K-12 Visual Arts
Grade-Level Indicators
Click on a grade level below the standard to jump to the indicators.
Historical, Cultural and Social
Contexts
Creative Expression and Communication
Valuing the Arts/Aesthetic Reflection
Connections, Relationships and Applications
Students understand the impact of visual art on the
history, culture and society
from
which it emanates. They understand the
cultural, social and political forces
that,
in turn, shape visual art communication and expression. Students identify
the
significant contributions of visual artists to cultural heritage. They
analyze
the historical, cultural, social and political contexts that influence the
function
and role of visual art in the lives of people.
1. Distinguish between common visual art forms (e.g.,
painting, sculpture
and ceramics) from different
cultures.
2. Name and point out subject matter (e.g., common objects,
people, places
and events) observed in artwork from various cultural
heritages and
traditions.
3. Recognize that people create works of art and art objects
for different
purposes.
4. Use words or pictures to tell how art is made by selected
artists.
.
1. Recognize and describe visual symbols, images and icons
(e.g., flags,
monuments and landmarks) that reflect the cultural heritages
of the
people of the
2. Observe different styles of art from selected cultures and
point out how
artists use lines, shapes, colors
and textures.
3. Share artwork or an art object from their own cultural backgrounds and
describe its purpose (e.g., personal, functional or decorative).
4. Listen to the life story of one or more culturally representative artists and
identify his or her works and artistic style.
5. Identify works made by one or more visual artists in a selected historical
period
1. Place artworks and art objects in temporal order relating
them to earlier
times or the present.
2. Use historical artworks such as paintings, photographs and drawings to answer
questions about daily life in the
past.
3. Identify and compare the purpose of art objects (e.g., masks, puppets,
pottery and weaving) from various cultures.
Historical, Cultural and Social Contexts 211
4. Distinguish the artistic style and subject matter in the artworks of two
or more visual artists from local, regional or state history.
1. Connect various art forms and artistic styles to their
cultural
traditions.
2. Identify and compare similar themes, subject matter and
images in
artworks from historical and
contemporary eras.
3. Identify artworks from their communities or regions and
communicate
how they reflect social influences
and cultural traditions.
4. Recognize selected artists who contributed to the cultural
heritages of
the people of the
1. Identify and describe artwork from various cultural/ethnic
groups (e.g.,
Paleo Indians, European immigrants,
Appalachian, Amish, African or
Asian groups) that settled in
210 Historical, Cultural and Social Contexts
2. Compare and contrast art forms from different cultures and
their own
cultures.
3. Compare the decorative and functional qualities of artwork from
cultural/ethnic groups within their communities.
4. Select an
history.
5. Construct a simple timeline that places selected artists and their works
next to historical events in the same time period.
212 Historical, Cultural and Social Contexts
1. Identify visual forms of expression found in different cultures.
2. Compare and contrast art forms from various regions and cultural
traditions of
3. Compare and contrast the artistic styles observed in artwork from
various cultures.
4. Demonstrate the way art materials are used by artists to create different
styles (e.g., paint applied spontaneously in expressionism and more
carefully in minimalism).
5. Examine how social, environmental or political issues affect design
choices (e.g., architecture, public art and fashion).
6. Explain how art galleries, museums and public art contribute to the
documentation and preservation of art history.
7. Describe the lives, works and impact of key visual artists in a selected
period of United States History.
1. Compare and contrast visual forms of expression found throughout
different regions and cultures of the world.
2. Identify universal themes (e.g., family, good versus evil and heroism)
conveyed in artworks across various times and cultures.
3. Analyze and demonstrate the stylistic characteristics of culturally
representative artworks.
4. Investigate the roles and relationships between artists and patrons and
explain the effect on the creation of works of art.
5. Research the role of visual art in selected periods of history using a
variety of primary and secondary sources (e.g., print, electronic media
and interviews with a museum curator).
1. Use multiple sources to research various art forms used for social,
cultural or political purposes.
2. Describe how the same subject matter (e.g., portrait, landscape and still
life) is represented differently in works of art across cultures and time
periods .
3. Provide insight into the factors (e.g., personal experience, interest,
cultural heritage and gender) that might influence an artist's style and
choice of subject matter.
4. List sources of visual culture in society (e.g., television, museums, movie
theaters, internet and shopping malls).
214 Historical, Cultural and Social Contexts
5. Select and organize artworks from the same historical period and
analyze the relationships between the works.
