5-6-2012 Artistic Elements in Education

Teching the CCCS
Visual and Performing Arts
Grades 5-8
Performance: Visual Art

1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art.
D.  By the end of grade 8, those students choosing VISUAL ART as their required area of specialization demonstrate COMPETENCY in the following content knowledge and skills.			RESOURCES
The creation of art is driven by the principles of balance,   harmony, unity, emphasis, proportion, and rhythm/movement.	1.3.8.D.1	Incorporate various art elements and the principles of balance, harmony, unity, emphasis, proportion, and rhythm/movement in the creation of two- and three- dimensional artworks, using a broad array of art media and art mediums to enhance the expression of creative ideas (e.g., perspective, implied space, illusionary depth, value, and pattern).	Elements and Principles My Oats Flock Draw Portrait Interactive DoInk Creative Connections Painting the Writing Process Adventure Island Dream Flags
Themes in art are often communicated through symbolism, allegory, or irony. There are a wide variety of art mediums, each having appropriate tools and processes for the production of artwork. Fluency in these mediums, and the use of the appropriate tools associated with working in these mediums, are components of art-making.	1.3.8.D.2	Apply various art media, art mediums, technologies, and processes in the creation of allegorical, theme-based, two- and three-dimensional works of art, using tools and technologies that are appropriate to the theme and goals.	Universal Leonardo Animoto Draw It Live Draw Island Canvastic Web Whiteboard Sea Saws Draw To Painter Disapainted Art Babble
The classification of art into various art genres depends on the formal aspects of   visual statements (e.g., physical properties, theoretical components, cultural context). Many genres of art are associated with discipline-specific arts terminology.	1.3.8.D.3	Identify genres of art (including realism, abstract/nonobjective art, and conceptual art) within various contexts using appropriate art vocabulary, and solve hands-on visual problems using a variety of genre styles.	Formal Analysis Elements of Art Art Genre Guide Genre in Visual Arts The Collection Shop Art in Canada Masterworks Fine Art
Universal themes exist in art across historical eras and cultures. Art may embrace multiple solutions to a problem.	1.3.8.D.4	Delineate the thematic content of multicultural artworks, and plan, design, and execute multiple solutions to challenging visual arts problems, expressing similar thematic content.	Art Through Time 100 Themes Challenge (blog) Art History Guide Art Styles and Periods
Each of the many genres of art is associated with discipline-specific arts terminology and a stylistic approach to art-making.	1.3.8.D.5	Examine the characteristics, thematic content, and symbolism found in works of art from diverse cultural and historical eras, and use these visual statements as inspiration for original artworks.	Art of Asia: Japan Art of Asia: Korea Art Historical Periods Flashcards Art Periods on Wikipedia
The visual possibilities and inherent qualities of traditional and contemporary art materials (including digital media) may inform choices about visual communication and art-making techniques.	1.3.8.D.6	Synthesize the physical properties, processes, and techniques for visual communication in multiple art media (including digital media), and apply this knowledge to the creation of original artworks.	Art Media Researching Art List of Artistic Media MOCA: Art Media Types Incredible Art Department Artist Toolkit

5-1-2012 Visual Literacy and Critique

Teching the CCCS

Visual and Performing Arts

Grades 5-8

Critique Methodologies

1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art.
B.  CRITIQUE METHODOLOGIES: By the end of grade 8, all students demonstrate COMPETENCY in the following content knowledge and skills for their required area of specialization in DANCE, MUSIC, THEATRE, or VISUAL ART.			RESOURCES
Assessing a work of art without critiquing the artist requires objectivity and an understanding of the work’s content and form.	1.4.8.B.1	Evaluate the effectiveness of a work of art by differentiating between the artist’s technical proficiency and the work’s content or form.	The Getty Museum Art Teacher 2.0 Indianapolis Museum of Art Google Art Project Evaluating Artwork Understanding and Evaluating Art (notes) Art for DUMMIES How to Evaluate Art Historical vs. Critical Evaluating Art (book) Public Art: A Guide Elements of Art Structure Teaching Art: Case Study Technical Proficiency Discussion Visual Art Source Archetypes in Art Visual Fluency (pdf)
Visual fluency is the ability to differentiate formal and informal structures and objectively apply observable criteria to the assessment of artworks, without consideration of the artist.	1.4.8.B.2	Differentiate among basic formal structures and technical proficiency of artists in works of dance, music, theatre, and visual art.
Universal elements of art and principles of design apply equally to artwork across cultures and historical eras.	1.4.8.B.3	Compare and contrast examples of archetypal subject matter in works of art from diverse cultural contexts and historical eras by writing critical essays.

