Courses of Study

Creating
Investigate, Plan, Make
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Advanced
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
1) Individually and/or collaboratively formulate and expand new ideas based on 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:
  • Artist Statement
  • Abstraction
  • Animation
  • Distortion
  • Elaboration
  • Fragmentation
  • Juxtaposition
  • Magnification
  • Metamorphosis
  • Multiplication
  • Reversals
  • Simplification
  • Viewpoint
  • Form, intent, and content complement each other
  • Intent drives the selection of media and technique
  • Mix and blend materials
  • Expand on new ideas of communicating visually.
  • Making informed choices to communicate effectively.
  • Artists pursue new and innovative ways to create multiple themed artworks with technical skill and mastery while maintaining and caring for materials.
  • Reflect, re-engage, revise and refining works of art.
Skill Examples:
  • Generate a socially-relevant idea for an artwork that can affect a positive social change.
  • After researching propaganda art, such as painting used during WWII, create an original work of art intended to sway the viewer's opinion about a specific social issue.
  • Create works of art that revolve around a theme that the student has defined.
  • Reflect upon and justify one's use of media and techniques when planning artworks that serve a specific purpose or address a particular theme.
  • Demonstrate the creative process, with particular attention to gathering and interpreting information from diverse sources responsibility to create original works of art.
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Advanced
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
2) Make informed choices from a range of materials, methods, and techniques of traditional and/or contemporary artistic practices, following or breaking established conventions, to plan the making of multiple works of art and design based on a theme, idea, or concept.

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:
  • Artist Statement
  • Abstraction
  • Animation
  • Distortion
  • Elaboration
  • Fragmentation
  • Juxtaposition
  • Magnification
  • Metamorphosis
  • Multiplication
  • Reversals
  • Simplification
  • Viewpoint
  • Form, intent, and content complement each other
  • Intent drives the selection of media and technique
  • Mix and blend materials
  • Expand on new ideas of communicating visually.
  • Making informed choices to communicate effectively.
  • Artists pursue new and innovative ways to create multiple themed artworks with technical skill and mastery while maintaining and caring for materials.
  • Reflect, re-engage, revise and refining works of art.
Skill Examples:
  • Generate a socially-relevant idea for an artwork that can affect a positive social change.
  • After researching propaganda art, such as painting used during WWII, create an original work of art intended to sway the viewer's opinion about a specific social issue.
  • Create works of art that revolve around a theme that the student has defined.
  • Reflect upon and justify one's use of media and techniques when planning artworks that serve a specific purpose or address a particular theme.
  • Demonstrate the creative process, with particular attention to gathering and interpreting information from diverse sources responsibility to create original works of art.
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Experiment to make multiple works of art and/or design that explore a personal theme, idea, or concept and demonstrate mastery of technical skill and craftsmanship with various art media.

a. Generate an alternative design solution to a visual art problem.

b. Solve visual art problems using analysis, synthesis, and evaluation.

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:
  • Artist Statement
  • Abstraction
  • Animation
  • Distortion
  • Elaboration
  • Fragmentation
  • Juxtaposition
  • Magnification
  • Metamorphosis
  • Multiplication
  • Reversals
  • Simplification
  • Viewpoint
  • Form, intent, and content complement each other
  • Intent drives the selection of media and technique
  • Mix and blend materials
  • Expand on new ideas of communicating visually.
  • Making informed choices to communicate effectively.
  • Artists pursue new and innovative ways to create multiple themed artworks with technical skill and mastery while maintaining and caring for materials.
  • Reflect, re-engage, revise and refining works of art.
Skill Examples:
  • Generate a socially-relevant idea for an artwork that can affect a positive social change.
  • After researching propaganda art, such as painting used during WWII, create an original work of art intended to sway the viewer's opinion about a specific social issue.
  • Create works of art that revolve around a theme that the student has defined.
  • Reflect upon and justify one's use of media and techniques when planning artworks that serve a specific purpose or address a particular theme.
  • Demonstrate the creative process, with particular attention to gathering and interpreting information from diverse sources responsibility to create original works of art.
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Demonstrate the importance of balancing freedom and responsibility in the use of images, materials, tools, and equipment in the creation and circulation of 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:
  • Artist Statement
  • Abstraction
  • Animation
  • Distortion
  • Elaboration
  • Fragmentation
  • Juxtaposition
  • Magnification
  • Metamorphosis
  • Multiplication
  • Reversals
  • Simplification
  • Viewpoint
  • Form, intent, and content complement each other
  • Intent drives the selection of media and technique
  • Mix and blend materials
  • Expand on new ideas of communicating visually.
  • Making informed choices to communicate effectively.
  • Artists pursue new and innovative ways to create multiple themed artworks with technical skill and mastery while maintaining and caring for materials.
  • Reflect, re-engage, revise and refining works of art.
Skill Examples:
  • Generate a socially-relevant idea for an artwork that can affect a positive social change.
  • After researching propaganda art, such as painting used during WWII, create an original work of art intended to sway the viewer's opinion about a specific social issue.
  • Create works of art that revolve around a theme that the student has defined.
  • Reflect upon and justify one's use of media and techniques when planning artworks that serve a specific purpose or address a particular theme.
  • Demonstrate the creative process, with particular attention to gathering and interpreting information from diverse sources responsibility to create original works of art.
Reflect, Refine, Continue
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
5) Demonstrate in works of art or design how visual and material culture defines, shapes, enhances, inhibits, and/or empowers people's lives.

