New Colorado P-12 Academic Standards

Current Display Filter: Visual Arts - All - by Specific Prepared Graduate Competency - (Remove PGC Filter)

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

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

2. Historical and cultural context are found in visual art

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Analyze visual arts traditions (DOK 2-4)
  2. Discern the complexity of art and historical paradigms in cultural context (DOK 3)
  3. Debate divergent art histories and traditions (DOK 3-4)
  4. Research and document community art and architecture (DOK 1-3)
  5. Analyze innovation in art through historical and cultural context (DOK 2-4)
  6. Analyze the reasons to avoid replication, interpretation, or illustration of images or icons that are culturally sensitive such as kachina dolls, and Navajo sand painting (DOK 2-3)

Inquiry Questions:

  1. What is considered art?
  2. How does context affect works of art?
  3. Why would context matter when interpreting art?
  4. What is a culturally sensitive issue, and how does it impact works of art?

Relevance & Application:

  1. Interpreting visual art provides an ability to place contemporary art culture in a broader, historical context.
  2. Technology creates new interdisciplinary art forms that build on historical art forms.
  3. Innovators of the past were not highly valued, and it is only recently that society is recognizing their importance.

Nature Of:

  1. The new media of today creates the future of art.
  2. Respect for the art of cultures informs our diversity.

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

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Conceptual art theories explain how works of art are created

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Create two- and three-dimensional works of art - individually or collaboratively - that employ the characteristics and expressive features of art and design (DOK 3-4)
  2. Describe and justify a work of art that clearly illustrates characteristics and expressive features of art and design as distinguishing attributes (DOK 1-3)
  3. Investigate and debate quality in art and design such as symmetry and balance, rhythm, and scale and proportion (DOK 1-3)

Inquiry Questions:

  1. How do characteristics and expressive features of art and design allow for creative freedom?
  2. What choices might influence how an artist begins a work of art?
  3. How might choices impact the type of art an artist creates?

Relevance & Application:

  1. Using current and available technology and interactive web applications allows for more diverse artistic responses to ideas and emotions.
  2. Characteristics and expressive features of art and design provide comparisons and correlations to other global societies and their views of characteristics, expressions, and features of art and design.

Nature Of:

  1. Technology literacy and technological advancements can be important components in creating works of art.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

3. Art criticism strategies are used to analyze, interpret, and make informed judgments about works of art

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Examine and debate the functionalism and formalism in works of art (DOK 1-4)
  2. Differentiate and articulate different artistic styles, trends, and movements in various art forms. (DOK 1-3)
  3. Analyze basic concepts in art such as balance, symmetry, integrity, authenticity, originality, "form follows function," and "thinking outside-of-the-box" (DOK 2-3)

Inquiry Questions:

  1. How does the knowledge of art skills and vocabulary encourage the appreciation of visual art?
  2. How do problem-solving skills create art?
  3. How does art criticism help us to make informed judgments?
  4. What are transferability strategies in art criticism?

Relevance & Application:

  1. Visually interpreting and analyzing works of art provides opportunities for discussions around artistic intent and broadens the level of personal engagement with a work of art.
  2. Comparing and contrasting the attributes of characteristics and expressive features of art and design in works of art allows for the transfer of problem-solving skills to other disciplines.

Nature Of:

  1. Disagreements about the value, influence, and source of art always will exist
  2. Critique is the door to thinking about, making, and understanding art.

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

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. The characteristics and expressive features of art and design are used in analyzing and synthesizing the meaning in works of art

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Describe and demonstrate how characteristics and expressive features of art and design contribute to the aesthetic value of works of art (DOK 1-3)
  2. Evaluate the emotional significance generated by characteristics and expressive features of art and design (DOK 1-3)
  3. Differentiate and implement characteristics and expressive features of art and design in works of art (DOK 1-3)

Inquiry Questions:

  1. What are some characteristics and expressive features of folk art?
  2. How does traditional art training impact the art and craft of visual art?
  3. Why or why not is developing a work of art based on formal principles a good idea?