6. Create a visual product that reflects current, cultural influences
1. Explain how social, cultural and political factors affect what artists,
architects or designers create.
2. Discuss the role and function of art objects (e.g., furniture, tableware,
jewelry and pottery) within cultures.
Historical, Cultural and Social Contexts 213
3. Identify artworks that make a social or political comment and explain
the messages they convey.
4. Identify examples of visual culture (e.g., advertising, political cartoons,
product design and theme parks) and discuss how visual art is used to
shape people's tastes, choices, values, lifestyles, buying habits and
opinions.
5. Consider and discuss how contemporary artworks contribute to and
influence the future of art.
6. Relate major works of art throughout time to the appropriate historical
art movement.
Historical, Cultural and Social Contexts 215
T E N T S T A N D A R D S
1. Discuss the roles of visual art forms within social contexts.
2. Explain the relationship of a selected work of art to the time period in
which it was created.
3. Research and describe the cultural values in various traditions that
influence contemporary art media.
4. Compare and contrast the stylistic characteristics of visual art from one
historical period with the those of the previous time period.
216 Historical, Cultural and Social Contexts
5. Connect a variety of contemporary art forms, media and styles to their
cultural, historical and social origins.
6. Explain how art history interrelates with the study of aesthetics, criticism
and art making.
7. Analyze major changes to selected artistic styles in art history and
determine the historical, social, political or artistic factors that influenced
the change.
1. Explain how art historians, curators, anthropologists and philosophers
contribute to our understanding of art history.
2. Make a presentation, using words and images, to show how visual art
affects changes in styles, trends, content and expressions over time.
3. Explain the circumstances and events that influence artists to create
monuments and site-specific works.
4. Investigate the recurrence of a particular style or technique (e.g.,
pointillism and realism) in a contemporary art movement.
5. Compare the artistic styles and subject matter in artworks by
contemporary artists of different cultures.
6. Describe various sources (e.g. personal experience, imagination,
interests, everyday events and social issues) visual artists use to generate
ideas for artworks.
1. Research and report on the historical, cultural, social or political
foundations of selected art forms.
2. Analyze a work of art and explain how it reflects the heritages, traditions,
attitudes and beliefs of the artist.
3. Explain how issues of time, place and culture influence trends in the
visual arts.
4. Investigate and report on the influences of print and electronic media on
contemporary art.
5. Research an artist or work of art of personal interest and write about the
historical, social, cultural or political factors influencing the artist or the
work.
6. Explain the process used to acquire and use knowledge from art history
for art production.
1. Understand and apply knowledge of art history in oral and written
discussions about selected works of art.
2. Identify and compare the relationships between artworks on the basis of
history, culture and aesthetic qualities.
3. Describe the use of technology as a visual art medium using computergenerated examples. Historical, Cultural and Social Contexts 217
4. Determine the influence of community or cultural values on the choices
artists make when creating art.
5. Incorporate knowledge and ideas from art history to produce innovative
projects (e.g., independent study, senior portfolio and interdisciplinary
projects).
218 Historical, Cultural and Social Contexts
A C A D E M I N T S T A N D A R D S
Students create artworks that demonstrate understanding
of materials
processes,
tools, media, techniques and available technology. They understand
how
to use art elements, principles and images to communicate their ideas in a
variety
of visual forms.
1. Explore and experiment with a variety of art materials and tools for selfexpression.
2. Identify and name materials used in visual art.
3. Explore art elements to express ideas in a variety of visual forms (e.g.,
drawings, paintings and ceramics).
4. Generate ideas and images for artwork based on memory, imagination and experience.
5. Select and share favorite, original artworks.
Creative Expression and Communication 221
1. Demonstrate beginning skill in the use of art materials and tools.
2. Identify visual art elements and principles using art vocabulary.
3. Use selected art elements and principles to express a personal response
to the world.
4. Invent imagery and symbols to express thoughts and feelings.
5. Explore and use a range of subject matter (e.g., people, places, animals
and nature) to create original works of art .
6. Begin to use basic self-assessment strategies to improve artworks (e.g.,
make revisions and reflect on the use of art elements).
1. Demonstrate increasing skill in the use of art tools and materials.
2. Establish and communicate a purpose for creating artworks.
3. Identify, select and use art elements and principles to express emotions
and produce a variety of visual effects.
4. Create artworks based on observation of familiar objects and scenes in
the environment.
