Courses of Study

Creating
Investigate, Plan, Make
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Intermediate
All Resources: 2
Learning Activities: 0
Lesson Plans: 2
Classroom Resources: 0
Unit Plans: 0
1) Apply multiple approaches to formulate artwork using the creative process.

Examples: Color contrast, differences in shape and size, or repetition of textures and patterns.

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:
  • Innovative Thinking
  • Creative Processes
  • Multiple Solutions
  • Organize and Develop Ideas and Work
  • Technical Skill
  • Craftsmanship
  • Mat types and processes
  • Concentration
  • Breadth
  • Portfolio
  • Artistic problems can have more than one solution and can be approached from a variety of media.
  • Artwork is created with technical skill, craftsmanship and proficiency.
  • Artists are knowledgeable in copyright laws for images from various resources.
  • Artists create a plan for display of intended artwork.
  • Correct terminology is used when discussing or writing about art.
Skill Examples:
  • Apply color contrast, differences in shape and size, repetition of textures and patterns to a work of art.
  • Explore printmaking, digital photography, animation, digital graphics.
  • Demonstrate understanding of copyright laws and appropriation when gathering ideas and resources for creating artwork.
  • Demonstrate technical skill when drawing or painting a still life from observation.
  • Choose and apply the appropriate media that will best support what the student is trying to communicate in their artwork.
  • Discuss and demonstrate skills by creatively exploring, collaborating, and self - evaluating throughout the creative processes.
  • Collaborate to develop a space for a student exhibit.
  • Analyze artwork over a period of time: Graffiti, Photography, etc.
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Intermediate
All Resources: 2
Learning Activities: 0
Lesson Plans: 2
Classroom Resources: 0
Unit Plans: 0
2) Implement multiple solutions with the use of available digital tools and/or innovative technology in an artistic investigation of traditional and/or contemporary practices.

Examples: Printmaking, digital photography, animation, or digital graphics.

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:
  • Innovative Thinking
  • Creative Processes
  • Multiple Solutions
  • Organize and Develop Ideas and Work
  • Technical Skill
  • Craftsmanship
  • Mat types and processes
  • Concentration
  • Breadth
  • Portfolio
  • Artistic problems can have more than one solution and can be approached from a variety of media.
  • Artwork is created with technical skill, craftsmanship and proficiency.
  • Artists are knowledgeable in copyright laws for images from various resources.
  • Artists create a plan for display of intended artwork.
  • Correct terminology is used when discussing or writing about art.
Skill Examples:
  • Apply color contrast, differences in shape and size, repetition of textures and patterns to a work of art.
  • Explore printmaking, digital photography, animation, digital graphics.
  • Demonstrate understanding of copyright laws and appropriation when gathering ideas and resources for creating artwork.
  • Demonstrate technical skill when drawing or painting a still life from observation.
  • Choose and apply the appropriate media that will best support what the student is trying to communicate in their artwork.
  • Discuss and demonstrate skills by creatively exploring, collaborating, and self - evaluating throughout the creative processes.
  • Collaborate to develop a space for a student exhibit.
  • Analyze artwork over a period of time: Graffiti, Photography, etc.
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Intermediate
All Resources: 2
Learning Activities: 0
Lesson Plans: 2
Classroom Resources: 0
Unit Plans: 0
3) Make works of art and/or design that demonstrate technical skill and craftsmanship with various art media when creating images from observation, memory, and imagination.

a. Determine the appropriateness of techniques used to create a work of art.

b. Demonstrate technical proficiency in the production and presentation of 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 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:
  • Innovative Thinking
  • Creative Processes
  • Multiple Solutions
  • Organize and Develop Ideas and Work
  • Technical Skill
  • Craftsmanship
  • Mat types and processes
  • Concentration
  • Breadth
  • Portfolio
  • Artistic problems can have more than one solution and can be approached from a variety of media.
  • Artwork is created with technical skill, craftsmanship and proficiency.
  • Artists are knowledgeable in copyright laws for images from various resources.
  • Artists create a plan for display of intended artwork.
  • Correct terminology is used when discussing or writing about art.
Skill Examples:
  • Apply color contrast, differences in shape and size, repetition of textures and patterns to a work of art.
  • Explore printmaking, digital photography, animation, digital graphics.
  • Demonstrate understanding of copyright laws and appropriation when gathering ideas and resources for creating artwork.
  • Demonstrate technical skill when drawing or painting a still life from observation.
  • Choose and apply the appropriate media that will best support what the student is trying to communicate in their artwork.
  • Discuss and demonstrate skills by creatively exploring, collaborating, and self - evaluating throughout the creative processes.
  • Collaborate to develop a space for a student exhibit.
  • Analyze artwork over a period of time: Graffiti, Photography, etc.
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Intermediate
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Define and practice ethical responsibilities in the developmental process of creating and evaluating works of art.

a. Interpret ethical and legal issues pertaining to copyright infringement, appropriation, and law.

