Illinois State Standards – Visual Arts
Goal 25: Know the Language of the Arts
A: Identify the elements of line, shape, space, color and texture; the principles of repetition and pattern; and the expressive qualities of mood, emotion and pictorial representation.
Stage A (Grades 1-2)
25A: Students who meet the standard understand the sensory elements, organizational principles, and expressive qualities of the arts.
25A: Students who meet the standard understand the sensory elements, organizational principles, and expressive qualities of the arts.
25A: Students who meet the standard understand the sensory elements, organizational principles, and expressive qualities of the arts.
25A: Students who meet the standard understand the sensory elements, organizational principles, and expressive qualities of the arts.
25A: Students who meet the standard understand the sensory elements, organizational principles, and expressive qualities of the arts.
25A: Students who meet the standard understand the sensory elements, organizational principles, and expressive qualities of the arts.
25A: Students who meet the standard understand the sensory elements, organizational principles, and expressive qualities of the arts.
25A: Students who meet the standard understand the sensory elements, organizational principles, and expressive qualities of the arts.
25A: Students who meet the standard understand the sensory elements, organizational principles, and expressive qualities of the arts.
25A: Students who meet the standard understand the sensory elements, organizational principles, and expressive qualities of the arts.
Goal 25: Know the Language of the Arts
B: Identify similarities in and among the arts (e.g., pattern, sequence and mood).
Stage A (Grades 1-2)
25B: Students who meet the standard understand the similarities, distinctions, and connections in and among the arts.
25B: Students who meet the standard understand the similarities, distinctions, and connections in and among the arts.
25B: Students who meet the standard understand the similarities, distinctions, and connections in and among the arts.
25B: Students who meet the standard understand the similarities, distinctions, and connections in and among the arts.
25B: Students who meet the standard understand the similarities, distinctions, and connections in and among the arts.
Stage F (Grades 5, 6, 7)
25B: Students who meet the standard understand the similarities, distinctions, and connections in and among the arts.
25B: Students who meet the standard understand the similarities, distinctions, and connections in and among the arts.
25B: Students who meet the standard understand the similarities, distinctions, and connections in and among the arts.
25B: Students who meet the standard understand the similarities, distinctions, and connections in and among the arts.
25B: Students who meet the standard understand the similarities, distinctions, and connections in and among the arts.
Goal 26: Through creating and performing, understand how works of art are produced.
A: Identify media and tools and how to use them in a safe and responsible manner when painting, drawing and constructing.
Stage A (Grades 1-2)
26A: Students who meet the standard understand processes, traditional tools, and modern technologies used in the arts.
26A: Students who meet the standard understand processes, traditional tools, and modern technologies used in the arts.
26A: Students who meet the standard understand processes, traditional tools, and modern technologies used in the arts.
26A: Students who meet the standard understand processes, traditional tools, and modern technologies used in the arts.
26A: Students who meet the standard understand processes, traditional tools, and modern technologies used in the arts.
26A: Students who meet the standard understand processes, traditional tools, and modern technologies used in the arts.
26A: Students who meet the standard understand processes, traditional tools, and modern technologies used in the arts.
26A: Students who meet the standard understand processes, traditional tools, and modern technologies used in the arts.
Stage I (Grades 8, 9, 10)
26A: Students who meet the standard understand processes, traditional tools, and modern technologies used in the arts.
26A: Students who meet the standard understand processes, traditional tools, and modern technologies used in the arts.
Goal 26: Through creating and performing, understand how works of art are produced.
B: Demonstrate knowledge and skills to create visual works of art using manipulation, eye-hand coordination, building and imagination.
Stage A (Grades 1-2)
26B: Students who meet the standard can apply skills and knowledge necessary to create and perform in one or more of the arts.
26B: Students who meet the standard can apply skills and knowledge necessary to create and perform in one or more of the arts.
26B: Students who meet the standard can apply skills and knowledge necessary to create and perform in one or more of the arts.
26B: Students who meet the standard can apply skills and knowledge necessary to create and perform in one or more of the arts.
26B: Students who meet the standard can apply skills and knowledge necessary to create and perform in one or more of the arts.
26B: Students who meet the standard can apply skills and knowledge necessary to create and perform in one or more of the arts.
26B: Students who meet the standard can apply skills and knowledge necessary to create and perform in one or more of the arts.
26B: Students who meet the standard can apply skills and knowledge necessary to create and perform in one or more of the arts.
26B: Students who meet the standard can apply skills and knowledge necessary to create and perform in one or more of the arts.
6B: Students who meet the standard can apply skills and knowledge necessary to create and perform in one or more of the arts.
