HS Visual Art Instructional Guide

Instructional Guide 2025-2026

High School Visual Arts

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Using the Instructional Guide

A rigorous education in the arts is incredibly important. In addition to developing the next generation of performers and artists, the arts can build skills of creativity, collaboration, analysis, synthesis, and problem-solving that will help students succeed in any endeavors they pursue. This instructional guide offers guidance to educators as they plan engaging and impactful learning experiences in their classes. The guides provide a number of supports including standards, topic guides, and additional resources.

STANDARDS

The Fine Arts Standards for the state of Utah are broken up into four strands . These strands, Create , Perform/Present , Respond , and Connect touch on all areas of how students can plan, make, share, and think about art. Each strand is important in student development. The list of all standards for this level is included under the Resource heading. The Course at a Glance heading includes the standards broken down and unpacked into possible learning intentions and success criteria to provide examples of how the standards might be used to help focus on a number of specific skills as students complete complex projects in the arts.

COURSE AT A GLANCE

The Course at a Glance section can help educators think in terms of skills and projects for their classes. Since the standards include skills that can be developed and assessed in a number of different ways, teachers have the freedom to build unit and year-long maps that best serve the needs of the class and the students. The Course at a Glance section does not dictate a specific progression, but can help educators consider how a range of projects can touch on all standards and bring rigor and variety to the course. Additionally, the Course at a Glance section will help teachers see how standards can be incorporated into learning intentions and success criteria. The section also breaks standards down into key skills , concepts , and vocabulary . Each topic in this section includes links to lesson plans and supports tied to that topic.

RESOURCES

Throughout the guide are links to resources to help with planning , instruction , and assessment . It is important to utilize trusted and approved resources to enhance the learning experiences of students. By employing district-approved resources into instruction, teachers can ensure compliance with educational standards and foster a safe and robust learning environment. The Resources heading includes a complete list of standards, selected effective practice strategies, information on disciplinary literacy for the arts, and suggestions for supporting rigor in the arts classroom. Use this section to help improve educational practices or begin an exploration of new ideas or strategies.

WHAT’S NEW

This year’s guide contains new resources for teachers and revisions. Some key additions include:

●​ Format revisions ●​ Expanded learning intention and success criteria examples ●​ Expanded learning task suggestions tied to WISR facets ●​ Support document for Disciplinary Literacy for the Arts ●​ Model assessments tied to strands, skills, anchor standards, and key traits

High School Visual Art Courses at a Glance

Art Exploration, Investigation, and Approaches

Express Ideas, Emotion, & Experiences through Art

Examine & Apply Creative Processes

Interpret, Analyze, & Evaluate Artistic Work

Present & Respond to Presentation of Artistic Work

Practice Professionalism and Ethics in Art Making

Topic

Use multiple approaches to undertake and document the process of developing artistic ideas from early stages to completion. Demonstrate willingness to innovate, take risks, overcome creative blocks, and pursue ideas that emerge in the creative process. Explore and engage in group collaborative art processes.

Develop and demonstrate skills with various materials, methods, and approaches to individually and collectively creating works of art. Demonstrate social awareness as well as responsible and ethical practices in creating and sharing works of art.

Interpret intent and meaning in artistic work using varied criteria. Evaluate artistic work and process through both personal and pre-established criteria. Communicate a convincing and logical argument to support an evaluation of art. Describe how culture, traditions, and history influence responses to art.

Select and curate artifacts and/or artworks for presentation and preservation. Express meaning through the presentation of art. Analyze reasons and ways an exhibition is presented. Describe the impact that an exhibition or collection has on personal awareness of social, cultural, and political beliefs and understandings.

Apply visual strategies and concepts to design and produce artwork that communicates personal or group ideas, emotion, and experiences. Reflect, analyze, and explain how humans view, respond to, and interact with artwork as a form of expression.

Identify and develop criteria to guide making a work of art or design to meet an identified goal. Apply principles and criteria to engage in making a work of art or design.

Expectations

Artistic Criteria

Creativity

Artistic Materials

Elements of Art: Line, shape/form, space, value, color, & texture Principles of Design: Balance, rhythm, pattern, emphasis, contrast, & unity

Creative Process ​ Creative Blocks

Intent & Meaning in Artistic Work Personal & Pre-established Criteria

Curation & Presentation of Art

Art as a Form of Expression

Artistic Methods

Prioritized Vocabulary and Concepts

Artist Statement

Art Exhibitions & Collections

Social Awareness

Innovation

Aesthetic Choices

Responsible & Ethical Practices

Risk Taking

Evaluation of Art

Audience Impact

Exploration

Collaborative Creation

Visual Art 1 Standards

Create 1,3 Respond 1,4

Create 2 Respond 2

Create 1 & 6 Connect 1

Respond 3 & 4 Connect 2

Present 1, 2,& 3 Create 5

Create 4

WISR Connection(s)

Inquiry, Viewing, Writing, Speaking

Inquiry, Speaking, Writing, Reading, Viewing

Writing, Inquiry, Speaking, Listening, Reading, Viewing

Writing, Inquiry, Speaking, Listening, Reading, Viewing

Writing, Inquiry, Speaking, Listening, Reading, Viewing

Inquiry, Speaking, Listening

Identify & Apply Elements of Art & Principles of Design High School Visual Arts Course

STUDENT EXPECTATIONS:

Identify and develop criteria to guide making a work of art or design to meet an identified goal. Apply principles and criteria to engage in making a work of art or design.