5. Compare the subject matter and ideas in their own artworks with those
in the works of others.
6. Demonstrate flexibility in their designs, representational drawings and
use of art materials.
7. Begin to revise work to a level of personal satisfaction.
1. Demonstrate skill and expression in the use of art techniques and
processes.
2. Use appropriate visual art vocabulary when describing art-making
processes.
3. Create two- and three-dimensional works that demonstrate awareness
of space and composition (e.g., relate art elements to one another and to
the space as a whole).
4. Identify relationships between selected art elements and principles (e.g.,
color and rhythm).
5. Recognize and identify a purpose or intent for creating an original work
of art.
6. Create an original work of art that illustrates a story or interprets a
theme.
7. Use feedback and self-assessment to improve the quality of artworks.
1. Identify and select art materials, tools and processes to achieve specific
purposes in their artworks.
Creative Expression and Communication 219
2. Discuss their artworks in terms of line, shape, color, texture and
composition.
3. Initiate and use strategies to solve visual problems (e.g., construct
three-dimensional art objects that have structural integrity and a sense of
completeness). 220 Creative Expression and Communication
4. Create a narrative image (e.g., objects well-connected and in a sequence)
that expresses an event from personal experience.
5. Give and receive constructive feedback to produce artworks that meet
learning goals.
222 Creative Expression and Communication
1. Use observational and technical skills to achieve the illusion of depth in
two-dimensional space (e.g., value, perspective and placement of
objects).
2. Explore different approaches to creating art (e.g., by artist, style or
historical period).
3. Identify and communicate sources of ideas (e.g., personal experience,
interests, nature or common objects) for their artworks.
Creative Expression and Communication 223
4. Apply problem-solving strategies to improve the creation
of artwork.
5. Select and use appropriate materials and tools to solve an artistic
problem.
6. Identify reasons for personal, artistic decisions.
1. Demonstrate skill in changing (e.g., exaggerating and transforming)
natural forms for expressive purposes.
2. Recognize and demonstrate the qualities and characteristics of
craftsmanship in original works of art.
3. Explore ways that art making functions as a means of personal
identification and expression.
4. Use observation, life experiences and imagination as sources for visual
symbols and images.
5. Use current, available technology to create original artworks
6. Identify and defend artistic decisions using appropriate visual art
vocabulary.
1. Demonstrate a variety of techniques to create the illusion of depth.
2. Apply the principles of design to construct a three-dimensional piece of
artwork.
3. Use a variety of sources to generate original ideas for art making
4. Apply observation skills to refine and improve their representational
drawings (e.g., add details, improve proportion, create distinctive
images and coordinate objects spatially).
5. Use current, available technology as the primary medium to create an
original work of art.
6. Improve craftsmanship and refine ideas in response to feedback and self-assessment.
1. Identify and apply criteria to assess content and craftsmanship in their
works.
2. Demonstrate an enhanced level of craftsmanship in original two- and
three-dimensional art products.
3. Experiment with style and demonstrate how the same subject can be
portrayed in different ways (e.g., a self-portrait interpreted in
expressionism and through abstraction).
224 Creative Expression and Communication
4. Demonstrate increased technical skill by using more complex processes
to design and create two- and three-dimensional artworks.
5. Explain and defend their artistic decisions using appropriate visual art
vocabulary.
Creative Expression and Communication 225
A C A D E M I N T E N T S T A N D A R D S
1. Demonstrate perceptual skill when drawing from direct observation.
2. Use available technology (e.g., digital imagery, video and computer graphics) as a tool to explore art techniques and to express ideas .
3. Make informed choices in the selection of materials, subject matter and
techniques to achieve certain visual effects.
4. Explain artistic processes from conceiving an idea to completing a work
of art.
5. Develop criteria for assessing the quality of their artworks
1. Create original artworks in at least two three-dimensional media and
several two-dimensional media that show the development of a personal
style.
2. Evaluate their choices of compositional elements in terms of how those
choices affect the subject matter of the work.
3. Trace the origin of symbolism, imagery and metaphor in art and
demonstrate the use of these visual devices in their artworks.
226 Creative Expression and Communication
4. Use criteria to revise works-in-progress and describe changes made and
what was learned in the process.
1. Create original works of art that demonstrate increased complexity and
skill and use a variety of two-dimensional and three-dimensional
media.
2. Create artwork that interprets a theme, idea or concept and demonstrates
technical skill and the perceptive use of visual art elements (e.g., show
light sources, different vantage points and local or subjective color).
