Brainstorming--Big+Ideas+in+the+Arts


 * Big Ideas in the Arts -** Add words or phrases below each "Big Idea" that you feel elaborate on, relate to, support, or explain the Big Idea. You can change the **font style** or **color** (in Edit mode, click on the "T" in the toolbar above) to differentiate your contributions from those of your colleagues.

**1. __ SKILLS, TECHNIQUES, and PROCESSES __:** Through dance, music, theatre, and the visual arts, students learn that beginners, amateurs, and professionals benefit from working to improve skills and techniques over time.

Directions: What skills, techniques, processes would students learn at the introductory level and how would those skills, techniques or processes improve over time and what would they look like at the highest level? B. personal space, art room manners, cooperative group work, ** C. Introductory level skills, techniques and processes in 3-D materials such as ceramics, such as learning the boundaries of plasticity of clay and modeling compounds. Introductory vocabulary:... D. Students will develop their own ideas and images through the exploration and creation of their own art work. //Assessed:// Evidence of successive and progressive experiences in clay and other developmentally appropriate 3-D materials at least two (2) times per year (note: i think 1 time would be doable. Many schools are big or have very limted budgets) in all elementary art classrooms. __Access point:__ Should be able to maintained as an access point via experience and access to materials for all children.
 * __ELEMENTARY GRADES K-5__**
 * A. Safety, personal self, build confidence, proper use of art tools, exploration of art media, understanding of characteristics of art media; language development of vocabulary specific to art

specific: K students will learn proper handling of paintbrush, how to hold to get correct strokes. 5th grade students should understand the difference between different brushes, how they paint and the effects received for each. also 5th grade students should have experienced at least watercolor and tempera. (if budgets allow, acrylic). Should also be able to use different painting techniques with both of these media.

specific: K students will learn proper ways to hold and cut with scissors. - 5th - should happen naturally E. learning craftsmanship when producing works of art. ties in with learning how to use tools properly and the use of the medium K - students learn basic uses of watercolor, how to use, how to change colors, how to add water. 5th know how to use. Be able to blend colors on paper, use wet and dry brush techniques,. K - how to share materials, stay in own space while working, waiting turn when sharing. Know how to follow certain procedures during the use of certain media.

A. Application of different media, neatness, artistic growth, time management with projects suggest replacing neatness with "craftmanship" B. Understanding the science of mixing colors and mixing with tints and shades** C. Continuing experience in the use of 3-D materials in elective coursework in visual art and through cross-curricular planning with other disciplines (ie. History, English, writing coursework that is non-elective) (want to phrase this so that visual art is presumed to be taken by all students in these grades even though at this point that does not always happen- they could take music, drama or other art instead, but should still be offered sustaining experience throught visual art cooperation across disciplines) //Assessed:// Evidence of meaningful/ related student experience using at least one method of 3-D materials once per year grades 6-8. Student writing evidences relationship of art making to other discipline through the use of accepted 8th grade writing prompts. __Access point__: provide successive access to 3-D or modeling compound to enrich and enhance learning/sensory exploration in homeroom classroom. D. Utilize the Design Process to acquire and transform ideas into works of art. How is this skills-please define
 * __MIDDLE SCHOOL 6-8 CLUSTER__

E. Teach the students specific step-by-step skills and techniques in painting, drawing, coloring (colored pencil/ pastel) as the elements are taught in conjunction with art history. While the history attracts to the "why" factor, the skills attract to the "how" factor. Learning how and why at the beginning will allow for more educated creativity in the longer run.

