VISUAL ARTS A. CREATIVE EXPRESSION M.S.A.D. No. 75 MARCH 98

Students will create and/or perform to express ideas and feelings. Students will be able to:

State Descriptor K-2 (Level 1)

District Performance Standards K-2 (Level 1)

Additional Info.
  1. Investigate the characteristics and purposes of each of the arts to communicate ideas, feelings, and meaning.

Use art materials to visually communicate their own individual, personal ideas, feelings, and meanings.

 

  
  • Experiment with art forms.

    •  

    Explore and manipulate the properties and possibilities of a variety of 2D and 3D visual art materials.

     

    		  
  • Demonstrate an understanding of the differences in the materials and techniques used to produce selected art works

    • Begin to understand and explore various uses of a variety of 2D and 3D visual art materials such as tempera and watercolor paint, clay, crayons, papers, etc.

     

    (e.g., the differences among musical instruments, the differences among a variety of materials used for sculpture or the differences in techniques used to performances such as singing, pantomime, etc.).

     
  • Recognize the functions and the expressive qualities of the elements and principles of each art form (visual art, music, dance, drama) and incorporate them into own creative works.
    		•

    Use the elements of line, shape, form, color, value, texture and space and the principles of balance, contrast, emphasis, harmony, movement, proportion, rhythm, repetition, scale, unity and variety in their own art work.

     

    		  
  • Use improvisation to solve problems in the performing arts.
    		•

    N/A

    		  
  • Perform and/or listen to a number of pieces on a given theme and create a variation.
    		•

    N/A

    		  
  • Differentiate simple expressive forms within each arts discipline.
    		•

    Identify emotive qualities in art works.

     

    		  
  • Use appropriate vocabulary to explain ideas in the arts.

    •  

    Speak and/or write words to identify two techniques, materials, procedures, concepts, colors, elements and principles specific to art lessons.

     

    		  
  • Identify the use of the arts in daily experiences.

    •  

    Discuss how the arts are used to manipulate, persuade, and influence us by seeing art elements and principles used in their everyday lives such as in TV/media, package design, clothing choices, building design/architecture, etc.

     

    		  
  • Demonstrate ways in which the arts can be used in interdisciplinary activities.

    •  

    Experience the integration of social studies, science, math, reading, history and art through lessons that explore these connections.

     

    		  

    11. Understand and demonstrate acceptable rules of behavior when attending arts events (e.g., museums, galleries, plays, and concerts).

    Learn the appropriate responses to studio, gallery and museum visits through field trips and participation in lessons and discussions before and after such activities.

     

    		  

    12. Recognize musical symbols.

    N/A

     
    1. Demonstrate ability to recreate an existing work alone and with others.

    Participate in individual and group projects that study the art work of others by copying for a specific result.

     

     
  • Use materials and tools in a safe and responsible manner.
    		•

    Use tools without injuring themselves, others or the tools and will care for various art materials. This includes the necessary care of tools and materials including different clean up procedures.

     

     
  • Understand that the success of musical, theatrical, and dance groups depends on collaboration.

    • N/A

     

     

    GRADES 3-4 (Level 2)

    GRADES 3-4 (Level 2)

    1. Develop personal expression in works in each of the visual (2-D and 3-D) and performing arts (music, theater, and dance).

    Use a variety of media, techniques and processes to produce original 2D and 3D art works that effectively communicate personal ideas, thoughts, and feelings.

     
  • Apply previously learned principles to perform, create, revise, and/or refine works.
    		•

    Use previously learned knowledge in order to further develop existing artwork, or to produce new works of art.

     
  • Refine and develop improvisations into completed works.
    		•

    N/A

     
  • Create original works using different media, techniques, and processes to communicate ideas, feelings, and meaning.
    		•

    Addressed in # 1.

     
  • Demonstrate awareness that there are a variety of careers in the arts.
    		•

    Become familiar with the existence of art-related employment.

     
  • Read simple musical compositions.
    		•

    N/A

     
  • Listen to and/or view a dramatic, musical, dance, or visual artwork and provide feedback to the artist (peer).
    		•

    Provide a verbal/written critique of a peer's artwork and/or of own work using appropriate vocabulary.

     
  • Begin to develop skill in playing a musical instrument and/or singing and performing simple compositions.

    • N/A

     

     

    GRADES 5-8 (Level 3)

    GRADES 5-8 (Level 3)

     
    1. Explain how the arts originate from human experience, are a communal experience, and encourage kinship with others.
    • create artwork which reflects their knowledge of art making from the earliest recordings of humankind through history crossing cultures up to and including contemporary artists (cave; Japanese Kanji; Gottlieb).
    • participate in group projects, encouraging them to work cooperatively with peers to guarantee success in the final outcome.
    • discuss their artwork and the work of their peers using constructive criticism.

     

     
    1. Use the expressive qualities of the elements and principles of each art form to explore a variety of styles in their work.
    • experiment with different materials, techniques, processes, and styles to discover the expressive qualities of their work.
    • notice similarities and differences in how their expressive marks are ordered and used within their work and the work of other artists.

     

    1. Discriminate among the qualities and characteristics of art media, techniques, and processes for the purposes of selecting appropriate media to communicate artistic ideas.
    • experiment with different media to discover the inherent possibilities for expression.
    • use a variety of techniques within each media to communicate their ideas.
    • select appropriate media and techniques, processing visual ideas to meet the criteria of the given assignment.

