Massachusetts+Standards+Review+(Beach)

Massachusetts Standards was 175 pages & covered all of the arts in one document. I am sure we do not want any report that long - I like the current way teachers can download Florida standards for the specific "fine arts area by grade level" I have created a table to compare what we have been working on ( comments from the BI & EU Brainstorming page ) Massachusetts has 10 standards, 1-5 are for the discipline-specific, while 6-10 apply to all of the art disciplines. STANDARDS For visual arts Students will demonstrate knowledge of the methods, materials, and techniques unique to the visual arts. || SKILLS, TECHNIQUES, AND PROCESSES - Enduring understanding - learning/practicing skills, techniques and processes builds confidence and provides "jumping off" places for experimentation and exploration of tools and media for the development of new techniques and processes. || Students will demonstrate knowledge of the elements and principles of design || STRUCTURAL ORGANIZATION- Enduring understanding - understanding how the organization of elements and the effects of principles can lead to the desired outcome of a vision or purpose || Students will demonstrate their powers of observation, abstraction, invention, and expression in a variety of media, materials, and techniques. || ACTIVE ENGAGEMENT: - Enduring understanding -To find enjoyment and satisfaction while engaging in the creation of works of art. || Students will demonstrate knowledge of the processes of creating and exhibiting their own artwork: drafts, critique, self-assessment, refinement, and exhibit preparation || COGNITION AND COMMUNICATION:- Enduring understanding -interpret artists intentions from works of art. Derive personal meaning from works of art. share interpretations with others || Students will describe and analyze their own work, and the work of others using appropriate visual arts vocabulary. When appropriate, students will connect their analysis to interpretation and evaluation || AESTHETIC AND CRITICAL REFLECTION:- Enduring understanding -Make judgements about works of art using supporting statements derived from clues in the work and personal experiences. || Students will describe the purposes for which works of dance, music, theatre, visual arts, and architecture were and are created, and, when appropriate, interpret their meanings. || HISTORICAL, GLOBAL, AND FUTURE CONNECTIONS:- Enduring understanding there is no limit to what ideas, concepts, opinions can be visually expressed, through the use of any material. || Students will describe the roles of artist, patrons, cultural organizations, and arts institutions in societies of the past and present || ARTS AND THE ECONOMY:- Enduring understanding -Art influences everyday life, quality of life. Art is used to sway opinions and to drive business. Art is in all the products we buy and influences our decisions. Art patrons/supporters || Students will demonstrate their understanding of styles, stylistic influence, and stylistic change by identifying when and where art works were created, and by analyzing characteristic features of art works from various historical periods, cultures, and genres. || AESTHETIC AND CRITICAL REFLECTION:- Enduring understanding -the critique process of description, analysis, interpretation, and judgment of an artwork develops critical thinking that can be applied to other types of decision making. || Students will describe and analyze how performing and visual arts use and have used materials, inventions, and technologies in their work || - Brainstorm from Active engagement page- Research, application of new and prior knowledge, integration, creating new connections excitement, happy with progress and final results, enjoying the the process || Students will apply their knowledge of the arts to the study of English language arts, foreign languages, health, history and social science, mathematics, and science and technology/engineering. || - Enduring understanding -Art is not a seperate experience from the other content areas, but deeply integrated into the other content areas, || Their programs are also broken into 4 levels
 * Massachusetts || Ours ||
 * #1 **Methods, Materials, and Techniques**
 * #2 **Elements and Principles of Design**
 * #3 **Observation, Abstraction, Invention, and Exhibiting**
 * #4 **Drafting, Revising, and Exhibiting**
 * #5 **Critical Response**
 * #6 Purposes of the Arts
 * #7 Roles of Artist in Communities
 * #8 Concepts of Style, Stylistic Influence, and Stylistic Change
 * #9 Invention, Technologies and the Arts
 * #10 Interdisciplinary Connections
 * PreK-4th grade** "These first school years should encourage student's curiosity, allow them to explore" the arts. "Students should also be introduced to reading and writing about the arts and artist as part of their arts, history and social science, and English language arts curricula. (their standards state "By the end of grade level 4" and then give specific expectations as benchmarks)
 * Grades 5-8** "Sequential study should build on the PreK-4 program, enable students to acquire and refine skills and vocabulary in a least two of the performing arts and in the visual arts." Continue study in the history of the arts in their arts and history and social science classes.
 * Grades 9-12** BASIC describes what students should know and be able to do by the end of the equivalent of ONE FULL year's study of any one of the fine arts.
 * Grades 9-12** EXTENDED describe what students should know and be able to do in one arts discipline by the end of the equivalent of two to four full years of a fine arts class at the high school level.

==Having the 9-12 broken into two groups could be helpful as we develop the standards and the course descriptions. The basic group would cover the basic 1 credit fine arts graduation requirement and the extended would cover courses at the more advance levels.==