3. Create artworks that demonstrate a range of individual ideas, subject
matter and themes with at least one idea explored in depth.
4. Use feedback and self-assessment to organize a collection of their
artworks in a variety of media.
5. Use self-assessment to reflect on the effectiveness of their processes and
choice of subject matter, materials and techniques to achieve their
intent.
Creative Expression and Communication 227
1. Integrate the elements of art and principles of design using a variety of
media to solve specific visual art problems and to convey meaning.
2. Solve visual art problems that demonstrate skill, imagination and in depth
understanding of media and processes.
3. Prepare a digital portfolio of artworks demonstrating knowledge of
technology and its application to visual art.
4. Organize and display their original artworks as part of a public art
exhibition.
5. Prepare a portfolio of personal works demonstrating technical skill, a
range of media and various original solutions to two- and three-dimensional
problems.
228 Creative Expression and Communication
T S T A N D A R D S
Students identify and discriminate themes, media,
subject matter and formal
technical
and expressive aspects in works of art. They understand and use the
vocabulary
of art criticism to describe visual features, analyze relationships and
interpret
meanings in works of art. Students make judgments about the quality
of
works of art using the appropriate criteria.
1. Respond to artworks by pointing out images and subject matter.
2. Relate their own experiences to what they see in works of art.
3. Recognize the similarities and differences between artistic styles.
4. Ask and answer questions about the main ideas and stories in
artworks.
5. Describe how selected artworks make them feel, and use examples from
the works to explain why.
6. Select and share favorite visual works of art and tell their reasons for
choosing them.
1. Notice and describe multiple characteristics (e.g., colors, forms,
materials and subject matter) in their own artworks and the works of
others.
2. Explore and describe how a selected art object was made.
3. Describe the different ways that art elements are used and organized in
works of art including their own.
4. Describe how art elements and principles are organized to communicate
meaning in works of art.
5. Connect their own interests and experiences to the subject matter in
artworks.
6. Recognize and point out characteristics related to the quality of a work
of art.
1. Use details (e.g., tilted objects, yellow-orange sun or striped shirt) to
describe objects, symbols and visual effects in artworks.
2. Compare and describe the form, materials and techniques in selected
works of art.
3. Respond to the composition of artworks by describing how art elements
work together to create expressive impact (e.g., the relationship of colors
and shapes to create a happy or fearful mood).
Analyzing and Responding 229
4. Use context clues to identify and describe the cultural symbols and
images in artworks.
5. Recognize the difference between assessing the quality of artwork and
their personal preferences for a work.
1. Use details to describe the subject matter in artworks (e.g., subtle facial
expressions, distinctive clothing or stormy weather).
2. Explore and describe how art principles are used by artists to create
visual effects (e.g., balance used to create the effect of stability).
3. Discuss different responses to, and interpretations of, the same
artwork.
230 Analyzing and Responding
4. Identify successful characteristics that contribute to the quality of their
own artworks and the works of others.
5. Identify criteria for discussing and assessing works of art.
1. Compare and contrast how art elements and principles are used in
selected artworks to express ideas and communicate meaning.
2. Explain the function and purpose (e.g., utilitarian, decorative, social and
personal) of selected art objects .
3. Describe how artists use symbols and imagery to convey meaning in
culturally representative works.
4. Explain how an art critic uses criteria to judge artworks.
5. Refer to criteria when discussing and judging the quality of works of
art. Analyzing and Responding 231
E M O N T E N T S T A N D A R D S
1. Compare and analyze how art elements and principles are used for
expressive purposes (e.g., strong mood, explosive shapes and rhythmic
patterns).
2. Compare the works of different artists on the basis of purpose and style
(e.g., functional/nonfunctional and representational/abstract).
3. Explain and discuss multiple meanings in selected artworks.
4. Apply observation and analysis skills to derive meaning in a selected
artwork and explain their thought processes.
5. Use specific criteria individually and in groups to assess works of art.
1. Use appropriate vocabulary to identify the content in works of art
created for different purposes (e.g., functional, decorative, and social and
personal).
2. Explain how art elements and principles are used in artworks to produce
certain visual effects (e.g., dynamic tension, textured surfaces, patterns
and designs).
3. Interpret selected works of art based on the visual clues in the works.
4. Identify innovative approaches and techniques used by artists and
provide examples of their cultural and social significance.
