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:

3. Art and design have purpose and function

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Investigate and articulate the aims of disparate art practices and traditions (DOK 1-3)
  2. Research and document how the visual arts are manifested in contemporary society (DOK 1-3)
  3. Interpret the purposes of art across time, culture, and diversity, and be mindful of cultural sensitivities (DOK 4)

Inquiry Questions:

  1. What is the purpose of art?
  2. How do different cultures manifest the purposes of art?
  3. How can art make important contributions to society?

Relevance & Application:

  1. Visual arts provide an ability to discern the underlying intended and unintended purposes of art.
  2. Visual arts provide for the ability to discern multiple solutions to visual and spatial problems.
  3. Contemporary technologies have enabled the purpose of art to expand.

Nature Of:

  1. Investigating art ideas provides for alternative viewpoints and encourages divergent thinking about the reasons for the existence of art.

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:

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:

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.

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:

1. The identification of characteristics and expressive features in works of art and design help to determine artistic intent

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Articulate commonalities seen in visual information (DOK 1-2)
  2. Identify patterns seen in visual information (DOK 1-2)
  3. Identify real-life depictions found in visual information (DOK 1-2)

Inquiry Questions:

  1. How do patterns of visual information guide the creation of works of art?
  2. How are real-life topics captured in visual images?
  3. How are characteristics and expressive features of art and design important in art-making?

Relevance & Application:

  1. A work of art's underlying structures can be identified through analysis and inference.
  2. The use of pattern in art connects to other disciplines.
  3. Digital media and computer technology can help to identify components in art.

Nature Of:

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

Content Area: Visual Arts
Grade Level Expectations: Kindergarten
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. Artists and viewers recognize characteristics and expressive features within works of art

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Recognize characteristics and expressive features of art and design in works of art (DOK 1-2)
  2. Name sensory qualities using age appropriate art vocabulary (DOK 1)
  3. Use a variety of methods to reproduce basic sensory qualities and expressive features (DOK 1-3)

Inquiry Questions:

  1. How do expressive features and sensory qualities convey feelings in works of art?
  2. How are characteristics and expressive features used in works of art?

Relevance & Application:

  1. Art-making relates characteristics and expressive features of art and design to everyday objects such as common toys and video games.
  2. Digital software is used to identify characteristics and expressive features of art.
  3. Relate patterns and components of art to everyday objects.

Nature Of:

  1. Humankind is a possible subject matter of art.
  2. Art is a personal rendering tool.

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

Concepts and skills students master:

2. Personal feelings are described in and through works of art

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Use age appropriate simple art vocabulary to express opinions about works of art (DOK 1-2)
  2. Tell a story to explain works of art (DOK 1-4)
  3. Interpret and express works of art through multiple modalities (DOK 1-3)

Inquiry Questions:

  1. What is the vocabulary of art?
  2. How do we know what art says?
  3. How can you use art to tell a story?

Relevance & Application:

  1. Discuss the need for art in material culture.
  2. Art, like other arts disciplines, promotes feeling.
  3. Visual technology tools are used to respond to a variety of art concepts and media.

Nature Of:

  1. Art is our primary language.
  2. Art tells the story of what we see.

Content Area: Visual Arts
Grade Level Expectations: Preschool
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. Artists and viewers identify art in daily life

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify individual preferences in images when presented with visual examples such as picture books, cartoons, computer games, community, and home events (DOK 1-2)
  2. Use age-appropriate vocabulary to describe works of art (DOK 1-2)
  3. Recognize basic characteristics and expressive features of art and design in relation to daily life (DOK 1-3)

Inquiry Questions:

  1. What do you use to make art?
  2. How do you know if art is real or make-believe?
  3. Where is art in my world?

Relevance & Application:

  1. Material culture uses familiar images to tell a story.
  2. The use of senses to observe art allows for the exploration of ideas.
  3. Computer games and mass media use visual art images to create a personal identification.

Nature Of:

  1. Observation leads to object reality.