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:

1. Visual art has inherent characteristics and expressive features

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Demonstrate skills that utilize the characteristics and expressive features of art and design to communicate meaning (DOK 1-3)
  2. Investigate and articulate the value of the characteristics and expressive features of art and design in diverse and disparate works of art (DOK 1-3)
  3. Connect and compare visual art characteristics and expressive features of art and design in cultural contexts (DOK 1-3)
  4. Demonstrate a practiced ability to critically analyze the origins of art and design across all cultures (DOK 3-4)

Inquiry Questions:

  1. What are the ways to analyze and discuss works of art?
  2. What other ways are there to analyze and discuss works of art beyond the characteristics and expressive features of art and design?
  3. How do various cultures experience and define art?

Relevance & Application:

  1. Visual arts provide opportunities for making informed choices about material culture by employing visual literacy in society while recognizing urban, suburban, historical, and environmental influences.
  2. Rituals in creating cultural art solidify the foundational understanding of the identity and purpose of various cultures within society.
  3. New technologies and media allow for innovative ways to create new rituals with evolutionary characteristics.

Nature Of:

  1. Artists use close observation to understand objective reality.

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:

2. The history of art, world cultures, and artistic styles influence contemporary art concerns

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Incorporate personal life experiences through aesthetic responses to works of art (DOK 3-4)
  2. Justify, and infer how art often is defined by its originality (DOK 3)
  3. Interpret changes in meaning over time in the perception of a familiar work of art (DOK 3-4)
  4. Investigate and discuss how social and political environments influence an artist's creative process in making a work of art (DOK 1-3)
  5. Examine and discuss the reasons to respect and avoid replication and interpretation of culturally sensitive taboos (DOK 1-3)

Inquiry Questions:

  1. To what extent does a work of art's title impede or enhance the viewer's interpretation of the artist's intent?
  2. To what extent does a work of art's classification impede or enhance the value of art for the artist?

Relevance & Application:

  1. Throughout history, art has been purchased and financed by social institutions for the purpose of reflecting or encoding the social structures of their time. This could imply that only certain social viewpoints in history have been preserved through art by the wealthy or most influential members of society.
  2. Technological changes such as the use of photography, neon lights, paint, and computer and digitally generated art have given more opportunities to preserve and capture aspects of present-day art as opposed to the subjective view of art that was more apparent in the past.

Nature Of:

  1. The arts are great equalizers in terms of economic and social discrepancies
  2. Respect for the art of cultures informs our understanding of people groups.

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:

2. Works of art articulate and express different points of view

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Discuss how characteristics of art are used in specific ways to create meaning (DOK 1-3)
  2. Interpret and articulate opinions about art judgments using multiple modalities (DOK 1-3)

Inquiry Questions:

  1. What characteristics and expressions guide the creation of works of art?
  2. How does illusion impact the visual reality of a two-dimensional space?
  3. How can a work of art be interpreted in a variety of ways?

Relevance & Application:

  1. Analysis and inference identify underlying structures in works of art.
  2. Breaking with traditions often gives rise to new forms of artistic expression.
  3. Intended meaning is supported by using media technology.
  4. Visual literacies come from science, history, literature, and aesthetic understanding.

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: Second 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 make choices that communicate ideas in works of art

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Express an idea in multiple ways (DOK 1-3)
  2. Identify and compare ideas and artistic choices found in a work of art (DOK 1-3)
  3. Make artistic choices to communicate ideas (DOK 1-4)

Inquiry Questions:

  1. How can your choice in art-making change an idea?
  2. What are examples of ideas you can observe in familiar works of art?
  3. How can art express more than one idea?

Relevance & Application:

  1. Restructuring norms offer new opportunities.
  2. Traditional and new technologies help artists to communicate ideas.
  3. Ideas come in verbal and nonverbal forms and are informed by other disciplines.