Relevance & Application:

  1. Underlying structures across society can be articulated through analysis and inference.
  2. Artists use their imaginations, intuitions, senses, deeply felt experiences, and views of beauty to make and respond to art.
  3. Articulating and debating ways that characteristics and expressive features of art and design relate to each other and other disciplines opens the door to divergent thinking and processing.

Nature Of:

  1. Viewing art is critical in art-making. The artist is not separate from the viewer, nor is the viewer separate from the artist.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

2. Understanding works of art involves knowledge of historical and cultural styles, genre, and artists over time

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Examine and articulate works of art that communicate significant cultural beliefs or sets of values (DOK 1-3)
  2. Investigate and discuss how exposure to various cultures and styles influences feelings and emotions toward art forms (DOK 1-3)
  3. Interpret and demonstrate how works of art synthesize historical and cultural meaning (DOK 1-4)

Inquiry Questions:

  1. How does art change with time?
  2. How does a time period impact meaning in a work of art?
  3. What does utilitarian versus aesthetic function in works of art mean?
  4. What makes art essential?

Relevance & Application:

  1. Historical events mandate aesthetic responses by artists and their works of art.
  2. Significant events impact the making of art during current and future time periods.
  3. Artists and audiences use cultural and community identities and social perspectives to make and respond to art.

Nature Of:

  1. Art is essential to the American and world cultures because of the visual, emotional, and senses-based aspects that unify us as in a global humanity.
  2. The history of a culture's art speaks to where we have been, who we were, and who we are - and predicts where we are going.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

3. Knowledge of art vocabulary is important when critically analyzing works of arts

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Employ appropriate vocabulary for art categories such as realistic, abstract, non-objective, conceptual, and others genres (DOK 1)
  2. Use domain-specific vocabulary relating to symbolism, genre, and performance technique in all arts areas (DOK 1-2)

Inquiry Questions:

  1. What skills and vocabulary, if any, does one need know to appreciate and begin to understand art?
  2. What makes the artists in time periods famous?
  3. How does one talk and write about art?

Relevance & Application:

  1. The use of content-specific vocabulary in all disciplines produces multi-literate members of society.
  2. The language of art connects cultures that do not speak the same societal language and allows for the communication of intent and ideas in an informed manner.

Nature Of:

  1. Describing, analyzing, and interpreting works of art develops the skill and ability to make informed judgments.

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

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. The characteristics and expressive features of art and design are used in unique ways to respond to two- and three-dimensional art

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Respond orally or in written format justifying and interpreting the characteristics and expressive features of art and design in a work of art (DOK 1-3)
  2. Develop from oneself and various cultures a mental storehouse of images and the uses, symbolism, and meaning of those images (DOK 1-3)

Inquiry Questions:

  1. How do underlying structures unconsciously guide the creation of works of art?
  2. What might a historical master artist accomplish with the technology available today?

Relevance & Application:

  1. Technology can be a tool in creating two- or three-dimensional art and provide infinite possibilities to manipulate characteristics and expressive features in works of art.
  2. The characteristics and expressive features of art and design are used to express ideas and create images in various types of print and broadcast media and are distinct to many art and design careers.

Nature Of:

  1. Underlying structures in art and society can be established via analysis and inference.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

3. Specific art vocabulary is used to describe, analyze, and interpret works of art

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Describe the characteristics and expressive features of art and design in selected works of art (DOK 1-3)
  2. Explain the aesthetic qualities of a specified work of art through multiple modalities (DOK 2-3)
  3. Identify ways in which art is basic to thinking and communicating about the world (DOK 1-3)

Inquiry Questions:

  1. Explain the potential for boundaries in art and who defines these boundaries.
  2. What is a defensible argument?
  3. How does one critique a work of art?
  4. What are the advantages or disadvantages to critiquing a work of art?

Relevance & Application:

  1. The inquiry skill sets of analyzing, assessing, and evaluating are valuable in becoming informed consumers of visual images in marketing and in mass media.
  2. Critique fluency encourages and develops higher-order thinking that builds a deeper awareness of details in the surrounding environment.

Nature Of:

  1. Breaking away from acceptable and traditional norms often gives rise to new and more divergent forms of artistic expression.

