Courses of Study

Creating
Investigate, Plan, Make
Arts Education (2017)
Grade(s): 7
Visual Arts
All Resources: 3
Learning Activities: 0
Lesson Plans: 3
Classroom Resources: 0
Unit Plans: 0
1) Implement methods to overcome creative blocks.

Example: Students brainstorm possible images by sharing and listing ideas in small groups.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Creativity and innovative thinking are essential life skills that can be developed.
EQ: 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?
Concepts & Vocabulary:
  • Artistic processes
  • Various approaches to art making
  • Artist statement
  • Copyright Laws
  • Fair Use Responsibility
  • Plagiarize
  • Reflecting
  • Revising
  • Audience and Purpose
  • Critique
  • Visual Organization
  • Context
  • Technology
  • Mount
Skill Examples:
  • Demonstrate how to create a think -map to assist with creative blocks.
  • Discuss collaboratively various ideas and innovations that can overcome the creative block and develop ideas.
  • Look at examples of work by student and/artists to gain inspiration.
  • Develop and apply critical thinking skills to create a work of art that communicates an identified goal.
  • Work alone or collaboratively to design a travel poster.
  • Demonstrate perseverance in order to create high quality works of art.
  • Plan, sketch and revise in the process of creating a work of art.
  • Demonstrate various techniques in watercolor painting such as wet-on-wet, dry brush, wet-on-dry, and flat wash.
  • Examine and describe the use and misuse of the practice of appropriating copyrighted artworks and designs in their artwork.
  • Demonstrate care of materials, tools, and equipment when creating works of art.
  • Use visual organization skills to design a flyer for a community function.
  • Write an artist statement for a body of one's own original completed artwork.
  • Demonstrate visual arts vocabulary in an artist's journal when reflecting on their own processes and artwork.
Arts Education (2017)
Grade(s): 7
Visual Arts
All Resources: 6
Learning Activities: 1
Lesson Plans: 5
Classroom Resources: 0
Unit Plans: 0
2) Develop and implement criteria to guide making a work of art or design to meet an identified goal.

Example: Students make a group checklist for completion to include technical steps, use of materials, subject matter and compositional strategies.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.
EQ: How does knowing the contexts, histories, and traditions of art forms help 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?
Concepts & Vocabulary:
  • Artistic processes
  • Various approaches to art making
  • Artist statement
  • Copyright Laws
  • Fair Use Responsibility
  • Plagiarize
  • Reflecting
  • Revising
  • Audience and Purpose
  • Critique
  • Visual Organization
  • Context
  • Technology
  • Mount
Skill Examples:
  • Demonstrate how to create a think -map to assist with creative blocks.
  • Discuss collaboratively various ideas and innovations that can overcome the creative block and develop ideas.
  • Look at examples of work by student and/artists to gain inspiration.
  • Develop and apply critical thinking skills to create a work of art that communicates an identified goal.
  • Work alone or collaboratively to design a travel poster.
  • Demonstrate perseverance in order to create high quality works of art.
  • Plan, sketch and revise in the process of creating a work of art.
  • Demonstrate various techniques in watercolor painting such as wet-on-wet, dry brush, wet-on-dry, and flat wash.
  • Examine and describe the use and misuse of the practice of appropriating copyrighted artworks and designs in their artwork.
  • Demonstrate care of materials, tools, and equipment when creating works of art.
  • Use visual organization skills to design a flyer for a community function.
  • Write an artist statement for a body of one's own original completed artwork.
  • Demonstrate visual arts vocabulary in an artist's journal when reflecting on their own processes and artwork.
Arts Education (2017)
Grade(s): 7
Visual Arts
All Resources: 4
Learning Activities: 0
Lesson Plans: 4
Classroom Resources: 0
Unit Plans: 0
3) Develop and demonstrate skills with various techniques, methods, and approaches in creating art through repeated and persistent practice.