Nature Of:

  1. Artists make choices to communicate ideas.

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

Concepts and skills students master:

2. Characteristics and expressive features of art and design are used to identify and discuss works of art

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Recognize and describe the differences between characteristics and expressive features of art and design using age appropriate art vocabulary (DOK 1-2)
  2. Describe variations of sensory qualities using age appropriate art vocabulary (DOK 1-2)
  3. Use correct art vocabulary when talking about art (DOK 1-2)

Inquiry Questions:

  1. How do the characteristics and expressive features of art and design contribute to a work of art?
  2. Why would an artist need to know about variations of sensory qualities used in art?

Relevance & Application:

  1. Digital media can be used to give examples of sensory qualities and expressive features.
  2. Patterns and textures can be found in many places in our communities.

Nature Of:

  1. Artists use many different materials and processes to create art.

Content Area: Visual Arts
Grade Level Expectations: High School
Standard: 4. Relate and Connect to Transfer

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

Concepts and skills students master:

2. Communication through advanced visual methods is a necessary skill in everyday life

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Use sketches, plans, and models to create and/or design a functioning work of art (DOK 3-4)
  2. Explain the personal influences shape the creation of functioning art (DOK 2-3)

Inquiry Questions:

  1. Why do artists produce preliminary plans?
  2. How does material culture influence artistic decisions?
  3. What informs the look of our material culture?

Relevance & Application:

  1. Understanding the cultural influences in functional design such as architecture and furniture creates comprehension of trends and patterns in society.
  2. Knowing the role of artists and designers in creating our built environment and material culture identifies the contemporary societal role that artists possess.
  3. Shaping our understanding of new media gives us insight to the understanding of material culture.

Nature Of:

  1. Artists and designers are important creators of our material culture.
  2. Cultural traditions influence the creation of material culture.

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

Concepts and skills students master:

3. Art is a lifelong endeavor

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Compare and contrast the roles of artists and designers in historical and contemporary context (DOK 2-3)
  2. Research the range of careers available to artists such as museum curation, automobile design, gaming design, medical illustration, and photojournalism (DOK 1-2)
  3. Outline required training for one's individual career goals (DOK 2)

Inquiry Questions:

  1. How and why is art used as a vehicle for communication?
  2. To what extent does good design integrate form with function?
  3. How is art used in everyday life?

Relevance & Application:

  1. Integrating and connecting knowledge and skills in art to other fields of study gives a broader understanding of the roles that artists play in society.
  2. Using job placement technology to research the range of careers available for personal career development provide insight into the many levels of visual art skills that are valued in today's workforce such as graphic design and software design skills in marketing, forensics, medicine, and video game design.

Nature Of:

  1. Artists and designers make important contributions to society.

Content Area: Visual Arts
Grade Level Expectations: Eighth Grade
Standard: 4. Relate and Connect to Transfer

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

Concepts and skills students master:

1. Visual arts are valuable for a variety of art and non-art related lifelong endeavors

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Discuss a variety of lifelong opportunities for making art (DOK 1-2)
  2. Identify arts resources and opportunities that exist in the community, and include educational alternatives within arts-related fields (DOK 1-2)

Inquiry Questions:

  1. Why are the arts an important career option?
  2. What are works of art made by professional artists in popular culture? (e.g. video games, food containers, billboards)
  3. What is a "professional artist?"
  4. What career opportunities encompass an understanding of art?

Relevance & Application:

  1. Advertisements and web and social networking sites - whether in print or digital media - have a foundation in art and design.
  2. Online resources, periodicals, virtual galleries, and web-based articles are extensions of traditional art-making settings.
  3. The art room is now an infinite technological domain infusing art and technology careers.
  4. Arts-influenced careers - such as three-dimensional rendering and design; advertising; animation; architecture; art history; visual arts; video and technology; cartooning; illustration; fashion design, illustration and merchandising; interior design; costume design; crafts; computer and information communication technology; commercial art; graphics; drafting; fine art; industrial art; scientific illustration; industrial design; jewelry design; sculpting; and ceramics - are among the fastest growing domains for job opportunities in our contemporary economy.
  5. Prospective companies look for divergent thinkers and creative problem-solvers who think "outside of the box" to strengthen their production and leadership teams.

