Common Core and Illinois State Standards for Art Education
What we don't see
Visual arts in education is a crucial facet of a well-rounded learning environment and curriculum. Outside of nurturing active learning and divergent thinking through art production, art criticism, aesthetics, and art history, the visual arts curriculum provides a wealth of invisible learning processes that are even more real and enduring than the works students create. Here are the invisible realities and hidden forces of learning through the visual arts:
What We Don't See...
1. The thoughtful judgments made by students about qualitative relationships. Unlike much of the curriculum in which correct answers and rules prevail, in the arts, it is judgment rather than rules that triumph.
2. How students learn that problems can have more than one solution and that questions can have more than one answer.
3. The multiple perspectives celebrated through art. One of the biggest lessons being that there are many ways to see and interpret the world.
4. How students learn that in complex forms of problem solving purposes are seldom fixed, but change with circumstance and opportunity.
5. Learning in the arts requires the ability and a willingness to surrender to the unanticipated possibilities of the work as it unfolds.
6. The arts make vivid the fact that neither words in their literal form nor numbers exhaust what we can know and express. The limits of language do not define the limits of student cognition.
7. How the arts enable all human beings to experience what we can only experience through creative, imaginative and innovative thinking - helping students to discover the range and variety of what they are capable of feeling.
8. How students learn through the arts that small differences can have large effects. The arts traffic in subtleties.
9. How students learn to think through and within a material - Because all art forms employ some means through which images become real.
10. The ways that the arts have affected children and youth the world over and through many generations - opening their eyes, their minds and their hearts to perspectives that complement and often range far beyond learning in other core subjects.
11. The arts nurture unique ways for all of us to think and work together, try new ideas, and assess our risks on investments. And these are the exact skills that business and workforce development leaders are calling for in graduates.
It is vital that we invest in models of teaching and learning that fully develop the promise of human potential offered by our nation’s youngest citizens - The arts' position in the school curriculum symbolizes to students what adults believe is important. And what is important for our children as they prepare to enter the collegiate world and then their adult lives? What is important is that they are exposed to as many avenues to success as possible, utilizing multiple intelligences to experiencing learning through a variety of platforms and fostering creative and critical thinking which will be their means to achieving the richest life possible.
(Edited and adapted from Deborah B. Reeve Alliance for Young Artists and Writers Exhibit Opening US Department of Education Remarks October 12, 2012)
ART EDUCATION DISCIPLINES AND COMMON CORE CONNECTIONS*Following is a comprehensive list of all the Common Core Standards for the areas of English Language Arts/Literacy and Mathematics. They apply to grades K-12, with differentiating benchmarks for each grade, respectively. Read these and then see how they are applied to the Art Education Disciplines.
Common Core Standards for ELA/Literacy:
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific
textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting
details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and
figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well
as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
10. Read and comprehend complex literary and informational texts independently and proficiently.
Common Core Standards for Writing:
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Common Core Standards for Speaking and Listening:
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Common Core Standards for Language:
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
3. Apply knowledge of language to understand how language functions in different contexts, to make effective
choices for meaning or style, and to comprehend more fully when reading or listening.
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues,
analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for
reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in
gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
Common Core Standards for Mathematics:
Following is a list of Art Education Disciplines and how the Common Core Standards connect to these areas
ART HISTORY1. When learning about art history and movements through reading, writing, technology, and class discussions students will...
When critiquing a painting independently, students will...
AESTHETICSWhen thinking critically about the philosophies of art through discussions, reflective writing, and in-depth reading, students will...
VISUAL ARTS STANDARDS AND GOALSK-4
Visual Arts Standards provide a framework for helping students learn the characteristics of the visual arts by
using a wide range of subject matter, symbols, meaningful images, and visual expressions, to reflect their ideas, feelings, and emotions; and to evaluate the merits of their efforts. The standards address these objectives in ways that promote acquisition of and fluency in new ways of thinking, working, communicating, reasoning, and investigating. They emphasize student acquisition of the most important and enduring ideas, concepts, issues, dilemmas, and knowledge offered by the visual arts. They develop new techniques, approaches, and habits for applying knowledge and skills in the visual arts to the world beyond school.