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:
  • Artist Statement
  • Abstraction
  • Animation
  • Distortion
  • Elaboration
  • Fragmentation
  • Juxtaposition
  • Magnification
  • Metamorphosis
  • Multiplication
  • Reversals
  • Simplification
  • Viewpoint
  • Form, intent, and content complement each other
  • Intent drives the selection of media and technique
  • Mix and blend materials
  • Expand on new ideas of communicating visually.
  • Making informed choices to communicate effectively.
  • Artists pursue new and innovative ways to create multiple themed artworks with technical skill and mastery while maintaining and caring for materials.
  • Reflect, re-engage, revise and refining works of art.
Skill Examples:
  • Generate a socially-relevant idea for an artwork that can affect a positive social change.
  • After researching propaganda art, such as painting used during WWII, create an original work of art intended to sway the viewer's opinion about a specific social issue.
  • Create works of art that revolve around a theme that the student has defined.
  • Reflect upon and justify one's use of media and techniques when planning artworks that serve a specific purpose or address a particular theme.
  • Demonstrate the creative process, with particular attention to gathering and interpreting information from diverse sources responsibility to create original works of art.
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
6) Reflect on, re-engage, revise, and refine works of art or design considering relevant traditional and contemporary criteria as well as 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:
  • Artist Statement
  • Abstraction
  • Animation
  • Distortion
  • Elaboration
  • Fragmentation
  • Juxtaposition
  • Magnification
  • Metamorphosis
  • Multiplication
  • Reversals
  • Simplification
  • Viewpoint
  • Form, intent, and content complement each other
  • Intent drives the selection of media and technique
  • Mix and blend materials
  • Expand on new ideas of communicating visually.
  • Making informed choices to communicate effectively.
  • Artists pursue new and innovative ways to create multiple themed artworks with technical skill and mastery while maintaining and caring for materials.
  • Reflect, re-engage, revise and refining works of art.
Skill Examples:
  • Generate a socially-relevant idea for an artwork that can affect a positive social change.
  • After researching propaganda art, such as painting used during WWII, create an original work of art intended to sway the viewer's opinion about a specific social issue.
  • Create works of art that revolve around a theme that the student has defined.
  • Reflect upon and justify one's use of media and techniques when planning artworks that serve a specific purpose or address a particular theme.
  • Demonstrate the creative process, with particular attention to gathering and interpreting information from diverse sources responsibility to create original works of art.
Presenting
Select, Analyze, Share
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Advanced
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
7) Apply and expand traditional and/or unconventional methods to prepare works for presentation and preservation.

a. Document personal work of art.