Learning Intention and Success Criteria Examples:

Learning Intention: ●​ I am learning to identify and discuss the elements of art and principles of design so I can apply them in creating a work of art. ●​ I am learning to experiment with both guided and independent explorations.

●​ I am learning to document and record observations and experiences. ●​ I am learning to use multiple approaches to begin creative work.

Success Criteria : I will know I am successful when, ●​ I can i dentify and discuss the elements of art and principles of design in any work of art. ●​ I can create observational notes, sketches, or visual examples for art creation. ●​ I can explore a variety of materials, processes, and techniques to understand how to begin creative endeavors. ●​ I can create a goal or list of criteria to guide art creation.

Learning Progression Example: 1. ​ Learn the basic characteristics of the elements of art and principles of design. 2. ​ Practice identifying the elements and principles in various art pieces – both 2D and 3D art. 3. ​ Analyze and discuss the meaning and significance of each element of art in each piece. 4. ​ Create observation journals based on guided and independent exploration of existing art. 5. ​ Experiment with different materials and processes as a basis for art creation. 6. ​ Develop a goal for art creation based on exploration and experimentation.

CONCEPTS:

PRIORITY VOCABULARY:

SKILLS:

●​ Artistic Criteria ●​ Elements of Art

●​ Artistic Criteria ●​ Color ●​ Form ●​ Line

●​ Identify and develop criteria to guide making a work of art or design to meet an identified goal. ●​ Apply principles and criteria to engage in making a work of art or design.

○​ Color, form, line, shape, space, texture, & value

●​ Principles of Design

●​ Shape ●​ Space ●​ Texture ●​ Value ●​ Balance ●​ Rhythm ●​ Pattern

○​ Balance, rhythm, pattern, emphasis, contrast, unity, & movement

●​ Emphasis ●​ Contrast ●​ Unity ●​ Movement

EXAMPLE LESSONS, ACTIVITIES, ASSESSMENTS, PROJECTS, and RESOURCES

* CSD Educators must login to their Art of Education account to view all Art of Education resources.

Art of Education: Elements of Art Anchor Chart Art of Education: Principles of Design Anchor Chart Art of Education: Assessment - Elements of Art Inventor y

Elements of Art Filtered Collections FLEX Art of Education: LINE FLEX Art of Education: COLOR FLEX Art of Education: VALUE FLEX Art of Education: SHAPE FLEX Art of Education: FORM FLEX Art of Education: SPACE FLEX Art of Education: TEXTURE

Principles of Art Filtered Collections FLEX Art of Education: BALANCE FLEX Art of Education: CONTRAST FLEX Art of Education: EMPHASIS FLEX Art of Education: MOVEMENT FLEX Art of Education: PATTERN FLEX Art of Education: RHYTHM ​

FLEC Art of Education: UNITY *Videos and assessments for all elements of art and principles of design can be found on Art of Education. Make a Mark Studios: Elements of Art Video Series

PBS Visual Arts Resources: Elements and Principles of Design

ADDITIONAL INSTRUCTIONAL IDEAS:

Viewing / Reading: ●​ Invite students to explore Elements of Art and Principles of Design in the world of designed objects. What do they see? ●​ Use video clips or short articles as a resource for learning about Elements of Art and Principles of Design, or in learning about the process of artists in using those elements. Writing: ●​ Lead students in written responses identifying Elements of Art and Principles of Design. ●​ Assign students short writing prompts where they apply an understanding of the impact of Elements and Principles in different projects or scenarios. Speaking / Listening : ●​ Lead students in verbal responses and discussions identifying Elements of Art and Principles of Design. ●​ Assign students collaborative prompts where they apply an understanding of the impact of Elements and Principles in different projects or scenarios. Inquiry: ●​ Propose situations where students will need to create a piece for a specific purpose. As they consider their plans, have them answer questions such as : Why were creative decisions made? How might application of the Elements and Principles in invented or real-world situations impact an audience? How can you be inspired by the work of others in developing a design or plan? VISUAL ART 1 STANDARDS: ●​ L1.V.CR.1: Use multiple approaches to begin creative endeavors. ●​ L1.V.CR.3: Engage in making a work of art or design without having a preconceived plan. ●​ L1.V.R.1: Hypothesize ways in which art influences perception and understanding of human experiences. ●​ L1.V.R.4: Establish relevant criteria in order to evaluate a work of art or collection of works.

Express Ideas, Emotion, & Experiences through Art Beginning/Introductory Visual Arts Course

STUDENT EXPECTATIONS:

Apply visual strategies and concepts to design and produce artwork that communicates personal or group ideas, emotion, and experiences. Reflect, analyze and explain how humans view, respond to, and interact with artwork as a form of expression.