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:
  • Innovative Thinking
  • Creative Processes
  • Multiple Solutions
  • Organize and Develop Ideas and Work
  • Technical Skill
  • Craftsmanship
  • Mat types and processes
  • Concentration
  • Breadth
  • Portfolio
  • Artistic problems can have more than one solution and can be approached from a variety of media.
  • Artwork is created with technical skill, craftsmanship and proficiency.
  • Artists are knowledgeable in copyright laws for images from various resources.
  • Artists create a plan for display of intended artwork.
  • Correct terminology is used when discussing or writing about art.
Skill Examples:
  • Apply color contrast, differences in shape and size, repetition of textures and patterns to a work of art.
  • Explore printmaking, digital photography, animation, digital graphics.
  • Demonstrate understanding of copyright laws and appropriation when gathering ideas and resources for creating artwork.
  • Demonstrate technical skill when drawing or painting a still life from observation.
  • Choose and apply the appropriate media that will best support what the student is trying to communicate in their artwork.
  • Discuss and demonstrate skills by creatively exploring, collaborating, and self - evaluating throughout the creative processes.
  • Collaborate to develop a space for a student exhibit.
  • Analyze artwork over a period of time: Graffiti, Photography, etc.
Reflect, Refine, Continue
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Intermediate
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
5) Collaboratively or independently develop a plan for a space in which artwork will be installed and/or presented.

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:
  • Innovative Thinking
  • Creative Processes
  • Multiple Solutions
  • Organize and Develop Ideas and Work
  • Technical Skill
  • Craftsmanship
  • Mat types and processes
  • Concentration
  • Breadth
  • Portfolio
  • Artistic problems can have more than one solution and can be approached from a variety of media.
  • Artwork is created with technical skill, craftsmanship and proficiency.
  • Artists are knowledgeable in copyright laws for images from various resources.
  • Artists create a plan for display of intended artwork.
  • Correct terminology is used when discussing or writing about art.
Skill Examples:
  • Apply color contrast, differences in shape and size, repetition of textures and patterns to a work of art.
  • Explore printmaking, digital photography, animation, digital graphics.
  • Demonstrate understanding of copyright laws and appropriation when gathering ideas and resources for creating artwork.
  • Demonstrate technical skill when drawing or painting a still life from observation.
  • Choose and apply the appropriate media that will best support what the student is trying to communicate in their artwork.
  • Discuss and demonstrate skills by creatively exploring, collaborating, and self - evaluating throughout the creative processes.
  • Collaborate to develop a space for a student exhibit.
  • Analyze artwork over a period of time: Graffiti, Photography, etc.
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Intermediate
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
6) Apply relevant contextual and artistic terminology in creating a reflective and personal artist statement.

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:
  • Innovative Thinking
  • Creative Processes
  • Multiple Solutions
  • Organize and Develop Ideas and Work
  • Technical Skill
  • Craftsmanship
  • Mat types and processes
  • Concentration
  • Breadth
  • Portfolio
  • Artistic problems can have more than one solution and can be approached from a variety of media.
  • Artwork is created with technical skill, craftsmanship and proficiency.
  • Artists are knowledgeable in copyright laws for images from various resources.
  • Artists create a plan for display of intended artwork.
  • Correct terminology is used when discussing or writing about art.
Skill Examples:
  • Apply color contrast, differences in shape and size, repetition of textures and patterns to a work of art.
  • Explore printmaking, digital photography, animation, digital graphics.
  • Demonstrate understanding of copyright laws and appropriation when gathering ideas and resources for creating artwork.
  • Demonstrate technical skill when drawing or painting a still life from observation.
  • Choose and apply the appropriate media that will best support what the student is trying to communicate in their artwork.
  • Discuss and demonstrate skills by creatively exploring, collaborating, and self - evaluating throughout the creative processes.
  • Collaborate to develop a space for a student exhibit.
  • Analyze artwork over a period of time: Graffiti, Photography, etc.
Presenting
Select, Analyze, Share
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Intermediate
All Resources: 2
Learning Activities: 0
Lesson Plans: 2
Classroom Resources: 0
Unit Plans: 0
7) Prepare artwork for presentation.

