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: Seventh 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 are used to create meaning from a variety of information

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Critique works of art, and explain the visual symbols and metaphors artists use to express ideas (DOK 1-3)
  2. Discuss and debate the concepts and skills required to invent new ideas and applications (DOK 3-4)
  3. Interpret subjects, themes, and symbols as they relate to meaning in works of art (DOK 1-3)
  4. Utilize visual literacy skills in oral or written discourse to construct meaning from works of art using multiple modalities (DOK 1-3)

Inquiry Questions:

  1. How does a person "read" a work of art?
  2. What is considered 21st century media?
  3. What are the differences in reading or interpreting 21st century media as opposed to traditional art media?

Relevance & Application:

  1. Employers seek workers who are skilled in visual literacy. Since technological advances continue to develop at unprecedented rates, educators increasingly promote the learning of visual literacies as indispensable to life in the information age.
  2. Being visually literate creates persuasive, well-informed consumers and members of society.
  3. Skilled problem-solvers are valuable commodities in the 21st century workforce.

Nature Of:

  1. The arts use discovery and learning as a process.
  2. The creation of art makes us aware of problems and how to solve them.
  3. Visual literacy provides the tools we need to problem-solve.

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

Concepts and skills students master:

2. Concepts, issues, and themes in the visual arts can be used to communicate ideas in various other disciplines

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Incorporate key concepts, issues, and themes from other disciplines into personal works of art (DOK 3-4)
  2. Explain and discuss how concepts, ideas, and themes are demonstrated (DOK 1-3)
  3. Create works of art by incorporating themes that represent and interpret ideas from visual narratives and other fields of knowledge (DOK 3-4)

Inquiry Questions:

  1. How can art stand alone, or how does it have to relate to other disciplines to show significance?
  2. What distinguishes art as art when it is created outside of studios? If one makes a painting in math class, is it still art?
  3. What are the necessary and sufficient conditions needed for art to exist?

Relevance & Application:

  1. Interpreting and relating art concepts such as color theory, characteristics and expressive features of art and design, and perspectives in art to other arts and disciplines increases the aesthetic value of art.
  2. Utilizing core content subject matter (e.g., as in math concepts like fractions, science or literacy), or concepts unique to other specific disciplines in the creation and analyzing of visual arts, expand intrinsic cognitive development and embrace the interdisciplinary nature of art.
  3. Relating the visual arts to contemporary societal, cultural, environmental, and historical issues enhances themes that are prominent to visual narratives and promotes the characteristic diversity of art that occurs in global and societal contexts.

Nature Of:

  1. Visual art is a distinct form of communication that enriches the understanding of other disciplines by connecting us with more depth to the world we live in and opening our minds to multiple ways of seeing and making meaning.

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: Fifth 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. Evaluative criteria is used when responding to works of art

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Use the characteristics and expressive features of art and design to determine how they contribute to the aesthetic valuing of a work of art (DOK 1-3)
  2. Address intended meaning and the effectiveness of this idea in multiple works of art (DOK 1-3)
  3. Develop and apply rubrics to evaluate works of art (DOK 1-4)
  4. Examine and debate the purposes of art (DOK 1-4)

Inquiry Questions:

  1. What kind of knowledge is needed to assess works of art?
  2. Why should works of art be examined?
  3. Why value works of art?

Relevance & Application:

  1. Art is valued differently across time and culture. Objective criteria can be employed to evaluate works of art.
  2. Objective criteria can be employed to evaluate works of art.
  3. Appreciation of art involves informed understanding of the characteristics and expressive features of art and design, and knowledge of art materials and processes.

Nature Of:

  1. Divergent thinking is the groundwork of creating and talking about works of art.
  2. Critique works the brain and motivates problem-solving abilities.

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: Preschool
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. Works of art can represent people, places, and things

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Explain that works of art communicate ideas (DOK 1-2)
  2. Tell a story about a work of art (DOK 1-3)

Inquiry Questions:

  1. Why would you want to make a work of art?

Relevance & Application:

  1. Art creates connections among the self, family, and community.
  2. Digital media communicates a world of ideas and stories through art.

Nature Of:

  1. Art is as diverse as our humanity.
  2. Art connects images, symbols, and meaning as a basis for other abstract disciplines such as learning to read, learning mathematical symbols, and acquiring sign-symbol recognition.