Visual Arts Guide

Instructional Guide 2024-2025

Middle 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 by providing 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 specifc 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 specifc progression, but can help educators consider how a range of projects can touch on all standards andbring 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’SNEW

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

● Complete list of state standards ● Questions stems to help increase OTRs in the arts classroom ● Support document for Disciplinary Literacy for the arts ● Anchor standards unpacked with key concepts and main ideas ● Essential questions in visual arts ● Model rubrics tied to standards, anchor standards, essential questions, and key traits

Beginning & Introductory Visual Art Courses at a Glance

Express Ideas, Emotion, & Experiences through Art

Identify & Apply Elements of Art & Principles of Design

Examine & Apply Creative Processes

Interpret, Analyze, & Evaluate Artistic Work

Present & Respond to Presentation of Artistic Work

Practice Professionalism and Ethics in Art Making

Topic

Visual Art 7-8 Standards

Create 9 & 11 Respond 1, 2, 3, & 4

Create 1, 2, & 6 Connect 1 & 2

Respond 5 & 6 Connect 3

Present 1, 2, 3, & 4 Connect 4

Create 3, 4, & 10

Create 5, 7, & 8

Visual Art 1 Standards

Create3

Create2 Respond 1 & 2

Create1&6 Connect 1

Respond 3 & 4 Connect 2

Present 1, 2,& 3 Create5

Create4

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 infuence 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. Refect, 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 identifed goal. Apply principles and criteria to engage in making a work of art or design.

Expectations

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

Creativity

Artistic Criteria

Artistic Materials

Creative Process

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

Curation & Presentation of Art

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

Art as a Form of Expression

Artistic Methods

Prioritized Vocabulary and Concepts

Creative Blocks

Artist Statement

Art Exhibitions & Collections

Social Awareness

Innovation

Aesthetic Choices

Responsible & Ethical Practices

Risk Taking

Evaluation of Art

Audience Impact

Collaborative Creation

Identify & Apply Elements of Art & Principles of Design Beginning/Introductory Visual Arts Course

VISUAL ART 7/8 STANDARDS: ● 7–8.V.CR.3: Develop criteria to guide making a work of art or design to meet an identifed goal. ● 7–8.V.CR.4: Collaboratively shape an artistic investigation of an aspect of present-day life using traditional or contemporary practices of art or design. ● 7–8.V.CR.10: Select, organize, and design images and words to make visually clear and compelling presentations. VISUAL ART 1 STANDARDS: ● L1.V.CR.3: Engage in making a work of art or design without having a preconceived plan. STUDENT EXPECTATIONS: Identify and develop criteria to guide making a work of art or design to meet an identifed goal. Apply principles and criteria to engage in making a work of art or design.

Learning Intention and Success Criteria Example:

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.

Success Criteria : I will know I am successful when, ● I can i dentify and discuss the elements of art in any work of art ● I can identify and discuss the principles of design in any work of art

● I can apply the elements of art to my artwork ● I can apply the principles of design to my artwork

Learning Progression Example: 1. Learn the basic characteristics of each of the elements of art.

2. Practice identifying the elements of art in various art pieces – both 2D and 3D art. 3. Analyze and discuss the meaning and signifcance of each element of art in each piece. 4. Introduction to the principles of design. 5. Practice identifying the principles of design in different art pieces – both 2D and 3D art. 6. Analyze and discuss the meaning and signifcance of each principle of design in each piece. 7. Practice creating an original piece of art that applies and utilizes the elements of art and principles of design with meaning and signifcance to communicate a concept or idea.

WISR CONNECTIONS:

Inquiry, Viewing, Writing, Speaking, Listening 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 identifed goal. ● Apply principles and criteria to engage in making a work of art or design.