Learning Intention and Success Criteria Examples:

Learning Intention:

●​ I am learning to analyze a variety of images from different sources to examine how artists use works of art to communicate information, ideas, or emotions. ●​ I am learning to determine information, ideas, or emotions to convey through a work of art. ●​ I am learning to apply visual organizational strategies to create a work of art or design. ●​ I am learning how altering the style of a piece changes the message or feeling of the art. ●​ I am learning to demonstrate growth in skill development with a variety of materials, methods, and approaches. Success Criteria: I will know I am successful when, ●​ I can identify artistic strategies, concepts, and techniques artists use to create expressive artwork. ●​ I can communicate – either verbally, in writing, or through art – an idea, thought, emotion, and/or experience I desire to express as an artist. ●​ I can propose a design or redesign of an artwork based on themes, ideas, or emotions. ●​ I can create and share artwork that expresses my individual artistic ideas. 1. ​ Learn ways in which artists utilize the elements of art and principles of design along with various techniques, mediums, and styles to express their ideas, thoughts, emotions, or experiences. 2. ​ View examples of diverse works of art that depict a range of ideas, emotions, and experiences. 3. ​ Discuss ideas and impressions of how the viewed works of art convey meaning through visual elements like color, line, texture, and composition. 4. ​ Brainstorm, select, and communicate an idea, thought, emotion, and/or experience you desire to express as an artist. 5. ​ Identify and select preferred artistic techniques and mediums to create artwork that expresses your desired ideas. 6. ​ Create and refine artwork that expresses your desired ideas. 7. ​ Showcase and share your unique, expressive artwork with an audience. Learning Progression Example:

CONCEPTS:

PRIORITY VOCABULARY:

SKILLS:

●​ Art as a Form of Expression ●​ Artist Statement ●​ Aesthetic Choices

●​ Expression ●​ Aesthetics ●​ Artist Statement

●​ Apply visual strategies and concepts to design and produce artwork that communicates personal or group ideas, emotion, and experiences. ●​ Reflect, analyze and explain how humans view, respond to and interact with artwork as a form of expression.

EXAMPLE LESSONS, ACTIVITIES, ASSESSMENTS, PROJECTS, and RESOURCES

* CSD Educators must login to their Art of Education account to view all Art of Education resources. Art of Education: Conveying Emotions Lesson Art of Education: Emotion and Identity Collection

Art of Education: Empowering Identity in Art Collection Art of Education: Expressive Abstraction Collection The Art of Education: Artist’s Statement Flow Chart

The Metropolitan Museum of Art: Point of View in Print and Paint Lesson The Kennedy Center: Identity Boxes; Symbols of My Identity Lesson

ADDITIONAL INSTRUCTIONAL IDEAS:

Viewing / Reading: ●​ Invite students to explore the purpose of artwork and how it communications ideas through visual examples. ●​ Use a variety of examples from different time periods, cultures, purposes, and media. ●​ Use video clips or short articles as a resource for learning about how art communicates information, ideas, or emotions. Writing: ●​ Lead students in written responses identifying information, ideas, and emotion. ●​ As students plan artwork, have them write notes, use graphic organizers, or draft artist statements. ●​ Assign students short writing prompts to document their thinking and progress as they work through the creation of art projects. Speaking / Listening : ●​ Lead students in verbal responses and discussions about how information, ideas, and emotion are communicated in artworks. ●​ Assign students to evaluate and discuss ideas they see in the work of classmates. Inquiry: ●​ Propose situations where students will need to create a piece to communicate data to an audience. ●​ Have students develop an inspiration board after they create a piece of art to explore what cultural or environmental elements may have influenced the artistic choices of the piece. VISUAL ARTS 1 STANDARDS: ●​ L1.V.CR.2: Shape an artistic investigation of an aspect of present-day life using traditional or contemporary practices of art or design. ●​ L1.V.R.1: Hypothesize ways in which art influences perception and understanding of human experiences. ●​ L1.V.R.2: Analyze how one’s understanding of the world is affected by experiencing visual imagery.

Examine & Apply the Creative Process Beginning/Introductory Visual Arts Course

STUDENT EXPECTATIONS: Use multiple approaches to undertake and document the process of developing artistic ideas from early stages to completion. Demonstrate willingness to innovate, take risks, overcome creative blocks, and pursue ideas that emerge in the creative process. Explore and engage in group collaborative art processes.

Learning Intention and Success Criteria Examples:

Learning Intention : ●​ I am learning to understand and apply the creative, artistic process so I can collaboratively engage in a creative, artistic endeavor with a group of peer-artists.

●​ I am learning to identify a goal before starting a work of art or design. ●​ I am learning to document and record observations and experiences. ●​ I am learning the processes of critique, evaluation, and revision while creating artwork. ●​ I am learning to demonstrate persistence in the development of skills.

●​ I am learning to demonstrate growth in skill development with a variety of materials, methods, and approaches. ●​ I am learning to formulate a specific plan for an artistic experience including materials, strategies, and flexibility. ●​ I am able to create a work of art.

Success Criteria: I will know I have it when,

●​ I can identify phases or elements of the creative, artistic process. ●​ I can apply the phases or elements of the creative, artistic process while creating a piece of art with a group of peer-artists. ●​ I can experiment in both guided and independent explorations.

●​ I can use multiple approaches to begin creative work. ●​ I can reflect on and revise a work of art in progress.

Learning Progression Example:

1. ​ Study and explore applicable phases or elements of the creative process such as: brainstorming, experimentation, creation, refining, and reflection. 2. ​ Engage with peer-artists to follow the creative process of art creation: a. ​ Begin brainstorming sessions in which all artists contribute their ideas and ideas are selected for creation. b. ​ Experiment with and explore different techniques, materials, and processes of creation. c. ​ Engage in creation and artmaking to bring selected ideas to life. d. ​ Give and receive constructive feedback and criticism to refine ideas and artwork. e. ​ Reflect on and articulate, either verbally or through writing, the process of collaborative art creation. Reflections may include challenges, creative blocks, lessons learned, successes, and the growth experienced during the collaborative creative process. 3. ​ Showcase and share the collaboratively-created artwork with an audience.