Nature Of:

  1. Artists contribute uniquely divergent perspectives to the economy and society.

Content Area: Visual Arts
Grade Level Expectations: Seventh Grade
Standard: 4. Relate and Connect to Transfer

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

Concepts and skills students master:

3. Art and design strategies can solve environmental problems

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Rejuvenate and recycle art media (DOK 1-3)
  2. Discuss design problems that address environmental issues such as noise barriers and wind walls along urban highways (DOK 1-3)
  3. Recognize and articulate how the environment influences the look and use of art, architecture, and design (DOK 1-3)

Inquiry Questions:

  1. Why should art be created to draw attention to environmental issues?
  2. How do artists create art as a response to environmental issues?

Relevance & Application:

  1. An artist's work can influence or be influenced in positive or negative ways by the surrounding environment.
  2. The technology of how materials were made throughout history has changed radically such as the way paint was made in the 19th century compared to modern technologies.

Nature Of:

  1. The arts contribute to identifying and protecting our natural environment.

Content Area: Visual Arts
Grade Level Expectations: Sixth Grade
Standard: 4. Relate and Connect to Transfer

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

Concepts and skills students master:

1. Critical thinking in the arts transfers to multiple lifelong endeavors

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Compare and contrast how art is incorporated into contemporary careers (DOK 2-3)
  2. Discuss ways that the visual arts create lifelong learning opportunities (DOK 1-3)
  3. Explain the contributions of art historians, cultural anthropologists, philosophers of art, engineers, computer designers, and software designers (DOK 1-3)

Inquiry Questions:

  1. How are the visual arts important to various careers?
  2. Why do the visual arts impact career cultures?
  3. How do the visual arts connect to and enhance other career options?

Relevance & Application:

  1. The inventive responses and critical decision-making skills generated by the visual arts can influence our contemporary market and establish the foundational elements for future applications in commerce beyond this century.
  2. Visual art skills can be useful in jobs within and outside of the creative industry.

Nature Of:

  1. The visual arts foster divergent thinking and multiple applications.

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

Concepts and skills students master:

2. Visual arts impact community, cultural traditions, and events

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Explain and create works of art that incorporate everyday life, traditions, customs, and special events (DOK 1-4)
  2. Compare and contrast the visual traditions of personal and foreign culture within their sphere of individual experience such as public and community art, and important buildings in the community (DOK 2-3)
  3. Draw conclusions, and honor personal and other cultural representations of ancestry in works of art (DOK 3-4)
  4. Identify and discuss the contributions artists make to their community and to society as a whole (DOK 1-3)

Inquiry Questions:

  1. What are cultural events, and where do they occur in your community?
  2. How do the arts exist in your family celebrations and daily life?
  3. What are familiar cultural events?
  4. Why is it impossible to separate art from culture?

Relevance & Application:

  1. The arts bring families and communities together to share, explain, and celebrate traditions.
  2. Cultural fairs and events express specific customs, protocols, and understandings that should be respected.
  3. Rites of passage that often are captured through the arts provide ways for cultures to classify maturity, social acceptance, and leadership.
  4. Art such as magazine covers and poster designs often marks the passage of time, style, and norms.

Nature Of:

  1. Art is present in many different types of cultural representations.
  2. Art is an integral part of cultural events, rituals, and ceremonies.

