Courses of Study

Creating
Investigate, Plan, Make
Arts Education (2017)
Grade(s): 8
Visual Arts
All Resources: 4
Learning Activities: 0
Lesson Plans: 4
Classroom Resources: 0
Unit Plans: 0
1) Apply early stages of the creative process visually and/or verbally in traditional or new media.

Example: Document processes through sketchbooks, phone pictures, and digital media.

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:
  • Creative Processes
  • Organize and develop ideas
  • Traditional Media
  • Contemporary Media
  • Fair Use
  • Open Source
  • Creative Commons
  • Develop artistic ideas
  • Plagiarizing
  • Graffiti
  • Defacing
  • Criteria
  • Refine and complete artistic work
  • Archival
  • Criteria
  • Cultural Context
  • Body of Artwork
  • Collaborate
  • Medium/ Media
  • Genre
Skill Examples:
  • Create a pre-drawing self-portrait at the beginning of a drawing unit and compare it to a finished self-portrait at the end of the unit.
  • Write a survey at the beginning of a course to communicate prior knowledge and apprehensions of creating artwork and skill levels. At the end of the course review the survey to reflect on progress.
  • Collaborate with other students to create a legacy project, communication-based posters or a mural.
  • Collaboratively or individually compare, contrast and investigate self -portraits and social media selfies.
  • Create an artwork that explores new techniques, with the understanding that the artwork is experimental.
  • After exploring Tibetan sand mandalas, write a reflection, that highlights the importance of the process over product.
  • Discuss, examine and describe the use and misuses of appropriating (plagiarizing) copyrighted artworks and designs.
  • Describe the difference between the intent of graffiti vandalism and urban street art and the effects on various communities- compare defacing with creating.
  • Create an artwork implementing ideas, organizational elements, foundations, skills, and techniques of visual art in a traditional and/or digital method.
  • Engage - for the purposes of personal reflection and on-going improvement, group critiques.
  • Create a rubric with teacher input to be used for evaluation purposes.
Arts Education (2017)
Grade(s): 8
Visual Arts
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
2) Collaboratively shape an artistic investigation of an aspect of present-day life using a traditional and/or contemporary practice of art and design.

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:
  • Creative Processes
  • Organize and develop ideas
  • Traditional Media
  • Contemporary Media
  • Fair Use
  • Open Source
  • Creative Commons
  • Develop artistic ideas
  • Plagiarizing
  • Graffiti
  • Defacing
  • Criteria
  • Refine and complete artistic work
  • Archival
  • Criteria
  • Cultural Context
  • Body of Artwork
  • Collaborate
  • Medium/ Media
  • Genre
Skill Examples:
  • Create a pre-drawing self-portrait at the beginning of a drawing unit and compare it to a finished self-portrait at the end of the unit.
  • Write a survey at the beginning of a course to communicate prior knowledge and apprehensions of creating artwork and skill levels. At the end of the course review the survey to reflect on progress.
  • Collaborate with other students to create a legacy project, communication-based posters or a mural.
  • Collaboratively or individually compare, contrast and investigate self -portraits and social media selfies.
  • Create an artwork that explores new techniques, with the understanding that the artwork is experimental.
  • After exploring Tibetan sand mandalas, write a reflection, that highlights the importance of the process over product.
  • Discuss, examine and describe the use and misuses of appropriating (plagiarizing) copyrighted artworks and designs.
  • Describe the difference between the intent of graffiti vandalism and urban street art and the effects on various communities- compare defacing with creating.
  • Create an artwork implementing ideas, organizational elements, foundations, skills, and techniques of visual art in a traditional and/or digital method.
  • Engage - for the purposes of personal reflection and on-going improvement, group critiques.
  • Create a rubric with teacher input to be used for evaluation purposes.
Arts Education (2017)
Grade(s): 8
Visual Arts
All Resources: 3
Learning Activities: 0
Lesson Plans: 3
Classroom Resources: 0
Unit Plans: 0
3) Engage, experiment, innovate, and take risks to pursue ideas, forms, and meaning that emerge in the process of creating art.