Goal 27: Understand the role of the arts in civilizations, past and present.
A: Identify the distinctive roles of artists and audiences.
A2: Identify how the arts contribute to communication, celebrations, occupations and recreation.
Stage A (Grades 1-2)
27A: Students who meet the standard can analyze how the arts function in history, society and everyday life.
27A: Students who meet the standard can analyze how the arts function in history, society and everyday life.
27A: Students who meet the standard can analyze how the arts function in history, society and everyday life.
27A: Students who meet the standard can analyze how the arts function in history, society and everyday life.
27A: Students who meet the standard can analyze how the arts function in history, society and everyday life.
27A: Students who meet the standard can analyze how the arts function in history, society and everyday life.
27A: Students who meet the standard can analyze how the arts function in history, society and everyday life.
27A: Students who meet the standard can analyze how the arts function in history, society and everyday life.
27A: Students who meet the standard can analyze how the arts function in history, society and everyday life.
27A: Students who meet the standard can analyze how the arts function in history, society and everyday life.
Goal 27: Understand the role of the arts in civilizations, past and present.
B: Know how images, sounds and movement convey stories about people, places and times.
Stage A (Grades 1-2)
27B: Students who meet the standard understand how the arts shape and reflect history, society and everyday life.
27B: Students who meet the standard understand how the arts shape and reflect history, society and everyday life.
27B: Students who meet the standard understand how the arts shape and reflect history, society and everyday life.
27B: Students who meet the standard understand how the arts shape and reflect history, society and everyday life.
27B: Students who meet the standard understand how the arts shape and reflect history, society and everyday life.
27B: Students who meet the standard understand how the arts shape and reflect history, society and everyday life.
Stage G (Grades 6, 7, 8)
27B: Students who meet the standard understand how the arts shape and reflect history, society and everyday life.
27B: Students who meet the standard understand how the arts shape and reflect history, society and everyday life.
27B: Students who meet the standard understand how the arts shape and reflect history, society and everyday life.
27B: Students who meet the standard understand how the arts shape and reflect history, society and everyday life.
Goal 25: Know the Language of the Arts
A: Identify the elements of line, shape, space, color and texture; the principles of repetition and pattern; and the expressive qualities of mood, emotion and pictorial representation.
Stage A (Grades 1-2)
25A: Students who meet the standard understand the sensory elements, organizational principles, and expressive qualities of the arts.
- Recognize various types of lines in given art works (e.g., thick/thin, long/short, straight/curved).
- Discover shapes in a given artwork (e.g., circle, square, triangle).
- Recognize open shapes and closed space.
- Recognize the correct order of the spectrum (e.g., create a rainbow using colors in the correct order).
- Distinguish between rough and smooth textures.
- Identify simple patterns (e.g., AB, AA, BB, ABA).
- Recognize direction in an artwork (e.g., up and down, back and forth, across).
- Name the mood or emotion shown in an artwork (e.g., happy, sad).
25A: Students who meet the standard understand the sensory elements, organizational principles, and expressive qualities of the arts.
- Describe a variety of lines (e.g., create a drawing using spiral, jagged, zigzag, wavy).
- Distinguish between organic (free-form, natural) and inorganic (geometric) forms/shapes.
- Identify primary, secondary, and analogous colors in an art work.
- Identify a variety of textures from organic and person-made objects (e.g., use the technique of rubbing).
- Show size progression (e.g., organize small, medium, large).
- Identify in an art work elements (e.g., jagged lines, curved shapes, bright colors) that convey emotions (e.g., scary, mad).
- Tell the story an artwork shows.
25A: Students who meet the standard understand the sensory elements, organizational principles, and expressive qualities of the arts.
- Distinguish between continuous and broken lines in a given art work (e.g., Jackson Pollack).
- Describe line direction (e.g., horizontal, vertical, diagonal).
- Give examples of organic (free-form, natural) and person-made shapes in the visual environment.
- Select examples of neutral colors found in nature (e.g., clouds, tree bark, rocks).
- Recognize the difference between warm and cool colors.
- Match given texture to surfaces and objects.
- Distinguish among foreground, middle ground, and background.
- Identify the horizon line in a given art work.
- Describe symmetrical and asymmetrical balance.
- Recognize the mood or emotion in two or more art works with the same subject (e.g., dragons, cats, weather, ocean).
- Classify a group of art works according to subject (e.g., portrait, landscape, still life).
25A: Students who meet the standard understand the sensory elements, organizational principles, and expressive qualities of the arts.
- Describe the use of line in gesture drawing.
- Identify the positive and negative space in an art work.