CONCEPTS:

PRIORITY VOCABULARY:

SKILLS:

●​ Creative Process ●​ Creative Blocks

●​ Creativity ●​ Creative Process ●​ Creative Blocks

●​ Use multiple approaches to undertake and document the process of developing artistic ideas from early stages to completion. ●​ Demonstrate willingness to innovate, take risks, overcome creative blocks, and pursue ideas that emerge in the creative process. ●​ Explore and engage in group collaborative art processes.

●​ Innovation ●​ Risk Taking ●​ Collaborative Creation

●​ Innovation ●​ Risk Taking ●​ Collaboration ●​ Collaborative Creation

EXAMPLE LESSONS, ACTIVITIES, ASSESSMENTS, PROJECTS, and RESOURCES

* CSD Educators must login to their Art of Education account to view all Art of Education resources. Art of Education: Creative Thinking Beyond Art Class The New York Times Lesson Plans: Exploring the Creative Process with ‘Live Art’ Lesson Plan

ADDITIONAL INSTRUCTIONAL IDEAS:

Viewing / Reading: ●​ Invite students to explore the purpose of artwork and how it communications ideas through visual examples. ●​ Use a variety of examples from different time periods, cultures, purposes, and media. ●​ Use video clips or short articles as a resource for learning about how art communicates information, ideas, or emotions. Writing: ●​ Have students draft documents, posters, graphic organizers, or outlines that show steps of the artistic process. ●​ As students plan artwork, have them write notes, use graphic organizers, or draft artist statements. ●​ Assign students short writing prompts to document their thinking and progress as they work through the creation of art projects.

Speaking / Listening : ●​ Lead students in verbal responses and discussions about the artistic process. ●​ Assign students to evaluate and discuss ideas they see in the work of classmates. ●​ Have students explain their choices and process decisions in small groups.

Inquiry: ●​ Have students generate ideas about why creative processes exist. What would happen if steps are missing? ●​ Have students build calendars to guide work, indicating milestones and steps along the way.

VISUAL ARTS 1 STANDARDS:

●​ L1.V.CR.1: Use multiple approaches to begin creative endeavors. ●​ L1.V.CR.6: Apply relevant criteria from traditional and contemporary cultural contexts to examine, reflect on, and plan revisions for works of art and design in progress. ●​ L1.V.CO.1: Document the process of developing ideas from early stages to fully elaborated ideas.

Interpret, Analyze, & Evaluate Artistic Work Beginning/Introductory Visual Arts Course

STUDENT EXPECTATIONS: Interpret intent and meaning in artistic work using varied criteria. Evaluate artistic work and process through both personal and pre-established criteria. Communicate a convincing and logical argument to support an evaluation of art. Describe how culture, traditions, and history influence responses to art.

Learning Intention and Success Criteria Example:

Learning Intention: ●​ I am learning to identify and interpret artistic elements and criteria so I can analyze and evaluate works of art. ●​ I am learning how art influences perception and understanding of human experiences. ●​ I am learning to research time, place, and resources and the culture in which artworks are created. ●​ I am learning to reflect on an artwork’s success in conveying information or ideas. ●​ I am learning to identify the artistic qualities of art techniques, artistic styles, or artists. Success Criteria: I will know I have it when, ●​ I can identify the subject matter, mood, and symbolism in a work of art. ●​ I can identify the use of elements of art and principles of design in a work of art. ●​ I can interpret and explain how these artistic elements contribute to the work’s meaning and communicate the artist’s intent. ●​ I can describe how visual imagery works to reflect the specific contexts in which the work was created. 1. ​ Define and describe elements of art then practice identifying and describing elements of art in visual artwork. 2. ​ Define and describe the principles of design then practice identifying and describing principles of design in visual artwork. 3. ​ Define and describe other applicable artistic criteria such as matter, mood, symbolism, art-making approaches, use of media, etc then practice identifying and describing these other applicable artistic criteria in visual artwork 4. ​ Define and describe how artwork expresses intent and meaning of the artist. 5. ​ Utilize the elements of art, principles of design, and other applicable artistic criteria to interpret and evaluate the artist’s intent and meaning in a piece of artwork. 6. ​ Practice analyzing artworks based on the artist's intent and meaning. 7. ​ Select and artwork to describe, interpret, analyze and evaluate it based on the principles and concepts learned. Learning Progression Example:

CONCEPTS:

PRIORITY VOCABULARY:

SKILLS:

●​ Intent & Meaning in Artistic Work ●​ Personal & Pre-established Criteria ●​ Evaluation of Art

●​ Intent ●​ Meaning ●​ Personal Criteria ●​ Pre-established Criteria ●​ Evaluation

●​ Interpret intent and meaning in artistic work using varied criteria. ●​ Evaluate artistic work and process through both personal and pre-established criteria. ●​ Communicate a convincing and logical argument to support an evaluation of art. ●​ Describe how culture, traditions, and history influence responses to art.