__ **HIGH 9-12 CLUSTER**  __ C. Experience in 3-D materials: sustained and developmentally appropriately complex. Review previous K-8 introductory experiences in 3-D materials as needed in beginning Visual art courses. Expand experiences to include showing contemporary artists in varying stages of the completion of 3-D work, including opportunities for advanced personal narratives that are expressed through intense exploration of materials. Continue to offer 3-D materials across disciplines: Art teacher is an on-site art specialist that can provide collaberation to fellow teachers and students who do not routinely receive visual art instruction. //Assessed//: Goal would be to have 1 successive 3-D materials experience in non-visual art classrooms per year. End of coursework assessments would apply to visual art courses. __Access point__: Use the art teacher as a resouce specialist on site. Continue varied, appropriate and multiple experiences in 3-D materials to all students.
 * B. By courses such as painting - Introductory level skills - techniques in watercolor level 1 (wet on wet, wet on dry), level 2 would include masking, salt techniques.**

Directions: What organizational elements and principles would students learn at the introductory level and how would those elements and principles be developed over time? What would they look like at the highest grade/course level? **A. elements of art: line, shape, form, color, value, texture, space B. priniples: balance, pattern, rhythm, movement, proportion, emphasis, varity, unity,** K begins with basic elements of line(begin understanding of the 5 typs of line), shape (basic geometrics) and color(primary and secondary), pattern (basic repetitions), space (overlapping). 1. continue with color (tints and shades (beginning value) - mixing) shape (more complex geometric and intro to organic), line (different ways lines are formed, directions lines go, thickness/thinness- line quality?), space (creating depth), pattern (regular and irregular) 2 - color (analogous) shape (complex, organic, characteristics), line (continue exploration) form (understanding difference from shape) texture (understanding "how things feel" different textures) space (foreground - background, placement, determining distance) value (what it is, how it is made - clarifying more what was done in 1st grade) balance (formal, radial), pattern (continue differet patterns), emphasis (what is it? ways to emphasize), 3 - color (complementary, effects of mixing complementary, tiertiary or intermediate exploration,) line (continue and review, begin contour) shape ( organic/geometric, complex,) form (organic and geometric) value (High value, low value, middle value), texture (textile and visual - how to create it), space (perspectives - basic 1pt - arial, understanding composition - effective placement). 4 - color and value (continue working with analogous, complementary, value, creating illusion of depth,shadow and light - monochromatic) line (continue line quality,reviewing catagories - understanding "edge" as line), shape (knowing difference from form, knowing two catagories, practice recreating complex shapes - using simple shapes or noticing line/space relationships), form (exporing form with different media, relief sculpure - subtractive and additive), texture ( more focus on creating different visual textures) space (positive and negitive on 2-D and 3-D media, continue with depth effects, composition) proportion (begin defining and understand proportional relationships) rhythm - (recognizing 5 catagories of R.- flowing, random, regular, alternating, progressive) movement (being understanding of how to move the eye through a work of art) proportion ( continue working toward understading) emphasis (continue working toward understanding) variety and unity (check for understanding) 5 - Students should be reviewing all elements and using them effectively in their work. Continue checking for understanding of principles. **A. Process book which includes all handouts notes, quiz/test, brainstorming, sketches, and inspiration pieces, which would be placed in order as best as possible B. Introduction should learn to recognize the elements and principles and have them organized with art history: level 1 (6th grade?) would learn the art of early man (Prehistoric through Middle Ages), level 2 (7th grade?) would learn art from Baroque through Realism, and level 3 (8th grade?) would learn 20th century art from impressionism through contemporary design. Each level in history presents newer skills and techniques, but also gradually guides the students into more independent creativity. C. Understanding color theory and how color works and also effects the viewer** __ **HIGH 9-12 CLUSTER**  __ B.**
 * 2. __ STRUCTURAL ORGANIZATION __: ** Works in dance, music, theatre, and visual art are organized by underlying elements and principles that guide creators, re-creators, and responders.
 * __ELEMENTARY GRADES K-5__**
 * __MIDDLE SCHOOL 6-8 CLUSTER__**
 * B. Using vocabulary terms and being able to critique/analyze art work properly**
 * A.Review of Elements of Art, Principles of Design as needed in each course. Verbal and written understanding of knowledge as students Describe, Analyze, Interpret, and Judge works of arts by him/herself and others.