○ Color, form, line,

shape, space, texture, &value

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

● Principles of Design ○ 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 Inventory

Elements of Art Filtered Collections Principles of Art Filtered Collections FLEX Art of Education: LINE FLEX Art of Education: BALANCE FLEX Art of Education: COLOR FLEX Art of Education: CONTRAST FLEX Art of Education: VALUE FLEX Art of Education: EMPHASIS FLEX Art of Education: SHAPE FLEX Art of Education: MOVEMENT FLEX Art of Education: FORM FLEX Art of Education: PATTERN FLEX Art of Education: SPACE FLEX Art of Education: RHYTHM FLEX Art of Education: TEXTURE 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

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

VISUAL ARTS 7/8 STANDARDS: ● 7–8.V.CR.9: Apply visual organizational strategies to design and produce a work of art, design, or media that clearly communicates information or ideas. ● 7–8.V.CR.11: Refect on and explain important information about personal artwork in an artist statement or another format, and apply relevant criteria to examine, refect on, and plan revisions for a work of art or design in progress. ● 7–8.V.R.1: Explain how the method of display, the location, and the experience of an artwork infuence how it is perceived and valued. ● 7–8.V.R.2: Explain how a person’s aesthetic choices are infuenced by culture and environment. ● 7–8.V.R.3: Analyze multiple ways that images infuence specifc audiences. ● 7–8.V.R.4: Compare and contrast contexts and media in which viewers encounter images that infuence ideas, emotions, and actions. 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 infuences perception and understanding of human experiences. ● L1.V.R.2: Analyze how one’s understanding of the world is affected by experiencing visual imagery. RESOURCES STUDENT EXPECTATIONS: Apply visual strategies and concepts to design and produce artwork that communicates personal or group ideas, emotion, and experiences. Refect, analyze and explain how humans view, respond to, and interact with artwork as a form of expression. Learning Intention: I am learning how artists create artwork that communicates ideas, emotions, and experiences so I can create artwork that expresses my personal ideas, thoughts, emotions or experiences as an artist. 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 create and share artwork that expresses my individual artistic ideas. Learning Intention and Success Criteria Example:

Learning Progression Example:

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 refne artwork that expresses your desired ideas. 7. Showcase and share your unique, expressive artwork with an audience. WISR CONNECTIONS:

Inquiry, Speaking, Writing, Reading, Viewing 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. ● Refect, 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

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

VISUAL ARTS 7/8 STANDARDS: ● 7–8.V.CR.1: Apply methods to overcome creative blocks. ● 7–8.V.CR.2: Document early stages of the creative process visually and/or verbally in traditional or newmedia. ● 7–8.V.CR.6: Demonstrate willingness to experiment, innovate, and take risks to pursue ideas, forms, and meanings that emerge in the process of art-making or designing. ● 7–8.V.CO.1: Individually or collaboratively, create visual documentation of places and times in which people gather to make and experience art or design in the community. ● 7–8.V.CO.2: Make art collaboratively to refect on and reinforce positive aspects of group identity. 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, refect 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. 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 Example:

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.

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.

Learning Progression Example:

1. Study and explore applicable phases or elements of the creative process such as: brainstorming, experimentation, creation, refning, and refection. 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 refne ideas and artwork. e. Refect on and articulate, either verbally or through writing, the process of collaborative art creation. Refections 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. WISR CONNECTIONS:

Inquiry, Speaking, Listening 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

● Innovation ● Risk Taking ● Collaborative Creation

● Innovation ● Risk Taking ● Collaboration ● Collaborative Creation

innovate, take risks, overcome creative blocks, and pursue ideas that emerge in the creative process.

● Explore and engage in group collaborative art processes. 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

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

VISUAL ART 7/8 STANDARDS: ● 7–8.V.R.5: Interpret intent and meaning in artistic work and process by analyzing how the interaction of subject matter, characteristics of form and structure, use of media, art-making approaches, and relevant contextual information contribute to understanding messages, ideas, or mood conveyed. ● 7–8.V.R.6: Apply criteria to evaluate artistic work and process by comparing and explaining the difference between an evaluation of an artwork based on personal criteria and an evaluation of an artwork based on a set of established criteria, and by creating a convincing and logical argument to support an evaluation of art. ● 7–8.V.CO.3: Analyze how response to art is infuenced by understanding the time and place in which it was created, the available resources, and cultural uses. VISUAL ART 1 STANDARDS: ● L1.V.R.3: Interpret an artwork or collection of works, supported by relevant and suffcient 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 infuence personal responses to art. 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 infuence responses to art. Learning Intention: I am learning to identify and interpret artistic elements and criteria so I can analyze and evaluate works of art. 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. Learning Intention and Success Criteria Example:

