The
Arts for Today and Tomorrow
"The
Arts are an essential part of public education. From dance and music to
theatre and the visual arts, the arts give children a unique means of
expression, capturing their passions and emotion, and allowing them to
explore new ideas, subject matter, and cultures. They bring us joy in
every aspect of our lives.
Arts
education not only enhances students' understanding of the world around
them but it also braches their perspective on traditional academics. The
arts give us the creativity to express ourselves, while challenging our
intellect. The arts integrate life and learning for all students and are
integral in the development of the whole person.
The
Arts communicate and speak to us in ways that teach literacy and enhance
our lives. We must continue to find a place for arts programs and partnerships
not only for what it teaches students about art, but for what it teaches
us all about the world we live in."
Dr.
Terry Bergeson
State
Superintendent of Public Instruction
November
2001
What
are the Arts?
The
Arts Defined - The arts
are creative expressions using sound, image, action and movement. They
are a means to satisfy the human need to communicate thoughts, feelings,
and beliefs.
Purpose
- The arts engage those
capacities most characteristically human - imagination, creativity, the
ability to conceptualize and solve complex problems - by stimulating skills,
which are essential to learning. The arts are catalysts for change. They
are vital in this rapidly changing multi-media age. They facilitate and
encourage the exchange of views, reflecting and shaping cultures. As technology
changes, so do the tools and materials of the arts. Students are prepared
through visual arts, music, drama, and dance to interact effectively in
a dynamic world, with joy, confidence, and a sense of fulfillment.
The
Arts and Education -
Whether our civilization
can remain dynamic, nurturing, and successful will ultimately
depend on how well and how fully we develop the capacities of our children,
not only to earn a living, but also to live a life rich in meaning.
Intellectual
Development - the
arts represent one of the primary modes of thought used to do essential
work in a world at large. Through the study and practices of the arts,
students employ sound, image, action, and movement to learn to solve problems,
make decisions, think creatively, and use imagination.
Social
Development - The
arts represent a legacy of common achievement, a heritage of civilization
that teaches us about ourselves and others. Arts education is essential
to enable students to make sense of both historical and contemporary cultures.
It also provides students with knowledge of past cultures, recognition
of their place in contemporary culture, and insight on roles and responsibilities
regarding cultural change.
Personal
Development - Study
of the arts also produces personal benefits, including motivation, self-discipline,
and perseverance, willingness to take risks, cooperation, collaboration,
productivity, craftsmanship, and thus, self-esteem.
Aesthetic
Development - The arts
provide benefits not available through any other means. Through arts education,
students learn how to express themselves through the arts, interpret works
of arts with deeper understanding, and more fully appreciate the natural
designed world. Study of the arts provides unique opportunities to work
with student's individual differences in learning styles, personalities,
and ability levels while challenging those students in a process of continuous
refinement and growth with the goal of achieving the highest possible
standard of their work. This process not only leads to understanding of
one's own work and that of others in the arts, but also develops skills,
which are highly sought after in the world of work.
Essential
Academic Learning Requirements -The Arts
1. The
student understands and applies arts knowledge and skills.
To
meet this standard the student will:
• Understand
arts concepts and vocabulary.
• Develop
arts skills and techniques.
• Understand
and apply arts styles from various artist, cultures, and times.
• Apply
audience skills in a variety of arts settings and performances.
•
The student demonstrates
thinking skills using artistic processes.
To
meet this standard the student will:
•
Apply a creative process
in the arts:
• Conceptualize
the context or
purpose.
• Gather information
from diverse sources.
• Develop ideas
and techniques.
• Organize arts
elements, forms, and/or principles into a creative work.
• Reflect for
the purpose of elaboration and self-evaluation.
• Refine work
based on feedback.
• Present work
to others.
• Apply a responding
process to an arts presentation.
• Engage
actively
and purposefully.
• Describe
what
is seen
and/or heard.
• Analyze
how
the elements are arranged and organized.
• Interpret
based
on descriptive properties.
• Evaluate
using
supportive evidence and criteria.
• The student
communicates through the arts.
To meet this standard the student will:
• Use the arts to express
and present ideas and feelings.
• Use the arts to communicate
for a specific purpose.
• Develop personal aesthetic
criteria to communicate artistic choices.