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:
  • Creative Processes
  • Organize and develop ideas
  • Traditional Media
  • Contemporary Media
  • Fair Use
  • Open Source
  • Creative Commons
  • Develop artistic ideas
  • Plagiarizing
  • Graffiti
  • Defacing
  • Criteria
  • Refine and complete artistic work
  • Archival
  • Criteria
  • Cultural Context
  • Body of Artwork
  • Collaborate
  • Medium/ Media
  • Genre
Skill Examples:
  • Create a pre-drawing self-portrait at the beginning of a drawing unit and compare it to a finished self-portrait at the end of the unit.
  • Write a survey at the beginning of a course to communicate prior knowledge and apprehensions of creating artwork and skill levels. At the end of the course review the survey to reflect on progress.
  • Collaborate with other students to create a legacy project, communication-based posters or a mural.
  • Collaboratively or individually compare, contrast and investigate self -portraits and social media selfies.
  • Create an artwork that explores new techniques, with the understanding that the artwork is experimental.
  • After exploring Tibetan sand mandalas, write a reflection, that highlights the importance of the process over product.
  • Discuss, examine and describe the use and misuses of appropriating (plagiarizing) copyrighted artworks and designs.
  • Describe the difference between the intent of graffiti vandalism and urban street art and the effects on various communities- compare defacing with creating.
  • Create an artwork implementing ideas, organizational elements, foundations, skills, and techniques of visual art in a traditional and/or digital method.
  • Engage - for the purposes of personal reflection and on-going improvement, group critiques.
  • Create a rubric with teacher input to be used for evaluation purposes.
Arts Education (2017)
Grade(s): 8
Visual Arts
All Resources: 2
Learning Activities: 0
Lesson Plans: 2
Classroom Resources: 0
Unit Plans: 0
4) Define and/or illustrate 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.

Example: Take their own reference photos and use them to create a work of art.

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:
  • Creative Processes
  • Organize and develop ideas
  • Traditional Media
  • Contemporary Media
  • Fair Use
  • Open Source
  • Creative Commons
  • Develop artistic ideas
  • Plagiarizing
  • Graffiti
  • Defacing
  • Criteria
  • Refine and complete artistic work
  • Archival
  • Criteria
  • Cultural Context
  • Body of Artwork
  • Collaborate
  • Medium/ Media
  • Genre
Skill Examples:
  • Create a pre-drawing self-portrait at the beginning of a drawing unit and compare it to a finished self-portrait at the end of the unit.
  • Write a survey at the beginning of a course to communicate prior knowledge and apprehensions of creating artwork and skill levels. At the end of the course review the survey to reflect on progress.
  • Collaborate with other students to create a legacy project, communication-based posters or a mural.
  • Collaboratively or individually compare, contrast and investigate self -portraits and social media selfies.
  • Create an artwork that explores new techniques, with the understanding that the artwork is experimental.
  • After exploring Tibetan sand mandalas, write a reflection, that highlights the importance of the process over product.
  • Discuss, examine and describe the use and misuses of appropriating (plagiarizing) copyrighted artworks and designs.
  • Describe the difference between the intent of graffiti vandalism and urban street art and the effects on various communities- compare defacing with creating.
  • Create an artwork implementing ideas, organizational elements, foundations, skills, and techniques of visual art in a traditional and/or digital method.
  • Engage - for the purposes of personal reflection and on-going improvement, group critiques.
  • Create a rubric with teacher input to be used for evaluation purposes.
Reflect, Refine, Continue
Arts Education (2017)
Grade(s): 8
Visual Arts
All Resources: 4
Learning Activities: 1
Lesson Plans: 3
Classroom Resources: 0
Unit Plans: 0
5) Plan select, organize, and design images and words to make visually clear works of art using traditional and/or digital methods.