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

Concepts and skills students master:

3. Eco-art is a contemporary response to environmental issues

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Use and discuss nature as a source of inspiration for works of art (DOK 1-2)
  2. Use reclaimed and recycled materials to create works of art (DOK 1-3)
  3. Discuss the motivation for works of art such as those by Christo and Jeanne-Claude, Goldsworthy, and Smithson who use natural materials, the natural environment and earthscapes (DOK 1-3)
  4. Discuss the motivation for works of art by artists such as Calder and Butterfield who use recycled and reclaimed materials (DOK 1-3)

Inquiry Questions:

  1. Who are artists who use recycled and reclaimed materials?
  2. Why would an artist use recycled materials?
  3. How does using reclaimed materials affect an artwork's value in material and aesthetic terms?
  4. What are some benefits or disadvantages to an artist choosing to create art in a natural environmental setting rather than in a traditional art setting?

Relevance & Application:

  1. Technological advances have created new types of environmental art.
  2. Architects, public art planners, builders, and developers utilize processes that are fundamental to ecological art to inform decisions about new building designs and the purposes for structures and their environmental sustainability.

Nature Of:

  1. Nature has been a source of artistic inspiration throughout history.
  2. Art imitates nature, and now with the help of technology, nature is made into art.

Content Area: Visual Arts
Grade Level Expectations: Fourth Grade
Standard: 4. Relate and Connect to Transfer

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

Concepts and skills students master:

1. Viewers and patrons make personal meaning and infer artistic intent

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Debate social values and beliefs exhibited in works of art (DOK 1-3)
  2. Respond to art by relating self to familiar cultures (DOK 2-3)
  3. Communicate observable and emotional responses to works of art in relationship to self (DOK 3-4)
  4. Utilize community arts resources such as museums, galleries, and local arts organizations (DOK 1)

Inquiry Questions:

  1. How does art provide information about a person, idea, or culture?
  2. Why would an artist want to make art about the world in which he or she lives?
  3. How is a portrait a personal narrative?

Relevance & Application:

  1. Art from various genres and styles can illustrate meaning through multiple approaches to using materials, tools, processes, and concepts.
  2. Computer technology can be employed to research personal history such as genealogy and heraldry.
  3. Meaning can be made using deeper emotional responses and creative decision-making across disciplines.
  4. Aesthetic valuing can be a component in making and understanding art and thus allows for debate about the role of art and its purpose in culture.

Nature Of:

  1. Personal interpretation is unique to the varying styles and genres of art.

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

Concepts and skills students master:

2. Historical time periods and cultural settings are interpreted in works of art

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Articulate differences in cultural styles, genres, and context through historical time periods (DOK 1-3)
  2. Recognize the characteristics and expressive features of art and design through various historical periods and cultures (DOK 1-3)
  3. Respectfully discuss culturally sensitive themes that change how art is expressed (DOK 1-3)

Inquiry Questions:

  1. What do cultural differences look like in visual art?
  2. How does the function of art change through time?
  3. How old is "old?"
  4. What does "new" history mean?
  5. What is the connection between culture and art?

Relevance & Application:

  1. Art and design serves multiple functions such as to inform, entertain, invest, ritualize, persuade, shelter, or assist in everyday tasks.
  2. Technology informs the progress of art across time and culture and can promote information exchange, dialogue, and communication among artists, scientists, and technicians from different geo-cultural regions.

Nature Of:

  1. Art reflects the interests, accomplishments, and conflicts of culture and society over time.

Content Area: Visual Arts
Grade Level Expectations: Third Grade
Standard: 4. Relate and Connect to Transfer

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

Concepts and skills students master:

1. Works of art connect individual ideas to make meaning

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify societal ideas found in art such as attire worn in different periods, and purpose of everyday objects and activities (DOK 1-2)
  2. Articulate the connection between personal emotional responses and ideas that are communicated in works of art (DOK 1-3)
  3. Develop a list of community cultural arts resources (DOK 1)

Inquiry Questions:

  1. How does an audience know the ideas an artist wants to communicate?
  2. Why do different people find different meaning in works of art?
  3. Why are arts resources important to a community?