Learning Progression Example:

1. Defne and describe elements of art then practice identifying and describing elements of art in visual artwork. 2. Defne and describe the principles of design then practice identifying and describing principles of design in visual artwork. 3. Defne 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. Defne 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. WISR CONNECTIONS:

Writing, Inquiry, Speaking, Listening, Reading, Viewing CONCEPTS:

PRIORITY VOCABULARY: SKILLS:

● Intent & Meaning in Artistic Work ● Personal &

● 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 infuence responses to art.

Pre-established Criteria

● Evaluation of Art

● Interpret ● Traditions ● Infuence ● 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

Present & Respond to Presentation of Artistic Work Beginning/Introductory Visual Arts Course VISUAL ARTS 7/8 STANDARDS: ● 7–8.V.P.1:Compare and contrast how technologies have changed the way artwork is preserved, presented, and experienced. ● 7–8.V.P.2:Develop and apply criteria for evaluating a collection of artwork for presentation. ● 7–8.V.P.3: Develop skills and concepts to refne artistic work for presentation by analyzing and evaluating methods for preparing and presenting art based on criteria, by collaboratively preparing and presenting selected theme-based artwork for display, and by formulating exhibition narratives for the viewer. ● 7–8.V.P.4: Express meaning through the presentation of artistic work by comparing and contrasting, viewing, and experiencing collections and exhibitions in different venues, actual and virtual; and by analyzing why and how an exhibition or collection may infuence ideas, beliefs, and experiences. ● 7–8.V.CO.4: Distinguish different ways art is used to represent, establish, reinforce, and refect group identity 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. 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 Example:

Learning Intention: 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.

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 confdence using language that is both appropriate and engaging to my audience.

Learning Progression Example:

1. Defne 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 specifc 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. WISR CONNECTIONS:

Writing, Inquiry, Speaking, Listening, Reading, Viewing 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

Practice Professionalism and Ethics in Art Making Beginning/Introductory Visual Arts Course VISUAL ARTS 7/8 STANDARDS: ● 7–8.V.CR.5: Demonstrate persistence in developing skills with various materials, methods, and approaches in creating works of art or design. ● 7–8.V.CR.7: Demonstrate awareness of ethical responsibility to oneself and others when posting and sharing images and other materials through the Internet, social media, and other communication formats. ● 7–8.V.CR.8: Demonstrate awareness of practices, issues, and ethics of appropriation, fair use, copyright, open source, and creative commons as they apply to creating works of art and design. 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. 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: I am learning to use various materials, methods, and ethical approaches to art making so I can show artistic skill, persistence, problem-solving, and responsibility when making art. 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 Intention and Success Criteria Example:

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 identifed 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. WISR CONNECTIONS:

Writing, Inquiry, Speaking, Listening, Reading, Viewing CONCEPTS: PRIORITY VOCABULARY:

SKILLS:

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

● Materials (e.g., clay, clay tools, glazes, frings, 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: Middle School Curriculum 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 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 specifc 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 specifc art skills/projects. ● Specifc 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 refne 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 thework. ● 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.

DOK3: 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., fne 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. DOK4: Students selects a topic of personal interest as a theme/subject for creation of art and defne 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 infuenced by and infuences culture/history.

DOK3&4

Utah Core Standards Secondary Visual Arts - Grade 7-8

CREATE

Students will generate artistic work by conceptualizing, organizing, and completing their artistic ideas. They will refne original work through persistence, refection, and evaluation (Standards 7-8.V.CR.1-11).

● Standard 7-8.V.CR.1: Apply methods to overcome creative blocks.