The visual arts are extremely rich. They range from drawing, painting, sculpture, and design, to architecture, film, video, and folk arts. They involve a wide variety of tools, techniques, and processes. The standards are structured to recognize that many elements from this broad array can be used to accomplish specific educational objectives. For example, drawing can be used as the basis for creative activity, historical and cultural investigation, or analysis, as can any other fields within the visual arts. The standards present educational goals. It is the responsibility of practitioners to choose appropriately from this rich array of content and processes to fulfill these goals in specific circumstances and to develop the curriculum.
To meet the standards, students must learn vocabularies and concepts associated with various types of work in the visual arts and must exhibit their competence at various levels in visual, oral, and written form. In Kindergarten-Grade 4, young children experiment enthusiastically with art materials and investigate the ideas presented to them through visual arts instruction. They exhibit a sense of joy and excitement as they make and share their artwork with others. Creation is at the heart of this instruction. Students learn to work with various tools, processes, and media. They learn to coordinate their hands and minds in explorations of the visual world. They learn to make choices that enhance communication of their ideas. Their natural inquisitiveness is promoted, and they learn the value of perseverance.
As they move from kindergarten through the early grades, students develop skills of observation, and they
learn to examine the objects and events of their lives. At the same time, they grow in their ability to describe, interpret, evaluate, and respond to work in the visual arts. Through examination of their own work and that of other people, times, and places, students learn to unravel the essence of artwork and to appraise its purpose and value. Through these efforts, students begin to understand the meaning and impact of the visual world in which they live.
5-8
Students in grades 5-8 continue to need a framework that aids them in learning the characteristics of the visual arts by using a wide range of subject matter, symbols, meaningful images, and visual expressions. They grow ever more sophisticated in their need to use the visual arts to reflect their feelings and emotions and in their abilities to evaluate the merits of their efforts. These standards provide that framework in a way that promotes the students' thinking, working, communicating, reasoning, and investigating skills and provides for their growing familiarity with the ideas, concepts, issues, dilemmas, and knowledge important in the visual arts. As students gain this knowledge and these skills, they gain in their ability to apply the knowledge and skills in the visual arts to their widening personal worlds.
These standards present educational goals. It is the responsibility of practitioners to choose among the array of possibilities offered by the visual arts to accomplish specific educational objectives in specific circumstances. The visual arts offer the richness of drawing and painting, sculpture, and design; architecture, film, and video; and folk arts -- all of these can be used to help students achieve the standards. For example, students could create works in the medium of videotape, engage in historical and cultural investigations of the medium, and take part in analyzing works of art produced on videotape. The visual arts also involve varied tools, techniques, and processes -- all of which can play a role in students' achieving the standards, as well.
To meet the standards, students must learn vocabularies and concepts associated with various types of work in the visual arts. As they develop increasing fluency in visual, oral, and written communication, they must exhibit their greater artistic competence through all of these avenues.
In grades 5-8, students' visual expressions become more individualistic and imaginative. The problem-solving activities inherent in art making help them develop cognitive, affective, and psychomotor skills. They select and transform ideas, discriminate, synthesize and appraise, and they apply these skills to their expanding knowledge of the visual arts and to their own creative work. Students understand that making and responding to works of visual art are inextricably interwoven and that perception, analysis, and critical judgment are inherent to both.
Their own art making becomes infused with a variety of images and approaches. They learn that preferences of others may differ from their own. Students refine the questions that they ask in response to artworks. This leads them to an appreciation of multiple artistic solutions and interpretations. Study of historical and cultural contexts gives students insights into the role played by the visual arts in human achievement. As they consider examples of visual art works within historical contexts, students gain a deeper appreciation of their own values, of the values of other people, and the connection of the visual arts to universal human needs, values, and beliefs. They understand that the art of a culture is influenced by aesthetic ideas as well as by social, political, economic, and other factors. Through these efforts, students develop an understanding of the meaning and import of the visual world in which they live.
(Taken from The Kennedy Center Arts Edge program)
Source: http://artsedge.kennedy-center.org/teach/standards/standards_k4.cfm
ILLINOIS STATE STANDARDS FOR ART EDUCATIONThe Illinois State Standards for Art Education are the foundation for a rigorous and relevant art curriculum. Their benchmarks and goals guide projects, materials, content, and processes in the art room. Below, you will find a comprehensive list of all Illinois State Art Standards for grades K-8.