     

    1. Use a variety of resources, materials, and techniques to design and execute art works.

    use information gathered from publications, visuals, computers and other media sources to implement original ideas into their work.

     

  • Investigate the work of a professional who has an arts component within his/her work environment.
    • realize many careers are dependent on a comprehensive understanding of the visual arts.
    • meet people involved in careers related to the arts.
    • research careers related to the arts, using publications and available electronic media.

     

    1. Demonstrate an understanding of how achievement in the arts can support achievement in other disciplines.

    ® meet people involved in careers related to the arts.

    ® make connections between problem solving techniques of the visual arts and other disciplines.

     

     

  • Demonstrate an understanding of how we make personal aesthetic choices in daily decisions.

    • become aware of how design principles apply to products and spaces around them can influence their daily decisions.

     

     

     

    GRADES 9-12

    GRADES 9-12 (Level 4)

    1. Create a visual or performance piece to communicate an idea, feeling, or meaning using:

     

    1. a distinct style;

      2.  

    2. imagination and technical skill;

      3.  

    3. the creative process, reflection, and self-evaluation (problem-solving skills).

     

    a distinct style:

    • Beginning level: study and investigate the style of an assigned artist and create a piece that emulates that style.
    • Intermediate level: create work in response to the comparative study of distinct styles of art.
    • Advanced level: Identify various styles of art and be able discuss the conceptual. emotive, or aesthetic influences of those styles in their own art work

     

    1. Imagination and technical skill:
    • Beginning level: exhibit an understanding of the basic technical skills in the media in which they are working. They will produce artwork that shows original thought and creativity
    • Intermediate level: choose and use a media to communicate an idea or feeling. They will discuss the meaning of their choices with other students in the class.
    • Advanced level: make intelligent and creative choices concerning the interrelationship of an idea and a media to communicate a specific idea or feeling. They will discuss the meaning behind their choices of media and technique.

     

    1. The creative process, reflection, and self-evaluation (problem-solving skills).
    • Beginning level: involve themselves in the creative process, will participate in critiques, and evaluate their own work and reflect on the connection of imagination and technical skill
    • Intermediate level: imagine multiple solutions to a visual problem and using the creative process will develop one solution into a completed artwork.
    • Advanced level: communicate with peers the meaning behind their choices and reflect upon the creative process they engaged in to create a specific artwork

     

    1. Compare various classical and contemporary visual and/or performing arts techniques and methods and demonstrate the use of these in their own works.

     
    • Beginning level: learn of the relationship between classical and contemporary artists and incorporate their discoveries in their own artwork.
    • Intermediate level: learn of the relationship between classical and contemporary artists and make choices that incorporate their discoveries in their own artwork.
    • Advanced level: learn of the relationship between classical and contemporary artists and make choices that incorporate their discoveries in their own artwork. They will engage in class discussions which explore the place of art history in art making and be able to cite specific artists or periods referenced in their own work.

     

    1. Create a piece in one art form which complements one of the other art forms (e.g. music to complement poetry).

     
    • Beginning level: use another art form (such as music, poetry, dance) as the stimulus in developing an idea to use in their art work
    • Intermediate level: use another art form (such as music, poetry, dance) as the stimulus in developing an idea to use in their art work
    • Advanced performance level: develop a piece that integrates the characteristics of two different art forms and elaborate on their discoveries.

    1. Use the elements and principles of design to demonstrate multiple solutions to specific visual or performing arts problems.

     
    • Beginning performance level: make preliminary studies to solve an assigned visual problem. The basis of these studies will be the elements and principles of design.
    • Intermediate level: complete an artwork based on preliminary studies to solve an assigned visual problem. The basis of these studies will be the elements and principles of design.
    • Advanced performance level: study thematic works by a single artist and explain how the elements and principles of design affect the visual strength of those works.

    Refer to AP Concentration

     

    1. Create a portfolio of work that communicates new ideas, feelings, and moods using different media, techniques, and processes.

     
    • Beginning performance level: select examples of their work which communicate new ideas, feelings, and moods using various media, techniques, and processes for a portfolio
    • Intermediate performance level: select examples of their work which communicate new ideas, feelings, and moods using various media, techniques, and processes for a portfolio and present it to their class.
    • Advanced performance level: select the most successful examples of their work which communicate new ideas, feelings, and moods using various media, techniques, and processes for a portfolio and engage in a class discussion in which they explain their choices.

     

    1. Demonstrate an understanding that the arts are a means of renewal and recreation, as well as an occupational opportunity.

     
    • Beginning level: become aware of people involved in the arts and share their perceptions of the role of the arts in that person’s life.
    • Intermediate level: report on people involved in the arts and share their perceptions of the role of the arts in that person’s life.
    • Advanced level: interview people involved in the arts and share their perceptions of the role of the arts in that person’s life.

     

    1. Identify the value of participating in the arts and summarize possible involvement in personal and community arts.

     
    • Beginning level: observe how the arts are part of their community and reflect on the role of personal involvement
    • Intermediate level: observe how the arts are part of their community and reflect on the role of personal involvement
    • ®Advanced level:

     

    1. Use arts knowledge and vocabulary to critique their own work.

     

     

     

    9. Use skills and knowledge of arts elements and principles, whenever applicable, to solve problems or enhance meaning in other disciplines.