Standards for Program 3
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 rhythm and movement in works of art and in the environment. | X | X | X | X | X | X | X | |||||
| 1.2 | Describe how artists use tints and shades in painting. | X | X | X | X | X | |||||||
| 1.3 | Identify and describe how foreground, middle ground, and background are used to create the illusion of space. | X | X | X | X | X | X | ||||||
| 1.4 | Compare and contrast two artworks made by the use of different art tools and media (e.g., watercolor, tempera, computer). | X | X | X | X | ||||||||
| 1.5 | Identify and describe elements of art in works of art emphasizing line, color, shape, texture, space, value. | 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 | Explore ideas for art in a personal sketchbook. | X | X | X | X | X | X | X | X | X | X | ||
| 2.2 | Mix and apply tempera paints to create tints, shades, and neutral colors. | X | X | ||||||||||
| 2.3 | Paint or draw a landscape, seascape, or cityscape that shows the illusion of space. | X | X | X | X | X | X | ||||||
| 2.4 | Create artwork based on the observation of objects and scenes in daily life, emphasizing value changes. | X | X | X | X | X | X | ||||||
| 2.5 | Create an imaginative clay sculpture based on an organic form. | X | |||||||||||
| 2.6 | Create an original artwork emphasizing rhythm and movement, using a selected printing process. | 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 | Compare and describe various artworks from different time periods that use a similar theme. | X | X | X | X | X | |||||||
| 3.2 | Research and identify artists from his or her own community, county, or state and discuss local or regional art traditions. | X | |||||||||||
| 3.3 | Distinguish between and describe representational, abstract, and nonrepresentational works of art. | X | X | ||||||||||
| 3.4 | Identify and describe objects from different parts of the world when visiting a museum or gallery (e.g., puppets, masks, containers). | X | X | ||||||||||
| 3.5 | Write about an artwork that reflects the student’s own cultural background. | 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 | Point out similarities and differences in selected works of art and describe them, using appropriate vocabulary of art. | X | X | X | |||||||||
| 4.2 | Identify successful and less successful compositional and expressive qualities of their own artwork and describe what they would do to improve it. | X | X | X | X | ||||||||
| 4.3 | Select another artist’s work and, using appropriate vocabulary of art, explain its successful compositional and communicative qualities. | 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 | Describe how costumes contribute to the meaning of a dance. | X | |||||||||||
| 5.2 | Write a poem or story that is inspired by their own artwork. | X | X | X | X | X | X | ||||||
| 5.3 | Look at images in figurative artworks and predict what might happen next, telling what clues in the work support their ideas. | X | X | X | X | ||||||||
| 5.4 | Describe how artists have affected people's lives (e.g., architects, book illustrators, muralists, industrial designers). | X |