Illinois State Standards for Visual Arts
Goal 25: Know the language of the arts
Why Goal 25 is important:
Why This Goal Is Important: Through observation, discussion, interpretation and analysis, students learn the “language” of the arts. They learn to understand how others express ideas in dance, drama, music and visual art forms. In addition to acquiring knowledge essential to performance and production, students become arts consumers (e.g., attending live performances or movies, purchasing paintings or jewelry, or visiting museums) who understand the basic elements and principles underlying artworks and are able to critique them.
25.A.1d Visual Arts: Identify the elements of line, shape, space, color and texture; the principles of repetition and pattern; and the expressive qualities of mood, emotion and pictorial representation.
25.B.1 Identify similarities in and among the arts (e.g., pattern, sequence and mood).
25.A.2d Visual Arts: Identify and describe the elements of 2- and 3-dimensional space, figure ground, value and form; the principles of rhythm, size, proportion and composition; and the expressive qualities of symbol and story.
25.B.2 Understand how elements and principles combine within an art form to express ideas.
25.A.3d Visual Arts: Identify and describe the elements of value, perspective and color schemes; the principles of contrast, emphasis and unity; and the expressive qualities of thematic development and sequence.
25.A.3e Visual Arts: Analyze how the elements and principles can be organized to convey meaning through a variety of media and technology.
25.B.3 Compare and contrast the elements and principles in two or more art works that share similar themes.
25.B.4 Analyze and evaluate similar and distinctive characteristics of works in two or more of the arts that share the same historical period or societal context.
25.A.4 Analyze and evaluate the effective use of elements, principles and expressive qualities in a composition/performance in dance, drama, music and visual arts.
26.A.1e Visual Arts: Identify media and tools and how to use them in a safe and responsible manner when painting, drawing and constructing.
25.A.5 Analyze and evaluate student and professional works for how aesthetic qualities are used to convey intent, expressive ideas and/or meaning.
25.B.5 Understand how different art forms combine to create an interdisciplinary work (e.g., musical theatre, opera or cinematography).
STATE GOAL 26: Through creating and performing, understand how works of art are produced.
Why This Goal Is Important: Students acquire skills to produce and perform dance, drama, music and visual art. They learn to use media, tools and technologies. They learn to shape ideas and emotions into sounds, images and actions. As students create and perform their own artworks and review the works of others, they become more imaginative, strengthen their problem-solving skills and learn to respond to the creativity of others. Creating and performing are at the core of the fine arts. Students also learn about the role of the artist (e.g., dancer, painter, actor, director, scriptwriter, musician).
26.B.1d Visual Arts: Demonstrate knowledge and skills to create visual works of art using manipulation, eye-hand coordination, building and imagination.
26.A.2e Visual Arts: Describe the relationships among media, tools/technology and processes.
26.A.2f Visual Arts: Understand the artistic processes of printmaking, weaving, photography and sculpture.
26.B.2d Visual Arts: Demonstrate knowledge and skills to create works of visual art using problem solving, observing, designing, sketching and constructing.
26.A.3e Visual Arts: Describe how the choices of tools/technologies and processes are used to create specific effects in the arts.
26.B.3d Visual Arts: Demonstrate knowledge and skills to create 2- and 3-dimensional works and time arts (e.g., film, animation, video) that are realistic, abstract, functional and decorative.
26.B.4d Visual Arts: Demonstrate knowledge and skills that communicate clear and focused ideas based on planning, research and problem solving.
26.A.4e Visual Arts: Analyze and evaluate how tools/technologies and processes combine to convey meaning.
26.A.5 Common for all four arts: Analyze and evaluate how the choice of media, tools, technologies and processes support and influence the communication of ideas.
26.B.5 Common for all four arts: Create and perform a complex work of art using a variety of techniques, technologies and resources and independent decision-making.
STATE GOAL 27: Understand the role of the arts in civilizations, past and present.
Why This Goal Is Important: The arts are a record of civilizations, past and present. Artists are influenced by—and influence—the times and places in which they live and work. As students learn through the arts about people and civilizations, they learn about others and themselves. Also, students learn about careers related to this goal (e.g., animator, curator, art historian, sound technician).
27.B.1 Know how images, sounds and movement convey stories about people, places and times.