- Distinguish between 2-D and 3-D art works.
- Explain the importance of the light source in creating light and shadow.
- Construct a color wheel in a given media (e.g., cut or torn paper, paint, oil pastels).
- Recognize rhythm created through the repetition of sensory elements (e.g., the squares of Mondrain).
- Recognize the relationship of parts to the whole in an art work.
- Demonstrate the use of radial balance in a 2-D art work.
- Identify symbols from everyday life in given art work.
- Compare mood in several portraits of famous people.
- Illustrate an original story (e.g., Young Authors).
25A: Students who meet the standard understand the sensory elements, organizational principles, and expressive qualities of the arts.
- Distinguish between figure and ground in a still life composition.
- Differentiate between positive and negative spaces in a sculpture.
- Describe value and line and how they transform shapes to 3-D forms.
- Distinguish the light and dark values of a color using a monochromatic scale.
- Recognize a repeated element that creates a random rhythm (e.g., crazy quilt).
- Recognize variation in size and proportion to express an idea (e.g., Giacommetti's, Botero's, and Tatlin's sculptures).
- Identify universal symbols from every day life.
- Describe the moods depicted in a variety of art works with the same subjects (e.g., landscapes, still life).
25A: Students who meet the standard understand the sensory elements, organizational principles, and expressive qualities of the arts.
- Distinguish between figure and ground in a still life composition.
- Differentiate between positive and negative spaces in a sculpture.
- Explain the illusion of a 3-D object drawn on a flat surface.
- Recognize color schemes in a work of art.
- Construct a color wheel, which consists of primary, secondary, and intermediate colors.
- Demonstrate an understanding of the ability of line to create value and surface change.
- Locate contrast in 2-D and 3-D art works (e.g., light to dark, big to small).
- Select and describe expressive qualities that contribute to subject matter in an art work.
- Compare similar symbols in a 2-D or 3-D art work (e.g., flags, traffic signs, logos).
25A: Students who meet the standard understand the sensory elements, organizational principles, and expressive qualities of the arts.
- Demonstrate an understanding of dimension and value in black/white and in color.
- Recognize color schemes in a work of art.
- Demonstrate an understanding of contour and cross contour.
- Point out a specific element or group of elements that create the center of interest in an art work.
- Compare and contrast the use of the expressive qualities in a series of works with the same theme (e.g., nature, family values, political or social issues).
- Compare and contrast the use of the same symbols in different art works (e.g., cross, ring, flag).
25A: Students who meet the standard understand the sensory elements, organizational principles, and expressive qualities of the arts.
- Demonstrate an understanding of creation of illusion of space (e.g., overlapping; variations in size, placement, value).
- Demonstrate an understanding of formal/linear perspective (e.g., horizontal lines, vanishing point, one/two point perspective).
- Identify the role of a specific color scheme in an art work.
- Describe the elements and principles that create harmony.
- Identify the elements and principles that convey meaning in a work of art.
- Describe elements and principles that unify a work of art.
- Evaluate the visual qualities of symbols that create meaning in works of art.
- Critique a work of art using appropriate language in a positive, constructive manner.
25A: Students who meet the standard understand the sensory elements, organizational principles, and expressive qualities of the arts.
- Analyze the relationship among elements, principles, and expressive qualities in a 2-D or 3-D work.
- Identify the aesthetic criteria for evaluating an art work (e.g., value, function, purpose, context, appropriateness, creativity/uniqueness).
- Express a judgment of a work of art based on description, analysis, and interpretation.
25A: Students who meet the standard understand the sensory elements, organizational principles, and expressive qualities of the arts.
- Discuss the use of aesthetic components in expressing theme.
- Debate the intent of a series of works by one artist.
- Defend an opinion in writing on the use of elements and principles (objective) and/or expressive intent (subjective) in a work of art.
- Critique a portfolio of art by self or others for impact and intent.
- Express a judgment of a work of art based on description, analysis, and interpretation.
Goal 25: Know the Language of the Arts
B: Identify similarities in and among the arts (e.g., pattern, sequence and mood).
Stage A (Grades 1-2)
25B: Students who meet the standard understand the similarities, distinctions, and connections in and among the arts.
- Name one way each art form is different from the others (e.g., music and drama use voice; dance and visual arts do not).
- Describe the theme, idea, feeling, or story within an artwork (e.g., mood in "Starry Night", Peer Gynt Suite).
25B: Students who meet the standard understand the similarities, distinctions, and connections in and among the arts.
- Identify sensory elements, organizational principles, and expressive qualities used in more than one art form.
- Examine the same sensory elements, organizational principles, and expressive qualities in two different works in the same art form.