●​ Interpret ●​ Traditions ●​ Influence ●​ Context

EXAMPLE LESSONS, ACTIVITIES, ASSESSMENTS, PROJECTS, and RESOURCES

* CSD Educators must login to their Art of Education account to view all Art of Education resources. Art of Education: Developing Evaluation Criteria Lesson Metropolitan Museum of Art: Voices of The Past Lesson The Andy Warhol Museum: Writing a Critical Response Lesson The J. Paul Getty Museum: Looking and Learning in the Art Museum Lesson University of Laverne Departments of Art and Art History: Analysis of a Work of Art Rubric Viewing / Reading: ●​ Invite students to explore the curation and presentation of art both in person and virtually through visual examples. ●​ Use a variety of examples from different time periods, cultures, purposes, and media. ●​ Have students find and read multiple examples of artists statements and analyze how the artists descriptions enhance interactions with the art. Writing: ●​ Students will draft and revise artist statements. ●​ Students keep journals to note their responses to artwork in different presentation contexts. Speaking / Listening : ●​ Lead students in verbal responses and discussions about art presentations. ●​ Have students engage in question and answer sessions with artists as they verbally present artist statements for their work. Inquiry: ●​ Have students take sides and debate whether an artist’s intention is relevant or should be considered by a viewer. VISUAL ART 1 STANDARDS: ●​ L1.V.R.3: Interpret an artwork or collection of works, supported by relevant and sufficient evidence found in the work and its various contexts. ●​ L1.V.R.4: Establish relevant criteria in order to evaluate a work of art or collection of works. ●​ L1.V.CO.2: Describe how knowledge of culture, traditions, and history may influence personal responses to art. ADDITIONAL INSTRUCTIONAL IDEAS:

Present & Respond to Presentation of Artistic Work Beginning/Introductory Visual Arts Course STUDENT EXPECTATIONS: Select and curate artifacts and/or artworks for presentation and preservation. Express meaning through the presentation of art. Analyze reasons and ways an exhibition is presented. Describe the impact that an exhibition or collection has on personal awareness of social, cultural, and political beliefs and understandings.

Learning Intention and Success Criteria Examples:

Learning Intention:

●​ I am learning different methods used to display art. ●​ I am learning to curate, present, and preserve my artwork so I can express my artistic voice, intent, and ideas through an exhibition, collection, or portfolio. ●​ I am learning how to evaluate art and how it is perceived based on how or where it is displayed. ●​ I am learning how to compare and contrast viewing and experiencing artwork with different methods of display, different locations, and different experiences of works of art. ●​ I am learning how curation and the experience with a group of artworks has an impact on personal responses to art processes and artwork.

Success Criteria: I will know I am successful when,

●​ I can select and curate pieces of my own artwork to present and preserve for an intended audience. ●​ I can present my own artwork with confidence using language that is both appropriate and engaging to my audience. ●​ I can reflect on how presentation choices for art influences me and other viewers.

Learning Progression Example:

1. ​ Define and describe the basic principles of curating and presenting artistic work in an exhibition, collection, or portfolio including: selection, layout, display, style, etc. 2. ​ Learn about and explore different types and purposes of various art exhibitions, collections, or portfolios, including: space, medium, context, scale, purpose, etc. 3. ​ Select personal artwork to display and present to an audience for a specific purpose. 4. ​ Prepare artist’s statements for the selected artwork that communicate your artistic intent and the meaning of the artwork to the audience. 5. ​ Prepare the artwork to be presented to the audience. 6. ​ Practice presenting selected artwork to the audience. 7. ​ Display and present the selected artwork and the artist’s statement with the audience.

CONCEPTS:

PRIORITY VOCABULARY:

SKILLS:

●​ Curation & Presentation of Art ●​ Art Exhibitions & Collections ●​ Audience Impact

●​ Curation ●​ Presentation

●​ Select, and curate artifacts and/or artworks for a presentation and preservation. ●​ Express meaning through the presentation of art. ●​ Describe the impact that an exhibition or collection has on personal awareness of social, cultural, and political beliefs and understandings.

●​ Exhibitions ●​ Collections ●​ Audience ●​ Audience Impact

EXAMPLE LESSONS, ACTIVITIES, ASSESSMENTS, PROJECTS, and RESOURCES

* CSD Educators must login to their Art of Education account to view all Art of Education resources. The Art of Education: Analyzing Preservation and Presentation Collection The Art of Education: Audience Behavior Discussion Guide The Art of Education: Artist’s Statement Flow Chart Alex Kiner: Building an Exhibition Lesson Plan Education World: Classroom Art Gallery Project-Based Lesson

ADDITIONAL INSTRUCTIONAL IDEAS:

Viewing / Reading: ●​ Invite students to explore the curation and presentation of art both in person and virtually through visual examples. ●​ Use a variety of examples from different time periods, cultures, purposes, and media. ●​ Have students find and read multiple examples of artists statements and analyze how the artists descriptions enhance interactions with the art.

Writing: ●​ Students will draft and revise artist statements. ●​ Students keep journals to note their responses to artwork in different presentation contexts.

Speaking / Listening : ●​ Lead students in verbal responses and discussions about art presentations. ●​ Have students engage in question and answer sessions with artists as they verbally present artist statements for their work. Inquiry: ●​ Have students consider the question - “What is the purpose of public art?” Based on their responses, develop a plan of where art could be displayed in a community setting and what types of art would best fit that venue. ●​ Curate class-created art around a theme. ●​ Have students consider a cross-curricular art project and plan what the art would look like, who would contribute to it, and how it would be displayed.

