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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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8.1.1
The learner will be able to analyze who, what, when, where, and why a work was made; and the relationship of a work of art to the historical, environmental, technological, and political contexts of the culture in which it was created.
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8.1.2
The learner will be able to analyze how the function of art in our society has changed over time.
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8.1.3
The learner will be able to identify ways in which artists from culturally diverse backgrounds have used personal iconography and life experiences in their artwork.
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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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8.2.1
The learner will be able to identify and be familiar with a range of works from Western and non-Western cultures identifying culture, style, and aspects from the historical context of the work.
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8.2.2
The learner will be able to identify common stylistic features from art of one culture or time period.
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8.2.3
The learner will be able to understand the relationship of chronology to the development of styles throughout art history and match works to approximate time periods or events in history.
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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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8.3.1
The learner will be able to analyze artist's use of sensory, formal, technical, and expressive properties in a work of art.
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8.3.2
The learner will be able to construct meaning and support well-developed interpretations of the work with personal response, research, and properties found in the work.
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8.3.3
The learner will be able to expand on and 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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8.4.1
The learner will be able to identify and define the role of the art critic.
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8.4.2
The learner will be able to apply criteria in making informed judgements about works of art and defend these judgements.
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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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8.5.1
The learner will be able to demonstrate thoughtful reflection, identify problems or puzzles in art, form hypotheses, and judge the adequacy of alternative hypotheses.
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8.5.2
The learner will be able to analyze and defend positions on the nature of art and aesthetic issues such as forgery, censorship, beauty, 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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8.6.1
The learner will be able to understand that artists have different philosophies when creating art; and identify and discriminate between works made from different philosophies (imitationalism, formalism, emotionalism, instrumentalism, and institutionalism).
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8.6.2
The learner will be able to present logical defense of personal viewpoints or preferences in art.
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8.6.3
The learner will be able to identify the role of the aesthetician.
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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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8.7.1
The learner will be able to create works of art based on sensitive observation from real life and personal experience.
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8.7.2
The learner will be able to demonstrate ability to utilize personal interests, current events, experiences, imagery, media, or methods as sources for expanding their artwork.
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8.7.3
The learner will be able to utilize themes and symbols that demonstrate knowledge of contexts, values, and aesthetics to communicate intended meaning in their work.
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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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8.8.1
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 their work to effectively communicate their ideas.
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8.8.2
The learner will be able to identify and discriminate between types of shape (geometric and organic), colors (primary, secondary, warm, cool, complementary, intermediates, neutrals, tints, tones, shades, and values), lines (characteristics, quality), textures (tactile and visual), and space (background, middle ground, foreground, placement, one, two, and three point 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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8.9.1
The learner will be able to selectively utilize the visual characteristics and expressive features of a given medium to enhance meaning in their work.
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8.9.2
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, ink, chalks, crayons, oil pastels, charcoals Processes: contour line, rendering, sketching, value, shading, crosshatching, stippling, one and two point perspective PAINTING: Media: tempera, watercolor, water-soluble oils, watercolor crayons; variety of surfaces, brushes and paint applicators Processes: wet-on-wet, wet-on-dry, sponge, wash, resist, dry brush, watercolor techniques of sponging, salting, and masking PRINTMAKING: Media: found objects, printing ink, styrofoam, stencil, textile ink Processes: collograph, relief (linoleum cutting), silkscreen, etching, relief (lino-cuts) CERAMICS: Media: modeling clay, clay substitutes, glazes, stains, paint Processes: pinch and pulled forms, slab, drape mold, coil, surface decoration techniques, incising, sgraffito, 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, foam core Processes: carving, additive, subtractive, modeling, constructing, casting, enameling FIBERS: Media: cloth, yarn, ribbon, found objects, paper, reeds, rope Processes: pulling threads, weaving, stitchery, tying and wrapping techniques, braiding, basketry, tie-dye, trapunto, batik 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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8.9.3
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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8.10.1
The learner will be able to demonstrate evidence of reflection, thoughtfulness, and care in the completion of work.
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8.10.2
The learner will be able to examine and establish criteria for judging excellence in work and revise and refine work through analysis, synthesis, peer critique, and self-evaluation utilizing established criteria.
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8.10.3
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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8.11.1
The learner will be able to identify a wide variety of professions related to art such as: fashion designers, advertisers, web designers, interior designers/decorators, landscape designers, architects.
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8.11.2
The learner will be able to identify components of professional art portfolios.
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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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8.12.1
The learner will be able to analyze ways experiences in the arts connect to other life experiences.
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8.12.2
The learner will be able to examine and critique art at local museums, galleries, performance centers, or exhibitions in the community.
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8.12.3
The learner will be able to identify ways one can become actively involved in supporting the arts locally and nationally.
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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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8.13.1
The learner will be able to analyze connections between the use of skills and processes in art (problem solving, critical thinking, observational skills) and other subject areas, and analyze how integration of disciplines enhances learning.
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8.13.2
The learner will be able to create works (artwork, debates, critiques, journals) that communicate in-depth knowledge gained through the power of integrated study.
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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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8.14.1
The learner will be able to analyze how the various art forms are integrated to clearly communicate an idea.
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8.14.2
The learner will be able to create an integrated work of art incorporating processes, skills, or sign systems of another art form.
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