- Investigate story, feelings, or expressive ideas shared in the work of two different art forms.
25B: Students who meet the standard understand the similarities, distinctions, and connections in and among the arts.
- Compare sensory elements, organizational principles, and expressive qualities shared among several art forms that express a similar idea (e.g. beginning, middle, and end in music, dance, and drama).
- Compare the use of sound, movement, action, or visual images to express similar ideas (e.g., subject matter such as night, ocean; emotions/moods such as sad, scary).
25B: Students who meet the standard understand the similarities, distinctions, and connections in and among the arts.
- Use the vocabulary of elements, principles, and tools when describing a work of art.
- Plan and create a work of art that expresses a specific idea, mood, or emotion using defined elements, principles, and tools.
25B: Students who meet the standard understand the similarities, distinctions, and connections in and among the arts.
- Explain how elements, principles, and tools are combined to express an idea in a work of art.
- Explain why specific elements, principles, and tools were used in a work of art created by the student or another artist.
Stage F (Grades 5, 6, 7)
25B: Students who meet the standard understand the similarities, distinctions, and connections in and among the arts.
- Analyze how the artistic components (i.e., elements, principles, expressive ideas; tools, processes, technologies; creative processes) are combined within a work of art.
25B: Students who meet the standard understand the similarities, distinctions, and connections in and among the arts.
- Compare and contrast two works in one art form that share similar themes or subject matter examining artistic components (i.e., elements, principles, expressive ideas; tools, processes, technologies; creative processes).
25B: Students who meet the standard understand the similarities, distinctions, and connections in and among the arts.
- Compare and contrast works of art in two or more art forms that share similar artistic components, themes or subject matter (e.g., self-portrait to monologue or solo) using the appropriate artistic component (i.e., elements, principles, expressive ideas; tools, processes, technologies; creative processes) vocabulary.
25B: Students who meet the standard understand the similarities, distinctions, and connections in and among the arts.
- Analyze the dominant artistic components (i.e., elements, principles, expressive ideas; processes, technologies; creative processes) using appropriate vocabulary in all the arts.
- Compare and contrast similar and distinctive artistic components (i.e., elements, principles, expressive ideas; processes, technologies; creative processes) across art forms.
- Select works from each art form that share similar theme/subject matter and justify selection.
25B: Students who meet the standard understand the similarities, distinctions, and connections in and among the arts.
- Critique the dominant artistic components (i.e., elements, principles, expressive ideas; processes, technologies; creative processes) using appropriate vocabulary in all the arts.
- Evaluate the use of similar and distinctive artistic components across art forms.
- Analyze how different art forms combine to create an interdisciplinary work (e.g., ballet, musical theatre, opera, cinematography, music videos).
Goal 26: Through creating and performing, understand how works of art are produced.
A: Identify media and tools and how to use them in a safe and responsible manner when painting, drawing and constructing.
Stage A (Grades 1-2)
26A: Students who meet the standard understand processes, traditional tools, and modern technologies used in the arts.
- Name simple materials used to paint, draw, and construct.
- Select the correct tools necessary to create a 2-D or 3-D work.
- Use appropriate tools (e.g., brushes, scissors, clay modeling tools) correctly with simple materials when creating an artwork.
- Demonstrate the safe use of materials and tools.
26A: Students who meet the standard understand processes, traditional tools, and modern technologies used in the arts.
- List the materials and tools used to paint, draw, and construct.
- Distinguish between materials and tools used in 2-D and 3-D works.
- Use appropriate tools (e.g., brushes, scissors, clay modeling tools) correctly with simple materials when creating an art work.
- Demonstrate the safe and responsible use of materials and tools when creating 2-D or 3-D work.
26A: Students who meet the standard understand processes, traditional tools, and modern technologies used in the arts.
- Match the material, tools, and processes used in painting, drawing, and constructing.
- Compare the use of 2-D and 3-D tools and materials in creating art works.
- Explain how to use and care for art making tools and media when creating 2-D or 3-D work.
- Demonstrate the safe and responsible use of materials and tools when creating 2-D or 3-D work.
- Identify photos, paintings, weavings, prints, ceramics, and sculpture.
26A: Students who meet the standard understand processes, traditional tools, and modern technologies used in the arts.
- Choose the correct tools to apply specific media to a given surface (e.g., Tools: brushes, pencils, scissors; Media: markers, tempera, watercolors, clay/plasticene; Surfaces: paper, canvas, board).
- Match the processes used with simple tools (e.g., applying paint, modeling clay).
- Describe and demonstrate how two materials (e.g., crayon and chalk) are used to achieve different effects depicting a similar idea.
