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School City of Hobart |
| History |
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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.
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6.1.1
The learner will be able to analyze the relationship between a work of art and the history, geography, and technology of the culture, and identify what, when, where, and by whom the work was made.
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6.1.2
The learner will be able to identify how the roles and relationships of artists and patrons have affected the creation of works of art.
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6.1.3
The learner will be able to identify icons in contemporary works and analyze how icons reflect the culture.
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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.
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6.2.1
The learner will be able to identify and be familiar with a range of works of art from major periods identifying artist, culture, style, and aspects from the historical context of the work.
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6.2.2
The learner will be able to identify distinguishing characteristics of style in the work of individual artists and art movements.
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6.2.3
The learner will be able to identify and compare works of art and artifacts from major periods on a chronological time line.
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| Criticism |
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Standard 3
The learner will be able to describe, analyze, and interpret works of art and artifacts.
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6.3.1
The learner will be able to analyze the artist's use of sensory, formal, technical, and expressive properties in a work of art for meaning.
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6.3.2
The learner will be able to construct meaning and support well-developed interpretations of works of art with evidence from the work, personal response, and research.
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6.3.3
The learner will be able to use appropriate art vocabulary.
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Standard 4
The learner will be able to identify and apply criteria to make informed judgements about art.
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6.4.1
The learner will be able to identify a variety of criteria used to judge works of art across cultures.
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6.4.2
The learner will be able to understand that personal preference is one of many criteria used in determining excellence in works of art; and, make informed judgements based on personal response, properties found in the work, and research.
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| Aesthetics |
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Standard 5
The learner will be able to reflect on and discuss art theories and aesthetic issues concerning the meaning and significance of art.
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6.5.1
The learner will be able to identify problems or puzzles in a work of art or aesthetic issue, construct a well-reasoned hypothesis, and evaluate the adequacy of alternative hypotheses.
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6.5.2
The learner will be able to analyze the nature of art through logical reasoning skills and debate on issues such as beauty, censorship, and definitions of art.
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Standard 6
The learner will be able to theorize about art and make informed judgements.
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6.6.1
The learner will be able to unconventional works that can be identified as art only by the fact that they are in a museum or gallery (institutionalism).
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6.6.2
The learner will be able to reflect on personal responses to a work of art and surrounding issues, and identify personal preference.
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| Production |
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Standard 7
The learner will be able to observe, select, and utilize a range of subject matter, symbols, and ideas in their work.
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6.7.1
The learner will be able to produce art that demonstrates refined observational skills in drawing from life.
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6.7.2
The learner will be able to demonstrate the ability to utilize personal interests, current events, media or techniques as sources for expanding their artwork.
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6.7.3
The learner will be able to discriminate and select from a variety of symbols, subject matter, and ideas to clearly communicate ideas.
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Standard 8
The learner will be able to understand and apply elements and principles of design effectively in their work.
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6.8.1
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.
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6.8.2
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.
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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.
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6.9.1
The learner will be able to utilize the visual characteristics and expressive features of a given medium to enhance meaning in their work.
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6.9.2
The learner will be able to demonstrate appropriate use of different media, techniques, and processes to communicate themes and ideas in their work including: DRAWING: Media: pencils, colored pencils, markers, chalks, crayons, oil pastels, charcoals, pastels, conte-crayon Processes: contour line, rendering, sketching, value, shading, crosshatching, stippling, one-point perspective 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: calligraphic, relief (linoleum cutting), silkscreen, etching, embossing CERAMICS: Media: modeling clay, clay substitutes, glazes, stains, paint Processes: pinch and pulled forms, slab, drape mold, coil, surface decoration techniques, incising, sgrafitto, wax resist, hand hewn SCULPTURE/ARCHITECTURE/JEWELRY: Media: paper, papier-mâché, clay, plaster, fiber cardboard, wood paper, foil, found objects, beads, sand, balsa, wire, foam, copper Processes: carving, additive, subtractive, modeling, constructing, casting, enameling FIBERS: Media: cloth, yarn, batik wax and dyes, ribbon, found objects, paper, reeds, rope, tie-dye 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 .
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6.9.3
The learner will be able to demonstrate safe and proper use, care, and storage of media, materials, and equipment.
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Standard 10
The learner will be able to reflect on, revise, and refine work using problem solving and critical thinking skills.
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6.10.1
The learner will be able to demonstrate evidence of reflection, thoughtfulness, and care in selecting ideas and completing work.
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6.10.2
The learner will be able to identify and apply criteria for assessment in their work, in peer critiques, and in self-assessment.
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6.10.3
The learner will be able to demonstrate respect for their work and the work of others.
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| Careers and Community |
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Standard 11
The learner will be able to recognize a variety of art-related professions and careers in our society.
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6.11.1
The learner will be able to identify a wide variety of professions related to art such as: artists and exhibitions, designers and window display, graphic artists and advertisements.
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6.11.2
The learner will be able to identify skills required for various types of art.
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Standard 12
The learner will be able to understand how art experiences affect daily life and identify opportunities for involvement in the arts.
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6.12.1
The learner will be able to identify how experiences in galleries, museums, movie theaters, and other arts-related establishments in the community affect daily life.
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6.12.2
The learner will be able to analyze and critique art seen at local museums, exhibits, arts performances, and exhibited by visiting artist in the schools.
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6.12.3
The learner will be able to identify ways in which the arts are supported in Indiana.
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| Integrated Studies |
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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.
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6.13.1
The learner will be able to compare similar themes, concepts, or time periods through the multiple perspectives of art and other disciplines.
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6.13.2
The learner will be able to create an integrated art product or performance and analyze how integration of disciplines enhances learning.
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Standard 14
The learner will be able to understand the connections between many art forms including dance, theater, music, visual arts, and media arts.
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6.14.1
The learner will be able to analyze how two or more art forms are used together to communicate ideas.
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6.14.2
The learner will be able to create an integrated product or performance using two or more art forms to communicate meaning.
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