Example: Students complete short perception development activities, daily contour drawings, to improve observational drawing skills.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers experiment with forms, structures, materials, concepts, media, and artmaking approaches.
EQ: 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?
Concepts & Vocabulary:
  • Artistic processes
  • Various approaches to art making
  • Artist statement
  • Copyright Laws
  • Fair Use Responsibility
  • Plagiarize
  • Reflecting
  • Revising
  • Audience and Purpose
  • Critique
  • Visual Organization
  • Context
  • Technology
  • Mount
Skill Examples:
  • Demonstrate how to create a think -map to assist with creative blocks.
  • Discuss collaboratively various ideas and innovations that can overcome the creative block and develop ideas.
  • Look at examples of work by student and/artists to gain inspiration.
  • Develop and apply critical thinking skills to create a work of art that communicates an identified goal.
  • Work alone or collaboratively to design a travel poster.
  • Demonstrate perseverance in order to create high quality works of art.
  • Plan, sketch and revise in the process of creating a work of art.
  • Demonstrate various techniques in watercolor painting such as wet-on-wet, dry brush, wet-on-dry, and flat wash.
  • Examine and describe the use and misuse of the practice of appropriating copyrighted artworks and designs in their artwork.
  • Demonstrate care of materials, tools, and equipment when creating works of art.
  • Use visual organization skills to design a flyer for a community function.
  • Write an artist statement for a body of one's own original completed artwork.
  • Demonstrate visual arts vocabulary in an artist's journal when reflecting on their own processes and artwork.
Arts Education (2017)
Grade(s): 7
Visual Arts
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
4) Demonstrate ethical responsibility to oneself and others when posting and sharing images and other materials through the internet, social media, and other communication formats.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks.
EQ: How do artists and designers care for and maintain materials, tools, and equipment? Why is it important for safety and health to understand and follow correct procedures in handling materials, tools, and equipment? What responsibilities come with the freedom to create?
Concepts & Vocabulary:
  • Artistic processes
  • Various approaches to art making
  • Artist statement
  • Copyright Laws
  • Fair Use Responsibility
  • Plagiarize
  • Reflecting
  • Revising
  • Audience and Purpose
  • Critique
  • Visual Organization
  • Context
  • Technology
  • Mount
Skill Examples:
  • Demonstrate how to create a think -map to assist with creative blocks.
  • Discuss collaboratively various ideas and innovations that can overcome the creative block and develop ideas.
  • Look at examples of work by student and/artists to gain inspiration.
  • Develop and apply critical thinking skills to create a work of art that communicates an identified goal.
  • Work alone or collaboratively to design a travel poster.
  • Demonstrate perseverance in order to create high quality works of art.
  • Plan, sketch and revise in the process of creating a work of art.
  • Demonstrate various techniques in watercolor painting such as wet-on-wet, dry brush, wet-on-dry, and flat wash.
  • Examine and describe the use and misuse of the practice of appropriating copyrighted artworks and designs in their artwork.
  • Demonstrate care of materials, tools, and equipment when creating works of art.
  • Use visual organization skills to design a flyer for a community function.
  • Write an artist statement for a body of one's own original completed artwork.
  • Demonstrate visual arts vocabulary in an artist's journal when reflecting on their own processes and artwork.
Reflect, Refine, Continue
Arts Education (2017)
Grade(s): 7
Visual Arts
All Resources: 7
Learning Activities: 0
Lesson Plans: 7
Classroom Resources: 0
Unit Plans: 0
5) Apply graphic design strategies to produce a work of art, design, or media that clearly communicates information or ideas.