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:
  • Creative Processes
  • Organize and develop ideas
  • Traditional Media
  • Contemporary Media
  • Fair Use
  • Open Source
  • Creative Commons
  • Develop artistic ideas
  • Plagiarizing
  • Graffiti
  • Defacing
  • Criteria
  • Refine and complete artistic work
  • Archival
  • Criteria
  • Cultural Context
  • Body of Artwork
  • Collaborate
  • Medium/ Media
  • Genre
Skill Examples:
  • Create a pre-drawing self-portrait at the beginning of a drawing unit and compare it to a finished self-portrait at the end of the unit.
  • Write a survey at the beginning of a course to communicate prior knowledge and apprehensions of creating artwork and skill levels. At the end of the course review the survey to reflect on progress.
  • Collaborate with other students to create a legacy project, communication-based posters or a mural.
  • Collaboratively or individually compare, contrast and investigate self -portraits and social media selfies.
  • Create an artwork that explores new techniques, with the understanding that the artwork is experimental.
  • After exploring Tibetan sand mandalas, write a reflection, that highlights the importance of the process over product.
  • Discuss, examine and describe the use and misuses of appropriating (plagiarizing) copyrighted artworks and designs.
  • Describe the difference between the intent of graffiti vandalism and urban street art and the effects on various communities- compare defacing with creating.
  • Create an artwork implementing ideas, organizational elements, foundations, skills, and techniques of visual art in a traditional and/or digital method.
  • Engage - for the purposes of personal reflection and on-going improvement, group critiques.
  • Create a rubric with teacher input to be used for evaluation purposes.
Arts Education (2017)
Grade(s): 8
Visual Arts
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
6) Apply relevant criteria to examine, reflect on, and plan revisions for a work of art or design in progress.

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:
  • Creative Processes
  • Organize and develop ideas
  • Traditional Media
  • Contemporary Media
  • Fair Use
  • Open Source
  • Creative Commons
  • Develop artistic ideas
  • Plagiarizing
  • Graffiti
  • Defacing
  • Criteria
  • Refine and complete artistic work
  • Archival
  • Criteria
  • Cultural Context
  • Body of Artwork
  • Collaborate
  • Medium/ Media
  • Genre
Skill Examples:
  • Create a pre-drawing self-portrait at the beginning of a drawing unit and compare it to a finished self-portrait at the end of the unit.
  • Write a survey at the beginning of a course to communicate prior knowledge and apprehensions of creating artwork and skill levels. At the end of the course review the survey to reflect on progress.
  • Collaborate with other students to create a legacy project, communication-based posters or a mural.
  • Collaboratively or individually compare, contrast and investigate self -portraits and social media selfies.
  • Create an artwork that explores new techniques, with the understanding that the artwork is experimental.
  • After exploring Tibetan sand mandalas, write a reflection, that highlights the importance of the process over product.
  • Discuss, examine and describe the use and misuses of appropriating (plagiarizing) copyrighted artworks and designs.
  • Describe the difference between the intent of graffiti vandalism and urban street art and the effects on various communities- compare defacing with creating.
  • Create an artwork implementing ideas, organizational elements, foundations, skills, and techniques of visual art in a traditional and/or digital method.
  • Engage - for the purposes of personal reflection and on-going improvement, group critiques.
  • Create a rubric with teacher input to be used for evaluation purposes.
Presenting
Select, Analyze, Share
Arts Education (2017)
Grade(s): 8
Visual Arts
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
7) Develop and apply criteria for evaluating a collection of artwork for presentation.

Example: Create a list of questions that address the interpretation of a collection of artwork, such as: How are these pieces related? How are they different? Does each piece address a similar theme or idea?

