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: 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.

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

Concepts and skills students master:

2. Cultural traditions and events impact visual arts within a community

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Create works of art that actively reflect community cultural traditions and events (DOK 3-4)
  2. Create and display works of art created to enhance or commemorate an event (DOK 3-4)
  3. Examine art as it reflects societal values and beliefs (DOK 3-4)
  4. Recognize and discuss how works of art previously created (across time and culture) can influence the work of practicing artists today (DOK 1-3)

Inquiry Questions:

  1. How is art a vital part of our surroundings and lives?
  2. How and why do people make specific, personal choices in art?

Relevance & Application:

  1. Various art forms and cultural resources preserve cultural heritage and influence contemporary art.
  2. Community cultural traditions in art are used every day in society.
  3. Works of art shown in public develop pride in personal work and support leadership skills by demonstrating follow-through, tenacity, perseverance, and problem-solving.
  4. In-depth study of community cultural traditions is important and can reveal that some cultural works of art are not appropriate to replicate, restructure, or render.

Nature Of:

  1. Visual arts connect and reach people in unique and impactful ways.
  2. Respect for the art of cultures informs our diversity.

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

Concepts and skills students master:

3. Visual arts provide an opportunity to explore sustainable environments, design and architecture

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Plan and articulate architectural elements within urban and rural setting (DOK 1-3)
  2. Plan, design, and construct a public art installation (DOK 3-4)
  3. Discuss environmental and aesthetic issues related to the design and packaging of industrial products and cities (DOK 1-3)

Inquiry Questions:

  1. How are earthworks such as excavations art?
  2. How does art represent something?
  3. If art is made or found naturally, what is really art?
  4. How do works of art from the past contain less or more concerns for the environment?

Relevance & Application:

  1. Digital simulations of proposed projects clarify understanding of the real project.
  2. Art made from traditional media contrasts differing qualities of works of art created from the natural environment.

Nature Of:

  1. Art teaches about observing objects in nature.
  2. Seeing through an aesthetic lens provides greater awareness of the world around us.

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:

1. Critical thinking in the arts transfers to multiple uses in life

Evidence Outcomes 21st Century Skill and Readiness Competencies

Students Can:

  1. Discuss and explain how the visual arts are an integral part of the working world (DOK 1-3)
  2. Recognize and articulate how artists and designers use critical-thinking skills in the community (DOK 1-3)
  3. Explain and evaluate ways such as spatial awareness, images as explanation, and layout and drafting that the arts are used to solve problems and present ideas for a variety of careers (DOK 1-3)

Inquiry Questions:

  1. What is the difference between high or low art?
  2. What big ideas in art are important in career opportunities?

Relevance & Application:

  1. Articulating that making informed choices in the visual arts reflects personal involvement in real-world applications builds transferable skills that can be used in many settings.
  2. Transferring knowledge provides advantages in marketable career opportunities.

Nature Of:

  1. Arts-related job opportunities are the fastest growing careers in our contemporary economy.
  2. Artists contribute to society in a myriad of ways.

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: 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.