Example: Students design and create posters or fliers to advertise a school art show or athletic activity.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Reflect, Refine, Continue
Essential Questions:
EU: People create and interact with objects, places, and design that define, shape, enhance, and empower their lives.
EQ: 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?
Concepts & Vocabulary:
  • Artistic processes
  • Various approaches to art making
  • Artist statement
  • Copyright Laws
  • Fair Use Responsibility
  • Plagiarize
  • Reflecting
  • Revising
  • Audience and Purpose
  • Critique
  • Visual Organization
  • Context
  • Technology
  • Mount
Skill Examples:
  • Demonstrate how to create a think -map to assist with creative blocks.
  • Discuss collaboratively various ideas and innovations that can overcome the creative block and develop ideas.
  • Look at examples of work by student and/artists to gain inspiration.
  • Develop and apply critical thinking skills to create a work of art that communicates an identified goal.
  • Work alone or collaboratively to design a travel poster.
  • Demonstrate perseverance in order to create high quality works of art.
  • Plan, sketch and revise in the process of creating a work of art.
  • Demonstrate various techniques in watercolor painting such as wet-on-wet, dry brush, wet-on-dry, and flat wash.
  • Examine and describe the use and misuse of the practice of appropriating copyrighted artworks and designs in their artwork.
  • Demonstrate care of materials, tools, and equipment when creating works of art.
  • Use visual organization skills to design a flyer for a community function.
  • Write an artist statement for a body of one's own original completed artwork.
  • Demonstrate visual arts vocabulary in an artist's journal when reflecting on their own processes and artwork.
Arts Education (2017)
Grade(s): 7
Visual Arts
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
6) Reflect on and explain personal artwork in an artist statement or another format.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Reflect, Refine, Continue
Essential Questions:
EU: Artists and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time.
EQ: What role does persistence play in revising, 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 completely?
Concepts & Vocabulary:
  • Artistic processes
  • Various approaches to art making
  • Artist statement
  • Copyright Laws
  • Fair Use Responsibility
  • Plagiarize
  • Reflecting
  • Revising
  • Audience and Purpose
  • Critique
  • Visual Organization
  • Context
  • Technology
  • Mount
Skill Examples:
  • Demonstrate how to create a think -map to assist with creative blocks.
  • Discuss collaboratively various ideas and innovations that can overcome the creative block and develop ideas.
  • Look at examples of work by student and/artists to gain inspiration.
  • Develop and apply critical thinking skills to create a work of art that communicates an identified goal.
  • Work alone or collaboratively to design a travel poster.
  • Demonstrate perseverance in order to create high quality works of art.
  • Plan, sketch and revise in the process of creating a work of art.
  • Demonstrate various techniques in watercolor painting such as wet-on-wet, dry brush, wet-on-dry, and flat wash.
  • Examine and describe the use and misuse of the practice of appropriating copyrighted artworks and designs in their artwork.
  • Demonstrate care of materials, tools, and equipment when creating works of art.
  • Use visual organization skills to design a flyer for a community function.
  • Write an artist statement for a body of one's own original completed artwork.
  • Demonstrate visual arts vocabulary in an artist's journal when reflecting on their own processes and artwork.
Presenting
Select, Analyze, Share
Arts Education (2017)
Grade(s): 7
Visual Arts
All Resources: 2
Learning Activities: 0
Lesson Plans: 2
Classroom Resources: 0
Unit Plans: 0
7) Analyze how various technologies have changed the way artwork is preserved, presented, and experienced.

Example: Compare works of art found in various publications with the original work displayed on museum websites.

Insight Unpacked Content
Artistic Process: Presenting
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Select, Analyze, Share
Essential Questions:
EU: Artists and other presenters consider various techniques, methods, venues, and criteria when analyzing, selecting, and curating objects, artifacts, and artworks for preservation and presentation.
EQ: How are artworks cared for and by whom? What criteria, methods, and processes are used to select work for preservation or presentation? Why do people value objects, artifacts, and artworks, and select them for presentation?
Concepts & Vocabulary:
  • Artistic processes
  • Various approaches to art making
  • Artist statement
  • Copyright Laws
  • Fair Use Responsibility
  • Plagiarize
  • Reflecting
  • Revising
  • Audience and Purpose
  • Critique
  • Visual Organization
  • Context
  • Technology
  • Mount
Skill Examples:
  • Compare works of art found in various publications with the original work displayed on museum websites.
  • Make observations regarding quality and effect of viewing work in a sketchbook versus viewing work matted and hanging in an art show
  • List expectations of behavior that may differ according to venue.
  • Display appropriate behavior in a variety of settings, such as a gallery, a school show, and an interactive museum.
  • Use appropriate interactions with public art.
  • Examine, either physically or electronically, the presentation of art at a world-class museum in comparison to a local or regional venue.
  • Using books, magazines, and/or virtual exhibits, view and discuss works in various formality of display.
  • Compare an artwork's effect of communicating in contrasting settings (street cubical, hallway of school to fine art gallery display).
  • Select materials for appropriate for presentation of a work or show.
  • Attend an art show or presentation and make notes on effective display methods.
Arts Education (2017)
Grade(s): 7
Visual Arts
All Resources: 2
Learning Activities: 0
Lesson Plans: 2
Classroom Resources: 0
Unit Plans: 0
8) Analyze and assess methods for preparing and presenting works of art/design according to criteria.