5. Use criteria for self-assessment and to select and organize works of art
for a portfolio.
1. Use appropriate vocabulary to explain how techniques, materials and
methods used by artists affect what the artwork communicates.
2. Use appropriate vocabulary to explain how the elements and principles
of art communicate different meanings.
3. Interpret a work of art by analyzing the effects of history and culture on
the work.
4. Develop and use criteria to guide their reflections on a body of their own
artworks.
1. Observe a selected work of art and explain how the artist's choice of
media relates to the ideas and images in the work.
2. Identify professions that use art criticism (e.g., artist, museum curator,
art critic and art appraiser).
232 Analyzing and Responding
3. Explain how personal experience influences their opinions of
artworks.
4. Analyze and discuss qualities in the artwork of peers to better
understand the qualities in their own artworks.
Analyzing and Responding 233
O N T
E N T S T A N D A R D S
1. Apply various methods of art criticism to analyze and interpret works
of art (e.g., the methods of Edmund Burke Feldman, Louis Lankford or
Terry Barrett).
2. Explain how form and media influence artistic decisions.
3. Research and describe the work of an artist on the basis of how the artist's
choice of media and style contribute to the meaning of the work.
4. Use appropriate vocabulary to define and describe techniques, materials
and methods that artists use to create works of art.
5. Analyze and describe the visual aspects of their own artworks and the
work of others.
1. Analyze the way media, technique, compositional elements and subject
matter work together to create meaning in selected artworks.
2. Apply methods of art criticism in writing and speaking about works of
art.
3. Understand how the structure and composition of an art form relate to
its purpose.
234 Analyzing and Responding
4. Develop and use criteria to select works for their portfolios that reflect
artistic growth and achievement.
1. Describe the relationship between the content or ideas in artworks and
the artist's use of media and compositional elements.
2. Explain how visual, spatial and temporal concepts integrate with content
to communicate meaning in artworks
3. Apply peer review and critique processes to a student exhibition.
1. Analyze and interpret the way in which the theme or meaning in an
artwork expresses a social, political or cultural comment and use
examples from the artwork to support the interpretation.
2. Explain the role of galleries, museums, art periodicals and performances
in interpreting works of art.
3. Examine and evaluate the role of print media, film and video in visual
art
3. Construct a rationale for the merit of a specific work of art, using work
that falls outside their conceptions of art.
Analyzing and Responding 235
Students understand why people value visual art. They
present their beliefs
about
the nature and significance of selected artworks and the reasons for
holding
these beliefs. Students reflect on and respect diverse points of view
about
artworks and artifacts.
1. Reflect on and ask questions about why people make art.
2. Recognize that people have different viewpoints about works of art.
236 Valuing the Arts/Aesthetic Reflection
3. Notice and point out different ways that an artwork expresses a feeling
or a mood.
1. Offer reasons for making art.
2. Form their own opinions and views about works of art.
3. Recognize that people (e.g., family, friends, teachers and artists) have
different beliefs about art and value art for different reasons.
4. Describe the expressive qualities in their own works of art.
1. Create and communicate a definition of art.
2. Compare different responses (e.g., parent, peer, teacher and artist) to the
same work of art.
3. Listen carefully to others' viewpoints and beliefs about art.
4. Talk about their thoughts and feelings when looking at works of art.
1. Explain reasons for selecting an object they think is a work of art.
2. Ask clarifying questions about others' ideas and views concerning art.
3. Distinguish between technical and expressive qualities in their own
artworks.
1. Explain how works of art can reflect the beliefs, attitudes and traditions
of the artist.
2. Reflect on and develop their own beliefs about art (e.g., how art should
look, what it should express or how it should be made).
3. Support their viewpoints about selected works of art with examples from
the works
4. Describe the successful use of one expressive element in an artwork,
using sensory details and descriptive language.
Valuing the Arts/Aesthetic Reflection 237
1. Pose questions that can be answered by an aesthetic study of artworks.
2. Recognize that different assumptions and theories of art lead to different
interpretations of artworks.
3. Explain how personal experience can influence choosing one artwork
over another.
238 Valuing the Arts/Aesthetic Reflection
1. Explain what makes an object a work of art using a range of criteria
(e.g., the feeling it evokes, the artist's style and choice of materials or the
subject matter).
2. Reflect on and generate a personal theory for how visual art should be
viewed, interpreted and valued.
3. Describe how culture, age, gender and attitude can affect a person's
viewpoint on and response to visual art.
