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National Visual Arts Standards
Grades 9 - 12
In grades 9-12, students extend their study of the visual arts.
They continue to use a wide range of subject matter, symbols, meaningful
images, and visual expressions. They grow more sophisticated in
their employment of the visual arts to reflect their feelings and
emotions and continue to expand their abilities to evaluate the
merits of their efforts. These standards provide a framework for
that study in a way that promotes the maturing students' thinking,
working, communicating, reasoning, and investigating skills. The
standards also provide 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 knowledge and skills in the visual arts
to their widening personal worlds.
The visual arts range from the folk arts, drawing, and painting,
to sculpture and design, from architecture to film and video--and
any of these can be used to help students meet the educational goals
embodied in these standards. For example, graphic design (or any
other field within the visual arts) can be used as the basis for
creative activity, historical and cultural investigations, or analysis
throughout the standards. The visual arts involve varied tools,
techniques, and processes--all of which also provide opportunities
for working toward the standards. It is the responsibility of practitioners
to choose from among the array of possibilities offered by the visual
arts to accomplish specific educational objectives in specific circumstances.
To meet the standards, students must learn vocabularies and concepts
associated with various types of work in the visual arts. As they
develop greater fluency in communicating in visual, oral, and written
form, they must exhibit greater artistic competence through all
of these avenues.
In grades 9-12, students develop deeper and more profound works
of visual art that reflect the maturation of their creative and
problem-solving skills. Students understand the multifaceted interplay
of different media, styles, forms, techniques, and processes in
the creation of their work.
Students develop increasing abilities to pose insightful questions
about contexts, processes, and criteria for evaluation. They use
these questions to examine works in light of various analytical
methods and to express sophisticated ideas about visual relationships
using precise terminology. They can evaluate artistic character
and aesthetic qualities in works of art, nature, and human-made
environments. They can reflect on the nature of human
involvement in art as a viewer, creator, and participant.
Students understand the relationships among art forms and between
their own work and that of others. They are able to relate understandings
about the historical and cultural contexts of art to situations
in contemporary life. They have a broad and in-depth understanding
of the meaning and import of the visual world in which they live.
1. CONTENTS STANDARD:
Understanding and applying media, techniques, and processes
ACHIEVEMENT STANDARDS PROFICIENT: STUDENTS
a. apply media, techniques, and processes with
sufficient skill, confidence, and sensitivity that their intentions
are carried out in their artworks
b. conceive and create works of visual art that
demonstrate an understanding of how the communication of their ideas
relates to the media, techniques, and processes they use
ACHIEVEMENT STANDARDS ADVANCED: STUDENTS
c. communicate ideas regularly at a high level
of effectiveness in at least one visual arts medium
d. initiate, define, and solve challenging visual
arts problems independently using intellectual skills such as analysis,
synthesis, and evaluation
2. CONTENTS STANDARD:
Using knowledge of structures and
functions
ACHIEVEMENT STANDARDS PROFICIENT: STUDENTS
a. demonstrate the ability to form and defend judgments
about the characteristics and structures to accomplish commercial,
personal, communal, or other purposes of art
b. evaluate the effectiveness of artworks in terms
of organizational structures and functions
c. create artworks that use organizational principles
and functions to solve specific visual arts problems
ACHIEVEMENT STANDARDS ADVANCED: STUDENTS
d. demonstrate the ability to compare two or more
perspectives about the use of organizational principles and functions
in artwork and to defend personal evaluations of
these perspectives
e. create multiple solutions to specific visual
arts problems that demonstrate competence in producing effective
relationships between structural choices and artistic functions
3. CONTENTS STANDARD:
Choosing and evaluating a range of
subject matter, symbols and ideas
ACHIEVEMENT STANDARDS PROFICIENT: STUDENTS
a. reflect on how artworks differ visually, spatially,
temporally, and functionally, and describe how these are related
to history and culture
b. apply subjects, symbols, and ideas in their
artworks and use the skills gained to solve problems in daily life
ACHIEVEMENT STANDARDS ADVANCED: STUDENTS
c. describe the origins of specific images and
ideas and explain why they are of value in their artwork and in
the work of others
d. evaluate and defend the validity of sources
for content and the manner in which subject matter, symbols, and
images are used in the students' works and in significant works
by
others
4. CONTENTS STANDARD:
Understanding the visual arts in relation
to history and cultures
ACHIEVEMENT STANDARDS PROFICIENT: STUDENTS
a. differentiate among a variety of historical
and cultural contexts in terms of characteristics and purposes of
works of art
b. describe the function and explore the meaning
of specific art objects within varied cultures, times, and places
c. analyze relationships of works of art to one
another in terms of history, aesthetics, and culture, justifying
conclusions made in the analysis and using such conclusions to inform
their own art making
ACHIEVEMENT STANDARDS ADVANCED: STUDENTS
d. analyze and interpret artworks for relationships
among form, context, purposes, and critical models, showing understanding
of the work of critics, historians, aestheticians, and artists
e. analyze common characteristics of visual arts
evident across time and among cultural/ethnic groups to formulate
analyses, evaluations, and interpretations of meaning
5. CONTENTS STANDARD:
Reflecting upon and assessing the
characteristics and merits of their work and the work of others
ACHIEVEMENT STANDARDS PROFICIENT: STUDENTS
a. identify intentions of those creating artworks,
explore the implications of various purposes, and justify their
analyses of purposes in particular works
b. describe meanings of artworks by analyzing how
specific works are created and how they relate to historical and
cultural contexts
c. reflect analytically on various interpretations
as a means for understanding and evaluating works of visual art
ACHIEVEMENT STANDARDS ADVANCED: STUDENTS
d. correlate responses to works of visual art with
various techniques for communicating meanings, ideas, attitudes,
views, and intentions
6. CONTENTS STANDARD:
Making connections between visual
arts and other disciplines
ACHIEVEMENT STANDARDS PROFICIENT: STUDENTS
a. compare the materials, technologies, media,
and processes of the visual arts with those of other arts disciplines
as they are used in creation and types of analysis
b. compare characteristics of visual arts within
a particular historical period or style with ideas, issues, or themes
in the humanities or sciences
ACHIEVEMENT STANDARDS ADVANCED: STUDENTS
c. synthesize the creative and analytical principles
and techniques of the visual arts and selected other arts disciplines,
the humanities, or the sciences
GRADES K - 4
GRADES 5 - 8
WHAT ARE THE NATIONAL
VISUAL ARTS STANDARDS?
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