Example: Assess the results of viewing work in a sketchbook versus viewing work matted and hanging in an art show.

Insight Unpacked Content
Artistic Process: Presenting
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Select, Analyze, Share
Essential Questions:
EU: Artists, curators, and others consider a variety of factors and methods including evolving technologies when preparing and refining artwork for display and or when deciding if and how to preserve and protect it.
EQ: What methods and processes are considered when preparing artwork for presentation or preservation? How does refining artwork affect its meaning to the viewer? What criteria are considered when selecting work for presentation, a portfolio, or a collection?
Concepts & Vocabulary:
  • Artistic processes
  • Various approaches to art making
  • Artist statement
  • Copyright Laws
  • Fair Use Responsibility
  • Plagiarize
  • Reflecting
  • Revising
  • Audience and Purpose
  • Critique
  • Visual Organization
  • Context
  • Technology
  • Mount
Skill Examples:
  • Compare works of art found in various publications with the original work displayed on museum websites.
  • Make observations regarding quality and effect of viewing work in a sketchbook versus viewing work matted and hanging in an art show
  • List expectations of behavior that may differ according to venue.
  • Display appropriate behavior in a variety of settings, such as a gallery, a school show, and an interactive museum.
  • Use appropriate interactions with public art.
  • Examine, either physically or electronically, the presentation of art at a world-class museum in comparison to a local or regional venue.
  • Using books, magazines, and/or virtual exhibits, view and discuss works in various formality of display.
  • Compare an artwork's effect of communicating in contrasting settings (street cubical, hallway of school to fine art gallery display).
  • Select materials for appropriate for presentation of a work or show.
  • Attend an art show or presentation and make notes on effective display methods.
Arts Education (2017)
Grade(s): 7
Visual Arts
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
9) Compare and contrast collections and exhibitions in different venues.

Examples: Using books, magazines, and/or virtual exhibits.