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:
  • Innovative Thinking
  • Creative Processes
  • Multiple Solutions
  • Organize and Develop Ideas and Work
  • Technical Skill
  • Craftsmanship
  • Mat types and processes
  • Concentration
  • Breadth
  • Portfolio
  • Artistic problems can have more than one solution and can be approached from a variety of media.
  • Artwork is created with technical skill, craftsmanship and proficiency.
  • Artists are knowledgeable in copyright laws for images from various resources.
  • Artists create a plan for display of intended artwork.
  • Correct terminology is used when discussing or writing about art.
Skill Examples:
  • Plan the display of one's own work.
  • Organize works of art to display, given an available location.
  • Compare the use of surrealist techniques, such as juxtaposition, transformation, and levitation, in artworks by René Magritte, Giorgio de Chirico, and other surrealist artists.
  • Describe an art movement's social, political, and cultural impact on art history.
  • After investigating the significance of cultural icons, create an artwork that uses cultural symbols to represent a social group or individual for presentation to that group.
  • Compare and contrast how methods for presentation of cultural icons may differ for purpose and audience.
  • Use context cues to deduct intent and meaning of artworks on display.
  • Compare media of different quality and select appropriate materials for execution of work.
  • May work alone or in small groups.
  • Revise a work following participation in a group critique.
  • Modify a work's display from one venue to another.
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Intermediate
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
8) Analyze the reasons and ways in which an exhibition is presented.

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:
  • Innovative Thinking
  • Creative Processes
  • Multiple Solutions
  • Organize and Develop Ideas and Work
  • Technical Skill
  • Craftsmanship
  • Mat types and processes
  • Concentration
  • Breadth
  • Portfolio
  • Artistic problems can have more than one solution and can be approached from a variety of media.
  • Artwork is created with technical skill, craftsmanship and proficiency.
  • Artists are knowledgeable in copyright laws for images from various resources.
  • Artists create a plan for display of intended artwork.
  • Correct terminology is used when discussing or writing about art.
Skill Examples:
  • Plan the display of one's own work.
  • Organize works of art to display, given an available location.
  • Compare the use of surrealist techniques, such as juxtaposition, transformation, and levitation, in artworks by René Magritte, Giorgio de Chirico, and other surrealist artists.
  • Describe an art movement's social, political, and cultural impact on art history.
  • After investigating the significance of cultural icons, create an artwork that uses cultural symbols to represent a social group or individual for presentation to that group.
  • Compare and contrast how methods for presentation of cultural icons may differ for purpose and audience.
  • Use context cues to deduct intent and meaning of artworks on display.
  • Compare media of different quality and select appropriate materials for execution of work.
  • May work alone or in small groups.
  • Revise a work following participation in a group critique.
  • Modify a work's display from one venue to another.
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Intermediate
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
9) Analyze and explain appropriate venues for presentation of work based on personal awareness of social, cultural, or political beliefs and understandings.

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:
  • Innovative Thinking
  • Creative Processes
  • Multiple Solutions
  • Organize and Develop Ideas and Work
  • Technical Skill
  • Craftsmanship
  • Mat types and processes
  • Concentration
  • Breadth
  • Portfolio
  • Artistic problems can have more than one solution and can be approached from a variety of media.
  • Artwork is created with technical skill, craftsmanship and proficiency.
  • Artists are knowledgeable in copyright laws for images from various resources.
  • Artists create a plan for display of intended artwork.
  • Correct terminology is used when discussing or writing about art.
Skill Examples:
  • Plan the display of one's own work.
  • Organize works of art to display, given an available location.
  • Compare the use of surrealist techniques, such as juxtaposition, transformation, and levitation, in artworks by René Magritte, Giorgio de Chirico, and other surrealist artists.
  • Describe an art movement's social, political, and cultural impact on art history.
  • After investigating the significance of cultural icons, create an artwork that uses cultural symbols to represent a social group or individual for presentation to that group.
  • Compare and contrast how methods for presentation of cultural icons may differ for purpose and audience.
  • Use context cues to deduct intent and meaning of artworks on display.
  • Compare media of different quality and select appropriate materials for execution of work.
  • May work alone or in small groups.
  • Revise a work following participation in a group critique.
  • Modify a work's display from one venue to another.
Responding
Perceive, Analyze, Interpret
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Intermediate
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
10) Analyze the ways in which art influences cultural values and trends.

