Courses of Study

Creating
Investigate, Plan, Make
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Individually or collaboratively formulate new creative problems based on student's existing artwork.

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:
  • Portraiture
  • Figures
  • Landscapes
  • Cityscapes
  • Everyday Life
  • Social Issues
  • Personal History
  • Conceptual/ Text-based Art
  • Image Appropriation
  • Conceptual Art
  • Reflection
  • Innovative thing are essential life skills.
  • Understanding contexts, histories and traditions that lead artists to break established traditions.
  • Experimentation of various art forms to express visual communication.
  • Responsible and ethical use of resources is essential when creating works of art.
  • People interact and perceive various art works in many different ways.
Skill Examples:
  • Use drawing skills and techniques as well as a variety of media to create a series of artworks based upon one's personal narrative.
  • Use perceptual skills (to create imagery from observation), imagination, and forming skills to achieve specific purposes in drawing and painting.
  • Use a variety of photographic and digital media techniques to develop compositions for the purposes of expression.
  • Select materials and processes and apply techniques and attributes of other artists and cultures to create original works of art.
  • Create and interpret an artwork that reflects the influences of a particular artist style, culture, or time.
  • Use a wide variety of found objects to create a work of art around a personal theme in the manner of artist Thornton Dial.
  • Create a series of artworks (sculptures, paintings) based upon the human figure.
  • Discuss the differences between art as practice (copying a masterwork, comic art, etc.) and art as a personal original creation.
  • Understand the importance of signing and dating original artwork.
  • Create a drawing or photograph that reflects the traditions and ideals of one's school.
  • Create and install an original work of art for a public space that reflects a social or cultural issue.
  • Redesign a public space (playground) that includes special needs children.
  • Create a sketch book that reflects ideas, themes, experimentation and growth.
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Accomplished
All Resources: 2
Learning Activities: 0
Lesson Plans: 2
Classroom Resources: 0
Unit Plans: 0
2) Make informed choices using a range of materials, methods, and techniques of traditional and/or contemporary artistic processes to plan works of art and design.

a. Employ a diverse range of traditional media, digital media, and multimedia; techniques; styles; tools; concepts; and processes in producing meaningful and expressive compositions.

b. Organize subject matter and formal qualities in a work of art into meaningful and expressive compositions.

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:
  • Portraiture
  • Figures
  • Landscapes
  • Cityscapes
  • Everyday Life
  • Social Issues
  • Personal History
  • Conceptual/ Text-based Art
  • Image Appropriation
  • Conceptual Art
  • Reflection
  • Innovative thing are essential life skills.
  • Understanding contexts, histories and traditions that lead artists to break established traditions.
  • Experimentation of various art forms to express visual communication.
  • Responsible and ethical use of resources is essential when creating works of art.
  • People interact and perceive various art works in many different ways.
Skill Examples:
  • Use drawing skills and techniques as well as a variety of media to create a series of artworks based upon one's personal narrative.
  • Use perceptual skills (to create imagery from observation), imagination, and forming skills to achieve specific purposes in drawing and painting.
  • Use a variety of photographic and digital media techniques to develop compositions for the purposes of expression.
  • Select materials and processes and apply techniques and attributes of other artists and cultures to create original works of art.
  • Create and interpret an artwork that reflects the influences of a particular artist style, culture, or time.
  • Use a wide variety of found objects to create a work of art around a personal theme in the manner of artist Thornton Dial.
  • Create a series of artworks (sculptures, paintings) based upon the human figure.
  • Discuss the differences between art as practice (copying a masterwork, comic art, etc.) and art as a personal original creation.
  • Understand the importance of signing and dating original artwork.
  • Create a drawing or photograph that reflects the traditions and ideals of one's school.
  • Create and install an original work of art for a public space that reflects a social or cultural issue.
  • Redesign a public space (playground) that includes special needs children.
  • Create a sketch book that reflects ideas, themes, experimentation and growth.
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Accomplished
All Resources: 3
Learning Activities: 0
Lesson Plans: 3
Classroom Resources: 0
Unit Plans: 0
3) Explore and create works of art and/or design that demonstrate increased technical skill and craftsmanship with various art media to explore a theme, idea, or concept.

