New+York+Standards+Review+(Snead)

Information taken from the "Blueprint for teaching and learning in V isual Arts, grades Prek-12" 88 page document. Part of the document contains VA vocabulary, webography, bibliography, how to stock the art rooms, integrating museum education into the classroom, wht the blueprint means to school leaders, classroom teachers, parents, arts community, university community

The student Development and the VisualARts benchmarks: Early Childhood, ElemenaryStudent,Middle School Students and High Schol students. This seems to be more of a "development" document than a benchmark. However, some of their descriptions could lead to the development of interesting EUs. I.E. "the develoment of personal expressive voices, the creation of "idea" Portfolios, the emergence f critical insight and judgment of their own work and that of others.." could be rewriten in the form of an EU that covers other subject matter and area of career. Developing Art Literacy Making Connections Through Visua****l Arts Community and Cultural Resources Exlporing Careers and Lifelong Learnng**
 * __New York__ Benchmarks: 2nd, 5th, 8th, 12th**
 * Making Art
 * Art Making**

2nd - Through an exploration of art materials and techniques, students exercise imagination, construct meanings, and depict their experiences; work in two-dimensional and three-dimensional art forms; use basic art tools; and gain knowledge of media and compositional elements.

ex. Create a painting that demonstrates:
 * personal observations about a place
 * control of paint media and various brushes
 * Basic organiztion of space
 * Experimentation with mixing colors

5th grade - Students begin sequential unit projects; extend knowledge of art media and compositional and design elements; choose new ways of using familiar tools and materials; and deepen imaginative capacities, observational, and expressive skills

ex: Create a painting that demonstrates:
 * observation of detail
 * Use of primary and secondary colors
 * Use of tints and shades
 * balanced composition

8th grade - Through close observation and sustained investigation, students develop individual and global perspectives on art; utilize the principles of art; solve design problems; and explore perspective, scale, and point of view

ex: Create a painting that demonstrates
 * the rich use of a specific painting medium such as:watercolor, tempera or acrylic
 * Awareness of light, value, and contrast
 * strategies to depict the illusion of depth
 * use of prior observational sketches

12th grade - In a three-year major art sequence students master various materials and techniques to develop a portfolio that reflects a personal style and the awareness of the power of art to illuminate, inform, and influence opinion.

ex: Create a series of works based on a theme that demonstrates:
 * Use of at least two different mediums
 * an application of the elements of art and principles of design
 * control of material and techniques
 * a personal style

**Developing Art Literacy**

2nd through12th grade - Students hone observation skills and discuss works of art; develop visual arts vocabulary to describe art making, the tools and techniques used to produce art, and the elements and principles of design; read and write about art to reinforce literacy skills; interpret artwork by providing evidence to support assertions; reflect on the process of making art.

**Making Connections Through Visual Arts** 2nd through 12th Students recognize the societal, cultural, and historical significance of art; connect the visual arts to other disciplines; apply the skills and knowledge learned in visual arts to interpreting the world.


 * Community and Cultural Resources **

By working with a variety of school staff, students access primary resources in the community, the borough, and the city to extend their learning beyond the classroom.

Students gain an awareness of careers in visual arts; recognize personal, social and professional goals; develop a career plan; learn to work independently and in teams; gain an appreciation of art as a source of enjoyment and lifelong learning.
 * Exploring Careers and Lifelong Learning **

Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles. Students will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought. Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society.
 * Standard 1**: Creating, Performing, and Participating in the Arts Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts.
 * Standard 2**: Knowing and Using Arts Materials and Resources
 * Standard 3**: Responding to and Analyzing Works of Art
 * Standard 4**: Understanding the Cultural Contributions of the Arts


 * __rigo__r-** the strands (is this the right word?) are written more in the form of projetcts or activities that can be done at each of 4 targeted grade level. they don't necessarily have anything showing understanding of concepts taught just projects that includes certain criteria. The standards and benchmarks are fairly generic. I don't feel they are very rigorous


 * __coherence__-** Standards, as they are written, do not appear to fall under the benchmarks. They almost seem to be seperate. . In the art making strands, the projects increase in difficulty, and skill as they progress through the 4 grade levels. Only one of the benchmarks show any kind of sequence. The others are exactly the same for all four targeted grade levels showing nos equence of learning as they students progress through the grades, making them seem even more generalized.


 * __focus__-** The content seems easily manageable. but not sure the standards are clear enough to know if the graduating seniors would have skills to succeed in post-secondary education without remediation. Seeing as how only the "Art Making" standard/benchmark changes for each of the targeted grade levels, it seems to be the only one with any focus. The others become much more generealized as they are worded the same for 2nd all the way to 12th.


 * __specificity__-** The strand actually a suggested project(with specific things to cover) for drawing, painting, printmaking, collage, sculpture, 2-D applied design, media technology, etc.etc for each grade level ( 2nd, 5th, 8th, 12th). don't know if these are required or suggested. Personally, I would rather have a more specific explanation of what we want students to know, experience, understand at certain grade levels and then develope a project around that information


 * __clarity/Accessibility__--** The standards and benchmarks, as written are very easy to read. They are straight forword in what they are saying. I don't really see access points built in to the standards. The "strands" that come under the standards are where we see "suggested" projects in several areas under each standard. I didn't feel that gave a clear expectation of what student should understand at that grade level.


 * __Measurabilit__y-** standards don't appear to be really measurable, unless you count the project or activity suggested and then at that, I don't feel that the project would be specific enough to measure understanding of concepts. They did include examples of assessments and listed types or\f formative and summative assessments. don't really show (don't know what I was going to say here)

I don't think this document is as indepth as the document we are trying to put together. We can probably incorporate some of the information from this document into different area of ours. As I understand it, we are trying to get away from generalized statements and become more specific without boxing in corriculum.
 * __Thoughts__:** Benchmards are labled "By Grade" however, most of the Benchmarks are repeated word for word for 2nd, 5th, 8th, 12th. Only "Art making" changes - still very general as maybe Benchmarks should be. No specific access points, however the "strand" examples could be re interpreted as access points.....maybe


 * __Students with Special Needs__:** .Most of the suggestions for students with special needs deals more with how to present material and reteach. Nothing about physical or severly handicapped. does deal with ESOL students. **Not really access points however.**