Visual Arts (4th & 5th Grade)
Note: Certain Music Standards may have an additional code at the beginning to indicate proficiency.
For example: "Nov" = Novice The visual arts standards are designed to enable students to achieve visual arts literacy and develop technical artistic skills. Visual arts include the traditional fine arts such as drawing, painting, ceramics, metals, printmaking, fiber arts, photography, sculpture, works in wood, and mixed media; architectural, environmental, and industrial arts, such as urban interior, product, and landscape design; and folk art, which was historically defined by “originating from, or traditional to the common people of a country” (Collins English Dictionary 2019). Today both formally and nonformally trained artists work in folk art media celebrating rich cultural traditions.
What Is Literacy in Visual Arts? In the visual arts, developing literacy occurs as a result of engaging in an authentic creative process through the use of traditional and nontraditional materials and applying the formal elements of art and principles of design; knowing an arts language to describe art; and discovering the expressive qualities of art to be able to reflect, critique, and connect personal experience to art. The visual arts standards describe expectations for learning in the visual arts regardless of style or genre. The standards impart the breadth and depth of the visual art experience through the art-making process. The standards serve as an impetus for arts educators and administrators to inspire, support, and develop their students in the many facets of visual arts so they are prepared for a lifelong appreciation, understanding, engagement and, if pursued, additional study towards a career in visual arts. Like the other disciplines, the four artistic processes of visual arts (creating, presenting, responding, and connecting) are addressed linearly in written standards, but are envisioned to occur simultaneously for students in the actual practice of visual art. The concepts embedded in the standards reflect the scope of learning—the knowledge, skills, and understandings—taught through study of the visual arts. An artist imagines, executes, reflects, and refines work before finally completing a piece of work (creating), shares or displays the work (presenting), reflects on the completed work (responding), and connects the experience to other contexts of meaning or knowledge (connecting). Students engaging in the artistic process learn by solving problems, exhibiting their work, and thinking critically about it; then, they continue the process by relating other ideas, contexts, and meanings to their own as they refine their future work to a more sophisticated level.= 4th Grade Standards
Visual Arts 4.VA:Cr1.1 Brainstorm individual and collaborative approaches to a creative art or design problem 4.VA:Cr1.2 Collaboratively set goals and create artwork that is meaningful and has purpose to the makers. 4.VA:Cr2.1 Explore and invent art-making techniques and approaches. 4.VA:Cr2.2 When making works of art, utilize and care for materials, tools, and equipment in a manner that prevents danger to oneself and others. 4.VA:Cr2.3 Document, describe, and represent regional constructed environments. 4.VA:Cr3 Revise artwork in progress on the basis of insights gained through peer discussion. 4.VA:Pr4 Explore how past, present, and emerging technologies have impacted the preservation and presentation of artwork. 4.VA:Pr5 Analyze the various considerations for presenting and protecting art in various locations, indoor or outdoor settings, in temporary or permanent forms, and in physical or digital formats. 4.VA:Pr6 Compare and contrast purposes of art museums, art galleries, and other venues, as well as the types of personal experiences they provide. 4.VA:Re7.1 Compare responses to a work of art before and after working in similar media. 4.VA:Re7.2 Analyze components in visual imagery that convey messages. 4.VA:Re8 Interpret art by referring to contextual information and analyzing relevant subject matter, characteristics of form, and use of media. 4.VA:Re9 Apply one set of criteria to evaluate more than one work of art. 4.VA:Cn10 Create works of art that reflect community cultural traditions. 4.VA:Cn11 Through observation, infer information about time, place, and culture in which a work of art was created. Resources:
