Unpacking+Big+Ideas+-+May+25,+2010


 * ​UNPACKING BIG IDEAS 1-8**

//Based on the research we completed, please review the evaluations (on the left side of our Visual Art Wiki), and note any thoughts/benchmarks that are worthy of consideration in the development of our NGSSS - Visual Arts.//

//Our focus this week will be to start unpacking the Big Ideas. We are looking for "what students should know" - benchmarks that students in K-12 should be able to do at particular grade levels. Pulling from the analysis of standards in other states and countries as well as our own expertise, we will begin to insert benchmarks for each Big Idea.

If you enter a skill or knowledge in elementary, try to think about how that will translate into the middle and high school level as we need to have articulation across all grade levels. Feel free to add additional lines as needed!//


 * 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**.**


 * EU 1 Artists develop proficiency through repetition and purposeful practice to master and refine simple, then complex, **__skills and techniques.__** ||
 * EU 2 Creativity in the arts requires self-direction, adaptability, perseverance, and acceptance of failure as a learning tool. //I strongly object to the concept of accepting failure in visual arts specifically and in life in general. I try to teach my kids that there are only happy accidents that redirect their artistic thinking and productivity to greater heights and to new and different directions!// ||
 * EU 3 Building __**skills and techniques**__ in the arts strengthens the ability to focus on tasks and filter out distractions and unnecessary details. Why is filtering out distractions important to process? Students should always remain open to sensory stimuli that is constantly occuring around them and us, as it can add and not detract from both process and product.

Skills and techniques repeated twice here. ||

ELEMENTARY B.1 Use a variety of vocabulary, materials and media and understand how to use them to produce different visual effects in creating works of art. EU 1 B.2 Explore and create art utilizing techniques and processes in a variety of art mediums. EU 1 B.3 Students learn to take care of developmentally appropriate materials and tools and to use them in a safe, responsible manner. B 4. Students are encouraged to explore art media that can be manipulated in a conventional or unconventional way.

MIDDLE B1 APPLY knowledge of vocabulary and materials, tools, media, techniques, and processes to communicate subject matter, themes, or ideas in a variety of forms. EU1 B 2 Create art utilizing techniques and processes in a variety of art mediums. EU 1 B 3. Students learn to take care of and use developmentally appropriate materials and tools and to use them safely, being able to express the use of the tools verbally or in writing. ( I wonder if we are moving into another big idea when we get into talking and writing. - It seems that would go under "Active Engagement" or " Cognition and communication") B 4. Students are exposed to and encouraged to use art media that can be manipulated in a conventional or unconventional way B5. Apply knowledge of skills, processes and techniques, utilizing them to eliminate unnecessary details and present a high level of craftsmanship in their work.

HIGH B1 APPLY knowledge of vocabulary and materials, tools, media, techniques, and processes to communicate subject matter, themes, or ideas in a variety of forms. EU 1 B 2 Create art utilizing techniques and processes in a variety of art mediums. EU 1 B 3. Students learn to take care of and use developmentally appropriate materials and tools and to use them safely, being able to express the choice and use of the tools verbally or in writing. B 4. Students are exposed to and encouraged to use art media that can be manipulated in a conventional or unconventional way, according to the artistic decisions that are appropriate for the intent or context of the artist.

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.


 * The structural elements in the arts are the tools for creative and viable solutions to artistic challenges. ||
 * The elements and principles in an art form serve as a foundation and departure point for creative manipulation (of those structures.) do you think this is clarifying or confusing the issue? ||
 * Organizational structure within an art form provides a common language for apprecia(ing and understang creative process and products) of works and the processes of creating them. ||

ELEMENTARY: B 1: Students will be taught to use the elements and principles of art as a means to express ideas, emotions and experiences. B 2: the student will discuss their artworks in terms of line, shape, color, texture and composition. (we can include all elements and principles at this level) (should this be under Congnition and communication or Aesthetic and critical reflection) I think..yes! B 3: Students will produce works of art that practice and reflect the elements and principles of design. B 4:Elementary students discover and are able to identify distinct elements and principals in art in order to later use them as tools of expression and narration. B 5:

MIDDLE: //language should be consitant in usage throughout the document( ie.students use or students demonstrate) subject / verb or just the verb - always in the same tense) I am not too sure, but I think "will" creates passive tense sentences.Please see Ohio standards.// B 1: Students use art as a means to express ideas, emotions, and experiences., and to explain the use of these in the artwork of self and/or other artists. //??? i don't get the intent, should this be broken into two sentences?// //Students// apply knowledge of materials, tools, media, techniques and processes to communicate subject matter, themes, or ideas in a variety of visual forms. B 2: Students explain and defend their artistic decisions using appropriate visual art vocabulary :) B 3 demonstrate the ability to recognize and describe the visual, spatial, and tactile characteristics of their own work and that of others. B 4: know the different phases of the planning and design ( elements and principles ) processes and //can demonstrate how to// apply them in their work (Finland) B 5: demonstrate the ability to describe the kinds of imagery used to represent subject matter, //mood,// and //concepts// (for example: literal representation,simplification, abstraction, or symbolism) B 6 //demonstrate// understanding of balance, emphasis, rhythm, movement, contrast, pattern, variety, unity, harmony, and intensity. B7: Through close observation and sustained investigation, students develop individual and global perpectives on art; solve design problems; and explore perspective, scale, and point of view. (NY) //should this go in another area (maybe 5 or 8?)//

HIGH:; B1:. Students will use the elements and principles of art as a means to express ideas, emotions and experiences. , and to explain the use of these in the artwork of self and/or other artists by verbal or written means.

