|
School City of Hobart |
| History |
|
Standard 1
The learner will be able to understand the significance of visual art in relation to historical, social, political, spiritual, environmental, technological, and economic issues.
|
|
5.1.1
The learner will be able to identify the relationship between a work of art and the geography and characteristics of the culture, and identify where, when, why, and by whom the work was made (Focus: North America).
|
|
5.1.2
The learner will be able to identify and compare works of art and artifacts with similar functions.
|
|
5.1.3
The learner will be able to identify themes and symbols used in works of art and artifacts throughout history that portray universal ideas and beliefs.
|
|
Standard 2
The learner will be able to recognize significant works of Western and non-Western art and understand the chronological development of art movements.
|
|
5.2.1
The learner will be able to identify and be familiar with a range of selected works of art identifying artists, culture, style, and period.
|
|
5.2.2
The learner will be able to identify distinguishing characteristics of style in individual artists work and art movements.
|
|
5.2.3
The learner will be able to begin to identify works of art and artifacts from major periods or movements of Western art and place on a chronological time line.
|
| Criticism |
|
Standard 3
The learner will be able to describe, analyze, and interpret works of art and artifacts.
|
|
5.3.1
The learner will be able to analyze the artist's use of sensory, formal, technical, and expressive properties in a work of art.
|
|
5.3.2
The learner will be able to meaning in the work based on personal response, properties found in the work, and background information on the context of the work.
|
|
5.3.3
The learner will be able to use appropriate art vocabulary.
|
|
Standard 4
The learner will be able to listen to multiple critiques of works of art by peers, teachers, people from the art world and identify criteria used.
|
|
5.4.2
The learner will be able to apply criteria based on properties found in the work and research from the historical context of the work to make informed judgements.
|
| Aesthetics |
|
Standard 5
The learner will be able to reflect on and discuss art theories and aesthetic issues concerning the meaning and significance of art.
|
|
5.5.1
The learner will be able to identify problems or puzzles in a work of art or aesthetic issue, construct a hypothesis, and evaluate alternate hypotheses.
|
|
5.5.2
The learner will be able to identify and analyze a variety of well-reasoned points of view on aesthetic issues (censorship, plagiarism) and develop a personal point of view.
|
|
Standard 6
The learner will be able to theorize about art and make informed judgements.
|
|
5.6.1
The learner will be able to identify artwork made from the artist's philosophy that art is at its best when it moves people to act for the betterment of society (instrumentalism).
|
|
5.6.2
The learner will be able to understand that personal preference is one of many criteria used in making judgements about art.
|
| Production |
|
Standard 7
The learner will be able to observe, select, and utilize a range of subject matter, symbols, and ideas in their work.
|
|
5.7.1
The learner will be able to demonstrate refined observational skills through accurate rendering of representational objects and subject matter from life.
|
|
5.7.2
The learner will be able to utilize new interests, current events, or personal experiences as subject matter in the work.
|
|
5.7.3
The learner will be able to generate symbols and subject matter and borrow ideas from an artist's work in order to communicate ideas.
|
|
Standard 8
The learner will be able to understand and apply elements and principles of design effectively in their work.
|
|
5.8.1
The learner will be able to apply elements (line, shape, form, texture, color, value, and space) and principles (repetition, variety, rhythm, proportion, movement, balance, emphasis, and unity) in work that effectively communicates their ideas.
|
|
5.8.2
The learner will be able to identify and discriminate between types of shape (geometric and organic), colors (primary, secondary, complementary, intermediates, neutrals, tints, tones, shades, and values), lines (characteristics, quality), textures (tactile and visual), and space (background, middle ground, foreground, placement, perspective, overlap, negative, converging lines positive, size, color), balance (symmetrical, asymmetrical, radial) and the use of proportion, rhythm, variety, repetition, and movement in their work and the works of others.
|
|
Standard 9
The learner will be able to develop and apply skills using a variety of two dimensional and three dimensional media, tools, and processes to create works that communicate personal meaning.