Visual & Performing Arts - Website 4 Artistic Disciplines for Music Unlike the other arts disciplines, there are five sets of performance standards for music. A one-letter code is added after the artistic discipline code for all but one set of the performance standards PK–8 includes: Harmonizing Instruments (H) and Ensembles (E) Note: Composition and Theory (C) and Technology (T) are the high school level so they are not included here. 5 Musical Levels There are 5 levels of proficiency for each of the above Artistic Disciplines. Each is "nominally assigned" to a grade level: 5th grade level: Novice (Nov) 8th grade level: Intermediate (Int) High School: Proficient (Prof) Accomplished (Acc) Advanced (Adv) Since this website is for elementary school, I only include standards at the 5th Grade Novice level. Four Artistic Processes 1. Creating Conceiving and developing new artistic ideas and work. 2. Performing, Presenting or Producing Performing (for Dance, Music,and Theatre) Realizing artistic ideas and work through interpretation and presentation. Presenting (for Visual Arts) Interpreting and sharing artistic work. Producing (for Media Arts) Realizing and presenting artistic ideas and work. 3. Responding Understanding and evaluating how the arts convey meaning. 4. Connecting Relating artistic ideas and work with personal meaning and external context. 11 Anchor Standards (aligned with the 4 Processes) Creating 1. Generate and conceptualize artistic ideas and work. 2. Organize and develop artistic ideas and work. 3. Refine and complete artistic work. Performing, Presenting and Producing 4. Analyze, interpret, and select artistic work for presentation. 5. Develop and refine artistic work for presentation. 6. Convey meaning through the presentation of artistic work. Responding 7. Perceive and analyze artistic work. 8. Interpret intent and meaning in artistic work. 9. Apply criteria to evaluate artistic work. Connecting 10. Synthesize and relate knowledge and personal experiences to make art. 11. Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. |
5th Grade Standards
Creating--Anchor Standard 1: Generate and Conceptualize Artistic Ideas and Work 1.1 Process Component: Imagine, Plan, Make 1.1 Enduring Understanding: Creativity and innovative thinking are essential life skills that can be developed. 1.1 Essential Questions: - What conditions, attitudes, and behaviors support creativity and innovative thinking? - What factors prevent or encourage people to take creative risks? - How does collaboration expand the creative process? 5.VA:Cr1.1 Combine ideas to generate an innovative idea for art-making. 1.2 Process Component: Imagine, Plan, Make 1.2 Enduring Understanding: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals. 1.2 Essential Questions: - How does knowing the contexts, histories, and traditions of art forms help us create works of art and design? - Why do artists follow or break from established traditions? - How do artists determine what resources and criteria are needed to formulate artistic investigations? 5.VA:Cr1.2 Identify and demonstrate diverse methods of artistic investigation to choose an approach for beginning a work of art. Creating--Anchor Standard 2: Organize and Develop Artistic Ideas and Work 2.1 Process Component: Investigate 2.1 Enduring Understanding: Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches. 2.1 Essential Questions: - How do artists work? - How do artists and designers determine whether a particular direction in their work is effective? - How do artists and designers learn from trial and error? 5.VA:Cr2.1 Experiment and develop skills in multiple art-making techniques and approaches through practice. 2.2 Process Component: Investigate 2.2 Enduring Understanding: Artists and designers balance experimentation and safety, freedom, and responsibility while developing and creating artworks. 2.2 Essential Questions: - How do artists and designers care for and maintain materials, tools, and equipment? - Why is it important for safety and health to understand and follow correct procedures in handling materials, tools, and equipment? - What responsibilities come with the freedom to create? 5.VA:Cr2.2 Demonstrate quality craftsmanship through care for and use of materials, tools, and equipment. 2.3 Process Component: Investigate 2.3 Enduring Understanding: People create and interact with objects, places, and design, and this defines, shapes, enhances, and empowers their lives. 2.3 Essential Questions: - How do objects, places, and design shape lives and communities? - How do artists and designers determine goals for designing or redesigning objects, places, or systems? - How do artists and designers create works of art or design that communicate effectively? 5.VA:Cr2.3 Identify, describe, and visually document places and/or objects of personal significance. Creating--Anchor Standard 3: Refine and Complete Artistic Work Process Component: Reflect, Refine, Revise Enduring Understanding: Artists and designers develop excellence through practice and constructive critique to reflect on, revise, and refine work over time. Essential Questions: - What role does persistence play in revising, refining, and developing work? - How do artists grow and become accomplished in art forms? - How does collaboratively reflecting on a work help us experience it more completely? 5.VA:Cr3 Use art vocabulary to describe personal choices in artmaking and in creating artist statements. Performing--Anchor Standard 4: Select, Analyze, and Interpret Artistic Work for Presentation Process Component: Select, Analyze Enduring Understanding: Artists and other presenters consider various techniques, methods, venues, and criteria when analyzing, selecting, and curating objects, artifacts, and artworks for preservation and presentation. Essential Questions: - How are artworks cared for and by whom? - What criteria, methods, and processes are used to select work for preservation or presentation? - Why do people value objects, artifacts, and artworks, and select them for presentation? 