- Select a specific art material to communicate a given idea (e.g., pen
- line to create hair).
- Differentiate among photographs, paintings, weavings, prints, ceramics, and sculpture.
- Demonstrate fundamental processes in a variety of visual art forms (e.g., painting, weaving).
26A: Students who meet the standard understand processes, traditional tools, and modern technologies used in the arts.
- Select and use appropriate tools and materials to create in 2-D and 3-D (e.g., Tools: pens, fine and coarse brushes; Materials: scratch board, styrofoam).
- Explain the processes used with specific tools (e.g., clay sculpture: coil, slab; chalk: smudge, rubbing).
- Recognize the different characteristics of similar materials (e.g., watercolor/tempera; plasticene clay/fire clay; crayon/chalk).
- Describe and/or demonstrate how the same idea is executed in 2-D and 3-D media.
- Describe or demonstrate tools and processes of printmaking (e.g., block, mono, stamp, vegetable printing).
- Describe or demonstrate the process of weaving (e.g., paper weaving, cardboard, loom).
- Describe or demonstrate the process of photography (e.g., camera, darkroom, paper prints).
- Describe or demonstrate various processes that can be used to create sculpture (e.g., clay, paper mache, found objects).
26A: Students who meet the standard understand processes, traditional tools, and modern technologies used in the arts.
- Recognize similar characteristics among a range of 2-D or 3-D media (e.g., watercolor/tempera, plasticene clay/fire clay, crayon/chalk).
- Explain how tools, processes, and materials combine to create specific effects in a 2-D art work (e.g., foam or bristle brushes, q-tips or sticks to apply paint).
- Select specific tools, materials, and processes to communicate an idea in a 2-D and 3-D art work.
- Demonstrate a variety of processes using art making tools and materials to create a 2-D or 3-D art work (e.g., drawing, weaving, printing).
- Distinguish among the processes of film, animation, and video.
26A: Students who meet the standard understand processes, traditional tools, and modern technologies used in the arts.
- Create unique specific effects using a combination of media, tools, and processes (e.g., clay tools to texturize, glue to attach textural objects, computer word programs/fonts and sizes).
- Analyze how the selection of media or tools can enhance the communication of an idea (e.g., using watercolors to paint seascapes or clouds; using computer programs to create animation).
- Compare and contrast how materials are used when depicting similar subjects.
- Create special effects in 2-D art work.
- Distinguish among the processes of film, animation, and video.
26A: Students who meet the standard understand processes, traditional tools, and modern technologies used in the arts.
- Differentiate between 2-D, 3-D, and time arts.
- Describe and/or demonstrate how special effects in the visual arts are created through the use of a tool, technology, or process (e.g., film, video, computer programs).
- Demonstrate processes that create special effects (e.g., scratch knife/ scratch board, gouge/printing block, painting/palette knife).
- Evaluate the significance of special effects in 2-D art work (e.g., embossing, wet-wet, scriffito, pointillism).
Stage I (Grades 8, 9, 10)
26A: Students who meet the standard understand processes, traditional tools, and modern technologies used in the arts.
- Demonstrate an understanding of the limitations and potential of media, tools, processes, and technology.
- Evaluate the effect of changing technologies on the visual arts.
- Analyze the relationship among the tools, media, technology, and processes.
- Discuss and evaluate an artist's ability to convey meaning based on the selection of materials and tools.
- Debate the choice of techniques used to convey meaning in an art work of self and others.
26A: Students who meet the standard understand processes, traditional tools, and modern technologies used in the arts.
- Compare and contrast the variety of techniques that can be used for a variety of materials, tools, and techniques.
- Prioritize techniques of media, tools, and technology to best communicate intended ideas.
- Describe, analyze, and evaluate an artist's work based on the choices (e.g., media, tools, technology) made to communicate the idea.
- Demonstrate the influence of modern technologies on tools, materials, and processes.
Goal 26: Through creating and performing, understand how works of art are produced.
B: Demonstrate knowledge and skills to create visual works of art using manipulation, eye-hand coordination, building and imagination.
Stage A (Grades 1-2)
26B: Students who meet the standard can apply skills and knowledge necessary to create and perform in one or more of the arts.
- Manipulate a variety of materials to create 2-D or 3-D art works.
- Demonstrate eye/hand coordination when using tools and materials to create an artwork.
- Demonstrate the use of originality/imagination when creating an artwork.
- Construct a sculpture that expresses an idea about people.
26B: Students who meet the standard can apply skills and knowledge necessary to create and perform in one or more of the arts.