1. Observe selected artworks and describe the visual features and sensory
qualities that evoke feelings and emotions.
2. Ask clarifying questions to explain diverse viewpoints about selected
works of art.
3. Discuss personal beliefs, values, feelings and assumptions when
explaining their own perspectives on artwork and connect their
responses to what they see in the work.
1. Recognize how reflection can change beliefs about the nature and value
of art.
2. Articulate an understanding of different aesthetic theories (e.g., formal,
expressive and contextual) related to viewing and interpreting
artworks.
3. Compare their viewpoints about a selected work of art with an art critic's
viewpoint of the same work.
Valuing the Arts/Aesthetic Reflection 239
1. Distinguish the aesthetic qualities in works of art and determine how the
artist achieved the effect
2. Demonstrate logical reasoning when arguing the merit of a selected
work of art and discuss the arguments put forward by others.
3. Research and explain various aesthetic theories in visual art.
4. Identify various sources for published reviews of artworks and use them
to analyze and understand different aesthetic perspectives.
.
1. Articulate how individual beliefs, cultural traditions and current social
contexts influence response to the meanings in works of art.
2. Formulate generalizations about the value of art from their experiences
making and responding to art.
3. Develop aesthetic criteria for selecting a body of work for their portfolios
that demonstrates accomplishment, knowledge and skill in the visual
arts.
4. Justify the merits of specific works of art using theories that may be
different from their own conceptions of art.
240 Valuing the Arts/Aesthetic Reflection
5. Develop and apply criteria that address the aesthetic characteristics in
works of art (e.g., expressive or contextual).
1. Explain how the value of a work of art is affected by the manner in which
it is exhibited.
2. Analyze how society influences the interpretation of works of art.
3. Identify aesthetic issues connected to the public display of works of
art.
4. Compare and contrast responses to works of visual art on the basis of
how well the works communicate intent and purpose.
5. Explain how the context in which an artwork is viewed influences the
way it is perceived and judged.
1. Compare the ways in which the emotional impact of a specific artwork
affects the interpretation.
2. Apply critical thinking skills to synthesize the beliefs of significant
philosophers about the nature of art.
3. Demonstrate the ability to form and defend their judgments about the
merits and significance of works of art.
4. Research and compare the reviews of different art critics of the same
work of art.
Valuing the Arts/Aesthetic Reflection 241
A C A D N T E N T S T A N D A R D S
Students connect and apply their learning of visual art
to the study of other arts
areas
and disciplines outside the arts. They understand relationships between
and
among concepts and ideas that are common across subjects in the
curriculum.
Students recognize the importance of lifelong learning & experience
in
visual art.
1. Use visual symbols to represent the rhythms, beats and sounds they hear
in music.
2. Connect words and images by sketching or illustrating a favorite part of
a story.
3. Create artwork that explores a central theme across disciplines (e.g.,
family, communication and culture).
4. Recognize when and where people create, observe and respond to visual
art.
1. Make connections between visual art, music and movement.
2. Create a visual art product to increase understanding of a concept or
topic studied in another content area (e.g., mathematics—measurement;
English language arts—sequencing a story; geography—continents;
science—balance).
3. Demonstrate the relationship between and among art forms (e.g., create
costumes and scenery for a play).
Connections, Relationships and Applications 243
4. Identify and discuss artwork they see in their schools and
communities.
5. Identify what an artist does and find examples of works by artists in their
communities.
1. Use visual art materials to express an idea from a song, poem, play or
story.
2. Compare and contrast the importance of visual artists to society with the
importance of explorers, inventors or scientists.
3. Construct a three-dimensional model to represent a topic or theme from
another subject area (e.g., construct a model of a scene from history or
the life story of a historical figure such as Abraham Lincoln, Harriet
Tubman or Susan B. Anthony).
4. Share artwork from a resource in their communities and describe its
cultural context.
5. Describe ways they use visual art outside the classroom and provide
examples.
6. Identify and discuss artists in the community who create different kinds
of art.
244 Connections, Relationships and Applications
1. Interpret a favorite painting through movement or music.
2. Communicate mathematics, geography or science information visually
(e.g., develop a chart, graph or illustration).
3. Apply problem-solving skills from other subject areas (e.g., scientific
method and inquiry processes) to solve artistic problems.
4. Provide examples of different types of artists (e.g., muralists, industrial
designers, architects and book illustrators) and describe their roles in
everyday life .