Insight Unpacked Content
Artistic Process: Presenting
Anchor Standards:
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Process Components: Select, Analyze, Share
Essential Questions:
EU: Objects, artifacts, and artworks collected, preserved, or presented either by artists, museums, or other venues communicate meaning and a record of social, cultural, and political experiences resulting in the cultivating of appreciation and understanding.
EQ: What is an art museum? How does the presenting and sharing of objects, artifacts, and artworks influence and shape ideas, beliefs, and experiences? How do objects, artifacts, and artworks collected, preserved, or presented, cultivate appreciation and understanding?
Concepts & Vocabulary:
  • Artistic processes
  • Various approaches to art making
  • Artist statement
  • Copyright Laws
  • Fair Use Responsibility
  • Plagiarize
  • Reflecting
  • Revising
  • Audience and Purpose
  • Critique
  • Visual Organization
  • Context
  • Technology
  • Mount
Skill Examples:
  • Compare works of art found in various publications with the original work displayed on museum websites.
  • Make observations regarding quality and effect of viewing work in a sketchbook versus viewing work matted and hanging in an art show
  • List expectations of behavior that may differ according to venue.
  • Display appropriate behavior in a variety of settings, such as a gallery, a school show, and an interactive museum.
  • Use appropriate interactions with public art.
  • Examine, either physically or electronically, the presentation of art at a world-class museum in comparison to a local or regional venue.
  • Using books, magazines, and/or virtual exhibits, view and discuss works in various formality of display.
  • Compare an artwork's effect of communicating in contrasting settings (street cubical, hallway of school to fine art gallery display).
  • Select materials for appropriate for presentation of a work or show.
  • Attend an art show or presentation and make notes on effective display methods.
Responding
Perceive, Analyze, Interpret
Arts Education (2017)
Grade(s): 7
Visual Arts
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
10) Analyze how the method of display and the location of an artwork influence how it is perceived and valued.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments.
EQ: How do life experiences 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?
Concepts & Vocabulary:
  • Artistic processes
  • Various approaches to art making
  • Artist statement
  • Copyright Laws
  • Fair Use Responsibility
  • Plagiarize
  • Reflecting
  • Revising
  • Audience and Purpose
  • Critique
  • Visual Organization
  • Context
  • Technology
  • Mount
Skill Examples:
  • Examine how personal aesthetic criteria and values are influenced by geography, culture, and history, and explain how such preferences impact our perceptions of and response to artworks on display.
  • Examine and explain how artworks that are designed for display in particular contexts and that serve specific purposes are perceived and valued by their intended audiences.
  • Use one's understanding of visual arts genres and the styles of various artists, cultures, places, and times to analyze how stylistic, thematic, and/or technical content of artworks is selected and used to influence the intended audience.
  • Demonstrate presentation and responding processes, with attention to applying one's understanding of ideas, skills, and techniques of visual arts.
  • Explore how artists express feelings and present original ideas by using visual arts symbols in a variety of genres, styles, and media.
  • Demonstrate a responding process, with particular attention to using the elements and foundations of visual arts when evaluating a work of art.
Arts Education (2017)
Grade(s): 7
Visual Arts
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
11) Analyze multiple ways in which works of art and design influence specific audiences.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: Visual imagery influences understanding of and responses to the world.
EQ: What is an image? Where and how do we encounter images in our world? How do images influence our views of the world?
Concepts & Vocabulary:
  • Artistic processes
  • Various approaches to art making
  • Artist statement
  • Copyright Laws
  • Fair Use Responsibility
  • Plagiarize
  • Reflecting
  • Revising
  • Audience and Purpose
  • Critique
  • Visual Organization
  • Context
  • Technology
  • Mount
Skill Examples:
  • Examine how personal aesthetic criteria and values are influenced by geography, culture, and history, and explain how such preferences impact our perceptions of and response to artworks on display.
  • Examine and explain how artworks that are designed for display in particular contexts and that serve specific purposes are perceived and valued by their intended audiences.
  • Use one's understanding of visual arts genres and the styles of various artists, cultures, places, and times to analyze how stylistic, thematic, and/or technical content of artworks is selected and used to influence the intended audience.
  • Demonstrate presentation and responding processes, with attention to applying one's understanding of ideas, skills, and techniques of visual arts.
  • Explore how artists express feelings and present original ideas by using visual arts symbols in a variety of genres, styles, and media.
  • Demonstrate a responding process, with particular attention to using the elements and foundations of visual arts when evaluating a work of art.
Arts Education (2017)
Grade(s): 7
Visual Arts
All Resources: 2
Learning Activities: 0
Lesson Plans: 2
Classroom Resources: 0
Unit Plans: 0
12) Interpret by analyzing art-making approaches, subject matter, and use of media to identify ideas and meaning.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 8: Interpret intent and meaning in artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: People gain insights into meanings of artworks by engaging in the process of art criticism.
EQ: What is the value of engaging in the process of art criticism? How can the viewer "read" a work of art as text? How does knowing and using visual arts vocabularies help us understand and interpret works of art?
Concepts & Vocabulary:
  • Artistic processes
  • Various approaches to art making
  • Artist statement
  • Copyright Laws
  • Fair Use Responsibility
  • Plagiarize
  • Reflecting
  • Revising
  • Audience and Purpose
  • Critique
  • Visual Organization
  • Context
  • Technology
  • Mount
Skill Examples:
  • Examine how personal aesthetic criteria and values are influenced by geography, culture, and history, and explain how such preferences impact our perceptions of and response to artworks on display.
  • Examine and explain how artworks that are designed for display in particular contexts and that serve specific purposes are perceived and valued by their intended audiences.
  • Use one's understanding of visual arts genres and the styles of various artists, cultures, places, and times to analyze how stylistic, thematic, and/or technical content of artworks is selected and used to influence the intended audience.
  • Demonstrate presentation and responding processes, with attention to applying one's understanding of ideas, skills, and techniques of visual arts.
  • Explore how artists express feelings and present original ideas by using visual arts symbols in a variety of genres, styles, and media.
  • Demonstrate a responding process, with particular attention to using the elements and foundations of visual arts when evaluating a work of art.
Arts Education (2017)
Grade(s): 7
Visual Arts
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
13) Compare and contrast evaluation methods between artwork based on personal criteria and artwork based on a set of established criteria.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 9: Apply criteria to evaluate artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: People evaluate art based on various criteria.
EQ: How does one determine criteria to evaluate a work of art? How and why might criteria vary? How is a personal preference different from an evaluation?
Concepts & Vocabulary:
  • Artistic processes
  • Various approaches to art making
  • Artist statement
  • Copyright Laws
  • Fair Use Responsibility
  • Plagiarize
  • Reflecting
  • Revising
  • Audience and Purpose
  • Critique
  • Visual Organization
  • Context
  • Technology
  • Mount
Skill Examples:
  • Examine how personal aesthetic criteria and values are influenced by geography, culture, and history, and explain how such preferences impact our perceptions of and response to artworks on display.
  • Examine and explain how artworks that are designed for display in particular contexts and that serve specific purposes are perceived and valued by their intended audiences.
  • Use one's understanding of visual arts genres and the styles of various artists, cultures, places, and times to analyze how stylistic, thematic, and/or technical content of artworks is selected and used to influence the intended audience.
  • Demonstrate presentation and responding processes, with attention to applying one's understanding of ideas, skills, and techniques of visual arts.
  • Explore how artists express feelings and present original ideas by using visual arts symbols in a variety of genres, styles, and media.
  • Demonstrate a responding process, with particular attention to using the elements and foundations of visual arts when evaluating a work of art.
Connecting
Interpret
Arts Education (2017)
Grade(s): 7
Visual Arts
All Resources: 2
Learning Activities: 0
Lesson Plans: 2
Classroom Resources: 0
Unit Plans: 0
14) Individually or collaboratively research places and times in which people make and experience art.