**3. __ ACTIVE ENGAGEMENT __:** The arts are inherently experiential and actively engage learners in the processes of creating, re-creating, and responding to art. Directions: What does student engagement look like at the introductory level and how would experiential and active engagement change over time? What would engagement look like at the highest grade/course level? B. Artwork demonstrates understandig of the concepts being taught. Students can explain to other students what is being done during the project. __MIDDLE SCHOOL 6-8 CLUSTER__ A. Reading alouds as a group, sitting in table groups, class discussions. As course goes on more independent work B. Hands on, learning to use different art tools, experimental with materials C. Being able to critique works of art __ HIGH 9-12 CLUSTER  __ A. confidence in working with medium/media, and self in the art classroom B. ** Creation of art in landscape, still-life, portrait, figure-study, and abstract in a variety of media/techniques/styles.
 * __ELEMENTARY GRADES K-5__**
 * A. Students following given directions, sharing ideas. should progress to students making many of their own decisios about their artwork based on prior knowledge of skills, techniques, and strategies. Students are focused on their artwork for the duration of the class. Conversation should be mainly about the arwork being done. Students show pride in their progress

**4. __ COGNITION and COMMUNICATION __:** Individual cognition, self-expression, documentation, and communication with others are central to the arts.

Directions: What does cognition and communication look like at the introductory level? How would individual cognition, self-expression, documentation, and communication change over time for students at the highest grade/course level? understand DESCRIPTION, ANALYSIS, INTERPRETATION, JUDGEMENT - Identify elements and principles in works of art.(this is repeated in #6) B. Students build their art vocabulary with understanding of cross curricular meanings. ** Student understand how art communicates visually through symbolism and imagery. Students can identify different ideas being expressed in works of art. K- simple ideas to 5 - more complex ideas using symbolism. C. Students should be able to participate in community and or school sponsored programs or cultural institutions in order to be interact with artists or art work. **A.** Develop visual arts vocabulary and use appropriate terminology when describing works of art. C. Being able to appreciate a piece of art and have their own interppretation of it even if they don't necessarily like it** __ **HIGH 9-12 CLUSTER**  __ B.**
 * __ELEMENTARY GRADES K-5__**
 * A. K-5 should be able to differentiate between abstract and representative art. Students should engage in art criticism, either of their own art or of presented works of art. To be able to talk about art using appropriate vocabulary. Students talk in groups about works of art. They are able to support their opinions
 * __MIDDLE SCHOOL 6-8 CLUSTER__**
 * B. Being able to express why they created something th way they did
 * A. Writing about art created by student or other researched artist that prepares student writing skills needed for college.

**5. __ HISTORICAL __ __, GLOBAL, and FUTURE CONNECTIONS __:** The arts foster understanding, acceptance, and enrichment among individuals, groups, and cultures from around the world and across time; and this new perspective helps individuals appreciate existing works and create new ones.

Directions: What do historical, global and future connections look like at the introductory level? How would they change over time for students at the highest grade/course level? B. Using technology (blogs, Voicethread) students can share personal artwork or historical artwork from their local area. Students can research different styles, genres, of art. ** C. Students will be able compare the ways that ideas have been communicated through visual art works through the ages **A.** Meet with artists and visit cultural institutions. C. Students need to understand that art is included in their daily lives (food, music, clothing, fashion, careers- designers, engineers, etc....)** __ **HIGH 9-12 CLUSTER**  __ B.**
 * __ELEMENTARY GRADES K-5__**
 * A.Students study their own heritage and that of the their peers (individual, peer group, local level) to identify similarities and differences.
 * __MIDDLE SCHOOL 6-8 CLUSTER__**
 * B. Students need to become familiar with similarities and differences between their culture and the culture of the artists being studied. Not only familiar, but also understanding the connection the culture has to the art work produced.
 * A.Various art styles that relate to specific courses. making connections to how materials available with cultural influences helped guide artist in history, current and possible future applications.

**6. __ AESTHETIC and CRITICAL REFLECTION __:** The arts actively engage the creator, re-creator, and responder in the processes of assessment and analysis.

