Visual Arts Guide

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.