- Purposefully manipulate 2-D and 3-D materials to create an art work that expresses an idea.
- Create 2-D and 3-D art works that show the use of imagination and express personal ideas.
- Create sculpture using additive processes (e.g., clay, paper, found objects).
26B: Students who meet the standard can apply skills and knowledge necessary to create and perform in one or more of the arts.
- Select and skillfully use a variety of materials, mixed media, and tools to create a composition containing subject matter (e.g., figures, landscape, still life).
- Create a composition expressing a personal idea from observation, research, or imagination.
- Demonstrate additive and subtractive processes when creating 3-D objects in a variety of materials.
- Create the illusion of depth in a 2-D art work (e.g., overlap, size change, placement).
- Construct a plan for a work of art using research.
26B: Students who meet the standard can apply skills and knowledge necessary to create and perform in one or more of the arts.
- Visually express a verbal or written idea (e.g., illustrate an original story).
- Use a sketchbook to record ideas and designs.
- Draw from natural objects (e.g., figure, animal, fish) using a monochromatic color scheme.
- Design a pattern of geometric shapes and render it in a 3-D object.
- Draw manufactured or natural objects from direct observation.
- Create the illusion of depth in a 2-D art work (e.g., overlap, size change, placement).
- Construct a plan for a work of art using research.
26B: Students who meet the standard can apply skills and knowledge necessary to create and perform in one or more of the arts.
- Create a cartoon strip with a sequence of actions.
- Draw a still life composed of objects based on mechanical forms (e.g., balls, boxes, blocks, cups) demonstrating overlap and placement.
- Sketch and build a sculpture from a 2-D drawing.
- Design an architectural structure from imagination.
- Draw a building from observation using geometric shapes and forms.
- Create the illusion of depth in a 2-D art work (e.g., overlap, size change, placement, color change, detail).
- Construct a plan for a work of art using research.
26B: Students who meet the standard can apply skills and knowledge necessary to create and perform in one or more of the arts.
- Create functional objects from a variety of materials (e.g., clay, metal, fiber).
- Create a realistic 2-D art work.
- Create a time art work (e.g., flip book, mobile/kinetic sculpture, animation, video, film).
- Develop a series of pictures for a storyboard.
- Create the illusion of depth in a 2-D art work (e.g., overlap, size change, placement).
- Create an art work based on a plan incorporating research and problem solving.
26B: Students who meet the standard can apply skills and knowledge necessary to create and perform in one or more of the arts.
- Create a decorative 2-D art work.
- Create an abstract art work using shapes and color to convey mood.
- Use linear perspective to create the illusion of 3-D on a flat surface.
- Use a computer to create a simple animated art work.
- Investigate the use of video in a performance work. Create an art work based on a plan incorporating research and problem solving.
26B: Students who meet the standard can apply skills and knowledge necessary to create and perform in one or more of the arts.
- Use a variety of materials and processes to create functional and decorative art work (e.g., mosaics, murals, clay pottery, weavings, paintings).
- Use linear and aerial/atmospheric perspective to create the illusion of 3-dimensionality in a 2-dimensional artwork.
- Create a performance art work incorporating the use of computer or video.
- Use 2-D or 3-D materials to create an abstract work.
- Create an art work based on a plan incorporating research and problem solving.
26B: Students who meet the standard can apply skills and knowledge necessary to create and perform in one or more of the arts.
- Construct a plan for a work of art based on gathering information, making adjustments, evaluating the image in terms of criteria, and correlating intent and solution.
- Create art works in a variety of materials, techniques and styles.
- Create art works in a variety of styles.
- Create art works based on planning, research, and problem solving.
6B: Students who meet the standard can apply skills and knowledge necessary to create and perform in one or more of the arts.
- Create a body of work that will become a portfolio using a variety of technologies, resources, and independent decision making demonstrating a conceptual rationale (e.g., artist's statement of intent); depth (e.g., exploration, research, planning, practice, evaluation); proficiency (e.g., advanced techniques, tools, techniques); and evaluation (e.g., critique, revision, justification).
Goal 27: Understand the role of the arts in civilizations, past and present.
A: Identify the distinctive roles of artists and audiences.
A2: Identify how the arts contribute to communication, celebrations, occupations and recreation.
Stage A (Grades 1-2)
27A: Students who meet the standard can analyze how the arts function in history, society and everyday life.
- Listen attentively to and observe performances and art works.
- Name one occupation associated with each art form (e.g., actor, painter, dancer, musician).
- Name the four fine arts.
- Identify ways arts are used in celebrations.
- Interpret movements, sounds, and visual images in art works made by self and others.
- Tell about a personal experience in the arts.