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

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

1. Visual arts connect multiple characteristics of art

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Justify statements made about a work of art (DOK 1-3)
  2. Objectively use the characteristics and expressive features of art and design to analyze a work of art (DOK 1-4)
  3. Investigate generalizations about works of art (DOK 1-2)

Inquiry Questions:

  1. How does illusion impact the visual reality of a two-dimensional space?
  2. What is the difference between three-dimensional space and the illusion of depth and space in a two-dimensional framework?
  3. What boundaries, if any, exist in art and art-making?
  4. Is intended meaning an issue in the art-making process? Why or why not?

Relevance & Application:

  1. Analysis and inference develop skills in the viewer of art and can be transferred into problem-solving situations in everyday life.
  2. New forms of artistic expression often come from breaking with traditions.
  3. The critical process of observing, interpreting, and evaluating leads to informed judgments regarding the merits in works of art and reinforces cognitive skills such as concentration, perception, memory, and logical thinking - essential in all occupations.
  4. Processing divergent visual information and drawing conclusions is an important visual literacy skill.

Nature Of:

  1. Epiphany is the life blood of expression.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

2. Visual arts communicate the human experience

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Describe the relationships between works of art from different cultures being respectful and mindful of culturally sensitive themes (DOK 2-3)
  2. Use contextual cues to discuss notions of beauty and aesthetic valuing (DOK 2-3)
  3. Use visual information to construct personal visual narratives (DOK 1-3)
  4. Identify and interpret how art exists in your world (DOK 1-3)

Inquiry Questions:

  1. Why do artists make visual art to tell stories?
  2. How do the characteristics of a work of art reflect the culture, time period, or artist who produced it?
  3. Why do innovations in technology and social and political trends influence the creation of visual art?

Relevance & Application:

  1. The environment that art is being created in is transforming rapidly due to new technological innovations.
  2. Some cultural traditions are not appropriate for rendering.
  3. Art is a vehicle for interdisciplinary communication related to the human experience.

Nature Of:

  1. The creation, appreciation of, and consumption of visual art, design, and material culture helps to define who we are as human beings.
  2. Art reflects the qualities of the culture in which it was produced, including the cultural respect for sensitive themes.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

3. Visual arts learning involves analyzing the formal and sensory qualities of art

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Hypothesize and discuss reasons for artistic decisions (DOK 1-3)
  2. Investigate and articulate alternative choices for artistic decisions (DOK 1-3)
  3. Objectively draw conclusions about intended meaning of a work of art (DOK 1-3)

Inquiry Questions:

  1. What drives an artist to choose one thing over another?
  2. How can talking or thinking about the visual characteristics of art improve the intended meaning in a work of art?

Relevance & Application:

  1. Artists continue to develop new art vocabulary to understand 21st century ideas and works of art. For example, artist Todd Siler describes his work as "metaphorms" - the "engines" of creativity, invention, learning, and discovery that power communication.
  2. Media choices, including technology, can imply meaning.

Nature Of:

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

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) - (Remove PGC Filter)

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: Third Grade
Standard: 1. Observe and Learn to Comprehend

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations) - (Remove PGC Filter)

Concepts and skills students master:

2. Art has intent and purpose

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Learn to "read" a work of art (DOK 1-3)
  2. Hypothesize and discuss artist intent and mood. (DOK 1-3)
  3. Discuss how art and design impact the man-made environment (DOK 1-3)
  4. Use multi-sensory information to construct visual narratives (DOK 1-4)

Inquiry Questions:

  1. What is meant by "intent?"
  2. How do works of art influence the mood of the viewer?
  3. What is considered to be man-made art?

Relevance & Application:

  1. Show the connection between storytelling with words and with images.
  2. Critical thinking provides opportunities to make connections between artistic intent and personal feelings.
  3. Digital and electronic media are used to explore works of art by providing opportunities to experience a myriad of diverse works of art as well as information on the artists.
  4. Art creates connections in how the purpose and use of images in marketing can influence consumer decisions.

Nature Of:

  1. Art can be purposeful.