|
|
5.9.1
The learner will be able to discriminate between visual characteristics of a variety of media and selectively use these in their work.
|
|
5.9.2
The learner will be able to identify and control different media, techniques, and processes to effectively communicate ideas, experiences, and stories including: DRAWING: Media: pencils, colored pencils, markers, chalks, crayons, oil pastels, charcoals Processes: contour line, rendering, sketching, value, shading, crosshatching, stippling PAINTING: Media: tempera, watercolor, watercolor crayons; variety of surfaces, brushes and paint applicators Processes: wet-on-wet, wet-on-dry, sponge, wash, resist, watercolor techniques of sponging, salting, and masking PRINTMAKING: Media: found objects, printing ink, styrofoam, stencil, textile ink Processes: collograph, relief (linoleum cutting), silkscreen, etching CERAMICS: Media: modeling clay, clay substitutes, glazes, stains, paint Processes: pinch and pulled forms, slab, drape mold, coil, surface decoration techniques SCULPTURE/ARCHITECTURE/JEWELRY: Media: paper, papier-mâché, clay, plaster, fiber cardboard, wood paper, foil, found objects, beads, sand, balsa, wire, foam Processes: carving, additive, subtractive, modeling, constructing, casting FIBERS: Media: cloth, yarn, ribbon, found objects, paper, reeds, rope Processes: pulling threads, weaving, stitchery, tying and wrapping techniques, braiding, basketry MIXED MEDIA: Media: tissue, photos, found objects, foil, fiber, paint, paper Processes: collage, bas-relief NEW MEDIA: Media: computer, interactive computer programs, disposable camera, digital camera, video, photography, film Processes: computer processes in programs such as Artrageous, Open Eyes, Hyperstudio, KidPix .
|
|
5.9.3
The learner will be able to demonstrate safe and proper use, care, and storage of media, materials, and equipment.
|
|
Standard 10
The learner will be able to reflect on, revise, and refine work using problem solving and critical thinking skills.
|
|
5.10.1
The learner will be able to demonstrate evidence of reflection, thoughtfulness, and care in selecting ideas and completing work.
|
|
5.10.2
The learner will be able to identify and apply criteria for assessment in their work, in peer critiques, and in self-assessment.
|
|
5.10.3
The learner will be able to demonstrate respect for their work and the work of others.
|
| Careers and Community |
|
Standard 11
The learner will be able to recognize a variety of art-related professions and careers in our society.
|
|
5.11.1
The learner will be able to identify the roles of artists and critics in the community.
|
|
5.11.2
The learner will be able to identify various responsibilities of selected careers in art (illustrator, costume and set designer, sculptor, display designer, painter, graphic designer, animator, visual editor).
|
|
Standard 12
The learner will be able to understand how art experiences affect daily life and identify opportunities for involvement in the arts.
|
|
5.12.1
The learner will be able to identify individual art experiences and how these affect daily life.
|
|
5.12.2
The learner will be able to visit, analyze, and respond to art at local museums, exhibitions, performances, and exhibited by visiting artists in the school.
|
|
5.12.3
The learner will be able to identify ways in which the arts are supported in the community.
|
| Integrated Studies |
|
Standard 13
The learner will be able to identify and make connections between knowledge and skill in art and all other subject areas such as humanities, sciences, and technology.
|
|
5.13.1
The learner will be able to compare characteristics of a theme, historical period, or event through the multiple perspectives of different disciplines.
|
|
5.13.2
The learner will be able to create products or performances (debates, critiques, papers) that communicate in-depth knowledge gained through integrated study of a theme, historical period, or event.
|
|
Standard 14
The learner will be able to understand the connections between many art forms including dance, theater, music, visual arts, and media arts.
|
|
5.14.1
The learner will be able to compare characteristics of a theme, historical period, or event through the multiple perspectives of different art forms.
|
|
5.14.2
The learner will be able to create products or performances (debates, critiques, papers, artwork) that communicate in-depth knowledge gained through integrated study of a theme, historical period, or event.
|