27.A.1a Identify the distinctive roles of artists and audiences.
27.A.1b Identify how the arts contribute to communication, celebrations, occupations and recreation.
27.A.2a Identify and describe the relationship between the arts and various environments (e.g., home, school, workplace, theatre, gallery).
27.A.2b Describe how the arts function in commercial applications (e.g., mass media and product design).
27.B.2 Identify and describe how the arts communicate the similarities and differences among various people, places and times.
27.A.3a Identify and describe careers and jobs in and among the arts and how they contribute to the world of work.
27.A.3b Compare and contrast how the arts function in ceremony, technology, politics, communication and entertainment.
27.B.3 Know and describe how artists and their works shape culture and increase understanding of societies, past and present.
27.B.4b Understand how the arts change in response to changes in society.
27.B.4a Analyze and classify the distinguishing characteristics of historical and contemporary art works by style, period and culture.
27.A.4b Analyze how the arts are used to inform and persuade through traditional and contemporary art forms.
27.A.4a Evaluate how consumer trends in the arts affect the types and styles of art products.
27.B.5 Analyze how the arts shape and reflect ideas, issues or themes in a particular culture or historical period.
27.A.5 Analyze how careers in the arts are expanding based on new technologies and societal changes.
Visual arts in education is a crucial facet of a well-rounded learning environment and curriculum. Outside of nurturing active learning and divergent thinking through art production, art criticism, aesthetics, and art history, the visual arts curriculum provides a wealth of invisible learning processes that are even more real and enduring than the works students create. Here are the invisible realities and hidden forces of learning through the visual arts:
What We Don't See...
1. The thoughtful judgments made by students about qualitative relationships. Unlike much of the curriculum in which correct answers and rules prevail, in the arts, it is judgment rather than rules that triumph.
2. How students learn that problems can have more than one solution and that questions can have more than one answer.
3. The multiple perspectives celebrated through art. One of the biggest lessons being that there are many ways to see and interpret the world.
4. How students learn that in complex forms of problem solving purposes are seldom fixed, but change with circumstance and opportunity.
5. Learning in the arts requires the ability and a willingness to surrender to the unanticipated possibilities of the work as it unfolds.
6. The arts make vivid the fact that neither words in their literal form nor numbers exhaust what we can know and express. The limits of language do not define the limits of student cognition.
7. How the arts enable all human beings to experience what we can only experience through creative, imaginative and innovative thinking - helping students to discover the range and variety of what they are capable of feeling.
8. How students learn through the arts that small differences can have large effects. The arts traffic in subtleties.
9. How students learn to think through and within a material - Because all art forms employ some means through which images become real.
10. The ways that the arts have affected children and youth the world over and through many generations - opening their eyes, their minds and their hearts to perspectives that complement and often range far beyond learning in other core subjects.
11. The arts nurture unique ways for all of us to think and work together, try new ideas, and assess our risks on investments. And these are the exact skills that business and workforce development leaders are calling for in graduates.
It is vital that we invest in models of teaching and learning that fully develop the promise of human potential offered by our nation’s youngest citizens - The arts' position in the school curriculum symbolizes to students what adults believe is important. And what is important for our children as they prepare to enter the collegiate world and then their adult lives? What is important is that they are exposed to as many avenues to success as possible, utilizing multiple intelligences to experiencing learning through a variety of platforms and fostering creative and critical thinking which will be their means to achieving the richest life possible.
(Edited and adapted from Deborah B. Reeve Alliance for Young Artists and Writers Exhibit Opening US Department of Education Remarks October 12, 2012)
ART EDUCATION DISCIPLINES AND COMMON CORE CONNECTIONS*Following is a comprehensive list of all the Common Core Standards for the areas of English Language Arts/Literacy and Mathematics. They apply to grades K-12, with differentiating benchmarks for each grade, respectively. Read these and then see how they are applied to the Art Education Disciplines.
Common Core Standards for ELA/Literacy:
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific
textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting
details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and
figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well
as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
10. Read and comprehend complex literary and informational texts independently and proficiently.
Common Core Standards for Writing:
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Common Core Standards for Speaking and Listening:
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Common Core Standards for Language:
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
3. Apply knowledge of language to understand how language functions in different contexts, to make effective
choices for meaning or style, and to comprehend more fully when reading or listening.