5.VA:Pr4 Define the roles and responsibilities of a curator, explaining the skills and knowledge needed in preserving, maintaining, and presenting objects, artifacts, and artwork. Performing--Anchor Standard 5: Develop and Refine Artistic Techniques and Work for Presentation Process Component: Prepare Enduring Understanding: Artists, curators, and others consider a variety of factors and methods including evolving technologies when preparing and refining artwork for display, and when deciding if and how to preserve and protect it. Essential Questions: - What methods, processes, and criteria are considered when preparing artwork for presentation, preservation, portfolio, or collection? - How does assessing choices for presentation affect its meaning to the viewer? 5.VA:Pr5 Develop a logical argument for safe and effective use of materials and techniques for preparing and presenting artwork. Performing--Anchor Standard 6: Convey Meaning Through the Presentation of Artistic Work Process Component: Present Enduring Understanding: Objects, artifacts, and artworks collected, preserved, or presented either by artists, museums, or other venues communicate meaning and a record of social, cultural, and political experiences resulting in the cultivating of appreciation and understanding. Essential Questions: - What is an art museum? - How does the presenting and sharing of objects, artifacts, and artworks influence and shape ideas, beliefs, and experiences? - How do objects, artifacts, and artworks that are collected, preserved, or presented, cultivate appreciation and understanding? 5.VA:Pr6 Cite evidence about how an exhibition in a museum or other venue presents ideas and provides information about a specific concept or topic. Responding—Anchor Standard 7: Perceive and Analyze Artistic Work 7.1 Process Component: Perceive 7.1 Enduring Understanding: Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments. 7.1 Essential Questions: - How do life experiences influence the way you relate to art? - How does learning about art impact how we perceive the world? - What can we learn from our responses to art? 5.VA:Re7.1 Compare one’s own interpretation of a work of art with the interpretation of others. 7.2 Process Component: Perceive, Analyze 7.2 Enduring Understanding: Visual imagery influences understanding of and responses to the world. 7.2 Essential Questions: - What is an image? - Where and how do we encounter images in our world? - How do images influence our views of the world? 5.VA:Re7.2 Identify and analyze cultural associations suggested by visual imagery. Responding--Anchor Standard 8: Interpret Intent and Meaning in Artistic Work Process Component: Interpret Enduring Understanding: People gain insights into meanings of artworks by engaging in the process of art criticism. Essential Questions: - What is the value of engaging in the process of art criticism? - How can the viewer “read” a work of art as text? - How does knowing and using visual arts vocabularies help us understand and interpret works of art? 5.VA:Re8 Interpret art by analyzing characteristics of form and structure, contextual information, subject matter, visual elements, and use of media to identify ideas and mood conveyed. Responding--Anchor Standard 9: Apply Criteria to Evaluate Artistic Work Process Component: Evaluate Enduring Understanding: People evaluate art based on various criteria. Essential Questions: - How does one determine criteria to evaluate a work of art? - How and why might criteria vary? - How is a personal preference different from an evaluation? 5.VA:Re9 Recognize differences in criteria used to evaluate works of art depending on styles, genres, and media as well as historical and cultural contexts. Connecting--Anchor Standard 10: Synthesize and Relate Knowledge and Personal Experiences to Make Art Process Component: Synthesize Enduring Understanding: Through artmaking, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences. Essential Questions: - How does engaging in creating art enrich people’s lives? - How does making art attune people to their surroundings? - How do people contribute to awareness and understanding of their lives and the lives of their communities through artmaking? 5.VA:Cn10 Apply formal and conceptual vocabularies of art and design to view surroundings in new ways through artmaking. Connecting--Anchor Standard 11: Relate Artistic Ideas and Works with Societal, Cultural, and Historical Context to Deepen Understanding Process Component: Relate Enduring Understanding: People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art. Essential Questions: - How does art help us understand the lives of people of different times, places, and cultures? - How is art used to impact the views of a society? - How does art preserve aspects of life? 5.VA:Cn11 Identify how art is used to inform or change beliefs, values, or behaviors of an individual or society. |