STANDARD 1.1: Visual and Performing Arts

Standard 1: Visual and Performing Arts

Mission: The arts contribute to the achievement of social, economic and human growth by fostering creativity and providing opportunities for expression beyond the limits of language.

Standard 1.1 Aesthetics All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers and will read a variety of materials and texts with fluency and comprehension.
Big Idea: All students will use aesthetic knowledge in the creation of and in response to dance, music, theater and visual arts.
1.1 A. Knowledge
Essential Questions	Enduring Understandings
- Why should I care about the arts? - What’s the difference between a thoughtful and a thoughtless artistic judgment?	- Aesthetics fosters artistic appreciation, interpretation, imagination, significance and value. - The point of studying the arts is to foster meaning making, deeper emotional response and more inventive decision making. - Experts can and do disagree about the value, power and source of art.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 2:
1. Observe the four art forms of dance, music, theater and visual art.
2. Explain that dance, music, theater and visual art can generate personal feelings
3. Interpret basic elements of style in dance, music, theater and visual art as the foundation for a creative project.
By the end of Grade 4:
1. Compose simple works of art in response to stylized characteristics observed in the dance, music, theater, and visual art of various cultures and time periods.
2. Communicate ideas reflecting on the nature and meaning of art and beauty.
3. Recognize works of art and art elements designed to imitate systems in nature.
By the end of Grade 6:
1. Examine works of art that have a utilitarian purpose (Functionalism).
2. Analyze works of art that place emphasis on structural arrangement (Formalism).
3. Describe how an element of an art form contributes to the aesthetic value of a particular work.
4. Describe the compositional design in selected works of art or performance.
By the end of Grade 8:
1. Examine works of art that communicate significant cultural beliefs or set of values.
2. Use domain specific vocabulary relating to symbolism, genre, and performance technique in all arts areas.
3. Analyze how art is often defined by its originality.
By the end of Grade 12:
1. Formulate responses to fundamental elements within an art form, based on observation, using the domain specific terminology of that art form
2. Discern the value of works of art, based on historical significance, craftsmanship, cultural context, and originality using appropriate domain specific terminology.
3. Determine how historical responses affect the evolution of various artistic styles, trends and movements in art forms from classicism to post-modernism.
1.1 B. Skills
Essential Questions	Enduring Understandings
- Why should I care about the arts? - What’s the difference between a thoughtful and a thoughtless artistic judgment?	- Aesthetics fosters artistic appreciation, interpretation, imagination, significance and value. - The point of studying the arts is to foster meaning making, deeper emotional response and more inventive decision making. - Experts can and do disagree about the value, power and source of art.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 2:
1. Communicate observational and emotional responses to works of art from a variety of social and historical contexts.
2. Provide an initial response when exposed to an unknown artwork.
3. Use imagination to create a story based on an arts experience in each of the art forms.
By the end of Grade 4:
1. Apply basic domain-specific arts language to communicate personal responses to dance, theater, music, and visual art.
2. Compare and contrast works of art that communicate significant cultural meanings.
3. Apply qualitative terms when responding to works of art
4. Create an arts experience that communicates a significant emotion or feeling
By the end of Grade 6:
1. Explain the aesthetic qualities of specified art works in oral and written responses.
2. Incorporate personal life experiences into an aesthetic response about an artwork.
3. Examine how exposure to various cultures and styles influence individuals’ feelings toward art forms and artworks.
4. Communicate ideas about the social and personal value of art.
By the end of Grade 8:
1. Differentiate between the unique and common properties in all of the arts.
2. Distinguish among artistic styles, trends, and movements in various art forms.
3. Express how art is inspired by an individual’s imagination.
4. Describe changes in meaning over time in the perception of a known work of art.
By the end of Grade 12:
1. Compose specific and metaphoric cultural messages in works of art, using contemporary methodologies.
2. Formulate a personal philosophy or individual statement on the meaning(s) of art.