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues,
analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for
reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in
gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
Common Core Standards for Mathematics:
- Make sense of problems and persevere in solving them.
- Reason abstractly and quantitatively.
- Construct viable arguments and critique the reasoning of others.
- Model with mathematics.
- Use appropriate tools strategically.
- Attend to precision.
- Look for and make use of structure
- Look for and express regularity in repeated reasoning.
Following is a list of Art Education Disciplines and how the Common Core Standards connect to these areas
ART HISTORY1. When learning about art history and movements through reading, writing, technology, and class discussions students will...
- Look for and express regularity in repeated reasoning in regard to patterns and variations (Common Core Standard Math #8).
- Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text (CCS ELA #1).
- Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric (CCS Speaking and Listening #3).
- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking (CCS Language #1).
- Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate (CCS Language #4).
- Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others (CCS Writing #6).
- Construct viable arguments and critique the reasoning of others. (Common Core Standard Math #3.)
- Reason abstractly and quantitatively (CCS Math #2).
- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking (CCS Language #1).
- Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening (CCS Language #3).
When critiquing a painting independently, students will...
- Look for and make use of structure (CCS Math #7).
- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach (CCS Writing #5).
- Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content (CCS Writing #2).
- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience (CCS Writing #4).
- Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole (CCS ELA Literacy #5).
- Make sense of problems and persevere in solving them (CCS Math #1).
- Model with mathematics (CCS Math #4).
- Use appropriate tools strategically (CCS Math #5).
- Attend to precision (CCS Math #6).
- Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively (CCS Speaking and Listening #1).
- Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally (CCS Speaking and Listening #2).
- Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations (CCS Speaking and Listening #5).
AESTHETICSWhen thinking critically about the philosophies of art through discussions, reflective writing, and in-depth reading, students will...
- Reason abstractly and quantitatively (CCS Math #2).Construct viable arguments and critique the reasoning of others (CCS Math #3).
- Demonstrate understanding of figurative language, word relationships, and nuances in word meanings (CCS Language #5).
- Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression (CCS Language #6).
- Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric (CCS Speaking and Listening #3).
- Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally (CCS Speaking and Listening #2).
- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence (CCS Writing #1).
- Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence (CCS ELA Literacy #8).
VISUAL ARTS STANDARDS AND GOALSK-4
Visual Arts Standards provide a framework for helping students learn the characteristics of the visual arts by
using a wide range of subject matter, symbols, meaningful images, and visual expressions, to reflect their ideas, feelings, and emotions; and to evaluate the merits of their efforts. The standards address these objectives in ways that promote acquisition of and fluency in new ways of thinking, working, communicating, reasoning, and investigating. They emphasize student acquisition of the most important and enduring ideas, concepts, issues, dilemmas, and knowledge offered by the visual arts. They develop new techniques, approaches, and habits for applying knowledge and skills in the visual arts to the world beyond school.
The visual arts are extremely rich. They range from drawing, painting, sculpture, and design, to architecture, film, video, and folk arts. They involve a wide variety of tools, techniques, and processes. The standards are structured to recognize that many elements from this broad array can be used to accomplish specific educational objectives. For example, drawing can be used as the basis for creative activity, historical and cultural investigation, or analysis, as can any other fields within the visual arts. The standards present educational goals. It is the responsibility of practitioners to choose appropriately from this rich array of content and processes to fulfill these goals in specific circumstances and to develop the curriculum.
To meet the standards, students must learn vocabularies and concepts associated with various types of work in the visual arts and must exhibit their competence at various levels in visual, oral, and written form. In Kindergarten-Grade 4, young children experiment enthusiastically with art materials and investigate the ideas presented to them through visual arts instruction. They exhibit a sense of joy and excitement as they make and share their artwork with others. Creation is at the heart of this instruction. Students learn to work with various tools, processes, and media. They learn to coordinate their hands and minds in explorations of the visual world. They learn to make choices that enhance communication of their ideas. Their natural inquisitiveness is promoted, and they learn the value of perseverance.
As they move from kindergarten through the early grades, students develop skills of observation, and they
learn to examine the objects and events of their lives. At the same time, they grow in their ability to describe, interpret, evaluate, and respond to work in the visual arts. Through examination of their own work and that of other people, times, and places, students learn to unravel the essence of artwork and to appraise its purpose and value. Through these efforts, students begin to understand the meaning and impact of the visual world in which they live.