4-30-2012 Asthetic Responses to Art

Teching the CCCS

Visual and Performing Arts

Grades 5-8

Asthetic Responses

1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art.
A.  ASTHETIC RESPONSES: By the end of grade 8, all students demonstrate COMPETENCY in the following content knowledge and skills for their required area of specialization in DANCE, MUSIC, THEATRE, or VISUAL ART.			RESOURCES
Contextual clues to artistic intent are embedded in artworks. Analysis ofarchetypal or consummate works of art requires knowledge and understanding of culturally specific art within historical contexts.	1.4.8.A.1	Generate observational and emotional responses to diverse culturally and historically specific works of dance, music, theatre, and visual art	The Getty Museum The British Museum Art Babble Arts Edge The Art Project by Google Unscramble Game Unravel Game How to Read a Painting Interpreting Art (Essay) Interpreting Abstract Art Art Criticism Interpreting Art Lesson Symbolism in Art Sistine Chapel Symbolism (blog) Color Symbolism and Culture Middle School Art Lessons A World History of Art Metaphore in Art Strategies Learning About Art Meaning of Colors Color Theory Interpreting Culture (journal) Gardner's Art Through the Ages Art Appreciation Flashcards 3 Levels of Analysis Lesson Song Meanings
Art may be used for utilitarian and non-utilitarian purposes.	1.4.8.A.2	Identify works of dance, music, theatre, and visual art that are used for utilitarian and non-utilitarian purposes.
Performance technique in dance, music, theatre, and visual art varies according to historical era and genre.	1.4.8.A.3	Distinguish among artistic styles, trends, and movements in dance, music, theatre, and visual art within diverse cultures and historical eras.
Abstract ideas may be expressed in works of dance, music, theatre, and visual art using a genre’s stylistic traits.	1.4.8.A.4	Compare and contrast changes in the accepted meanings of known artworks over time, given shifts in societal norms, beliefs, or values.
Symbolism and metaphor are characteristics of art and art-making.	1.4.8.A.5	Interpret symbolism and metaphors embedded in works of dance, music, theatre, and visual art.
Awareness of basic elements of style and design in dance, music, theatre, and visual art inform the creation of criteria for judging originality.	1.4.8.A.6	Differentiate between “traditional” works of art and those that do not use conventional elements of style to express new ideas.
Artwork may be both utilitarian and non-utilitarian. Relative merits of works of art can be assessed through analysis of form, function, craftsmanship, and originality.	1.4.8.A.7	Analyze the form, function, craftsmanship, and originality of representative works of dance, music, theatre, and visual art.

4-28-2012 Choreographing Curriculum

Teching the CCCS

Visual and Performing Arts

Grades 5-8

Performance: Dance

1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art.
A.  By the end of grade 8, those students choosing DANCE as their required area of specialization demonstrate COMPETENCY in the following content knowledge and skills.			RESOURCES
Movement dynamics and qualities emphasize time, space, and energy.Movement affinities and effort actionsimpact dynamic tension and spatial relationships.	1.3.8.A.1	Incorporate a broad range of dynamics and movement qualities in planned and improvised solo and group works by manipulating aspects of time, space, and energy.	Arts Alive Dance Words Teaching Dynamics Space Space, Time, Energy The Dancer's Blog Elements of Dance Teaching Elements of Dance Choreography Assessment Modern Dance Create-A-Line-Dance Dance Lesson of the Month Dance and Literature Laban Movement Analysis What is a Lyrical Dance? Lyricism Video
Dance may be used as a symbolic language to communicate universal themes and varied points of view about social, political, or   historical issues in given eras.	1.3.8.A.2	Choreograph and perform cohesive dance works that reflect social, historical, and/or political themes.
Foundational understanding of anatomical and kinesthetic principlesis a contributing factor to dance artistry. Artistry in dance requires rhythmic acuity.	1.3.8.A.3	Choreograph and perform movement sequences that demonstrate artistic application of anatomical and kinesthetic principles as well as   rhythmic acuity.
Technology and media arts are often catalysts for   creating original choreographic compositions.	1.3.8.A.4	Use media arts and technology in the creation and performance of short, original choreographic compositions.