• The student
makes connections within and across the arts to other disciplines, life,
cultures, and work.
To meet this standard
the student will:
• Demonstrate and analyze
the connections among the arts disciplines.
• Demonstrate and analyze
the connections among the arts and other content areas.
• Understand how the
arts impact lifelong choices.
• Understand
that the arts shape and reflect culture and history.
Demonstrate the knowledge of arts careers and the knowledge of arts
skills
in the world of work.
Essential
Academic Learning Requirements:
ELEMENTARY
VISUAL ARTS |
|
Kindergarten
|
Grade
1 |
Grade
2 |
Grade
3 |
Grade
4 |
Grade
5 |
1.
The student understands and applies arts knowledge and skills. |
1.1.1.
Understands arts concepts and vocabulary:
Elements
:
line
shape/form
texture
color
space
value
|
•
Understands and demonstrates types of lines (e.g., straight, curved)
•
Uses line to create shapes
•
Recognizes, names, and creates geometric shapes
•
Identifies actual textures (e.g., rough/smooth)
•
Names primary and secondary colors |
•
Identifies line direction (e.g., horizontal, vertical)
•
Identifies and uses geometric and organic shapes
•
Identifies actual shapes and textures
•
Identifies and mixes secondary colors from primary colors |
•
Identifies and demonstrates different line qualities (e.g., thick/thin)
•
Combines geometric and organic shapes to create freeform shapes
•
Identifies and uses warm/cool colors
•
Creates space in an artwork using the spatial devices of overlap
and relative size |
•
Uses line to create details
•
Recognizes the relationship between 2D shape and 3D form (e.g.,
circle/ sphere)
•
Identifies and mixes intermediate colors (e.g., to create analogous
color schemes)
•
Identifies and makes light, dark, and middle values
•
Identifies and uses the spatial concepts of positive/negative space
•
Uses texture in two and three dimensional work |
•
Identifies and uses line to create texture
•
Identifies and makes color values: tints/ shades monochromatic colors
•
Defines space using horizon/ ground line, foreground, middle ground,
and background
•
Identifies and uses geometric forms (e.g., sphere, cone, cube)
•
Identifies and uses complementary colors |
a
Benchmark 1: Identifies and uses visual art, dance, theatre,
and music vocabulary and concepts
•
Understands and demonstrates the use of line through direction,
type, and quality
•
Understands and demonstrates the relationship of 2D shapes to 3D
forms
•
Uses a color wheel to demonstrate color relationships
•
Recognizes and demonstrates actual and simulated texture
•
Recognizes and uses spatial devices and concepts to create depth
•
Recognizes and demonstrates a range of values
|
ELEMENTARY
VISUAL ARTS |
|
Kindergarten
|
Grade
1 |
Grade
2 |
Grade
3 |
Grade
4 |
Grade
5 |
1.
The student understands and applies arts knowledge and skills. |
1.1.2
Understands arts concepts and vocabulary:
Principles
of Organization
balance
emphasis/
dominance
proportion
movement/
rhythm
repetition/
pattern
variety
harmony
unity
|
•
Uses repetition of one element to create pattern |
•
Uses repetition of several elements to create patterns |
•
Identifies and uses emphasis/ dominance |
•
Identifies and sues movement within an artwork |
•
Identifies and demonstrates symmetrical (formal), asymmetrical (informal),
and radial balance in two and three dimensions |
a
Benchmark 1: Identifies and uses visual art, dance, theatre,
and music vocabulary and concepts
•
Identifies and applies principles of balance, repetition, emphasis,
and movement in an artwork |
1.2
Develops arts skills and techniques |
•
Uses art tools and materials safely and appropriately |
•
Uses art tools and materials safely and appropriately |
•
Varies pressure, placement, and direction of tools with control
•
Uses one type of tool, e.g., brushes, to create different visual
qualities |
•
Blends art media for different visual purposes
•
Demonstrates proper care of tools and materials
•
Uses line to create details |
•
Uses subtractive and additive processes
•
Controls tools and processes to produce detailed imagery in a variety
of media |
a
Benchmark 1: Identifies and uses basic art skills and techniques
•
Uses a variety of techniques in observational drawing
•
Uses different 2d and 3d art mediums to create textural effects
•
Combines media for visual and expressive purposes |
1.3
Understands and applies arts styles from various artists, cultures,
and times |
•
Describes a specific artwork |
•
Describes the differences between two artworks |
•
Recognizes that artworks have differing styles |
•
Describes the differences in style between two artworks |
•
Describes the attributes of artworks used by specific artists or
cultures |
a
Benchmark 1:
•
Identifies specific attributes of artworks of various artists, cultures,
and times using arts vocabulary |
1.4
Applies audience skills in a variety of arts settings and performances
|
•
Demonstrates self control |
•
Demonstrates how to focus attention |
•
Demonstrates active listening/ viewing skills |
•
Demonstrates audience response skills |
•
Demonstrates respect for the artist |
a
Benchmark 1:
•
Demonstrates audience conventions in a variety of arts settings
and performances |
ELEMENTARY
VISUAL ARTS |
|
Kindergarten
|
Grade
1 |
Grade
2 |
Grade
3 |
Grade
4 |
Grade
5 |
2.
