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Standard 1.4
Critique
All students will develop, apply and reflect upon knowledge of the
process of critique.
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Big Idea:
Through the critical process, students formulate judgments regarding
artistic and aesthetic merits of artwork. |
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1.4
A.
Knowledge |
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Essential Questions |
Enduring Understandings |
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- When is art criticism vital and
when is it beside the point?
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.- The critical process of observing,
describing, analyzing, interpreting and evaluating leads to informed judgments
regarding the relative merits of artworks. |
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Cumulative Progress
Indicators |
Comments and Examples |
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By the end of Grade 2: |
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1. Explain
that critique is a positive tool. |
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2. Define the
basic concepts of color, line, shape, form, texture, space and rhythm. |
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By the end of Grade 4: |
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1. Utilize
basic arts terminology and arts elements in all four arts domains. |
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2.
Recognize the value of critiquing
one’s own work as well as the work of others. |
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By the end of Grade 6: |
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1. Classify elements of unity
or repetition in a work of art. |
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2.
Apply domain specific arts
terminology to express statements of both fact and opinion regarding works of
art. |
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3. Describe the technical proficiency
of the artist’s work, orally and in writing. |
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By the end of Grade 8: |
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1.
Explain the
process of critique using the progression of description, analysis,
interpretation, and evaluation. |
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2. Compare
artistic content among contrasting art works in the same domain. |
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By the end of Grade 12: |
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1. Examine
the artwork from a variety of historical periods in both western and
non-western culture(s). |
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2. Categorize the artistic subject, the
formal structure, and the principal elements of art used in exemplary works of
art. |
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3. Determine
the influence of tradition on arts experience, as an arts creator, performer
and arts consumer. |
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1.4
B. Skills |
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Essential Questions |
Enduring Understandings |
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- When is art criticism vital and
when is it beside the point?
|
.- The critical process of observing,
describing, analyzing, interpreting and evaluating leads to informed judgments
regarding the relative merits of artworks. |
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Cumulative Progress
Indicators |
Comments and Examples |
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By the end of Grade 2: |
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1. Orally communicate opinion regarding
dance, music, theater, and visual art based on observation. |
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2. Express how individuals can have
different opinions toward works of art. |
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By the end of Grade 4: |
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1. Observe the basic arts
elements in performances and exhibitions. |
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2.
Formulate positive analysis of arts performances by peers and respond
positively to critique. |
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3.
Recognize the main subject or theme in a work of art. |
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By the end of Grade 6: |
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1.
Critique performances and
exhibitions based on the application of the elements of the art form. |
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2. Identify
and differentiate among basic formal structures within artworks. |
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3. Consider
the impact of traditions in the critique of works of art. |
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By the end of Grade 8: |
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1.
Evaluate the judgment of others
based on the process of critique. |
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2.
Compare and
contrast the technical proficiency of artists. |
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By the end of Grade 12: |
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1.
Develop criteria for evaluating
art in a specific domain and use the criteria to evaluate one’s personal work
and that of their peers, using positive commentary for critique. |
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2. Provide
examples of how critique may affect the creation and/or modification of an
existing or new work of art |
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