to explain ideas.
  2. Communication can permit artists to direct their intent to an audience and is one of many components in art-making.
  3. Art can be used to articulate values and beliefs across subject matter.
  4. The understanding of other disciplines' concepts and purposes can inform the creation of works of art.

Nature Of:

  1. Studio skills and processes are important for visual communication.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

Concepts and skills students master:

2. Materials and processes can be used in traditional, unique, and inventive ways

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Use traditional and contemporary media technologies (DOK 1-2)
  2. Describe observations made during the art-making process (DOK 1-2)
  3. Problem-solve the various properties of a variety of tools and materials (DOK 1-3)

Inquiry Questions:

  1. What materials and processes do you prefer, and why?
  2. Can an artist create new art materials and processes?
  3. What are unique ways to use materials and processes?
  4. What new technologies might be of interest to artists?

Relevance & Application:

  1. New technologies, including video and digital technologies, can affect how an artist determines an artwork's intent.
  2. Discoveries in art can be applied to other disciplines.
  3. Products are designed with the interest and knowledge of consumers in mind.

Nature Of:

  1. Processes evolve over time.

Content Area: Visual Arts
Grade Level Expectations: Fourth Grade
Standard: 4. Relate and Connect to Transfer

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

Concepts and skills students master:

1. Viewers and patrons make personal meaning and infer artistic intent

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Debate social values and beliefs exhibited in works of art (DOK 1-3)
  2. Respond to art by relating self to familiar cultures (DOK 2-3)
  3. Communicate observable and emotional responses to works of art in relationship to self (DOK 3-4)
  4. Utilize community arts resources such as museums, galleries, and local arts organizations (DOK 1)

Inquiry Questions:

  1. How does art provide information about a person, idea, or culture?
  2. Why would an artist want to make art about the world in which he or she lives?
  3. How is a portrait a personal narrative?

Relevance & Application:

  1. Art from various genres and styles can illustrate meaning through multiple approaches to using materials, tools, processes, and concepts.
  2. Computer technology can be employed to research personal history such as genealogy and heraldry.
  3. Meaning can be made using deeper emotional responses and creative decision-making across disciplines.
  4. Aesthetic valuing can be a component in making and understanding art and thus allows for debate about the role of art and its purpose in culture.

Nature Of:

  1. Personal interpretation is unique to the varying styles and genres of art.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

Concepts and skills students master:

2. Historical time periods and cultural settings are interpreted in works of art

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Articulate differences in cultural styles, genres, and context through historical time periods (DOK 1-3)
  2. Recognize the characteristics and expressive features of art and design through various historical periods and cultures (DOK 1-3)
  3. Respectfully discuss culturally sensitive themes that change how art is expressed (DOK 1-3)

Inquiry Questions:

  1. What do cultural differences look like in visual art?
  2. How does the function of art change through time?
  3. How old is "old?"
  4. What does "new" history mean?
  5. What is the connection between culture and art?

Relevance & Application:

  1. Art and design serves multiple functions such as to inform, entertain, invest, ritualize, persuade, shelter, or assist in everyday tasks.
  2. Technology informs the progress of art across time and culture and can promote information exchange, dialogue, and communication among artists, scientists, and technicians from different geo-cultural regions.

Nature Of:

  1. Art reflects the interests, accomplishments, and conflicts of culture and society over time.