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: 2. Envision and Critique to Reflect

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

Concepts and skills students master:

1. Reflective strategies are used to understand the creative process

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Explain the process of critique using the progression of description, analysis, interpretation, and evaluation (DOK 1-2)
  2. Communicate and defend reasons for opinions about the intentions (successful or not) of a work of art (DOK 1-4)
  3. Compare and contrast the technical proficiency of artists to communicate ideas, emotions, and information (DOK 2-3)
  4. Provide examples of how critique may affect the creation or modification of an existing or new work of art (DOK 1-3)
  5. Make informed judgments about the relative merits of works of art using observation, description, analysis, interpretation, and evaluation (DOK 3-4)

Inquiry Questions:

  1. When is art criticism vital, and when is it beside the point?
  2. To what extent does a work of art depend on the artist's point of view?
  3. To what extent does a work of art depend on the viewer's point of view?

Relevance & Application:

  1. The critical process leads to informed judgments regarding the relative merits of works of art.
  2. The critical process developed through the arts also is found in all other disciplines such as scientific inquiry, mathematical problem-solving, and music and literary critique.
  3. Fluency in the critical process in art develops an innate ability to investigate and persevere.
  4. Artists may work independently or collaboratively in a variety of virtual or concrete environments.

Nature Of:

  1. Comprehending the intentions of art leads to understanding how meaning is made.

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

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

Concepts and skills students master:

1. Visual literacy skills help to establish personal meaning and artistic intent in works of art

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Use metaphors and personal and cultural symbols to express an idea or concept (DOK 3-4)
  2. Make informed judgments about the use of characteristic and expressive features of art and design in mass media and other 21st century technologies (e.g., elements and principles of design, personal and cultural interpretations, intent of the work) (DOK 1-3)
  3. Explain and discuss the impact of persuasive techniques in print and in electronic media (DOK 1-3)
  4. Compare and contrast the style, design characteristics, and expressive features of art and design in historical and cultural works of art considering images and icons that are culture sensitive (DOK 2-3)

Inquiry Questions:

  1. What does art do for us?
  2. How does art help us to differentiate and prioritize meaning?

Relevance & Application:

  1. A firm grasp of visual literacy enables us to identify and examine the use and impact of persuasive techniques in print and in electronic media.
  2. Visual art allows us to compare and contrast the style, design characteristics, and expressive features of historical and cultural works of art through traditional and mass media.
  3. Observation skills required to draw a careful sketch are the same skills that can be used to understand and relate to our peers, families, communities, and beyond.

Nature Of:

  1. Visual literacy skills provide a deeper understanding of society.

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

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

Concepts and skills students master:

1. Visual symbols and metaphors can be used to create visual expression

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify and correlate universal symbols in works of art (DOK 1-3)
  2. Translate symbols into familiar settings such as community, billboards and store signage (DOK 1-3)

Inquiry Questions:

  1. What is a symbol?
  2. How is a symbol universal, personal, and cultural?
  3. How do symbols relate to art?

Relevance & Application:

  1. The persuasive quality in art can be enriched by the use of traditional and new technologies.
  2. A work of art allows the artist to communicate intended meaning to the viewer and evokes new meaning through the viewer's perspective.
  3. Creating art work through the use of expanded media and technologies sharpens sophisticated ideas, feelings, emotions and points of view about art and design.

Nature Of:

  1. Art is about communication.
  2. Throughout history, Art has communicated meaning, relevance, and a multitude of viewpoints.

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) - (Remove PGC Filter)

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) - (Remove PGC Filter)

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: Third Grade
Standard: 2. Envision and Critique to Reflect

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

Concepts and skills students master:

1. Artists, viewers, and patrons use the language of art to respond to their own art and the art of others

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Describe common characteristics and expressive features of art and design in familiar works of art (DOK 1-2)
  2. Interpret works of art using age appropriate descriptive vocabulary (DOK 1-3)
  3. Compare and contrast a work of art and a design product (DOK 2-3)

Inquiry Questions:

  1. Why is critique helpful in the art-making process?
  2. Why is a rubric a good thing to use in critiques?
  3. How do artists self-evaluate their works of art?

Relevance & Application:

  1. As art can be unpredictable, it is important to develop a variety of ways to respond to it.
  2. Trial and error is fundamental to the art-making process.
  3. Other disciplines rely on experimentation and trial and error to improve their craft and explore solutions.

Nature Of:

  1. Art-making incorporates reciprocal feedback.

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

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

Concepts and skills students master:

1. Visual arts use various literacies to convey intended meaning

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify, distinguish and interpret the basic characteristics of art. (DOK 1-3)
  2. Generate and discuss personal interpretations about works of art based on observation. (DOK 2-3)
  3. Recognize and respect cultural differences in works of art (DOK 1-3)

Inquiry Questions:

  1. Why does intended meaning matter?
  2. How do you convey meaning without using words?
  3. Why is it important to express an idea without words?
  4. Who determines the value of a work of art?

Relevance & Application:

  1. Interpretations of art change over time and among cultures.
  2. Art develops criteria in forming personal opinions.

Nature Of:

  1. Through the critical process, people are able to formulate judgments about the artistic and aesthetic merits of works or art.