Insight Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Process Components: Interpret
Essential Questions:
EU: Through artmaking, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.
EQ: How does engaging in creating art enrich people's lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through artmaking?
Concepts & Vocabulary:
  • Artistic processes
  • Various approaches to art making
  • Artist statement
  • Copyright Laws
  • Fair Use Responsibility
  • Plagiarize
  • Reflecting
  • Revising
  • Audience and Purpose
  • Critique
  • Visual Organization
  • Context
  • Technology
  • Mount
Skill Examples:
  • Recreate a historical moment in art history.
  • Create posters for a community issue or event.
  • Compare the styles and/or themes of artworks from various artists, cultures, and times.
  • Determine how cultural differences influence the content/themes of various murals of the past and present.
  • Examine the work of Andy Warhol and create a work of art in his style of a contemporary icon.
  • Investigate the significance and symbolism of cultural icons.
  • Create an original work of art or group artwork which utilizes culture symbols, icons, or logos to represent an individual or social group.
  • Work alone or collaboratively to demonstrate the creative process and create artworks that represent an artistic event or experience in a community.
  • Analyze the aesthetic, stylistic, thematic, and/or technical content of an artwork and identify the influences that it is reflects and the purpose for its creation.
  • Explain how one's interpretation or response to a work of art was affected by one's understanding and background knowledge.
Synthesize
Arts Education (2017)
Grade(s): 7
Visual Arts
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
15) Analyze how response to art is influenced by understanding the cultures, times, and places in which it was created.

Example: Analyze the art of Andy Warhol by exploring the influence of mass media and advertising on 20th-century America.

Insight Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Process Components: Synthesize
Essential Questions:
EU: People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art.
EQ: How does art help us understand the lives of people of different times, places, and cultures? How is art used to impact the views of a society? How does art preserve aspects of life?
Concepts & Vocabulary:
  • Artistic processes
  • Various approaches to art making
  • Artist statement
  • Copyright Laws
  • Fair Use Responsibility
  • Plagiarize
  • Reflecting
  • Revising
  • Audience and Purpose
  • Critique
  • Visual Organization
  • Context
  • Technology
  • Mount
Skill Examples:
  • Recreate a historical moment in art history.
  • Create posters for a community issue or event.
  • Compare the styles and/or themes of artworks from various artists, cultures, and times.
  • Determine how cultural differences influence the content/themes of various murals of the past and present.
  • Examine the work of Andy Warhol and create a work of art in his style of a contemporary icon.
  • Investigate the significance and symbolism of cultural icons.
  • Create an original work of art or group artwork which utilizes culture symbols, icons, or logos to represent an individual or social group.
  • Work alone or collaboratively to demonstrate the creative process and create artworks that represent an artistic event or experience in a community.
  • Analyze the aesthetic, stylistic, thematic, and/or technical content of an artwork and identify the influences that it is reflects and the purpose for its creation.
  • Explain how one's interpretation or response to a work of art was affected by one's understanding and background knowledge.