Create expressive artworks that demonstrate a sense of purpose and understanding of the relationship among form, materials, techniques and subject matter. B 2:Evaluate their choices of compositional elements in terms of how those choices affect the subject matter of the work. B 3: Integrate the elements of art and principles of design using a variety of media to sove specific visual art problems to convey meaning. B 4: Students will learn to manipulate the elements to B 5:

creating, re-creating, and responding to art.
 * 3. ACTIVE ENGAGEMENT**: The arts are inherently experiential and actively engage learners in the processes of


 * The arts are explored through diverse sensory and cognitive experiences. ||
 * Creating and re-creating in the arts stimulate the imagination and encourage innovation and risk-taking. ||
 * Engagement in the arts requires management of complex tasks. ||

ELEMENTARY: B 1: Students will follow given instrutions and make personal decisions about their artwork as they work through the different stages of the given art processes. B 2: Students will be involved in critiques of their personal work and that of other students, including reflections on areas of improvement. B 3: Students will visit and participate in Art Shows, Exhibitions, will visit museums, field trips (art related) and other art activities outside of the art classroom. B 4: Students will learn to work independantly and in groups; gain an appreciation for art as a source of enjoyment and life long learning (NY) B 5:

MIDDLE: B 1: demonstrate knowledge of the processes of creating and exhibiting artwork: //research,////thumbnails or brainstorming,// drafts, critique, self-assessment, refinement, and exhibit preparation. specific would be setting up gallery show, hosting an opening B 2: work using the artistic process: gather information, explore options, select media, make personal choices, critique final work B 3 learn to work independantly and in groups; gain an appreciation for art as a source of enjoyment and life long learning (NY) B 4: B 5:

HIGH: BI 1: Students will demonstrate their powers of observation, abstraction, invention, and expression in a variety of media, materials, and techniques. B 2: Students will research a topic (given or personal) and create work(s) of art reflecting either personal B 3: Students will be self-directed and consider serveral avenues of exploration as they discuss and or/work through the process or content of art. B 4: Students will create a body of work (portfolio) that is based upon research, design topic (such as creating a design for wall paper using line and pattern). B 5:


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


 * Every art form has a unique language, verbal and non-verbal, used to document and communicate with the world. ||
 * Participation in the arts requires cognition and reflection to express or interpret artistic intent. ||

ELEMENTARY: B 1: develop and select a range of subject matter and ideas to communicate meaning in two- and three-dimensional works of art B 2: Through exploration of various art materials students will exercise imagination and construct meanings, and depict their experiences (NY) B 3: Students learn about the symbolic language of the visual arts. B 4: Students will be involved in group discussion about works of art, both personal and that of established artists. B 5:

MIDDLE: B 1: Students learn about and use the symbolic language of the visual arts. B 2: Achieve artistic purpose and communicate intent by selection and use of appropriate media B 3 Middle school students create works for a variety of reasons and purposes B 4: B 5:

HIGH: B 1: high school students create works for specific reasons and purposes. B 2: students express in written and visual forms, information that communicates how the elements and principles of art are used. B 3: B 4: B 5:


 * 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.


 * Through study in the arts, we gain unique avenues to learning about and honoring others and the worlds in which they live. ||
 * The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged. ||
 * The arts can be used to influence and enrich the human experience. ||
 * Curiosity and the challenges of artistic problems drive the need for innovation and adaptation to new and emerging technologies. ||

ELEMENTARY: B 1: Students will understand that different cultures can produce works of art that are specific to that area, at different times in history art created in contemporary times. B 2: Students discover that different art making traditions exist among different cultures of the world. B 3: S t udents will identify and describe the different purposes people have for creating works of art. B 4:) B 5:

MIDDLE: B 1: Understand that different cultures can produce works of art that are specific to that area, at different times in history art created in contemporary times, but that works of art from different times and places can have shared contexts. B 2: D iscover that different art making traditions exist among different cultures of the world, and that understanding these traditions gives the viewer cultural and historial cues into that culture. B 3. //R// esearch culturally or historically significant works and discuss their role in society, history, culture, or politics. B 4: //Examine factors (e.g. social, political, economic) that influence visual artists and their works.// B 5: //Demonstrate awareness of characteristics, similarities, and differences that exist in artworks across cultures. B6: Compare, contrast, and analyze styles of art in a variety of cultures and periods.//

