Standards for Program 2
California
| # | Standard | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 1.0 | ARTISTIC PERCEPTION Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to the Visual Arts. Students perceive and respond to works of art, objects in nature, events, and the environment. They use the vocabulary of the visual arts to express their observations. Develop Perceptual Skills and Visual Arts Vocabulary. | ||||||||||||
| 1.1 | Perceive and describe repetition and balance in nature, the environment, and works of art. | X | X | X | X | X | |||||||
| 1.2 | Perceive and discuss differences in mood created by warm and cool colors. | X | X | X | |||||||||
| 1.3 | Identify the elements of art in objects in nature, the environment, and works of art, emphasizing line, color, shape, texture, and space. | X | X | X | X | X | X | X | X | X | X | X | X |
| 2.0 | CREATIVE EXPRESSION Creating, Performing, and Participating in the Visual Arts. Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original artworks. Skills, Processes, Materials, and Tools. | ||||||||||||
| 2.1 | Demonstrate beginning skill in the use of basic tools and art-making processes, such as printing, crayon rubbings, collage, and stencils. | X | X | X | X | X | X | ||||||
| 2.2 | Demonstrate beginning skill in the use of art media, such as oil pastels, watercolors, and tempera. | X | X | X | X | X | X | X | X | ||||
| 2.3 | Depict the illusion of depth (space) in an artwork, using overlapping shapes, relative size, and placement in the picture plane. | X | X | X | X | ||||||||
| 2.4 | Create a painting or drawing, using warm or cool colors expressively. | X | X | X | X | ||||||||
| 2.5 | Use symmetry (bilateral or radial) to create visual balance. | X | X | X | |||||||||
| 3.0 | HISTORICAL AND CULTURAL CONTEXT Understanding the Visual Arts in Relation to History and Culture. Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to visual arts and artists. Role and Development of the Visual Arts. | ||||||||||||
| 3.1 | Explain how artists use their work to share experiences or communicate ideas. | X | X | X | X | X | X | X | X | ||||
| 3.2 | Recognize and use the vocabulary of art to describe art objects from various cultures and time periods. | X | X | X | |||||||||
| 3.3 | Identify and discuss how art has been used in events and celebrations in various cultures, past and present. | X | |||||||||||
| 4.0 | AESTHETIC VALUING Responding to, Analyzing, and Making Judgments About Works in the Visual Arts. Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, principles of design, and aesthetic qualities. Derive Meaning. | ||||||||||||
| 4.1 | Compare ideas expressed through their own artwork with ideas expressed in the work of others. | X | X | X | X | X | X | ||||||
| 4.2 | Compare different people’s responses to the same work of art. | X | X | X | X | X | X | X | |||||
| 4.3 | Use the vocabulary of art to talk about what they wanted to do in their artwork and how they succeeded. | X | X | X | X | X | X | X | X | X | X | ||
| 4.4 | Use appropriate vocabulary of art to describe the successful use of an element of art in an artwork. | X | X | X | X | X | X | X | |||||
| 5.0 | CONNECTIONS, RELATIONSHIPS, AND APPLICATIONS Connecting and Applying What Is Learned in the Visual Arts to Other Art Forms and Subject Areas and to Careers. Students apply what they learned in visual arts across subject areas. They develop competencies and creative skills in problem solving, communication, and management. Connections and Applications. | ||||||||||||
| 5.1 | Use placement, overlapping, and size differences to show opposites (e.g., up/down, in/out, over/under, together/apart, fast/slow, stop/go). | X | X | ||||||||||
| 5.2 | Select and use expressive colors to create mood and show personality within a portrait of a hero from long ago or the recent past. | X | |||||||||||
| 5.3 | Identify and sort pictures into categories according to expressive qualities (e.g., theme and mood). | X | |||||||||||
| 5.4 | Talk about artists in the community who create different kinds of artwork (e.g., prints, ceramics, paintings, sculpture). | X | X | X |