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:
  • Portraiture
  • Figures
  • Landscapes
  • Cityscapes
  • Everyday Life
  • Social Issues
  • Personal History
  • Conceptual/ Text-based Art
  • Image Appropriation
  • Conceptual Art
  • Reflection
  • Innovative thing are essential life skills.
  • Understanding contexts, histories and traditions that lead artists to break established traditions.
  • Experimentation of various art forms to express visual communication.
  • Responsible and ethical use of resources is essential when creating works of art.
  • People interact and perceive various art works in many different ways.
Skill Examples:
  • Use drawing skills and techniques as well as a variety of media to create a series of artworks based upon one's personal narrative.
  • Use perceptual skills (to create imagery from observation), imagination, and forming skills to achieve specific purposes in drawing and painting.
  • Use a variety of photographic and digital media techniques to develop compositions for the purposes of expression.
  • Select materials and processes and apply techniques and attributes of other artists and cultures to create original works of art.
  • Create and interpret an artwork that reflects the influences of a particular artist style, culture, or time.
  • Use a wide variety of found objects to create a work of art around a personal theme in the manner of artist Thornton Dial.
  • Create a series of artworks (sculptures, paintings) based upon the human figure.
  • Discuss the differences between art as practice (copying a masterwork, comic art, etc.) and art as a personal original creation.
  • Understand the importance of signing and dating original artwork.
  • Create a drawing or photograph that reflects the traditions and ideals of one's school.
  • Create and install an original work of art for a public space that reflects a social or cultural issue.
  • Redesign a public space (playground) that includes special needs children.
  • Create a sketch book that reflects ideas, themes, experimentation and growth.
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Demonstrate awareness of ethical implications of making and distributing creative work.

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:
  • Portraiture
  • Figures
  • Landscapes
  • Cityscapes
  • Everyday Life
  • Social Issues
  • Personal History
  • Conceptual/ Text-based Art
  • Image Appropriation
  • Conceptual Art
  • Reflection
  • Innovative thing are essential life skills.
  • Understanding contexts, histories and traditions that lead artists to break established traditions.
  • Experimentation of various art forms to express visual communication.
  • Responsible and ethical use of resources is essential when creating works of art.
  • People interact and perceive various art works in many different ways.
Skill Examples:
  • Use drawing skills and techniques as well as a variety of media to create a series of artworks based upon one's personal narrative.
  • Use perceptual skills (to create imagery from observation), imagination, and forming skills to achieve specific purposes in drawing and painting.
  • Use a variety of photographic and digital media techniques to develop compositions for the purposes of expression.
  • Select materials and processes and apply techniques and attributes of other artists and cultures to create original works of art.
  • Create and interpret an artwork that reflects the influences of a particular artist style, culture, or time.
  • Use a wide variety of found objects to create a work of art around a personal theme in the manner of artist Thornton Dial.
  • Create a series of artworks (sculptures, paintings) based upon the human figure.
  • Discuss the differences between art as practice (copying a masterwork, comic art, etc.) and art as a personal original creation.
  • Understand the importance of signing and dating original artwork.
  • Create a drawing or photograph that reflects the traditions and ideals of one's school.
  • Create and install an original work of art for a public space that reflects a social or cultural issue.
  • Redesign a public space (playground) that includes special needs children.
  • Create a sketch book that reflects ideas, themes, experimentation and growth.
Reflect, Refine, Continue
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
5) Design a body of work in consideration of space and/or contemporary issues.

a. Maintain a self-directed sketchbook and/or journal.

b. Produce a thematically-related body of work.

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:
  • Portraiture
  • Figures
  • Landscapes
  • Cityscapes
  • Everyday Life
  • Social Issues
  • Personal History
  • Conceptual/ Text-based Art
  • Image Appropriation
  • Conceptual Art
  • Reflection
  • Innovative thing are essential life skills.
  • Understanding contexts, histories and traditions that lead artists to break established traditions.
  • Experimentation of various art forms to express visual communication.
  • Responsible and ethical use of resources is essential when creating works of art.
  • People interact and perceive various art works in many different ways.
Skill Examples:
  • Use drawing skills and techniques as well as a variety of media to create a series of artworks based upon one's personal narrative.
  • Use perceptual skills (to create imagery from observation), imagination, and forming skills to achieve specific purposes in drawing and painting.
  • Use a variety of photographic and digital media techniques to develop compositions for the purposes of expression.
  • Select materials and processes and apply techniques and attributes of other artists and cultures to create original works of art.
  • Create and interpret an artwork that reflects the influences of a particular artist style, culture, or time.
  • Use a wide variety of found objects to create a work of art around a personal theme in the manner of artist Thornton Dial.
  • Create a series of artworks (sculptures, paintings) based upon the human figure.
  • Discuss the differences between art as practice (copying a masterwork, comic art, etc.) and art as a personal original creation.
  • Understand the importance of signing and dating original artwork.
  • Create a drawing or photograph that reflects the traditions and ideals of one's school.
  • Create and install an original work of art for a public space that reflects a social or cultural issue.
  • Redesign a public space (playground) that includes special needs children.
  • Create a sketch book that reflects ideas, themes, experimentation and growth.
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
6) Engage in constructive critiques with peers and revisit works of art/design in response to personal artistic vision.