5-8
Students in grades 5-8 continue to need a framework that aids them in learning the characteristics of the visual arts by using a wide range of subject matter, symbols, meaningful images, and visual expressions. They grow ever more sophisticated in their need to use the visual arts to reflect their feelings and emotions and in their abilities to evaluate the merits of their efforts. These standards provide that framework in a way that promotes the students' thinking, working, communicating, reasoning, and investigating skills and provides for their growing familiarity with the ideas, concepts, issues, dilemmas, and knowledge important in the visual arts. As students gain this knowledge and these skills, they gain in their ability to apply the knowledge and skills in the visual arts to their widening personal worlds.
These standards present educational goals. It is the responsibility of practitioners to choose among the array of possibilities offered by the visual arts to accomplish specific educational objectives in specific circumstances. The visual arts offer the richness of drawing and painting, sculpture, and design; architecture, film, and video; and folk arts -- all of these can be used to help students achieve the standards. For example, students could create works in the medium of videotape, engage in historical and cultural investigations of the medium, and take part in analyzing works of art produced on videotape. The visual arts also involve varied tools, techniques, and processes -- all of which can play a role in students' achieving the standards, as well.
To meet the standards, students must learn vocabularies and concepts associated with various types of work in the visual arts. As they develop increasing fluency in visual, oral, and written communication, they must exhibit their greater artistic competence through all of these avenues.
In grades 5-8, students' visual expressions become more individualistic and imaginative. The problem-solving activities inherent in art making help them develop cognitive, affective, and psychomotor skills. They select and transform ideas, discriminate, synthesize and appraise, and they apply these skills to their expanding knowledge of the visual arts and to their own creative work. Students understand that making and responding to works of visual art are inextricably interwoven and that perception, analysis, and critical judgment are inherent to both.
Their own art making becomes infused with a variety of images and approaches. They learn that preferences of others may differ from their own. Students refine the questions that they ask in response to artworks. This leads them to an appreciation of multiple artistic solutions and interpretations. Study of historical and cultural contexts gives students insights into the role played by the visual arts in human achievement. As they consider examples of visual art works within historical contexts, students gain a deeper appreciation of their own values, of the values of other people, and the connection of the visual arts to universal human needs, values, and beliefs. They understand that the art of a culture is influenced by aesthetic ideas as well as by social, political, economic, and other factors. Through these efforts, students develop an understanding of the meaning and import of the visual world in which they live.
(Taken from The Kennedy Center Arts Edge program)
Source: http://artsedge.kennedy-center.org/teach/standards/standards_k4.cfm
ILLINOIS STATE STANDARDS FOR ART EDUCATIONThe Illinois State Standards for Art Education are the foundation for a rigorous and relevant art curriculum. Their benchmarks and goals guide projects, materials, content, and processes in the art room. Below, you will find a comprehensive list of all Illinois State Art Standards for grades K-8.
Illinois State Standards for Visual Arts
Goal 25: Know the language of the arts
Why Goal 25 is important:
Why This Goal Is Important: Through observation, discussion, interpretation and analysis, students learn the “language” of the arts. They learn to understand how others express ideas in dance, drama, music and visual art forms. In addition to acquiring knowledge essential to performance and production, students become arts consumers (e.g., attending live performances or movies, purchasing paintings or jewelry, or visiting museums) who understand the basic elements and principles underlying artworks and are able to critique them.
25.A.1d Visual Arts: Identify the elements of line, shape, space, color and texture; the principles of repetition and pattern; and the expressive qualities of mood, emotion and pictorial representation.
25.B.1 Identify similarities in and among the arts (e.g., pattern, sequence and mood).
25.A.2d Visual Arts: Identify and describe the elements of 2- and 3-dimensional space, figure ground, value and form; the principles of rhythm, size, proportion and composition; and the expressive qualities of symbol and story.
25.B.2 Understand how elements and principles combine within an art form to express ideas.
25.A.3d Visual Arts: Identify and describe the elements of value, perspective and color schemes; the principles of contrast, emphasis and unity; and the expressive qualities of thematic development and sequence.