1. Identify and describe common themes, subject matter and ideas
expressed across arts disciplines.
2. Describe how selected visual art elements or principles are used in one
or two other arts disciplines (e.g., color, unity, variety and contrast).
242 Connections, Relationships and Applications
3. Relate concepts common to the arts and disciplines outside the arts (e.g.,
composition, balance, form and movement).
4. Demonstrate technical skill by creating an art product that uses common
materials and tools from different subject areas (e.g., ruler, compass,
graph paper and computer).
5. Read biographies and stories about key artists from
how their work reflects and
contributes to
6. Recognize and identify a range of careers in visual art (e.g., fashion
designer, architect, graphic artist and museum curator).
Connections, Relationships and Applications 245
N T E N T S T A N D A R D S
1. Compare and contrast how visual art is used in musical, theatrical or
dance productions and provide examples.
2. Use technology to conduct information searches, research topics and
explore connections to visual art.
3. Use artwork to communicate and enhance understanding of concepts in
other subject areas (e.g., science, English language arts, mathematics and
social studies).
4. Investigate the types of cultural objects artists create and their role in
everyday environment.
Connections, Relationships and Applications 247
1. Collaborate with peers to depict major events in a selected decade of the
19th century.
2. Use computer skills to organize and visually display quantitative
information on a chart, map or graph.
3. Compare the ways that selected ideas and concepts are communicated
through the perspective of visual art and through the perspectives of
other academic disciplines.
4. Describe the function of art in the daily lives of their communities and
cultures.
5. Identify the ways in which science and technology influence the
development of art in various cultures.
1. Create artwork (e.g., a satirical drawing, political cartoon or advertising
campaign) that expresses a personal comment about a social,
environmental or political issue.
2. Apply computer skills to explore and create a range of visual effects to
enhance projects and presentations.
246 Connections, Relationships and Applications
3. Demonstrate understanding of the relationship between words and
images by applying text to images and images to text (e.g., write
descriptions of their artworks and illustrate a scene from a literary
work).
4. Describe how experiences in galleries, museums and other cultural
institutions can enhance daily life.
1. Demonstrate different visual forms of representation for the same topic
or theme (e.g., expressive, graphic and scientific).
2. Achieve an effective balance between creating computer-generated
images and drawing their own original images.
3. Collaborate (e.g., with peers or a community artist) to create a thematic
work that incorporates visual art.
4. Identify how aspects of culture influence ritual and social artwork.
5. Explore ways to communicate and support the importance of art in their
communities (e.g., become an arts advocate, a volunteer or member of a
professional arts organization or patron of the arts).
248 Connections, Relationships and Applications
A C A D E M I C C
O N T E N T S T A N D A R D S
1. Survey various art theories or movements and make a presentation
(e.g., oral, written, visual or multimedia) to explain one of them.
2. Research and compare how visual art is used in a musical, theatre or
dance production.
3. Research and provide examples that show the relationship of visual art
to other subjects in the curriculum (e.g., English language arts,
mathematics, social studies and science).
Connections, Relationships and Applications 249
4. Research and report on careers in the visual arts and identify the
experience, education and training needed for each one.
5. Investigate opportunities for lifelong involvement in the arts and artsrelated
careers.
1. Identify the philosophical beliefs, social systems and movements that
influence the function and role of art in people's lives.
2. Compare the media, materials and processes (e.g., perceiving,
responding, creating and communicating) used in visual art with those
used in other arts disciplines.
3. Explain commonalities between visual art and other disciplines.
4. Identify ways to provide active support to the arts locally and
nationally.
1. Identify ways in which culture has influenced the work of contemporary
artists (e.g., photographers, painters and sculptors).
2. Research and explain the relationships between specific artworks and
major historical events.
3. Research and demonstrate the relationships between visual art and other
disciplines (e.g., ceramics—chemistry, photography—chemistry,
mobile—physics, graphic art—technology).
4. Identify art professions that require a portfolio for employment (e.g.,
architect, photographer, graphic designer and book illustrator).
1. Compare and contrast universal themes and sociopolitical issues in a
variety of artworks from different cultural contexts.
2.
Analyze the cultural influences on art in
3. Select interdisciplinary visual art projects for a portfolio and write a
description of the processes used.
4. Research one local, state or national professional arts organization for
the visual arts and describe ways that it advocates for arts education.
250 Connections, Relationships and Applications