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:
  • Portraiture
  • Figures
  • Landscapes
  • Cityscapes
  • Everyday Life
  • Social Issues
  • Personal History
  • Conceptual/ Text-based Art
  • Image Appropriation
  • Conceptual Art
  • Reflection
  • Innovative thing are essential life skills.
  • Understanding contexts, histories and traditions that lead artists to break established traditions.
  • Experimentation of various art forms to express visual communication.
  • Responsible and ethical use of resources is essential when creating works of art.
  • People interact and perceive various art works in many different ways.
Skill Examples:
  • Use drawing skills and techniques as well as a variety of media to create a series of artworks based upon one's personal narrative.
  • Use perceptual skills (to create imagery from observation), imagination, and forming skills to achieve specific purposes in drawing and painting.
  • Use a variety of photographic and digital media techniques to develop compositions for the purposes of expression.
  • Select materials and processes and apply techniques and attributes of other artists and cultures to create original works of art.
  • Create and interpret an artwork that reflects the influences of a particular artist style, culture, or time.
  • Use a wide variety of found objects to create a work of art around a personal theme in the manner of artist Thornton Dial.
  • Create a series of artworks (sculptures, paintings) based upon the human figure.
  • Discuss the differences between art as practice (copying a masterwork, comic art, etc.) and art as a personal original creation.
  • Understand the importance of signing and dating original artwork.
  • Create a drawing or photograph that reflects the traditions and ideals of one's school.
  • Create and install an original work of art for a public space that reflects a social or cultural issue.
  • Redesign a public space (playground) that includes special needs children.
  • Create a sketch book that reflects ideas, themes, experimentation and growth.
Presenting
Select, Analyze, Share
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
7) Apply various methods for preparing works of art/design for presentation appropriate for a set environment.

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:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
  • Portraiture
  • Figures
  • Landscapes
  • Cityscapes
  • Everyday Life
  • Social Issues
  • Personal History
  • Conceptual/ Text-based Art
  • Image Appropriation
  • Conceptual Art
  • Reflection
  • Innovative thing are essential life skills.
  • Understanding contexts, histories and traditions that lead artists to break established traditions.
  • Experimentation of various art forms to express visual communication.
  • Responsible and ethical use of resources is essential when creating works of art.
  • People interact and perceive various art works in many different ways.
Skill Examples:
  • Create a unique mat or frame.
  • Create a piece inspired by an environment and/or for an environment.
  • Explore ways to preserve works of art in various environments.
  • Explore ways that museums or galleries restore works of arts exposed to various environments.
  • Explore testing how materials may be impacted by an environment prior to creating a work of art.
  • Curate an online gallery of artist work.
  • Curate a body of work with a specific theme by various artists.
  • Present a presentation of works that are related by theme, subject matter, time period, or artist and explain the connection and impact of each piece.
  • Design a pop up gallery space in a school.
  • Research an artistís body of work and create a timeline presentation of their work to offer insight into their process, history, or cultural impacts.
  • Research and create a work of art that is intentionally meant to disappear or disintegrate or not last longer that a short time period.
  • Explore how a work is only preserved in a video or photograph.
  • Work collaboratively to create an art show.
  • Work with local venues to host an art show.
  • Hide mini works of art around the school or in a public venue (with permission).
  • Work collaboratively with another art form (dance, music, theater, digital media) to create a work of art with a collaborative purpose and artistic meaning to be displayed or used in a new way (backdrop for dancers, video for music).
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Accomplished
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
8) Evaluate, select, and apply methods or processes appropriate for displaying artwork in a specific place.

Example: Create matting and frame.

