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:

2. A personal philosophy of art is accomplished through use of sophisticated language and studio art processes

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Articulate and defend a personal philosophy of art using informed criteria (DOK 3-4)
  2. Document and apply investigations into a range of traditional and nontraditional studio practices to personal expression (DOK 1-4)
  3. Compare and contrast the technical proficiency of artists to communicate ideas, emotions, and information (DOK 2-3)

Inquiry Questions:

  1. What is old, and what is new in any work of art?
  2. How and why is art used as a vehicle for communication?

Relevance & Application:

  1. Breaking accepted norms often gives rise to new forms of artistic expression.
  2. Using current technology for personal expression opens new opportunities for varied modes of communication.
  3. Articulating a personal philosophy creates individual identification in one's own works of art.
  4. Interpreting the world through art, artists seek to represent concepts through a range of styles and approaches.

Nature Of:

  1. Culture affects self-expression, whether we realize it.

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.

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

Concepts and skills students master:

2. Key concepts, issues, and themes in the visual arts can solve problems using real-world applications

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Produce individual or group works of art that incorporate various multidisciplinary key concepts, issues and themes to solve visual problems (DOK 3-4)
  2. Communicate ideas visually through multiple modalities (DOK 3-4)
  3. Formulate and respond to meaningful questions about works of art based on careful observation and interpretation (DOK 1-4)
  4. Research and articulate where art is used in real-world applications (DOK 1-3)

Inquiry Questions:

  1. What is the nature of art and beauty?
  2. What is beautiful?
  3. How do you know when something is beautiful?
  4. How can something that is not beautiful be art?

Relevance & Application:

  1. Visual art processes such as sketching, diagramming, graphing, planning, and modeling are used in multiple disciplines and societal applications.
  2. Visual art processes lead to careers in creating and analyzing videos, computer-generated images, and social networking sites.
  3. Visual art creation and discussions use peer collaboration and team resourcing to solve visual problems.

Nature Of:

  1. Visual art is an inherent and integral part of our community.
  2. Visual art embodies the inner quest for self-knowledge and reflects relationships between humans and nature.

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.

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

Concepts and skills students master:

2. Key concepts, issues, and themes connect the visual arts to other disciplines such as the humanities, sciences, mathematics, social studies, and technology

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Research and explain how the arts are influenced by other content areas (DOK 1-3)
  2. Create works of art around concepts, issues, and themes from other disciplines through cross-curricular experiences (DOK 3-4)

Inquiry Questions:

  1. How do the visual arts connect to other disciplines?
  2. How is a connection between the visual arts and non-art disciplines important?

Relevance & Application:

  1. The cross disciplinary skills found in the study of visual art provide advantages for marketable career opportunities.
  2. Art can be found in architecture throughout time and culture, giving insight to the form and function needs of various historical and cultural contexts.
  3. Scientific, medical, and technical drawing communicates ideas and information.
  4. There is a direct correlation between mathematics and engineering in the creation of stable and kinetic sculptures.
  5. The aerospace industry relies on artistic talent in order to design and build air and space vehicles.

Nature Of:

  1. Visual art reflects, documents, and encapsulates time periods, cultures, geography, and the status of a region's inhabitants.

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:

2. Specific methods of planning support the development of intended meaning

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Determine which methods of planning are personally effective in creating works of art (DOK 1-2)
  2. Apply planning strategies to fully assess the artistic process (DOK 1-2)
  3. Explain and defend why a particular planning method is chosen (DOK 1-3)

Inquiry Questions:

  1. Why is planning an important aspect of art?
  2. How do artists plan works of art?
  3. How can plans become works of art?

Relevance & Application:

  1. The artistic process can be unpredictable, even when carefully planned. Embracing unpredictability is a quality employed by successful artists, medical researchers, mathematicians, and engineers.
  2. A quality product has a base in perseverance, dedication, and discipline.
  3. Technology can be used to problem-solve planning issues that lead to a quality product.

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: 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.

Content Area: Visual Arts
Grade Level Expectations: First 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 provide opportunities to respond to personal works of art and the art of others

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Discuss the personal stories portrayed in a work of art (DOK 3)
  2. Express the ways art provokes feeling (DOK 1-2)
  3. Imitate stories portrayed in a work of art through multiple modalities (DOK 1-3)

Inquiry Questions:

  1. What are the stories that art tells?
  2. How do you determine the feeling a work of art portrays?
  3. How is art like the narrator of a play?

Relevance & Application:

  1. Expression in a work of art distinguishes the senses-based feeling of art-making such as the physical nature of art materials, paint, finger paint, inks, and drawing, or the tactile nature of art processes, sculpting, throwing on a wheel, and hand building.
  2. The ability to draw conclusions from visual narratives is enabled and depicted in works of art.
  3. Mass media use familiar stories and images to tell stories and communicate. People think in pictures more often than in words, which prompted visual icons on computers.
  4. Art connects visual stories with literary stories.

Nature Of:

  1. Imagination can be used to see reality

Content Area: Visual Arts
Grade Level Expectations: Kindergarten
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. Identify that art represents and tells the stories of people, places, or things

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Recognize and discuss the concept of culture in art as it relates to self, family and community (DOK 1-3)
  2. Articulate personal stories from works of art (DOK 3)
  3. Create visual narratives (DOK 1-4)

Inquiry Questions:

  1. What is your art story?
  2. How does art tell a story about who you are?
  3. How does art connect to your family traditions?

Relevance & Application:

  1. Cultures are composed of different and respected art styles, food, music, dance, norms, customs, and traditions.
  2. Personal cultural relevance in and among family, school, and community can be captured through visual narratives.

Nature Of:

  1. Art-making is an experiment of the senses.

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.