VISUAL ARTS 1 STANDARDS:

●​ L1.V.P.1: Analyze, select, and curate artifacts and/or artworks for presentation and preservation. ●​ L1.V.P.2: Analyze and evaluate the reasons and ways an exhibition is presented. ●​ L1.V.P.3: Analyze and evaluate the reasons and ways an exhibition is presented. Analyze and describe the impact that an exhibition or collection has on personal awareness of social, cultural, or political beliefs and understandings. ●​ L1.V.CR.5: Collaboratively develop a proposal for an installation, artwork, or space design that transforms the perception and experience of a particular place.

Practice Professionalism and Ethics in Art Making Beginning/Introductory Visual Arts Course SKILL EXPECTATIONS: Develop and demonstrate skills with various materials, methods, and approaches of individually and collectively creating works of art. Demonstrate social awareness as well as responsible and ethical practices in creating and sharing works of art.

Learning Intention and Success Criteria Examples:

Learning Intention:

●​ I am learning to use various materials, methods, and approaches to art making so I can show artistic skill, persistence, problem-solving, and responsibility when making art. ●​ I am learning how art and technology, including AI tools, can be used as inspiration or the basis of original creation. ●​ I am learning how presenting and responding to art can be done following ethical and legal guidelines.

Success Criteria: I will know am successful when,

●​ I can use the different materials available and approaches taught in class to make a piece of art. ●​ I can follow the guidelines of my class, school and CSD to show social awareness and the social awareness, responsibility, and ethics in art-making. ●​ I can follow copyright, appropriation, and fair use laws when making and sharing artwork.

Learning Progression Example

1. ​ Examine how artists display social awareness and ethical responsibility when sharing and posting artwork, images, and other materials through various media and formats. 2. ​ Study and learn practices artists use to comply with the laws and ethics of appropriation, fair use, copyright, open source, and creative commons. 3. ​ Identify and select various supplies and materials available in class that can be used for an identified art project. 4. ​ Practice using selected supplies and materials appropriately in creating the art project. 5. ​ Identify and select various appropriate methods, approaches, and techniques to create the project. 6. ​ Appropriately apply selected methods, approaches, and techniques to create the project. 7. ​ Create and share artwork while demonstrating artistic awareness, ethics, and responsibility.

CONCEPTS:

PRIORITY VOCABULARY:

SKILLS:

●​ Artistic Materials ●​ Methods & Approaches ●​ Social Awareness & Responsibility ●​ Ethical Practices

●​ Materials (e.g., clay, clay tools, glazes, firings, kiln, stages of clay.) ●​ Methods (e.g., pinch pot, coils, slabs) ●​ Social Awareness & Responsible Practices ●​ Ethical Practices (e.g., copyright, appropriation and fair use)

●​ Develop and demonstrate skills through daily classwork with various materials, methods, and approaches of individually and collectively creating works of art. ●​ Demonstrate social awareness as well as

responsible and ethical practices in creating and sharing works of art.

EXAMPLE LESSONS, ACTIVITIES, ASSESSMENTS, PROJECTS, and RESOURCES * CSD Educators must login to their Art of Education account to view all Art of Education resources. The Art of Education: The Complete Art Room Furniture, Equipment, & Instructional Materials List The Art of Education: Middle School Supply List The Art of Education: Drawing and Painting Supply List The Art of Education: Ceramics and Printmaking Supply List The Art of Education: What you Can and Can’t Do with Copyright in the Art Room The Art of Education: Copyright, Appropriation, Fair Use Copyright and Creativity: High School Common Sense Education: The Four Factors of Fair Use Common Sense Education: Creativity, Copyright, and Fair Use Video Library of Congress Blogs: Six Copyright Concepts your K-12 Students Should Know Wix Blog: How to Give Proper Credit on Social Media

VISUAL ARTS 1 STANDARDS: ●​ L1.V.CR.4: Explain how traditional and nontraditional materials may affect human health and environment, and demonstrate safe handling of materials, tools, and equipment.

Visual Arts Effective Practices

Skill

Canyons District Best Practices (Instructional Priorities) Actively engage ALL students in learning; students are active when they are saying, writing, or doing. Pace instruction to allow for frequent student responses. Call on a wide variety of students throughout each period. Give clear, straightforward, and unequivocal directions. Explain, demonstrate and model. Introduce skills in a specific and logical order. Support this sequence of instruction in your lesson plans. Break skills down into manageable steps. Review frequently. Demonstrate the skills for students and then give the opportunity to practice skills independently. Instructional Agility: Teacher makes appropriately paced intentional corrections and feedback constantly based upon listening and observations. ●​ ●​ ●​ ●​ ●​ ●​ ●​

What it looks like in Visual Arts

OTRs

●​ Students actively set up materials in preparation for studio/work time. ●​ Students practice skills w/teacher modeling. ●​ Students are actively engaged in specific art skills/projects. ●​ Specific verbal or written peer feedback

Explicit Instruction

●​ Teacher demonstrates/models any necessary techniques. ●​ Visual examples are referenced/explained. ●​ Non-examples provided or explained (what not to do). ●​ Explicit vocabulary instruction, if necessary. ●​ Goals are set so student know what they need to accomplish by the end of their studio time.