Examples: Multi-media presentation, images, and process portfolio

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:
  • Artist Statement
  • Abstraction
  • Animation
  • Distortion
  • Elaboration
  • Fragmentation
  • Juxtaposition
  • Magnification
  • Metamorphosis
  • Multiplication
  • Reversals
  • Simplification
  • Viewpoint
  • Form, intent, and content complement each other
  • Intent drives the selection of media and technique
  • Mix and blend materials
  • Expand on new ideas of communicating visually.
  • Making informed choices to communicate effectively.
  • Artists pursue new and innovative ways to create multiple themed artworks with technical skill and mastery while maintaining and caring for materials.
  • Reflect, re-engage, revise and refining works of art.
Skill Examples:
  • Independently mat and prepare one's own work for display.
  • Apply concepts, following research, of various methods of preserving artwork across different cultures.
  • Plan an exhibition showcasing one's own body of work.
  • Write an artist's statement, with curatorial and personal reflections for each work of art in personal show or concentration.
  • Create a portfolio of wide-ranging work to use for future ventures. Include in the portfolio an artist's statement, with curatorial and personal reflections for each work of art.
  • After meeting with a curator at a local museum, create a presentation about the various methods of preservation and the circumstances to which each method is best suited.
  • Select and organize a collection of artworks to prepare for an exhibit, taking into account the artist messages and impact on the viewers.
  • Research and select specific art reproductions, describing the artworks' social, historical, and cultural influence on the world.
  • Critique peers' and one's own work for revision and clarity of a cohesive body of work.
  • Interact with viewers of one's own work on display. Converse and explain methods and reasoning behind choices. Reflect on viewer perception and personal intent.
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
8) Investigate, compare, and contrast methods for preserving and protecting art.

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:
  • Artist Statement
  • Abstraction
  • Animation
  • Distortion
  • Elaboration
  • Fragmentation
  • Juxtaposition
  • Magnification
  • Metamorphosis
  • Multiplication
  • Reversals
  • Simplification
  • Viewpoint
  • Form, intent, and content complement each other
  • Intent drives the selection of media and technique
  • Mix and blend materials
  • Expand on new ideas of communicating visually.
  • Making informed choices to communicate effectively.
  • Artists pursue new and innovative ways to create multiple themed artworks with technical skill and mastery while maintaining and caring for materials.
  • Reflect, re-engage, revise and refining works of art.
Skill Examples:
  • Independently mat and prepare one's own work for display.
  • Apply concepts, following research, of various methods of preserving artwork across different cultures.
  • Plan an exhibition showcasing one's own body of work.
  • Write an artist's statement, with curatorial and personal reflections for each work of art in personal show or concentration.
  • Create a portfolio of wide-ranging work to use for future ventures. Include in the portfolio an artist's statement, with curatorial and personal reflections for each work of art.
  • After meeting with a curator at a local museum, create a presentation about the various methods of preservation and the circumstances to which each method is best suited.
  • Select and organize a collection of artworks to prepare for an exhibit, taking into account the artist messages and impact on the viewers.
  • Research and select specific art reproductions, describing the artworks' social, historical, and cultural influence on the world.
  • Critique peers' and one's own work for revision and clarity of a cohesive body of work.
  • Interact with viewers of one's own work on display. Converse and explain methods and reasoning behind choices. Reflect on viewer perception and personal intent.
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
9) Curate a collection of objects, artifacts, or artwork to impact the viewer's understanding of social, cultural, and/or political 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:
  • Artist Statement
  • Abstraction
  • Animation
  • Distortion
  • Elaboration
  • Fragmentation
  • Juxtaposition
  • Magnification
  • Metamorphosis
  • Multiplication
  • Reversals
  • Simplification
  • Viewpoint
  • Form, intent, and content complement each other
  • Intent drives the selection of media and technique
  • Mix and blend materials
  • Expand on new ideas of communicating visually.
  • Making informed choices to communicate effectively.
  • Artists pursue new and innovative ways to create multiple themed artworks with technical skill and mastery while maintaining and caring for materials.
  • Reflect, re-engage, revise and refining works of art.
Skill Examples:
  • Independently mat and prepare one's own work for display.
  • Apply concepts, following research, of various methods of preserving artwork across different cultures.
  • Plan an exhibition showcasing one's own body of work.
  • Write an artist's statement, with curatorial and personal reflections for each work of art in personal show or concentration.
  • Create a portfolio of wide-ranging work to use for future ventures. Include in the portfolio an artist's statement, with curatorial and personal reflections for each work of art.
  • After meeting with a curator at a local museum, create a presentation about the various methods of preservation and the circumstances to which each method is best suited.
  • Select and organize a collection of artworks to prepare for an exhibit, taking into account the artist messages and impact on the viewers.
  • Research and select specific art reproductions, describing the artworks' social, historical, and cultural influence on the world.
  • Critique peers' and one's own work for revision and clarity of a cohesive body of work.
  • Interact with viewers of one's own work on display. Converse and explain methods and reasoning behind choices. Reflect on viewer perception and personal intent.
Responding
Perceive, Analyze, Interpret
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
10) Analyze how responses to art develop over time based on knowledge of and experience with art and life.