The student demonstrates thinking skills using artistic processes.
|
2.1
Applies a creative process in the arts:
•
Conceptualizes the context or purpose
•
Gathers information from diverse sources
•
Develops ideas and techniques
•
Organizes arts elements, forms, and/or principles into a creative
work
•
Reflects for the purpose of elaboration and self evaluation
•
Refines work based on feedback
•
Presents work to others |
•
Applies arts concepts, vocabulary, skills and techniques through
a creative process |
•
Applies previously learned arts concepts, vocabulary, skills and
techniques through a creative process |
•
Applies previously learned arts concepts, vocabulary, skills and
techniques through a creative process |
•
Applies previously learned arts concepts, vocabulary, skills and
techniques through a creative process |
•
Applies previously learned arts concepts, vocabulary, skills and
techniques through a creative process |
a
Benchmark 1: Develops work using a creative process with
instructor direction
•
Applies previously learned arts concepts, vocabulary, skills and
techniques through a creative process |
ELEMENTARY
VISUAL ARTS |
|
Kindergarten
|
Grade
1 |
Grade
2 |
Grade
3 |
Grade
4 |
Grade
5 |
2.
The student demonstrates thinking skills using artistic processes.
|
2.2
Applies a responding process in the arts:
•
Identifies audience and purpose
•
Selects artistic work (repertoire) to perform
•
Analyzes the structure and background of work
•
Interprets by developing a personal approach to the work
•
Rehearses, adjusts, and refines through evaluation and problem solving
•
Presents work for others
•
Reflects and evaluates |
•
Applies arts concepts, vocabulary, skills and techniques through
a performance process |
•
Applies previously learned arts concepts, vocabulary, skills and
techniques through a performance process |
•
Applies previously learned arts concepts, vocabulary, skills and
techniques through a performance process |
•
Applies previously learned arts concepts, vocabulary, skills and
techniques through a performance process |
•
Applies previously learned arts concepts, vocabulary, skills and
techniques through a performance process |
a
Benchmark 1: Develops work using a performance process with
instructor direction
•
Applies previously learned arts concepts, vocabulary, skills and
techniques through a responding process |
ELEMENTARY
VISUAL ARTS |
|
Kindergarten
|
Grade
1 |
Grade
2 |
Grade
3 |
Grade
4 |
Grade
5 |
2.
The student demonstrates thinking skills using artistic processes.
|
2.3
Applies a responding process to an arts presentation:
•
Engages actively and purposefully
•
Describes what is seen and/or heard
•
Analyzes how the elements are arranged and organized
•
Interprets based on descriptive properties
•
Evaluates using supportive evidence and criteria |
•
Applies arts concepts, vocabulary, skills and techniques through
a responding process |
•
Applies previously learned arts concepts, vocabulary, skills and
techniques through a responding process |
•
Applies previously learned arts concepts, vocabulary, skills and
techniques through a responding process |
•
Applies previously learned arts concepts, vocabulary, skills and
techniques through a responding process |
•
Applies previously learned arts concepts, vocabulary, skills and
techniques through a responding process |
a
Benchmark 1: Develops work using a performance process with
instructor direction
•
Applies previously learned arts concepts, vocabulary, skills and
techniques through a performance process |
ELEMENTARY
VISUAL ARTS |
|
Kindergarten
|
Grade
1 |
Grade
2 |
Grade
3 |
Grade
4 |
Grade
5 |
3.