Relevance & Application:

  1. Art provides opportunities to explore various genres and styles.
  2. Mass media and computer technology impact contemporary culture by communicating about community specific trends.
  3. Visual arts use emotional responses and personal decision-making to make meaning.

Nature Of:

  1. Personal interpretation is unique to the varying styles and genres of art.

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

Concepts and skills students master:

2. Historical and cultural ideas are evident in 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 discuss historical ideas (DOK 1-3)
  2. Relate personal experiences to familiar historical and cultural events (DOK 1-3)
  3. Recognize and respect differences in familiar cultural styles, genres, and contexts (DOK 1-3)

Inquiry Questions:

  1. What can art teach us about the past?
  2. What does it mean to say, "History repeats itself?"
  3. How can cultures and communities be identified through their art?

Relevance & Application:

  1. Art provides opportunities for exploring various historical contexts.
  2. Artistic intent is defined clearly when personal experience connects with art-making, which establishes awareness of patterns found in artwork from similar and divergent historical periods.
  3. Computer technology provides more opportunities to learn about historical periods and contemporary culture styles.

Nature Of:

  1. History is written and inspired by art.

Content Area: Visual Arts
Grade Level Expectations: Second Grade
Standard: 4. Relate and Connect to Transfer

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

Concepts and skills students master:

1. Visual arts respond to human experience by relating art to the community

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Communicate observational responses to works of art from a variety of social, emotional, and historical contexts (DOK 1-3)
  2. Discuss and describe personal artistic experiences (DOK 1-3)
  3. Discuss community-based and public art. (DOK 1-3)

Inquiry Questions:

  1. Why is art important?
  2. What does art say about communities?
  3. How do art museums support the community?
  4. How does a community select public art?

Relevance & Application:

  1. The personal connections identified in and through art foster artistic appreciation, interpretation, imagination, significance, and value.
  2. The study of art deepens emotional response and inventive decision-making. Current technology provides digital information that can be used to create works of art.
  3. The personal connections established in and through art lead to extended understandings of interdisciplinary concepts and subject matter.

Nature Of:

  1. Artists tell stories about their lives and communities.

Content Area: Visual Arts
Grade Level Expectations: Kindergarten
Standard: 4. Relate and Connect to Transfer

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

Concepts and skills students master:

1. Artists and viewers contribute and connect to their communities

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Identify the activities in which artists participate in everyday life (DOK 1)
  2. Locate where art is displayed in schools and homes (DOK 1)
  3. Role-play an artist's place in a community (DOK 1-3)
  4. Recognize ways art is captured in everyday life (DOK 1-2)

Inquiry Questions:

  1. How are artists part of familiar culture?
  2. What are artists like in other parts of the world?
  3. What is it like to be an artist?

Relevance & Application:

  1. Artists are important members of our communities.
  2. Art is used in mass media, industry, and other art forms such as cartoons, picture books, magazines, t-shirt designs, movies, and clothes.
  3. Photography and communication devices are contemporary tools for documenting art.

Nature Of:

  1. Art tells the story of the place we live in.

Content Area: Visual Arts
Grade Level Expectations: Preschool
Standard: 4. Relate and Connect to Transfer

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

Concepts and skills students master:

1. Artists have an important role in communities

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Explain what an artist does and who an artist can be (DOK 1-2)
  2. Identify some of the activities in which artists participate (DOK 1)
  3. Name some of the arts materials available to artists (DOK 1)

Inquiry Questions:

  1. What makes an artist an artist?
  2. What do artists use to make works of art?
  3. Who can be an artist?
  4. How does a person become an artist?

Relevance & Application:

  1. Artists contribute to the community.
  2. The making of art such as cartoons, illustrations, jewelry, sculptures, and ceramics is both a career and a social activity.
  3. Art reflects the interconnectedness among all disciplines and the senses.

Nature Of:

  1. Art-making is a lifelong learning activity.