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:
  • Creative Processes
  • Organize and develop ideas
  • Traditional Media
  • Contemporary Media
  • Fair Use
  • Open Source
  • Creative Commons
  • Develop artistic ideas
  • Plagiarizing
  • Graffiti
  • Defacing
  • Criteria
  • Refine and complete artistic work
  • Archival
  • Criteria
  • Cultural Context
  • Body of Artwork
  • Collaborate
  • Medium/ Media
  • Genre
Skill Examples:
  • Answer from observation, questions that address the interpretation of a collection of artwork, such as: How are these pieces related? How are they different? Does each piece address a similar theme or idea?
  • Select an artwork of one's own to be critiqued by peers.
  • Participate in critiques individually or in a group.
  • Create (with the assistance of the teacher/ peers) an appropriate rubric for evaluating and selecting artworks for display in a particular setting.
  • Work alone or in collaboration with others to plan and create visual artworks in a variety of media that communicate particular ideas.
  • Select artworks for an exhibit or display.
  • Use digital media to locate and research art exhibits that represent ideas, beliefs and experiences of a historical or political nature.
  • State the purpose and/or use for various qualities of paper, what it is used for, and why a higher quality (archival) paper is used for the final version of an artwork.
  • View works on display in a museum. View works of art on display in a museum either in person or electronically. Write about what was seen, noting what stood out about the presentation of the works.
  • Select and mount one's own work for display.
Arts Education (2017)
Grade(s): 8
Visual Arts
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
8) Collaboratively prepare and present a body of related artwork and accompanying narratives for display.

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:
  • Creative Processes
  • Organize and develop ideas
  • Traditional Media
  • Contemporary Media
  • Fair Use
  • Open Source
  • Creative Commons
  • Develop artistic ideas
  • Plagiarizing
  • Graffiti
  • Defacing
  • Criteria
  • Refine and complete artistic work
  • Archival
  • Criteria
  • Cultural Context
  • Body of Artwork
  • Collaborate
  • Medium/ Media
  • Genre
Skill Examples:
  • Answer from observation, questions that address the interpretation of a collection of artwork, such as: How are these pieces related? How are they different? Does each piece address a similar theme or idea?
  • Select an artwork of one's own to be critiqued by peers.
  • Participate in critiques individually or in a group.
  • Create (with the assistance of the teacher/ peers) an appropriate rubric for evaluating and selecting artworks for display in a particular setting.
  • Work alone or in collaboration with others to plan and create visual artworks in a variety of media that communicate particular ideas.
  • Select artworks for an exhibit or display.
  • Use digital media to locate and research art exhibits that represent ideas, beliefs and experiences of a historical or political nature.
  • State the purpose and/or use for various qualities of paper, what it is used for, and why a higher quality (archival) paper is used for the final version of an artwork.
  • View works on display in a museum. View works of art on display in a museum either in person or electronically. Write about what was seen, noting what stood out about the presentation of the works.
  • Select and mount one's own work for display.
Arts Education (2017)
Grade(s): 8
Visual Arts
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
9) Working in a group, discuss why and how an exhibition or collection may influence ideas, beliefs, and experiences.

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:
  • Creative Processes
  • Organize and develop ideas
  • Traditional Media
  • Contemporary Media
  • Fair Use
  • Open Source
  • Creative Commons
  • Develop artistic ideas
  • Plagiarizing
  • Graffiti
  • Defacing
  • Criteria
  • Refine and complete artistic work
  • Archival
  • Criteria
  • Cultural Context
  • Body of Artwork
  • Collaborate
  • Medium/ Media
  • Genre
Skill Examples:
  • Answer from observation, questions that address the interpretation of a collection of artwork, such as: How are these pieces related? How are they different? Does each piece address a similar theme or idea?
  • Select an artwork of one's own to be critiqued by peers.
  • Participate in critiques individually or in a group.
  • Create (with the assistance of the teacher/ peers) an appropriate rubric for evaluating and selecting artworks for display in a particular setting.
  • Work alone or in collaboration with others to plan and create visual artworks in a variety of media that communicate particular ideas.
  • Select artworks for an exhibit or display.
  • Use digital media to locate and research art exhibits that represent ideas, beliefs and experiences of a historical or political nature.
  • State the purpose and/or use for various qualities of paper, what it is used for, and why a higher quality (archival) paper is used for the final version of an artwork.
  • View works on display in a museum. View works of art on display in a museum either in person or electronically. Write about what was seen, noting what stood out about the presentation of the works.
  • Select and mount one's own work for display.
Responding
Perceive, Analyze, Interpret
Arts Education (2017)
Grade(s): 8
Visual Arts
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
10) Collaboratively discuss how a person's aesthetic choices are influenced by culture and environment and how these influences impact the visual images that one creates.

Example: Discuss the influence of Japanese animation on drawing techniques and styles of American youth.