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Teacher requires student feedback to check for understanding. (OTR)

Instructional Agility & Feedback

Instructional Agility: Formative assessments taken by teacher through observation of student work constantly! Re-teaching happens on the spot with individual students, small groups or whole group depending on the needs of the students. Teacher provides additional modeling as needed. Whole/small group: Class, I see a lot of you are rushing your attachments. What are the 4 steps of attachment? (choral response) Great job! Let’s remember that each step is important. ●​ Whole/small group: Students, I see something wrong in how the paint brushes are being put back. Class, show me with your brushes how they should face when they are put away. Perfect! Tips up! One more time class, how should they be put away? (choral response) TIPS UP! Great. ●​ I ndividual: Julie, you are a little off on your orthogonal lines. Where should the lines meet? That’s correct, can we try that box again? Great job! That is Examples of Feedback cycle: ●​ Base observations on learning outcomes and on task criteria. ●​ Observations and feedback should be immediate and can be left unrecorded. ●​ Target individuals or small groups of students to ensure meaningful feedback. Feedback can be verbal and/or written. Use rubrics with task criteria as the basis for both oral and written feedback. ●​ Provide positive reinforcement of individual strengths. ●​ Provide constructive comments about areas requiring further development. ●​ Provide opportunities for peer feedback. Provide meaningful feedback: ●​ exactly where it should go. What about the next form? Excellent, you are getting better each time. Strategies for observations: ●​

Feedback cycle: ●​

Provide timely prompts that indicate when students have done something correctly or incorrectly. Give students the opportunity to use the feedback to continue their learning process. • End feedback cycles with the student performing the skill correctly and receiving positive acknowledgement.

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Teacher Clarity & Assessment

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Provide clear learning intentions for students daily. Share rubrics, exemplars, models prior to student work time. Assess to identify who needs further support.

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Formative Assessment should be focused on observing students as they learn and provide feedback to them to assist progress towards outcomes. Observe students with criteria in mind. Provide timely feedback. Summative Assessment is comprehensive and records the extent to which students have met the outcomes for a period of work.

●​ Provide opportunities for student self-assessment that can form the basis of discussion and feedback.

Instructional Hierarchy: AAA

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Examples: (Since visual art is all about skill development, AAA is done routinely throughout class) ●​ Teach skills through demonstration, explanations, examples on the board, teacher modeling ●​ Students practice whole group, small group, or individually ●​ Students apply skill to piece of art Students use implied texture, rhythmic lines, and emphasis to create an original artwork that communicates group identity (e.g., teens, family, school club). ●​ Students make decisions, plan and create art within given parameters. ●​ Students develops a plan for expressing in artwork addressing decisions on the use of elements, principles, subject matter, theme, style, media, and technique. ●​ Students make decisions where there are multiple acceptable solutions. Examples of DOK 4: ●​ Use a variety of resources to research a “big idea” of your choice. Develop multiple images that Examples of DOK 3: ●​ communicate a personal interpretation of the idea and refine them into a plan for a two- or three- dimensional artwork. S Select elements, principles, media, style, and techniques most appropriate to the express of the idea. ●​ During the creative process, self-evaluate and improve the work. ●​ Write an artist’s statement. ●​

Explicitly teach a skill to students by explaining, demonstrating, and modeling. Build the skill through practice and use, to gain automaticity.

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Provide students with multiple opportunities to apply the skill.

DOK 3: Students create original artwork within a set of teacher-directed parameters which could include subject matter, theme, historical style, elements and principles, media, and/or technique. They can express a personal point of view through the creation of artwork, and create art that serves a purpose in society (e.g., fine crafts, graphic design; group identity; social, cultural or political commentary). Students justify artistic decisions, and analyze and evaluate the effectiveness of communicating meaning in art. DOK 4: Students selects a topic of personal interest as a theme/subject for creation of art and define an artistic problem. They conduct research using a variety of sources and develop ideas through a series of studies. They choose and use elements, principles, style, media, and techniques that will best express the intended meaning. Students can write an artist’s statement that explains and defends artistic decisions. Students develop and defend personal answers to aesthetic questions: “What is the nature of art? What is beauty?” and “Who decides what makes something art?” They draw and defend conclusions about how art is influenced by and influences culture/history.

DOK 3 & 4

Utah Core Standards Secondary Visual Arts - Level 1

CREATE

Students will generate artistic work by conceptualizing, organizing, and completing their artistic ideas. They will refine original work through persistence, reflection, and evaluation (Standards L1.V.CR.1-6).

●​ Standard L1.V.CR.1: Use multiple approaches to begin creative endeavors.

●​ Standard L1.V.CR.2: Shape an artistic investigation of an aspect of present-day life using traditional or contemporary practices of art or design. ●​ Standard L1.V.CR.3: Engage in making a work of art or design without having a preconceived plan. ●​ Standard L1.V.CR.4: Explain how traditional and nontraditional materials may affect human health and environment, and demonstrate safe handling of materials, tools, and equipment. ●​ Standard L1.V.CR.5: Collaboratively develop a proposal for an installation, artwork, or space design that transforms the perception and experience of a particular place. ●​ Standard L1.V.CR.6: Apply relevant criteria from traditional and contemporary cultural contexts to examine, reflect on, and plan revisions for works of art and design in progress.

PRESENT

Students will analyze, interpret, refine and select artistic work for presentation. They will convey meaning in the manner in which the art is presented (Standards L1.V.P.1-3).