27A: Students who meet the standard can analyze how the arts function in history, society and everyday life.
- Identify and demonstrate the qualities of good audience behaviors.
- Share comments in a positive manner about a performance and/or an art work.
- Name a variety of occupations (e.g., director, actor, composer, conductor, painter, sculptor, dancer, choreographer) associated with different art forms.
- Give examples of how the arts are used in celebrations.
- Describe how the arts tell us things in different ways (e.g., dance/movement, music, visual image, story).
- Give examples of personal experiences in the arts outside of school.
27A: Students who meet the standard can analyze how the arts function in history, society and everyday life.
- Distinguish between appropriate and inappropriate audience behaviors.
- React to performances/ art works in a respectful, constructive, and supportive manner.
- Match the types of occupations with their art form (e.g., actor, director, playwright, designer with drama).
- Compare ways the arts are used in a celebration (e.g., masks, costumes, banners, songs, dances).
- List the things that artists make or do when they communicate through the arts (e.g., pictures, songs, advertisements, stories, movements, buildings).
- Point out ways the arts are used for personal time and enrichment (e.g., concerts, plays, exhibits, broadcasts, social dances, choirs, lessons).
- Describe occupations that are related to the arts (e.g., photographer, illustrator, composer, playwright, choreographer, architect).
27A: Students who meet the standard can analyze how the arts function in history, society and everyday life.
- Evaluate audience behaviors of self and others.
- React to performances/ art works in a respectful, constructive, and supportive manner.
- Describe the roles of artists in society (e.g. historian, critic, entertainer, inventor).
- Describe a variety of places where the arts are produced, performed, or displayed.
- Explain ways dance, drama, music, and visual art play a part in everyday life (e.g., architecture, landscape design, political cartoons, fashion design, background music, television).
- Explain how the arts are used in commercial applications (e.g., posters, TV commercials, package design, industrial design).
- Describe occupations that are related to the arts (e.g., landscape architect, political cartoonist, fashion designer, sound engineer).
27A: Students who meet the standard can analyze how the arts function in history, society and everyday life.
- Evaluate audience behaviors of self and others.
- Explain how works of art relate to the environment where they are performed or displayed and how the space affects the art works (e.g., outdoor sculpture, murals, theatre in the round, dancing in a parade vs. on a stage).
- Describe how the site (e.g., outdoor art fair vs. museum, half-time show at a sporting event vs. symphony hall) influences who the audience is and the way the audience responds.
- Explain ways dance, drama, music, and visual art play a part in everyday life (e.g. education, architecture, landscape design, political cartoons, fashion design, background music, television).
- Analyze how the arts are used in commercial applications (e.g., posters, TV commercials, package design, industrial design).
- Categorize types of artists with their art and art related products or performances (e.g., commercial artist, artistic directors).
27A: Students who meet the standard can analyze how the arts function in history, society and everyday life.
- Demonstrate good audience behavior and evaluate the behavior of self and others.
- Describe how audience behavior changes a product or performance.
- Compare and contrast how the arts function in two different types of ceremonies (e.g., parades, weddings, graduations, sporting events).
- Give examples in which various arts are used to persuade and promote ideas.
- List technology used in the arts (e.g., cameras, synthesizers, computers, printing press).
- Categorize types of artists with their art and art related products or performances (e.g., designers create packages, composers write advertising jingles, architects design buildings).
27A: Students who meet the standard can analyze how the arts function in history, society and everyday life.
- Demonstrate good audience behavior and evaluate the behavior of self and others.
- Describe how audience behavior changes a product or performance.
- Compare and contrast the function of the arts in two similar types of ceremonies (e.g., parades - Thanksgiving Day Parade and Mardi Gras; Opening Ceremony - Super Bowl and World Series).
- Explain the way the various arts are used to persuade and promote ideas in advertising.
- Explain the ways technology is used to communicate in each of the arts.
- Describe in each art form at least two artists' roles and how those roles contribute to the world of work.
27A: Students who meet the standard can analyze how the arts function in history, society and everyday life.
- Demonstrate good audience behavior and evaluate the behavior of self and others.
- Describe how audience behavior changes a product or performance.
- Analyze how the arts function in ceremonies (e.g., Olympics, political conventions).
- Analyze how various arts are used to persuade and promote ideas (e.g., political conventions, campaigns, advertising).
- Analyze how the artist in each of the arts uses technology creatively.
- Investigate occupations that are related to the arts industry (e.g., record producers, museum lecturers, gallery owners, box office administrators, wardrobe designers).
27A: Students who meet the standard can analyze how the arts function in history, society and everyday life.