HIGH: B 1: Connections: History, Criticism, and Links to Other Disciplines Students learn about the history and criticism of visual arts and architecture, their role in the community, and their links to other disciplines. B 2: Students discover that different art making traditions exist among different cultures of the world, and that understanding these traditions gives the viewer cultural and historial cues into that culture. The student can draw comparisions and contrasts about these cues (perhaps- ...and be able to discuss them). B 3: S tu dents will describe various sources (personal experience, imagination, interests, everyday events, and social issues) visual artists use to generate ideas for artworks. B 4: B 5:


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


 * Self-assessment, through aesthetic and critical analysis, is central to artistic growth. ||
 * The processes of critiquing works of art lead to development of critical thinking skills transferable to other contexts. ||
 * Critical assessment and analysis provide the means for making an informed reponse to works of art. ||
 * Exemplary works of art have been judged, over time, as having high levels of technique, aesthetic appeal, and/or social value. ||

ELEMENTARY: B 1: Using the Art Criticism processes, student will learn to look more deeply into works of art by various artists from various cultures and in various time periods. B 2: Identify and describe the primary (elements and principals?) characteristics in works of art, and be given a venue to discuss thier judgement of the work as a whole, about works of art of their own and of others. B 3: Students will apply Criticism processes to their personal work and that of their peers. B 4: Understand that art can portray life, imagination, fantasy, opinion, or simply display a manipulation of the elements and principles B 5: Students will learn about major styles amd movements in art history.

MIDDLE: B 1: Analyze diverse points of view about artworks and explain the factors that shape various perspectives B 2: Apply the strategies of art crticism to describe, analyze, and interpret works of art of their own and of others, being able to judge the work with a clarity in expression. B 3 Students understand the artist's purpose for for producing art in specific styles about various subject matter. (Art History) B 4: B 5:

HIGH: B 1: Identify and analyze a variety of viewpoints on aesthetic issues and themes in visual art and develop a personal point of view B 2: Apply methonds of art criticism (describe, analyse, interpret, judge) in writing and speaking about works of art of their own and of others using the vocabulary of visual art and other academic disciplines. B 3: Students understand the motivation behind various styles of art and the affect on the different cultures and time periods. B 4: B 5:


 * 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.


 * Critical thinking, problem solving, communication, collaboration, creativity, and innovation are embedded in the study of the arts. ||
 * The arts provide an excellent means of learning the skills necessary for success as effective citizens, workers, and leaders. ||
 * Careers in and related to the arts significantly and positively impact the economy of communities and regions. ||

ELEMENTARY: B 1: Understand how art effects all parts of our daily life, both decoratively and functionally, and how it influences our decisions. B 2: create and solve an interdisciplinary problem using visual art processes, materials and tools B 3: Students will learn about a variety of careers involving artist skill, techniques, processes, and reflection by viewing artists as they work in the field ​ B 4:Know and understand the function of various art objects (architecture, tableware, jewelry, and pottery) in various cultures. B 5:

MIDDLE: B 1: Understand how creative ideas and connections can lead to new products that meet needs and desires of the culture. B 2: Understand that what artists create in the arts is affected by current issues, cultures, opinions, politics, and events B 3: St udents will be able to connect art professions with the product or media those artists have created. B 5: I//dentify and solve visual problems in order to create more effective product and design solutions. (industrial design, package design,graphic design) B6 Identify areas of visual culture (e.g. advertising, industrial and graphic design) and discuss how visual art is used to shape consumers' choices and opinions

HIGH SCHOOL: B1: // formulate and solve a visual art problem using strategies and perspectives from other disciplines B 2 :Students will learn how their artistic skills and art projects can be used as support in community service projects. B 3: Inventions, Technologies and the Arts. Students will describe and analyze how performing and visual artists use and have used materials, inventions, and technologies in their work, in both historical and contemporary contexts B 4: Create works of art that reflect current issues, opinions, events or person opinions, through the use of symbolism B 5:


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


 * Natural connections among content areas strengthen learning and the ability to transfer knowledge and skills to other fields. ||
 * Creators, re-creators, and responders apply skills learned from non-arts content areas into arts processes. ||

ELEMENTARY: B 1: Students understand the connections to the other academic areas: math, social studies, language arts, science as well as Physial Education, and the performing arts, and how they are infused into the visual arts, through production, research, and art criticism. B 2: D escribe how visual art is used in their communities and and the world around them and provide examples. B 3: Students will read and write about art and artists to reinforce literacy skills as well as reflect, interpret artwork providing evidence to support opinions (NY) B 4: B 5:

MIDDLE: B 1: Identify the cross-curricular concepts included in works of art (personal and established) B 2: Use concepts, issues, and themes from across the curriculum to create a work of art. B 3: L//earn and demonstrate understanding of linear measurement when creating works of art.(fractions and decimals)// B 4:Understand the role of cultural indicators in visual arts and that the indicators are concurrently integrated in other disciplines. B 5://Utilize habits of mind inherent in visual art to successfully, creatively, and critically problem solve in other areas of the curriculum.// HIGH: B 1: 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.

B 2: The student will research and explain the relationships between specific artworks and major historical events. B 3: The student will create works of art in a variety of medial that include mathematical and/or science skills. B 4: The student will work with the Drama/English language departments in the creation of art work to be used in a school production. B 5: