Art Standards

Student Learnings: What students should know and be able to do

Aesthetic Appreciation

• Observe, identify and articulate in artistic terms that which has artistic value and why
• Respond appropriately to an artistic work by self and/or others. For example, an audience should applaud at the end of the third movement when a wind ensemble is performing a work in three movements.

Analysis and Interpretation

• Respond appropriately to an artistic work by self and/or others. For example, an audience should applaud at the end of the third movement when a wind ensemble is performing a work in three movements.
• Compare and contrast a variety of artistic works using the essential arts elements in artistic analysis. For example, students choreograph dances in the respective styles of Bob Fosse and Martha Graham using the same musical composition.
• Experience a variety, or representative sampling, of artistic perspectives/masterworks within a medium. For example, students could create a presentation on a vocal artist, such as Ella Fitzgerald, from the past or present.

Creation and Performance

• Create an artistic work using tools, skills, knowledge and concepts related to the artistic intent and content area. For example, students will perform a well-known children’s story in a comedic style.
• Share and/or perform an artistic work to an audience

Essential Arts Elements

• Identify and demonstrate knowledge of the essential arts elements of an artistic creation. For example, students will paint a watercolor composition using line, shape, space, color, value and texture in a well-thought out and organized manner.

Historical and Cultural Appreciation

• Identify and demonstrate an understanding of the diverse influences on artistic creations:
  • historical
  • cultural
  • political
  • economic
  • social
  For example, students compare and contrast the musical styles of Swing and Jazz Fusion.