● Standard 7-8.V.CR.2: Document early stages of the creative process visually and/or verbally in traditional or new media. ● Standard 7-8.V.CR.3: Develop criteria to guide making a work of art or design to meet an identifed goal. ● Standard 7-8.V.CR.4: Collaboratively shape an artistic investigation of an aspect of present-day life using traditional or contemporary practices of art or design. ● Standard 7-8.V.CR.5: Demonstrate persistence in developing skills with various materials, methods, and approaches in creating works of art or design. ● Standard 7-8.V.CR.6: Demonstrate willingness to experiment, innovate, and take risks to pursue ideas, forms, and meanings that emerge in the process of art-making or designing. ● Standard 7-8.V.CR.7: Demonstrate awareness of ethical responsibility to oneself and others when posting and sharing images and other materials through the Internet, social media, and other communication formats. ● Standard 7-8.V.CR.8: Demonstrate awareness of practices, issues, and ethics of appropriation, fair use, copyright, open source, and creative commons as they apply to creating works of art and design. ● Standard 7-8.V.CR.9: Apply visual organizational strategies to design and produce a work of art, design, or media that clearly communicates information or ideas. ● Standard 7-8.V.CR.10: Select, organize, and design images and words to make visually clear and compelling presentations.

● Standard 7-8.V.CR.11: Refect on and explain important information about personal artwork in an artist statement or another format, and apply relevant criteria to examine, refect on, and plan revisions for a work of art or design in progress.

PRESENT

Students will analyze, interpret, refne and select artistic work for presentation. They will convey meaning in the manner in which the art is presented (Standards 7-8.V.P.1-4). ● Standard 7-8.V.P.1: Compare and contrast how technologies have changed the way artwork is preserved, presented, and experienced. ● Standard 7-8.V.P.2: Develop and apply criteria for evaluating a collection of artwork for presentation. ● Standard 7-8.V.P.3: Develop skills and concepts to refne artistic work for presentation by analyzing and evaluating methods for preparing and presenting art based on criteria, by collaboratively preparing and presenting selected theme-based artwork for display, and by formulating exhibition narratives for the viewer. ● Standard 7-8.V.P.4: Express meaning through the presentation of artistic work by comparing and contrasting, viewing, and experiencing collections and exhibitions in different venues, actual and virtual; and by analyzing why and how an exhibition or collection may infuence ideas, beliefs, and experiences. Students will understand, evaluate, and articulate how works of art convey meaning for the observer as well as the creator (Standards 7-8.V.R.1-6). ● Standard 7-8.V.R.1: Explain how the method of display, the location, and the experience of an artwork infuence how it is perceived and valued. ● Standard 7-8.V.R.2: Explain how a person's aesthetic choices are infuenced by culture and environment. ● Standard 7-8.V.R.3: Analyze multiple ways that images infuence specifc audience. ● Standard 7-8.V.R.4: Compare and contrast contexts and media in which viewers encounter images that infuence ideas, emotions, and actions. RESPOND

● Standard 7-8.V.R.5: Interpret intent and meaning in artistic work and process by analyzing how the interaction of subject matter, characteristics of form and structure, use of media, art-making approaches, and relevant contextual information contribute to understanding messages, ideas, or mood conveyed. ● Standard 7-8.V.R.6: Apply criteria to evaluate artistic work and process by comparing and explaining the difference between an evaluation of an artwork based on personal criteria and an evaluation of an artwork based on a set of established criteria, and by creating a convincing and logical argument to support an evaluation of art.

CONNECT

Students will understand, evaluate, and articulate how works of art convey meaning for the observer as well as the creator (Standards 7-8.V.R.1-6). ● Standard 7-8.V.R.1: Explain how the method of display, the location, and the experience of an artwork infuence how it is perceived and valued. ● Standard 7-8.V.R.2: Explain how a person's aesthetic choices are infuenced by culture and environment. ● Standard 7-8.V.R.3: Analyze multiple ways that images infuence specifc audience. ● Standard 7-8.V.R.4: Compare and contrast contexts and media in which viewers encounter images that infuence ideas, emotions, and actions. ● Standard 7-8.V.R.5: Interpret intent and meaning in artistic work and process by analyzing how the interaction of subject matter, characteristics of form and structure, use of media, art-making approaches, and relevant contextual information contribute to understanding messages, ideas, or mood conveyed. ● Standard 7-8.V.R.6: Apply criteria to evaluate artistic work and process by comparing and explaining the difference between an evaluation of an artwork based on personal criteria and an evaluation of an artwork based on a set of established criteria, and by creating a convincing and logical argument to support an evaluation of art.