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:
  • Artist Statement
  • Abstraction
  • Animation
  • Distortion
  • Elaboration
  • Fragmentation
  • Juxtaposition
  • Magnification
  • Metamorphosis
  • Multiplication
  • Reversals
  • Simplification
  • Viewpoint
  • Form, intent, and content complement each other
  • Intent drives the selection of media and technique
  • Mix and blend materials
  • Expand on new ideas of communicating visually.
  • Making informed choices to communicate effectively.
  • Artists pursue new and innovative ways to create multiple themed artworks with technical skill and mastery while maintaining and caring for materials.
  • Reflect, re-engage, revise and refining works of art.
Skill Examples:
  • Critique and justify how personal aesthetic criteria and choices evolve over time and are influenced by the geographical, cultural, and historical perspectives represented in a variety of visual artworks.
  • Compare society's responses to artworks over time, taking into account that perceptions are influenced by culture, personal experiences, social media, and advertisements.
  • Examine the knowledge, skills, and work habits that are needed for careers in the arts; explain how arts skills, innovation, and imagination transfer to various careers in the world of work, and justify the explanation.
  • Apply one's understanding of the genres and styles of various artists, cultures, places, and times when selecting, categorizing, and critiquing historically significant works of art by a variety of artists, in a variety of styles, and from a variety of cultures and times.
  • Describe common characteristics, attributes, styles, and relationships between groups of artists and artworks.
  • Select and use specific images, attributes, or characteristics to create a work of art in the manner of a particular group, style, culture, or historical period.
  • Evaluate and compare various interpretations of a visual artwork; choose one interpretation and use one's own analysis of the artwork to explain and justify the choice.
  • Demonstrate a responding process, with particular attention to engaging the senses actively and purposefully and applying diverse criteria and relevant background knowledge and research when evaluating visual artworks.
  • Work independently to use arts symbols in a variety of genres, styles, and media in order to create artworks that synthesize original ideas and feelings.
  • Integrate and adapt attributes of a particular society or culture, or of one's own experiences, to create original artworks and designs.
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
11) Compare and contrast universal themes and sociopolitical issues in artworks from different cultures and historical periods.

a. Explain the importance of major works of art.

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:
  • Artist Statement
  • Abstraction
  • Animation
  • Distortion
  • Elaboration
  • Fragmentation
  • Juxtaposition
  • Magnification
  • Metamorphosis
  • Multiplication
  • Reversals
  • Simplification
  • Viewpoint
  • Form, intent, and content complement each other
  • Intent drives the selection of media and technique
  • Mix and blend materials
  • Expand on new ideas of communicating visually.
  • Making informed choices to communicate effectively.
  • Artists pursue new and innovative ways to create multiple themed artworks with technical skill and mastery while maintaining and caring for materials.
  • Reflect, re-engage, revise and refining works of art.
Skill Examples:
  • Critique and justify how personal aesthetic criteria and choices evolve over time and are influenced by the geographical, cultural, and historical perspectives represented in a variety of visual artworks.
  • Compare society's responses to artworks over time, taking into account that perceptions are influenced by culture, personal experiences, social media, and advertisements.
  • Examine the knowledge, skills, and work habits that are needed for careers in the arts; explain how arts skills, innovation, and imagination transfer to various careers in the world of work, and justify the explanation.
  • Apply one's understanding of the genres and styles of various artists, cultures, places, and times when selecting, categorizing, and critiquing historically significant works of art by a variety of artists, in a variety of styles, and from a variety of cultures and times.
  • Describe common characteristics, attributes, styles, and relationships between groups of artists and artworks.
  • Select and use specific images, attributes, or characteristics to create a work of art in the manner of a particular group, style, culture, or historical period.
  • Evaluate and compare various interpretations of a visual artwork; choose one interpretation and use one's own analysis of the artwork to explain and justify the choice.
  • Demonstrate a responding process, with particular attention to engaging the senses actively and purposefully and applying diverse criteria and relevant background knowledge and research when evaluating visual artworks.
  • Work independently to use arts symbols in a variety of genres, styles, and media in order to create artworks that synthesize original ideas and feelings.
  • Integrate and adapt attributes of a particular society or culture, or of one's own experiences, to create original artworks and designs.
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
12) Analyze differing interpretations of an artwork or collection of works in order to select and defend a plausible critical analysis.