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:
  • Creative Processes
  • Organize and develop ideas
  • Traditional Media
  • Contemporary Media
  • Fair Use
  • Open Source
  • Creative Commons
  • Develop artistic ideas
  • Plagiarizing
  • Graffiti
  • Defacing
  • Criteria
  • Refine and complete artistic work
  • Archival
  • Criteria
  • Cultural Context
  • Body of Artwork
  • Collaborate
  • Medium/ Media
  • Genre
Skill Examples:
  • Examine and discuss how geographical, cultural, and historical perspectives represented in visual artworks influence an artist's personal aesthetic criteria.
  • Determine how the personal aesthetic choices reflected in one's own visual artworks are influenced by geography, culture, and history.
  • Distinguish between various artworks (in a variety of media) based upon each work's context, and aesthetic, stylistic, thematic, and/or technical content.
  • Analyze how an artist's design choices influence the feelings and ideas of the intended audience.
  • Demonstrate creative, presentation, and responding processes, with attention to applying the characteristics of form and structure, media, and art making approaches to interpret and describe the mood and messages of a work of art.
  • Evaluate a variety of visual artworks, identifying the personal aesthetic choices represented in each and explaining how these choices reflect the influence of geography, culture, and history.
Arts Education (2017)
Grade(s): 8
Visual Arts
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
11) Analyze the contexts and media in which images influence ideas, emotions, and actions.

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:
  • Creative Processes
  • Organize and develop ideas
  • Traditional Media
  • Contemporary Media
  • Fair Use
  • Open Source
  • Creative Commons
  • Develop artistic ideas
  • Plagiarizing
  • Graffiti
  • Defacing
  • Criteria
  • Refine and complete artistic work
  • Archival
  • Criteria
  • Cultural Context
  • Body of Artwork
  • Collaborate
  • Medium/ Media
  • Genre
Skill Examples:
  • Examine and discuss how geographical, cultural, and historical perspectives represented in visual artworks influence an artist's personal aesthetic criteria.
  • Determine how the personal aesthetic choices reflected in one's own visual artworks are influenced by geography, culture, and history.
  • Distinguish between various artworks (in a variety of media) based upon each work's context, and aesthetic, stylistic, thematic, and/or technical content.
  • Analyze how an artist's design choices influence the feelings and ideas of the intended audience.
  • Demonstrate creative, presentation, and responding processes, with attention to applying the characteristics of form and structure, media, and art making approaches to interpret and describe the mood and messages of a work of art.
  • Evaluate a variety of visual artworks, identifying the personal aesthetic choices represented in each and explaining how these choices reflect the influence of geography, culture, and history.
Arts Education (2017)
Grade(s): 8
Visual Arts
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
12) Interpret and analyze how the interaction of the art-making process, subject matter, use of media, visual qualities, and contextual information contributes to understanding messages or ideas.

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:
  • Creative Processes
  • Organize and develop ideas
  • Traditional Media
  • Contemporary Media
  • Fair Use
  • Open Source
  • Creative Commons
  • Develop artistic ideas
  • Plagiarizing
  • Graffiti
  • Defacing
  • Criteria
  • Refine and complete artistic work
  • Archival
  • Criteria
  • Cultural Context
  • Body of Artwork
  • Collaborate
  • Medium/ Media
  • Genre
Skill Examples:
  • Examine and discuss how geographical, cultural, and historical perspectives represented in visual artworks influence an artist's personal aesthetic criteria.
  • Determine how the personal aesthetic choices reflected in one's own visual artworks are influenced by geography, culture, and history.
  • Distinguish between various artworks (in a variety of media) based upon each work's context, and aesthetic, stylistic, thematic, and/or technical content.
  • Analyze how an artist's design choices influence the feelings and ideas of the intended audience.
  • Demonstrate creative, presentation, and responding processes, with attention to applying the characteristics of form and structure, media, and art making approaches to interpret and describe the mood and messages of a work of art.
  • Evaluate a variety of visual artworks, identifying the personal aesthetic choices represented in each and explaining how these choices reflect the influence of geography, culture, and history.
Arts Education (2017)
Grade(s): 8
Visual Arts
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
13) Collaborate to create a convincing and logical justification to support an evaluation of art.