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:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
  • Portraiture
  • Figures
  • Landscapes
  • Cityscapes
  • Everyday Life
  • Social Issues
  • Personal History
  • Conceptual/ Text-based Art
  • Image Appropriation
  • Conceptual Art
  • Reflection
  • Innovative thing are essential life skills.
  • Understanding contexts, histories and traditions that lead artists to break established traditions.
  • Experimentation of various art forms to express visual communication.
  • Responsible and ethical use of resources is essential when creating works of art.
  • People interact and perceive various art works in many different ways.
Skill Examples:
  • Create a unique mat or frame.
  • Create a piece inspired by an environment and/or for an environment.
  • Explore ways to preserve works of art in various environments.
  • Explore ways that museums or galleries restore works of arts exposed to various environments.
  • Explore testing how materials may be impacted by an environment prior to creating a work of art.
  • Curate an online gallery of artist work.
  • Curate a body of work with a specific theme by various artists.
  • Present a presentation of works that are related by theme, subject matter, time period, or artist and explain the connection and impact of each piece.
  • Design a pop up gallery space in a school.
  • Research an artistís body of work and create a timeline presentation of their work to offer insight into their process, history, or cultural impacts.
  • Research and create a work of art that is intentionally meant to disappear or disintegrate or not last longer that a short time period.
  • Explore how a work is only preserved in a video or photograph.
  • Work collaboratively to create an art show.
  • Work with local venues to host an art show.
  • Hide mini works of art around the school or in a public venue (with permission).
  • Work collaboratively with another art form (dance, music, theater, digital media) to create a work of art with a collaborative purpose and artistic meaning to be displayed or used in a new way (backdrop for dancers, video for music).
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
9) Create, explain, and justify connections between artists or artwork and social, cultural, and/or political history.

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:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
  • Portraiture
  • Figures
  • Landscapes
  • Cityscapes
  • Everyday Life
  • Social Issues
  • Personal History
  • Conceptual/ Text-based Art
  • Image Appropriation
  • Conceptual Art
  • Reflection
  • Innovative thing are essential life skills.
  • Understanding contexts, histories and traditions that lead artists to break established traditions.
  • Experimentation of various art forms to express visual communication.
  • Responsible and ethical use of resources is essential when creating works of art.
  • People interact and perceive various art works in many different ways.
Skill Examples:
  • Create a unique mat or frame.
  • Create a piece inspired by an environment and/or for an environment.
  • Explore ways to preserve works of art in various environments.
  • Explore ways that museums or galleries restore works of arts exposed to various environments.
  • Explore testing how materials may be impacted by an environment prior to creating a work of art.
  • Curate an online gallery of artist work.
  • Curate a body of work with a specific theme by various artists.
  • Present a presentation of works that are related by theme, subject matter, time period, or artist and explain the connection and impact of each piece.
  • Design a pop up gallery space in a school.
  • Research an artistís body of work and create a timeline presentation of their work to offer insight into their process, history, or cultural impacts.
  • Research and create a work of art that is intentionally meant to disappear or disintegrate or not last longer that a short time period.
  • Explore how a work is only preserved in a video or photograph.
  • Work collaboratively to create an art show.
  • Work with local venues to host an art show.
  • Hide mini works of art around the school or in a public venue (with permission).
  • Work collaboratively with another art form (dance, music, theater, digital media) to create a work of art with a collaborative purpose and artistic meaning to be displayed or used in a new way (backdrop for dancers, video for music).
Responding
Perceive, Analyze, Interpret
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
10) Recognize and describe personal aesthetic and empathetic responses to the natural and/or digital world.