The National Visual Art Standards Streamlined

Anchor Standard

Main Ideas

Generate and conceptualize artistic ideas and work.

Creative process, Innovation, Imaginative play, Collaboration, Observation, Investigation, Planning, Goal-setting Tools and mediums, Techniques, Safety, Responsibility, Visual communication, Art impacting communities

Organize and develop artistic ideas and work.

Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. CONNECTING RESPONDING PRESENTING CREATING Synthesize and relate knowledge and personal experiences to make art. Perceive and analyze artistic work. Interpret intent and meaning in artistic work. Apply criteria to evaluate artistic work. Analyze, interpret and select artistic work for presentation. Develop and refine artistic techniques and work for presentation. Convey meaning through the presentation of artistic work. Refine and complete artistic work.

Art vocabulary, Share, Reflect and refine, Critiques

Portfolios, Categorizing by theme or content, Curator, Critiques

Preservation, Conservation, Artist statements, Planning exhibits both indoor/outdoor Art museums, Digital collections, Museum jobs, Storytelling, Social connections

Life experiences, Perception, Visual imagery

Subject matter, Mood, Media, Characteristics of form, Contextual information

Classify artwork, Express preferences, Evaluate

Cultural influences, Purpose, Social connections

Storytelling, Collections, Idea development

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ESSENTIAL QUESTION CHEAT SHEET

National Standards Essential Questions EQs written by the State Education Agency Directors of Arts Education (SEADAE) on behalf of NCCAS • 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? • 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? 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? • How do artists and designers care for and maintain materials, tools, and equipment? • What responsibilities come with the freedom to create? • 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 effectively communicate? • What role does persistence play in revisiting, 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 fully and develop it more completely? Why do people value objects, artifacts, and artworks and select them for presentation? • How does refining an artwork affect its meaning to the viewer? • What criteria are considered when selecting work for presentation, a portfolio, or a collection? • What is the purpose of an art museum? • How does the presenting and sharing of artworks influence and shape ideas, beliefs, and experiences? • 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? • What is an image? • When and how do we encounter images in our world? • How do images influence our view of the world? • What is the value of engaging in the process of art criticism? • How can the viewer “read” a work of art? • How does knowing and using visual art vocabularies help us understand and interpret works of art? • How does one determine criteria to evaluate a work of art? • How and why might criteria vary? • How is a personal preference different from and evaluation?

Remember: When writing Essential Questions, begin them with WHY or HOW!

Essential questions must be... 1. Open-ended 2. Provacative 3. Answered with evidence 4. Be revisited over and over

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Disciplinary Literacy in theArts Thinking and Expression in the Arts

LITERACY

Disciplinary literacy is the skill set that students need in order to make sense of the unique texts of specifc areas of study. As with general literacy, disciplinary literacy focuses on supporting reading, writing, speaking, and listening in ways that refect deep thinking in the arts. Disciplinary literacy in the arts encourages students to move beyond general reading strategies in order to make sense of unique texts found in the arts. The texts in the arts comprise written works on the specifc subject area, but also include 2-D, 3-D, and digital artworks, sheet music and music performances, dramatic scripts and theatrical performances, and dance notation and performances.

INSTRUCTION, PRACTICE, AND SUPPORT

In order for students to master disciplinary literacy in their specifc art form, they need focused instruction and supports. Disciplinary literacy instruction can be embedded in all four strands of the arts standards. As teachers develop learning activities and projects for their students, they should become more intentional in incorporating a disciplinary literacy focus.

DISCIPLINARY LITERACY FOCUS

QUESTIONS TO CONSIDER

IMPLEMENTATION

Discipline-specifc vocabulary What are the terms, phrases, and words specifc to the content that students need to know and use?

Use of proper terms in instruction

Direct instruction of terms and defnitions

Stems and prompts to help students use vocabulary in written and verbal activities

Knowledge of artistic elements andgenres

What are the building blocks of meaning in arts texts?

Introduce and use artistic elements to plan, create, or respond to works in a specifc content area