●​ Standard L1.V.P.1: Analyze, select, and curate artifacts and/or artworks for presentation and preservation.

●​ Standard L1.V.P.2: Analyze and evaluate the reasons and ways an exhibition is presented.

●​ Standard L1.V.P.3: Analyze and describe the impact that an exhibition or collection has on personal awareness of social, cultural, or political beliefs and understandings.

RESPOND

Students will understand, evaluate, and articulate how works of art convey meaning for the observer, as well as the creator (Standards L1.V.R.1-4). ●​ Standard L1.V.R.1: Hypothesize ways in which art influences perception and understanding of human experiences. ●​ Standard L1.V.R.2: Analyze how one's understanding of the world is affected by experiencing visual imagery. ●​ Standard L1.V.R.3: Interpret an artwork or collection of works, supported by relevant and sufficient evidence found in the work and it various contexts. ●​ Standard L1.V.R.4: Establish relevant criteria in order to evaluate a work of art or collection of works. Students will understand, evaluate, and articulate how works of art convey meaning for the observer, as well as the creator (Standards L1.V.R.1-4). ●​ Standard L1.V.R.1: Hypothesize ways in which art influences perception and understanding of human experiences. ●​ Standard L1.V.R.2: Analyze how one's understanding of the world is affected by experiencing visual imagery. ●​ Standard L1.V.R.3: Interpret an artwork or collection of works, supported by relevant and sufficient evidence found in the work and it various contexts. ●​ Standard L1.V.R.4: Establish relevant criteria in order to evaluate a work of art or collection of works. CONNECT

Utah Core Standards Secondary Visual Arts - Level 2

CREATE

Students will generate artistic work by conceptualizing, organizing, and completing their artistic ideas. They will refine original work through persistence, reflection, and evaluation (Standards L2.V.CR.1-6). ●​ Standard L2.V.CR.1: Individually or collaboratively formulate new creative problems based on own existing artwork. ●​ Standard L2.V.CR.2: Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design. ●​ Standard L2.V.CR.3: Demonstrate acquisition of skills and knowledge in a chosen art form through experimentation, practice, and persistence. ●​ Standard L2.V.CR.4: Demonstrate awareness of ethical implications of making and distributing creative work. ●​ Standard L2.V.CR.5: Redesign an object, system, place or design in response to contemporary issues. ●​ Standard L2.V.CR.6: Engage in constructive critique with peers, then reflect on, reengage, revise, and refine works of art and design in response to personal artistic vision.

PRESENT

Students will analyze, interpret, refine and select artistic work for presentation. They will convey meaning in the manner in which the art is presented (Standards L2.V.P.1-3). ●​ Standard L2.V.P.1: Analyze, select, and critique personal artwork for a collection or portfolio presentation. ●​ Standard L2.V.P.2: Evaluate, select, and apply methods or processes appropriate to display artwork in a specific place.

●​ Standard L2.V.P.3: Make, explain, and justify connections between artists or artwork and social, cultural, and political history

RESPOND

Students will understand, evaluate, and articulate how works of art convey meaning for the observer, as well as the creator (Standards L2.V.R.1-4). ●​ Standard L2.V.R.1: Recognize and describe personal aesthetic and empathetic responses to the natural world and constructed environments. ●​ Standard L2.V.R.2: Evaluate the effectiveness of an image or images to influence ideas, feelings, and behaviors of specific audiences. ●​ Standard L2.V.R.3: Identify types of contextual information useful in the process of constructing interpretations of an artwork or collection of works. ●​ Standard L2.V.R.4: Determine the relevance of criteria used by others to evaluate a work of art or collection of works.

CONNECT

Students will understand, evaluate, and articulate how works of art convey meaning for the observer, as well as the creator (Standards L2.V.R.1-4). ●​ Standard L2.V.CO.1: Utilize inquiry methods of observation, research, and experimentation to explore unfamiliar subjects through art-making. ●​ Standard L2.V.CO.2: Compare uses of art in a variety of societal, cultural, and historical contexts, making connections to uses of art in contemporary and local contexts.

Utah Core Standards Secondary Visual Arts - Level 3

CREATE

Students will generate artistic work by conceptualizing, organizing, and completing their artistic ideas. They will refine original work through persistence, reflection, and evaluation (Standards L3.V.CR.1-6). ●​ Standard L2.V.CR.1: Individually or collaboratively formulate new creative problems based on own existing artwork. ●​ Standard L2.V.CR.2: Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design. ●​ Standard L2.V.CR.3: Demonstrate acquisition of skills and knowledge in a chosen art form through experimentation, practice, and persistence. ●​ Standard L2.V.CR.4: Demonstrate awareness of ethical implications of making and distributing creative work. ●​ Standard L2.V.CR.5: Redesign an object, system, place or design in response to contemporary issues. ●​ Standard L2.V.CR.6: Engage in constructive critique with peers, then reflect on, reengage, revise, and refine works of art and design in response to personal artistic vision.

PRESENT

Students will analyze, interpret, refine and select artistic work for presentation. They will convey meaning in the manner in which the art is presented (Standards L3.V.P.1-3). ●​ Standard L2.V.P.1: Analyze, select, and critique personal artwork for a collection or portfolio presentation. ●​ Standard L2.V.P.2: Evaluate, select, and apply methods or processes appropriate to display artwork in a specific place.