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:
  • Portraiture
  • Figures
  • Landscapes
  • Cityscapes
  • Everyday Life
  • Social Issues
  • Personal History
  • Conceptual/ Text-based Art
  • Image Appropriation
  • Conceptual Art
  • Reflection
  • Innovative thing are essential life skills.
  • Understanding contexts, histories and traditions that lead artists to break established traditions.
  • Experimentation of various art forms to express visual communication.
  • Responsible and ethical use of resources is essential when creating works of art.
  • People interact and perceive various art works in many different ways.
Skill Examples:
  • Investigate and discuss how visual appearances (aesthetics) influence one's opinion and perceptions of the natural world and manmade constructions.
  • Explain how the arts reflect life choices one has made, as well as how those choices have been influenced by culture, society, and environment.
  • Analyze the images in an artwork created for a specific purpose, and determine how effective the imagery was at altering the social perceptions or ideas and behavior of the audience.
  • Evaluate how effectively visual artworks created for a particular purpose and audience communicate the ideas and inspire intended responses.
  • Articulate and justify the rationale that one uses when making artistic choices to create artworks that communicate to a specific audience.
  • Identify and gather evidence/information by researching the context of an artwork to discover its significance.
  • Apply contextual information when interpreting an artwork to extend one's understanding beyond what can be deduced just by looking.
  • Demonstrate a responding process, with particular attention to perceiving and critiquing the aesthetic criteria and other factors that shape the way that others respond to and evaluate visual artworks.
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
11) Evaluate the effectiveness of an image or images to influence ideas, feelings, and behaviors of 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:
  • Portraiture
  • Figures
  • Landscapes
  • Cityscapes
  • Everyday Life
  • Social Issues
  • Personal History
  • Conceptual/ Text-based Art
  • Image Appropriation
  • Conceptual Art
  • Reflection
  • Innovative thing are essential life skills.
  • Understanding contexts, histories and traditions that lead artists to break established traditions.
  • Experimentation of various art forms to express visual communication.
  • Responsible and ethical use of resources is essential when creating works of art.
  • People interact and perceive various art works in many different ways.
Skill Examples:
  • Investigate and discuss how visual appearances (aesthetics) influence one's opinion and perceptions of the natural world and manmade constructions.
  • Explain how the arts reflect life choices one has made, as well as how those choices have been influenced by culture, society, and environment.
  • Analyze the images in an artwork created for a specific purpose, and determine how effective the imagery was at altering the social perceptions or ideas and behavior of the audience.
  • Evaluate how effectively visual artworks created for a particular purpose and audience communicate the ideas and inspire intended responses.
  • Articulate and justify the rationale that one uses when making artistic choices to create artworks that communicate to a specific audience.
  • Identify and gather evidence/information by researching the context of an artwork to discover its significance.
  • Apply contextual information when interpreting an artwork to extend one's understanding beyond what can be deduced just by looking.
  • Demonstrate a responding process, with particular attention to perceiving and critiquing the aesthetic criteria and other factors that shape the way that others respond to and evaluate visual artworks.
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
12) Identify types of contextual information useful in the process of constructing interpretations of an artwork or collection of works.

a. Write a reflective narrative that critically analyzes the organizational effectiveness and artistic choices of personal and peer works of art.

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:
  • Portraiture
  • Figures
  • Landscapes
  • Cityscapes
  • Everyday Life
  • Social Issues
  • Personal History
  • Conceptual/ Text-based Art
  • Image Appropriation
  • Conceptual Art
  • Reflection
  • Innovative thing are essential life skills.
  • Understanding contexts, histories and traditions that lead artists to break established traditions.
  • Experimentation of various art forms to express visual communication.
  • Responsible and ethical use of resources is essential when creating works of art.
  • People interact and perceive various art works in many different ways.
Skill Examples:
  • Investigate and discuss how visual appearances (aesthetics) influence one's opinion and perceptions of the natural world and manmade constructions.
  • Explain how the arts reflect life choices one has made, as well as how those choices have been influenced by culture, society, and environment.
  • Analyze the images in an artwork created for a specific purpose, and determine how effective the imagery was at altering the social perceptions or ideas and behavior of the audience.
  • Evaluate how effectively visual artworks created for a particular purpose and audience communicate the ideas and inspire intended responses.
  • Articulate and justify the rationale that one uses when making artistic choices to create artworks that communicate to a specific audience.
  • Identify and gather evidence/information by researching the context of an artwork to discover its significance.
  • Apply contextual information when interpreting an artwork to extend one's understanding beyond what can be deduced just by looking.
  • Demonstrate a responding process, with particular attention to perceiving and critiquing the aesthetic criteria and other factors that shape the way that others respond to and evaluate visual artworks.
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Accomplished
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
13) Determine the relevance of criteria used by others to evaluate a work of art or collection of works.

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:
  • Portraiture
  • Figures
  • Landscapes
  • Cityscapes
  • Everyday Life
  • Social Issues
  • Personal History
  • Conceptual/ Text-based Art
  • Image Appropriation
  • Conceptual Art
  • Reflection
  • Innovative thing are essential life skills.
  • Understanding contexts, histories and traditions that lead artists to break established traditions.
  • Experimentation of various art forms to express visual communication.
  • Responsible and ethical use of resources is essential when creating works of art.
  • People interact and perceive various art works in many different ways.
Skill Examples:
  • Investigate and discuss how visual appearances (aesthetics) influence one's opinion and perceptions of the natural world and manmade constructions.
  • Explain how the arts reflect life choices one has made, as well as how those choices have been influenced by culture, society, and environment.
  • Analyze the images in an artwork created for a specific purpose, and determine how effective the imagery was at altering the social perceptions or ideas and behavior of the audience.
  • Evaluate how effectively visual artworks created for a particular purpose and audience communicate the ideas and inspire intended responses.
  • Articulate and justify the rationale that one uses when making artistic choices to create artworks that communicate to a specific audience.
  • Identify and gather evidence/information by researching the context of an artwork to discover its significance.
  • Apply contextual information when interpreting an artwork to extend one's understanding beyond what can be deduced just by looking.
  • Demonstrate a responding process, with particular attention to perceiving and critiquing the aesthetic criteria and other factors that shape the way that others respond to and evaluate visual artworks.
Connecting
Interpret
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
14) Apply inquiry and analytical processes when viewing, judging, and consuming usual content to explore unfamiliar subjects through art-making.