- Analyze how the arts function in historical, societal, economic, and personal contexts (e.g. economic trends, creative thinking, intra/inter communication, adornment, environments, entertainment, historical record, jobs).
- Analyze how the arts inform and persuade through movement, sound, and image.
- Examine the purposes and effects of various media (e.g., film, print, multimedia presentations) in terms of informing, entertaining, and persuading the public.
- Justify an opinion about the purposes and effects of various media in terms of informing and persuading the public.
27A: Students who meet the standard can analyze how the arts function in history, society and everyday life.
- Evaluate the function of the arts in historical, societal, economic, and personal contexts (e.g. careers, aesthetics, commentary or criticism, predictor of or catalyst for change, tools for learning, economic contribution, therapy, propaganda/ advertising, making the invisible visible, cross disciplinary synthesis).
- Evaluate the ways the arts are used to inform and persuade through traditional and contemporary art forms.
- Examine the purposes and effects of various media (e.g. film, print, multimedia presentations) in terms of informing, entertaining, and persuading the public.
- Hypothesize how the arts will function in the future as a result of changes in traditional and contemporary media.
Goal 27: Understand the role of the arts in civilizations, past and present.
B: Know how images, sounds and movement convey stories about people, places and times.
Stage A (Grades 1-2)
27B: Students who meet the standard understand how the arts shape and reflect history, society and everyday life.
- Connect images and sounds from a work of art to stories about people and everyday life.
27B: Students who meet the standard understand how the arts shape and reflect history, society and everyday life.
- Identify the images, objects, sounds, and movements from a work of art and describe what they tell about people, time, places, and everyday life.
27B: Students who meet the standard understand how the arts shape and reflect history, society and everyday life.
- Identify cultural characteristics of a work of art.
- Describe how the arts inform viewers about people and events from history.
- Name significant artists in dance, drama, music, or visual art.
27B: Students who meet the standard understand how the arts shape and reflect history, society and everyday life.
- Investigate the ways various people (present and past) use the arts to celebrate similar events (e.g., celebrations, festivals, seasons).
- List significant contributions made by artists in several art forms.
27B: Students who meet the standard understand how the arts shape and reflect history, society and everyday life.
- Describe how the same idea is expressed in works of art (e.g., portraits, wedding dances, national anthems) from different cultures, times, or places.
- Compare the ways different cultures, times, or places use materials to produce works of art (e.g., musical instruments, masks, puppets, pottery, textiles).
- List artists who have made significant contributions and describe their ideas.
27B: Students who meet the standard understand how the arts shape and reflect history, society and everyday life.
- Investigate how the arts reflect different cultures, times, and places.
- Compare how different art forms express aspects of the same culture, time, or place.
- Compare and contrast the contribution of individual artists on movements, trends, or periods.
Stage G (Grades 6, 7, 8)
27B: Students who meet the standard understand how the arts shape and reflect history, society and everyday life.
- Determine the reasons why certain artists or works of art reflect culture (e.g. totems, ritual).
- Connect artists or their works with the trends and/or influences they create(d).
27B: Students who meet the standard understand how the arts shape and reflect history, society and everyday life.
- Analyze how a particular art work (e.g., social dance, political cartoons, protest songs, films) influenced society in a given time period.
- Analyze how the works of a particular artist (e.g., playwright, composer, computer artist, choreographer) shape or reflect a given time period or event.
- Describe the influences of at least two artists (dance, drama, music or visual art) on their times.
27B: Students who meet the standard understand how the arts shape and reflect history, society and everyday life.
- Classify selected works of art by style, periods, or cultures (e.g., Classical, Renaissance, Romanticism, Pan-Asian, Native American).
- Analyze selected historical and contemporary works of art for distinguishing characteristics of style, period, or culture.
- Trace how artistic styles have changed in response to cultural, historical, and technological events (e.g., inventions, transportation, economics, wars).
- Connect the artists/works with the trends and/or influences of others (e.g. Picasso's "Guernica"; Stravinsky's "Firebird", Rodgers & Hammerstein's Oklahoma).
27B: Students who meet the standard understand how the arts shape and reflect history, society and everyday life.
- Analyze the impact of political actions, current events, and natural phenomena (e.g., wars, civil unrest, disasters, economic prosperity, discovery, technology, legislation) on the development and production of art.
- Cite examples of where the arts shaped aspects of a culture (e.g., Dionysian theatre festival, Renaissance church art and music, cinema and the Depression).
- Analyze how historical and cultural contexts influence arts processes and products (e.g., Reformation, patronage system, invention of microphone, camera, and printing press, WPA).