a. Evaluate artists' choices in order to interpret meanings, ideas, attitudes, views, and intentions in 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:
  • Artist Statement
  • Abstraction
  • Animation
  • Distortion
  • Elaboration
  • Fragmentation
  • Juxtaposition
  • Magnification
  • Metamorphosis
  • Multiplication
  • Reversals
  • Simplification
  • Viewpoint
  • Form, intent, and content complement each other
  • Intent drives the selection of media and technique
  • Mix and blend materials
  • Expand on new ideas of communicating visually.
  • Making informed choices to communicate effectively.
  • Artists pursue new and innovative ways to create multiple themed artworks with technical skill and mastery while maintaining and caring for materials.
  • Reflect, re-engage, revise and refining works of art.
Skill Examples:
  • Critique and justify how personal aesthetic criteria and choices evolve over time and are influenced by the geographical, cultural, and historical perspectives represented in a variety of visual artworks.
  • Compare society's responses to artworks over time, taking into account that perceptions are influenced by culture, personal experiences, social media, and advertisements.
  • Examine the knowledge, skills, and work habits that are needed for careers in the arts; explain how arts skills, innovation, and imagination transfer to various careers in the world of work, and justify the explanation.
  • Apply one's understanding of the genres and styles of various artists, cultures, places, and times when selecting, categorizing, and critiquing historically significant works of art by a variety of artists, in a variety of styles, and from a variety of cultures and times.
  • Describe common characteristics, attributes, styles, and relationships between groups of artists and artworks.
  • Select and use specific images, attributes, or characteristics to create a work of art in the manner of a particular group, style, culture, or historical period.
  • Evaluate and compare various interpretations of a visual artwork; choose one interpretation and use one's own analysis of the artwork to explain and justify the choice.
  • Demonstrate a responding process, with particular attention to engaging the senses actively and purposefully and applying diverse criteria and relevant background knowledge and research when evaluating visual artworks.
  • Work independently to use arts symbols in a variety of genres, styles, and media in order to create artworks that synthesize original ideas and feelings.
  • Integrate and adapt attributes of a particular society or culture, or of one's own experiences, to create original artworks and designs.
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Advanced
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
13) Construct evaluations of a work of art or collection of works based on differing sets of 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:
  • Artist Statement
  • Abstraction
  • Animation
  • Distortion
  • Elaboration
  • Fragmentation
  • Juxtaposition
  • Magnification
  • Metamorphosis
  • Multiplication
  • Reversals
  • Simplification
  • Viewpoint
  • Form, intent, and content complement each other
  • Intent drives the selection of media and technique
  • Mix and blend materials
  • Expand on new ideas of communicating visually.
  • Making informed choices to communicate effectively.
  • Artists pursue new and innovative ways to create multiple themed artworks with technical skill and mastery while maintaining and caring for materials.
  • Reflect, re-engage, revise and refining works of art.
Skill Examples:
  • Critique and justify how personal aesthetic criteria and choices evolve over time and are influenced by the geographical, cultural, and historical perspectives represented in a variety of visual artworks.
  • Compare society's responses to artworks over time, taking into account that perceptions are influenced by culture, personal experiences, social media, and advertisements.
  • Examine the knowledge, skills, and work habits that are needed for careers in the arts; explain how arts skills, innovation, and imagination transfer to various careers in the world of work, and justify the explanation.
  • Apply one's understanding of the genres and styles of various artists, cultures, places, and times when selecting, categorizing, and critiquing historically significant works of art by a variety of artists, in a variety of styles, and from a variety of cultures and times.
  • Describe common characteristics, attributes, styles, and relationships between groups of artists and artworks.
  • Select and use specific images, attributes, or characteristics to create a work of art in the manner of a particular group, style, culture, or historical period.
  • Evaluate and compare various interpretations of a visual artwork; choose one interpretation and use one's own analysis of the artwork to explain and justify the choice.
  • Demonstrate a responding process, with particular attention to engaging the senses actively and purposefully and applying diverse criteria and relevant background knowledge and research when evaluating visual artworks.
  • Work independently to use arts symbols in a variety of genres, styles, and media in order to create artworks that synthesize original ideas and feelings.
  • Integrate and adapt attributes of a particular society or culture, or of one's own experiences, to create original artworks and designs.
Connecting
Interpret
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
14) Appraise the impact of an artist or a group of artists on the beliefs, values, and behaviors of a society.