The student communicates through the arts. |
3.1
Uses the arts to express and present ideas and feelings |
•
Recognizes that feelings can be expressed through the arts |
•
Identifies how feelings are expressed through the arts |
•
Recognizes that ideas and feelings can be expressed through the
arts |
•
Identifies how ideas are expressed through the arts |
•
Identifies how ideas and feelings are expressed through the arts
|
a
Benchmark 1:
•
Expresses ideas and feelings through the arts |
3.2
Uses the arts to communicate for a specific purpose |
•
Uses the arts to communicate for a specific purpose (e.g., commemorate)
|
•
Uses the arts to communicate for a specific purpose (e.g., entertain)
|
•
Uses the arts to communicate for a specific purpose (e.g., tell
a story) |
•
Uses the arts to communicate for a specific purpose (e.g., inform,
motivate) |
•
Uses the arts to communicate for a specific purpose (e.g., share
traditions, ceremonies) |
a
Benchmark 1:
•
Creates and/or performs an artwork to communicate for a given purpose
with instructor direction |
3.3
Develops personal aesthetic criteria to communicate artistic choices
|
•
Uses personal favorites in artwork |
•
Identifies personal aesthetic choices |
•
Recognizes that aesthetic choices of others |
•
Recognizes that aesthetic choices are influenced by environment
and experience |
•
Recognizes that aesthetic choices are influenced by culture |
a
Benchmark 1:
•
Explains how personal aesthetic criteria is reflected in artwork
|
ELEMENTARY
VISUAL ARTS |
|
Kindergarten
|
Grade
1 |
Grade
2 |
Grade
3 |
Grade
4 |
Grade
5 |
4.
The student makes connections within and across the arts, to other
disciplines, life, cultures, and work. |
4.1
Demonstrates and analyzes the connections among the arts disciplines
|
•
Recognizes arts concepts in multiple art disciplines (i.e., pattern)
|
•
Identifies and demonstrates common concepts through arts disciplines
(i.e., rhythm) |
•
Demonstrates how an idea can be presented through various arts disciplines
|
•
Identifies common compositional elements through arts disciplines
(i.e., beginning-middle-end, thematic developments, ABA , motif)
|
•
Demonstrates skills and processes common among arts disciplines
(i.e., creating, practicing, performing, exhibiting, collaborating)
|
a
Benchmark 1:
•
Describes skills, concepts, and vocabulary common among arts disciplines
|
4.2
Demonstrates and analyzes the connections between the arts and other
content areas |
•
Recognizes that arts concepts occur in other content areas |
•
Identifies concepts and vocabulary common to the arts and other
content areas |
•
Demonstrates concepts common to the arts and other content areas
|
•
Applies arts knowledge and skills to reinforce learnings in other
content areas |
•
Identifies steps of processes common to the arts and other content
areas (i.e., creative writing and scientific processes) |
a
Benchmark 1:
•
Identifies skills, concepts, and vocabulary common to the arts and
other content areas |
4.3
Understands how the arts impact lifelong choices |
•
Identifies examples of arts in the classroom/ school |
•
Identifies how the arts impact home/ family choices |
•
Identifies examples of arts in the community |
•
Identifies how the arts impact choice of activities outside of school
|
•
Identifies and analyzes how the arts impact consumer choices |
a
Benchmark 1:
•
Analyzes how the arts impact personal and community choices |
4.4
Understands that the arts shape and reflect culture and history
|
•
Describes a specific artwork in the classroom/ school |
•
Describes a specific artwork from home/family |
•
Describes specific artwork in the community |
•
Recognizes that artworks reflect culture |
•
Identifies general attributes of artworks from a specific culture
|
a
Benchmark 1:
•
Identifies specific attributes of artworks that reflect culture
|
4.5
Demonstrates knowledge of arts careers and the role of arts skills
in the world of work |
•
Follows directions when prompted on assigned tasks |
•
Practices safety habits using tools and materials appropriately
|
•
Maintains focus and demonstrates perseverance |
•
Identifies career roles in the arts
•
Meets goals and deadlines to complete work |
•
Practices/ rehearses to refine arts skills |
a
Benchmark 1:
•
Describes career roles in the arts
•
Demonstrates arts skills used in the world of work |
|