a. Compare modes of artistic expression used in art and other academic disciplines.

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:
  • Portraiture
  • Figures
  • Landscapes
  • Cityscapes
  • Everyday Life
  • Social Issues
  • Personal History
  • Conceptual/ Text-based Art
  • Image Appropriation
  • Conceptual Art
  • Reflection
  • Innovative thing are essential life skills.
  • Understanding contexts, histories and traditions that lead artists to break established traditions.
  • Experimentation of various art forms to express visual communication.
  • Responsible and ethical use of resources is essential when creating works of art.
  • People interact and perceive various art works in many different ways.
Skill Examples:
  • When given a list of historical or social subjects, use the artistic process to research multiple facts and perspectives; then create an original work of art that synthesizes one's newly informed belief system.
  • After researching various elements of Japanese history and culture, create an original Sumi Painting that includes elements discovered through investigation.
  • Debate the short- and long-term effects of visual pollution, such as billboards on scenic roadsides, landfills, and highway signs.
  • Examine the public art selection process: Determine how a specific artwork in one's community was selected, and analyze its impact on the environment.
  • Analyze how an individual's choice of clothing reflects the popular culture of the time as well as other social and environmental influences.
  • Demonstrate the creative process, with particular attention to investigating and experimenting with new ideas, skills, foundations, and techniques of visual arts in order to create visual artworks.
  • Create an arts presentation that explores and/or integrates multiple disciplines.
  • Examine and compare the purposes of artworks in a variety of settings, such as in the family/ home, in the classroom, at school, at events in the community, at other public events, and in advertisement.
  • Explore how setting, purpose, and overall context influence viewers' perceptions of visual images, including whether the images constitute visual pollution.
  • Investigate and discuss how visual artworks in different societal, cultural, and historical contexts have influenced people's opinions and perception of other people and places.
Synthesize
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
15) Compare uses of art in a variety of societal, cultural, and historical contexts and make connections to uses of art in contemporary and local contexts.

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:
  • Portraiture
  • Figures
  • Landscapes
  • Cityscapes
  • Everyday Life
  • Social Issues
  • Personal History
  • Conceptual/ Text-based Art
  • Image Appropriation
  • Conceptual Art
  • Reflection
  • Innovative thing are essential life skills.
  • Understanding contexts, histories and traditions that lead artists to break established traditions.
  • Experimentation of various art forms to express visual communication.
  • Responsible and ethical use of resources is essential when creating works of art.
  • People interact and perceive various art works in many different ways.
Skill Examples:
  • When given a list of historical or social subjects, use the artistic process to research multiple facts and perspectives; then create an original work of art that synthesizes one's newly informed belief system.
  • After researching various elements of Japanese history and culture, create an original Sumi Painting that includes elements discovered through investigation.
  • Debate the short- and long-term effects of visual pollution, such as billboards on scenic roadsides, landfills, and highway signs.
  • Examine the public art selection process: Determine how a specific artwork in one's community was selected, and analyze its impact on the environment.
  • Analyze how an individual's choice of clothing reflects the popular culture of the time as well as other social and environmental influences.
  • Demonstrate the creative process, with particular attention to investigating and experimenting with new ideas, skills, foundations, and techniques of visual arts in order to create visual artworks.
  • Create an arts presentation that explores and/or integrates multiple disciplines.
  • Examine and compare the purposes of artworks in a variety of settings, such as in the family/ home, in the classroom, at school, at events in the community, at other public events, and in advertisement.
  • Explore how setting, purpose, and overall context influence viewers' perceptions of visual images, including whether the images constitute visual pollution.
  • Investigate and discuss how visual artworks in different societal, cultural, and historical contexts have influenced people's opinions and perception of other people and places.