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:
  • Artist Statement
  • Abstraction
  • Animation
  • Distortion
  • Elaboration
  • Fragmentation
  • Juxtaposition
  • Magnification
  • Metamorphosis
  • Multiplication
  • Reversals
  • Simplification
  • Viewpoint
  • Form, intent, and content complement each other
  • Intent drives the selection of media and technique
  • Mix and blend materials
  • Expand on new ideas of communicating visually.
  • Making informed choices to communicate effectively.
  • Artists pursue new and innovative ways to create multiple themed artworks with technical skill and mastery while maintaining and caring for materials.
  • Reflect, re-engage, revise and refining works of art.
Skill Examples:
  • Create an artwork that combines influences of a particular artist, style, culture, or time with personal experience; for instance, create a collage in the manner of Romare Bearden that references gentrification of urban areas.
  • Create an original painting that speaks to a significant personal memory and contains features, qualities, or attributes that were derived from a historical art movement.
  • Describe, from different perspectives, the extent to which Jim Fitzpatrick's portraiture of Che Guevara or Shepard Fairey's Hope changed how society viewed the historical figures depicted.
  • Analyze how an artistic movement influenced greater society, such as how the pop art movement of the 1960's changed the way that many Americans viewed marketing and popular imagery.
  • Work independently to use arts symbols in a variety of genres, styles, and media in order to create artworks that synthesize original ideas and feelings.
  • Integrate and adapt attributes of a particular society of culture, or of one's own experiences, to create original works and designs.
  • Evaluate how specific artists, artworks, or designs have shaped culture, society, or history, and justify one's evaluation and conclusions.
  • Evaluate the role of the artist and the impact of visual arts in relation to the economy, politics, and the environment.
Synthesize
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
15) Synthesize knowledge of social, cultural, historical, and personal life with art-making approaches to create and defend personal philosophies of art based on a connection to aesthetic theories and visual culture.

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:
  • Artist Statement
  • Abstraction
  • Animation
  • Distortion
  • Elaboration
  • Fragmentation
  • Juxtaposition
  • Magnification
  • Metamorphosis
  • Multiplication
  • Reversals
  • Simplification
  • Viewpoint
  • Form, intent, and content complement each other
  • Intent drives the selection of media and technique
  • Mix and blend materials
  • Expand on new ideas of communicating visually.
  • Making informed choices to communicate effectively.
  • Artists pursue new and innovative ways to create multiple themed artworks with technical skill and mastery while maintaining and caring for materials.
  • Reflect, re-engage, revise and refining works of art.
Skill Examples:
  • Create an artwork that combines influences of a particular artist, style, culture, or time with personal experience; for instance, create a collage in the manner of Romare Bearden that references gentrification of urban areas.
  • Create an original painting that speaks to a significant personal memory and contains features, qualities, or attributes that were derived from a historical art movement.
  • Describe, from different perspectives, the extent to which Jim Fitzpatrick's portraiture of Che Guevara or Shepard Fairey's Hope changed how society viewed the historical figures depicted.
  • Analyze how an artistic movement influenced greater society, such as how the pop art movement of the 1960's changed the way that many Americans viewed marketing and popular imagery.
  • Work independently to use arts symbols in a variety of genres, styles, and media in order to create artworks that synthesize original ideas and feelings.
  • Integrate and adapt attributes of a particular society of culture, or of one's own experiences, to create original works and designs.
  • Evaluate how specific artists, artworks, or designs have shaped culture, society, or history, and justify one's evaluation and conclusions.
  • Evaluate the role of the artist and the impact of visual arts in relation to the economy, politics, and the environment.