25.A.3e Visual Arts: Analyze how the elements and principles can be organized to convey meaning through a variety of media and technology.
25.B.3 Compare and contrast the elements and principles in two or more art works that share similar themes.
25.B.4 Analyze and evaluate similar and distinctive characteristics of works in two or more of the arts that share the same historical period or societal context.
25.A.4 Analyze and evaluate the effective use of elements, principles and expressive qualities in a composition/performance in dance, drama, music and visual arts.
26.A.1e Visual Arts: Identify media and tools and how to use them in a safe and responsible manner when painting, drawing and constructing.
25.A.5 Analyze and evaluate student and professional works for how aesthetic qualities are used to convey intent, expressive ideas and/or meaning.
25.B.5 Understand how different art forms combine to create an interdisciplinary work (e.g., musical theatre, opera or cinematography).
STATE GOAL 26: Through creating and performing, understand how works of art are produced.
Why This Goal Is Important: Students acquire skills to produce and perform dance, drama, music and visual art. They learn to use media, tools and technologies. They learn to shape ideas and emotions into sounds, images and actions. As students create and perform their own artworks and review the works of others, they become more imaginative, strengthen their problem-solving skills and learn to respond to the creativity of others. Creating and performing are at the core of the fine arts. Students also learn about the role of the artist (e.g., dancer, painter, actor, director, scriptwriter, musician).
26.B.1d Visual Arts: Demonstrate knowledge and skills to create visual works of art using manipulation, eye-hand coordination, building and imagination.
26.A.2e Visual Arts: Describe the relationships among media, tools/technology and processes.
26.A.2f Visual Arts: Understand the artistic processes of printmaking, weaving, photography and sculpture.
26.B.2d Visual Arts: Demonstrate knowledge and skills to create works of visual art using problem solving, observing, designing, sketching and constructing.
26.A.3e Visual Arts: Describe how the choices of tools/technologies and processes are used to create specific effects in the arts.
26.B.3d Visual Arts: Demonstrate knowledge and skills to create 2- and 3-dimensional works and time arts (e.g., film, animation, video) that are realistic, abstract, functional and decorative.
26.B.4d Visual Arts: Demonstrate knowledge and skills that communicate clear and focused ideas based on planning, research and problem solving.
26.A.4e Visual Arts: Analyze and evaluate how tools/technologies and processes combine to convey meaning.
26.A.5 Common for all four arts: Analyze and evaluate how the choice of media, tools, technologies and processes support and influence the communication of ideas.
26.B.5 Common for all four arts: Create and perform a complex work of art using a variety of techniques, technologies and resources and independent decision-making.
STATE GOAL 27: Understand the role of the arts in civilizations, past and present.
Why This Goal Is Important: The arts are a record of civilizations, past and present. Artists are influenced by—and influence—the times and places in which they live and work. As students learn through the arts about people and civilizations, they learn about others and themselves. Also, students learn about careers related to this goal (e.g., animator, curator, art historian, sound technician).
27.B.1 Know how images, sounds and movement convey stories about people, places and times.
27.A.1a Identify the distinctive roles of artists and audiences.
27.A.1b Identify how the arts contribute to communication, celebrations, occupations and recreation.
27.A.2a Identify and describe the relationship between the arts and various environments (e.g., home, school, workplace, theatre, gallery).
27.A.2b Describe how the arts function in commercial applications (e.g., mass media and product design).
27.B.2 Identify and describe how the arts communicate the similarities and differences among various people, places and times.
27.A.3a Identify and describe careers and jobs in and among the arts and how they contribute to the world of work.
27.A.3b Compare and contrast how the arts function in ceremony, technology, politics, communication and entertainment.
27.B.3 Know and describe how artists and their works shape culture and increase understanding of societies, past and present.
27.B.4b Understand how the arts change in response to changes in society.
27.B.4a Analyze and classify the distinguishing characteristics of historical and contemporary art works by style, period and culture.
27.A.4b Analyze how the arts are used to inform and persuade through traditional and contemporary art forms.
27.A.4a Evaluate how consumer trends in the arts affect the types and styles of art products.
27.B.5 Analyze how the arts shape and reflect ideas, issues or themes in a particular culture or historical period.
27.A.5 Analyze how careers in the arts are expanding based on new technologies and societal changes.