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:
  • Creative Processes
  • Organize and develop ideas
  • Traditional Media
  • Contemporary Media
  • Fair Use
  • Open Source
  • Creative Commons
  • Develop artistic ideas
  • Plagiarizing
  • Graffiti
  • Defacing
  • Criteria
  • Refine and complete artistic work
  • Archival
  • Criteria
  • Cultural Context
  • Body of Artwork
  • Collaborate
  • Medium/ Media
  • Genre
Skill Examples:
  • Examine and discuss how geographical, cultural, and historical perspectives represented in visual artworks influence an artist's personal aesthetic criteria.
  • Determine how the personal aesthetic choices reflected in one's own visual artworks are influenced by geography, culture, and history.
  • Distinguish between various artworks (in a variety of media) based upon each work's context, and aesthetic, stylistic, thematic, and/or technical content.
  • Analyze how an artist's design choices influence the feelings and ideas of the intended audience.
  • Demonstrate creative, presentation, and responding processes, with attention to applying the characteristics of form and structure, media, and art making approaches to interpret and describe the mood and messages of a work of art.
  • Evaluate a variety of visual artworks, identifying the personal aesthetic choices represented in each and explaining how these choices reflect the influence of geography, culture, and history.
Connecting
Interpret
Arts Education (2017)
Grade(s): 8
Visual Arts
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
14) Create art collaboratively or individually to reflect on and reinforce positive aspects of group identity.

Example: Create tributes to family members, school and/or community heritage.

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:
  • Creative Processes
  • Organize and develop ideas
  • Traditional Media
  • Contemporary Media
  • Fair Use
  • Open Source
  • Creative Commons
  • Develop artistic ideas
  • Plagiarizing
  • Graffiti
  • Defacing
  • Criteria
  • Refine and complete artistic work
  • Archival
  • Criteria
  • Cultural Context
  • Body of Artwork
  • Collaborate
  • Medium/ Media
  • Genre
Skill Examples:
  • Work collaboratively to plan and create a work of art to express or represent individual or group identity.
  • Create a group portrait that shows students personal interests.
  • Compare the styles and/or themes of artworks from various artists, cultures, and times.
  • Create group artwork about a current world event.
  • Research and explain how companies or sports teams utilize icons and logos, then create a logo of one's own.
  • Create tributes to family members, school and/or community heritage.
  • Work collaboratively to plan and create visual works of art in a variety of media to communicate a specific message or for a specific purpose.
  • Analyze and compare the aesthetic, stylistic, thematic, and or technical content of works of art.
  • Identify the original contexts and purposes of works of art, and explain how each work of art reflects and is influenced by a particular culture or community.
Synthesize
Arts Education (2017)
Grade(s): 8
Visual Arts
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
15) Differentiate the ways art is used to reflect, represent, and establish group identity.

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:
  • Creative Processes
  • Organize and develop ideas
  • Traditional Media
  • Contemporary Media
  • Fair Use
  • Open Source
  • Creative Commons
  • Develop artistic ideas
  • Plagiarizing
  • Graffiti
  • Defacing
  • Criteria
  • Refine and complete artistic work
  • Archival
  • Criteria
  • Cultural Context
  • Body of Artwork
  • Collaborate
  • Medium/ Media
  • Genre
Skill Examples:
  • Work collaboratively to plan and create a work of art to express or represent individual or group identity.
  • Create a group portrait that shows students personal interests.
  • Compare the styles and/or themes of artworks from various artists, cultures, and times.
  • Create group artwork about a current world event.
  • Research and explain how companies or sports teams utilize icons and logos, then create a logo of one's own.
  • Create tributes to family members, school and/or community heritage.
  • Work collaboratively to plan and create visual works of art in a variety of media to communicate a specific message or for a specific purpose.
  • Analyze and compare the aesthetic, stylistic, thematic, and or technical content of works of art.
  • Identify the original contexts and purposes of works of art, and explain how each work of art reflects and is influenced by a particular culture or community.