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At
the end of kindergarten, most students will:
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At
the end of grade 3, most students will:
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At
the end of the elementary art program (Grade 6), most
students will:
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At
the end of the junior high/middle school art program,
most students will:
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By
the end of a four-year high school program, most students
will:
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| Organize
ideas from the environment (e.g., by using the five senses
and identifying colors, textures, and forms) to identify
ideas for compositions |
Identify
principles such as emphasis, pattern, balance, proportion,
and unity in artworks and consider them in identifying
inspirations for artworks |
Identify
art elements (e.g., color, texture, form, line, and space)
and art principles (e.g., emphasis, pattern, and rhythm)
and use them when planning and evaluating artworks |
Use
art vocabulary to discuss visual environments and describe
the process of selecting ideas, topics, and themes of
artworks |
Use
and understand an extensive vocabulary of one visual arts
medium and use it to describe in detail the selection
of ideas, topics, and themes of artworks |
| Draw
shapes; combine more than two geometric forms in drawing
and construction; draw persons; use a variety of art media,
such as markers, crayons, paints, and clay |
Create
artworks in more than one media using a variety of colors,
forms, and lines |
Integrate
ideas, feelings, and other information in artworks, using
a variety of media |
Create
two- and three-dimensional artworks after generating a
variety of imaginative visual ideas, using media of choice |
Create
artworks that investigate formal qualities of art and
explore personal content, using selected media |
| Describe
their artworks |
Express
ideas about simple subjects, ideas, and stories in artwork |
Identify
and compare stories and ideas in artworks |
Compare
content in artworks from past, present, and world cultures;
identify cultural dimensions and influences in artworks |
Evaluate
artworks in terms of past influences and potential impact
of the works on artists of the future |
| State
preferences and rationales |
Share
ideas about art; demonstrate respect for others’
opinions; explain reasons for preferences in personal
artwork |
Identify
ideas in artworks; interpret intent, ideas, and moods
in original art work; justify personal preferences |
Make
intellectual selections and decisions based on intent
to construct or interpret meaning |
Recognize
personal strengths and weaknesses and plan strategies
for future artistic development
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