Directions: What does the assessment and analysis process look like at the introductory level and how would it change over time for students at the highest grade/course level? B. Using the elements and principles of art, students should be able to explain why they like or dislike a piece of art work. ** Students will be able to find areas that work well and that they desire to improve in their own works of art, by observiing through critiques sessios (individually or group).
 * __ELEMENTARY GRADES K-5__**
 * A. reflection and evaluation. Understanding of DESCRIPTION, ANALYSIS,INTERPRETATION, AND JUDGEMENT. compare and contrast works of art,

**A.** Observe and evaluate the influence of visual images as they relate to mass media and popular culture.
 * __MIDDLE SCHOOL 6-8 CLUSTER__**
 * B.** Reflect on the relative effectiveness of selected mediums or techniques.
 * C**. Compare, contrast, and analyze styles of art from a variety of times and places in Western and non-Western cultures.
 * D**. Analyze, assess, and derive meaning from works of art in writing and small groups.

How?

 * E**. Examine factors that influence visual artists and their works.

F. In assessing a student's work, each student should follow a provided rubrick based on if that student followed the directions of the project, the craftsmanship of the work (presentation), and the effort put into the work. Class/individual discussions should take place when returning work. __ **HIGH 9-12 CLUSTER**  __ B.** creation of a portfolio of student artworks. How is this assessed? Perhaps (Beattie) 2004
 * A. setting and understanding parameters for a comprehensive class critique.

**7. __ ARTS and the ECONOMY __:** Arts-related careers and 21st-century skills gained through learning in the arts are transferable and integral to local and global economies.

Directions: What do arts-related careers and 21st century skills look like at the introductory level? How would they change over time for the student at the highest grade/course level? **A.Students are introduced to arts-related careers and their corresponding skills.** Students should identify everyday item as works oof art - functional and decorative - (this would help them better understand the variety of careers that artists engage in) - How art effects life, quality, **A.** Provide examples of art and design professions. C. Entry level art/design jobs and potential pay** __ **HIGH 9-12 CLUSTER**  __ B. Students will develop entrepreneurial skills needed to start an art-related business. C. Students will learn how their artist skills can be used as financial support in community service projects.**
 * __ELEMENTARY GRADES K-5__**
 * B. Students will be able to give examples of adults who make their living in the arts.**
 * __MIDDLE SCHOOL 6-8 CLUSTER__**
 * B. Understand what an apprentice does or an intership in the art field
 * A. Students will be introduced to and explore art-related careers and 21st century skills corresponding to their specific course. class level and medium.

**8. __ RELATIONSHIPS ACROSS ACADEMIC CONTENT AREAS __:** Dance, music, theatre, and visual art are often infused with each other and with other academic content areas.

Directions: How are arts infused with each other and other academic subjects at the introductory level? How would this interaction (infusing) change over time for students at the highest grade/course level? B. Students should understand that representative art tells stories.** Student understand multiple definitions of words as they ar used across the curriculum areas. Shape, line - math, color - science, image - language arts, time period - social studies. **A. Understand basic math skills (rulers, geometric shapes, form) learning from 2-D to 3-D. B. Using story books with illustration to draw attention to imagery- being able to comprehend words/reading and interpret to a visual form C.** Demonstrate awareness of connections that exist among visual art and other areas of the school curriculum by reflecting on art works and explaining relationships. D. Use whole numbers and decimals to determine image size dimensions in digital media. E. Demonstrate understanding of proportional resizing. F. Understand that visual art and design are a means of communication. G. Express in writing ways that visual art and design are a means of communication. __ **HIGH 9-12 CLUSTER**  __ B.**
 * __ELEMENTARY GRADES K-5__**
 * A. Students use math skills, language art, social studies, science, and reading skills to create works of arts, analyze their artwork or the artwork of others, identify cultural connections, and understand the materials utilized to create with.;
 * __MIDDLE SCHOOL 6-8 CLUSTER__**
 * A. Student have access to technology, video media on a regular basis. Use animation, video, and other visual and audio media to help enhance reading, writing, and sequencing skills.