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The visual arts distinguish themselves from other domains in that they are concerned with the expressive characteristics of visual phenomena. These phenomena include those found in both constructed and natural forms.
Appreciation-understanding-may be acquired through experiencing the artistic process, the study of history about art and/or by exposure and contact with art objects. The domain of visual objects and events is very broad and covers not only the traditional visual art forms but also the popular and decorative arts.
The understanding of how aesthetic judgments are related to the artistic process, the nature of aesthetic qualities in various art forms, and the ability to recognize and make judgments about the aesthetic qualities of a work of art are all essential learning in the visual arts.
Understanding and appreciation of the visual arts are pragmatic elements of everyday life. The visual arts go beyond the traditional areas of drawing, painting, printmaking, sculpture, and architecture and relate to most aspects of everyday existence. The visual qualities and design of the clothes we wear, the car we drive, the spaces we occupy are all part of the visual arts. The "look of things," to use a popular phrase, is now very important to everyone in our visually oriented society. The knowledge of the aesthetic qualities inherent in nature as well as in constructed objects is, therefore, an essential part of general learning in the visual arts.
It follows that the appreciation or ranking of these objects in a higher order of understanding is a major objective in education in the visual arts.
Arts Education Principles/Standards: an
ICFAD Position, International Council of Fine Arts
Deans incooperation with the American Council for the Arts, 1993
Alaska Content Standard A: A student should be able to create and perform in the arts. |
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| Performance Standard Benchmark 1 Ages 8-10 |
Performance Standard Benchmark 2 Ages 12-14 |
Performance Standard Benchmark 3 Ages 16-18 |
Performance Standard Advanced Ages 16-18 |
| know the differences between basic materials, techniques, and processes such as brushes, pencils, scissors, clay, and paper | apply media, techniques, and processes with sufficient skill to represent appropriately their intention | communicate ideas regularly using new and traditional materials at a high level of effectiveness | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways |
| select and compare two pieces of own work
and show how alike or different |
select a theme or medium through which to make a series of three art pieces which reflect artistic progression; be able to present and explain growth | select and address a theme or medium through which to demonstrate artistic growth | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways |
| create symbol(s) to communicate ideas and meaning about student's life | create symbol(s) to communicate ideas and meaning about student's life and life of others | select and creatively use subject matter,
symbols, and ideas to imaginatively communicate meaning |
same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways |
| understand that careers in the arts exist and that artists use knowledge to create works of art and objects used in everyday living | identify and investigate the range of visuals arts careers which impact everyday life, and the knowledge, skills, and attitudes required to be a successful artist | investigate educational opportunities in the visual arts and the role of the artists in the community | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways |
| working in the role of the artist, collaborate with others to solve an artistic problem within the classroom | working in the role of artist, collaborate to solve an artistic problem in the school | produce portfolios of art works that exhibit a variety of individual or teacher-assigned ideas and include at least one example that integrates two or more art forms | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways |
Alaska Content Standard B: A student should be able to understand the historical and contemporary role of the arts in Alaska, the nation, and the world. |
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| Performance Standard Benchmark 1 Ages 8-10 |
Performance Standard Benchmark 2 Ages 12-14 |
Performance Standard Benchmark 3 Ages 16-18 |
Performance Standard Advanced Ages 16-18 |
| interview and report on Alaska Native community members about their arts | compare how Alaska Native arts have changed; compare traditional and contemporary forms and their relationship to the individual, the society, and the environment | compare how two or more Alaskan Native groups express themselves in similar art forms such as totems, in their relationship to the individual and the society | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways |
| explore different cultures represented in the classroom and their art forms | compare two world cultures and show how they expressed themselves in similar art forms and then synthesize them into an original artwork | compare two world cultures and show how they expressed themselves in similar art forms (masks, clothes, etc.) by three artists from diverse historical or cultural backgrounds | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways |
| recognize the work of at least one artist for each theme that is taught in the grade level | pick a universal theme (love, war, family, landscapes, architecture, ritual, etc.) and develop a timeline which demonstrates change | report on the similarities and differences of a universal theme (love, war, family, etc.) | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways |
| understand that careers in art history exist and that art historians investigate, record and preserve works of art | understand historical inquiry methods used by art historians | identify and investigate the range of art history careers and the skills in education necessary to be a successful art historian | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways |
Alaska Content Standard C: A student should be able to critique the student's art and the art of others. |
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| Performance Standard Benchmark 1 Ages 8-10 |
Performance Standard Benchmark 2 Ages 12-14 |
Performance Standard Benchmark 3 Ages 16-18 |
Performance Standard Advanced Ages 16-18 |
| use appropriate vocabulary to describe design elements in art | describe design elements and analyze principles in art; compare two artworks and identify the qualities that make those similarities apparent | describe design elements, analyze principles, and interpret meaning and the artists intent, comparing two or more art works | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways |
| discuss meaning in a work of art | describe the portrayal of ideas, feelings, and mood in a work of art; discuss the artist's intention in creating ideas, feelings, and mood | discuss the meaning of a work of art and make judgments about the aesthetic qualities that can be supported by identifying relationships among the design elements and principles | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways |
| use appropriate vocabulary to describe one's own art works and those of others | demonstrate an increased knowledge of art vocabulary to express and defend an informed opinion | using appropriate vocabulary and a broad consideration of criteria, express and support an opinion about an art form | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways |
| working in the role of the art critic, offer constructive criticism | working in the role of the art critic, offer constructive criticism concerning a collection of six works of another artist | working in the role of the art critic, write an art review of student or professional show | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways |
Alaska Content Standard D: A student should be able to recognize beauty and meaning through the arts in the student's life. |
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| Performance Standard Benchmark 1 Ages 8-10 |
Performance Standard Benchmark 2 Ages 12-14 |
Performance Standard Benchmark 3 Ages 16-18 |
Performance Standard Advanced Ages 16-18 |
| list what is beautiful from own life and select a piece of art that reflects the list | list three personally significant ideas and find and share an artistic example of each with class | write a personal definition of arts and beauty, and find and share art examples that support the definition | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways |
| bring in five examples from home about how art effects everyday life | select three products and analyze visual beauty using elements and principals and speculate on how art impacts choices | preselect three products and analyze how visual design has been manipulated to appeal to different audiences | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways |
| discuss what makes an object a work of art | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways |
| in the role of the aesthetician (philosopher of beauty/meaning), discuss the arts of various cultures | in the role of the aesthetician (philosopher of beauty/meaning), present art from own (distant or otherwise) ethnic background | in the role of the aesthetician (philosopher of beauty/meaning), choose three diverse world cultures and research and report on how each culture values artists | same as previous benchmark, plus demonstrating higher levels of skill, dealing with more complex examples, and responding to works of art in increasingly sophisticated ways |
| Standard | Sample Products | Processes |
| Performing and Creating |
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| Understanding Historical and Contemporary Roles |
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| Critiquing and Analyzing |
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| Recognizing Beauty and Meaning |
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adapted from a sheet
distributed at NAEA conference, March, 1997, New Orleans
| A Actor/Actress Advertising Director/Artist Aerial Photographer Aeronautical Designer Aesthetician Anatomical Diagrammer Animator Announcer Archeologist Art Conservator Art Director Art Festival Coordinator Art Historian Art Librarian Art Teacher Architect Architectural Model Builder Art Appraiser Artistic Director Art Administrator Artists Agent Arts Attorney Art Conservator Arts Consultant Arts Ed. Curriculum Writer Arts Marketer Arts Therapist Auctioneer Automobile Designer B Band Director Basket Maker Bead maker Billboard Artists Book Illuminator Book Designer Booking Agent Box Office Director Business Agent C Calligrapher Caricaturist Cartographer Cartoonist Ceramist China Painter/Designer Choir Director Choreographer Cinematographer City Planner Clothing Designer Color Separator Color Specialist Commercial Artist Computer Graphics Designer Composer Concert Singer Conductor Communication Designer Conservator Costume & MaskDesigner Critic D Dance Teacher Cancer Disk Jockey Display Designer Docent Drafts Person E Editor Electric Keyboard technician Engraver Entertainer Environmental Designer Exhibit Designer F Fabric Designer Facility Planner Fashion Designer Fiber Artists Filmmaker Film Production Manager |
Film Director Film Editor Floral Designer Framer Furniture Designer G Gallery Owner/Sales-person Glassblower Glaze Technologist Golf Course Designer Graphic Designer Greeting Card Designer H Handicrafter Hobbyist Holographer I Ice Sculptor Illustrator: Medical, Scientific, Industrial, Fashion, Magazine, Book, etc. Industrial Designer Instrumentalist Instrument Designer/ Inventor Instrument Manufacturer Instrument Repair Person Interior Designer J Jacquard Weaver Jewelry Designer K Kinetic Artists Knitter Knitting Designer Lacemaker Landscape Architect Layout Artist Leather Goods Designer Librettist Lighting Designer Lithographer Lyricist M Machinery Designer Makeup Artists Mapmaker Milliner Mold Maker Motion Picture Animator Muralist Museum Curator Museum Educator Museum Director Museum Registrar Music Arranger Music Contractor Music Copyist & Transcriber Music Librarian Music Processor& Proofreader Music Publisher Music Teacher Musician N Needleworker Neon Sign Maker Newspaper Illustrator News Anchorperson O Optical Effects Engineer Orchestrater Origami Artist Ornament Designer P Package Designer Painter Paper Maker Parade Float Designer Paste-up ArtistPattern Designer Photo Journalist |
Piano Tuner Playwright Police Artist Producer Product Designer Prop Designer Photographer: Advertising, Publishing, Architectural, Portrait, Scientific, etc. Puppetmaker/ Puppeteer Public Relations Specialist Piano Technician Popular Singer Picture Framer Physical Education Teacher Printmaker Publisher Pipe Organ Tuner Program Director: Radio, TV, Arts Organizations etc. R Record Producer Recording Engineer & Mixer Reporter S Salesperson School Arts Coordinator Sculptor Serigrapher Set Designer Shoe Designer Sign Painter Songwriter Sound Designer Sound Engineer Sound Mixer Speech Teacher Speech Therapist Stagehand Stage Manager State Arts Supervisor Stained Glass Artist Stitcher T Tapestry Artist Tattoo Artists Technical Theatre Director Textile Designer Theatre Director Theatre Teacher Theme Park Designer Therapist Ticketing Agent Tile Designer Tour Manager Toy Designer TV Camera Operator Typographer U Ukrainian Egg Decorator Urban Designer/ Planner V Video Artist Vocalist Vocal Teacher Vendor For Art, Dance, Theatre, & Music Materials W Wallpaper Designer Watercolorists Weaver Wigmaker Window Designer Woodworker Writer X Xylophonist Xylographer Y Yarn Dyer Z Zincographer |
Colorado Department of Education