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:
  • Innovative Thinking
  • Creative Processes
  • Multiple Solutions
  • Organize and Develop Ideas and Work
  • Technical Skill
  • Craftsmanship
  • Mat types and processes
  • Concentration
  • Breadth
  • Portfolio
  • Artistic problems can have more than one solution and can be approached from a variety of media.
  • Artwork is created with technical skill, craftsmanship and proficiency.
  • Artists are knowledgeable in copyright laws for images from various resources.
  • Artists create a plan for display of intended artwork.
  • Correct terminology is used when discussing or writing about art.
Skill Examples:
  • Apply one's understanding of visual arts genres and the styles of various artists, cultures, places, and times in order to distinguish between and interpret the visual imagery in a variety of artworks.
  • Analyze how the visual imagery that people encounter in the everyday world (such as in the family/ home, in the classroom, at school, as part of activities in the community, at other events outside of school, in the natural environment, in the built environment, and in popular media) impacts perceptions, interpretations, and choices.
  • Investigate and discuss how seeing visual imagery in virtual contexts (such as online) influences people's opinions and perceptions of the artwork.
  • Evaluate how distinctive visual imagery in works of art influenced and reflected the specific cultures, places, and times in which the artworks were created.
  • Apply an understanding of aesthetic criteria, art movements, genres, and styles of various artists, cultures, places, and times, when critiquing artistic compositions and collections of artwork.
  • Demonstrate a responding process, using personal experiences, background knowledge, aesthetic criteria, and supportive evidence when interpreting and analyzing visual artworks.
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Intermediate
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
11) Analyze how visual imagery affects one's perception.

a. Identify various uses of the visual arts in business and industry.

Examples: Logos, advertisements.

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:
  • Innovative Thinking
  • Creative Processes
  • Multiple Solutions
  • Organize and Develop Ideas and Work
  • Technical Skill
  • Craftsmanship
  • Mat types and processes
  • Concentration
  • Breadth
  • Portfolio
  • Artistic problems can have more than one solution and can be approached from a variety of media.
  • Artwork is created with technical skill, craftsmanship and proficiency.
  • Artists are knowledgeable in copyright laws for images from various resources.
  • Artists create a plan for display of intended artwork.
  • Correct terminology is used when discussing or writing about art.
Skill Examples:
  • Apply one's understanding of visual arts genres and the styles of various artists, cultures, places, and times in order to distinguish between and interpret the visual imagery in a variety of artworks.
  • Analyze how the visual imagery that people encounter in the everyday world (such as in the family/ home, in the classroom, at school, as part of activities in the community, at other events outside of school, in the natural environment, in the built environment, and in popular media) impacts perceptions, interpretations, and choices.
  • Investigate and discuss how seeing visual imagery in virtual contexts (such as online) influences people's opinions and perceptions of the artwork.
  • Evaluate how distinctive visual imagery in works of art influenced and reflected the specific cultures, places, and times in which the artworks were created.
  • Apply an understanding of aesthetic criteria, art movements, genres, and styles of various artists, cultures, places, and times, when critiquing artistic compositions and collections of artwork.
  • Demonstrate a responding process, using personal experiences, background knowledge, aesthetic criteria, and supportive evidence when interpreting and analyzing visual artworks.
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Intermediate
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
12) Interpret and evaluate artwork or a collection of works supported by relevant and sufficient evidence found in the work and its various contexts.

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:
  • Innovative Thinking
  • Creative Processes
  • Multiple Solutions
  • Organize and Develop Ideas and Work
  • Technical Skill
  • Craftsmanship
  • Mat types and processes
  • Concentration
  • Breadth
  • Portfolio
  • Artistic problems can have more than one solution and can be approached from a variety of media.
  • Artwork is created with technical skill, craftsmanship and proficiency.
  • Artists are knowledgeable in copyright laws for images from various resources.
  • Artists create a plan for display of intended artwork.
  • Correct terminology is used when discussing or writing about art.
Skill Examples:
  • Apply one's understanding of visual arts genres and the styles of various artists, cultures, places, and times in order to distinguish between and interpret the visual imagery in a variety of artworks.
  • Analyze how the visual imagery that people encounter in the everyday world (such as in the family/ home, in the classroom, at school, as part of activities in the community, at other events outside of school, in the natural environment, in the built environment, and in popular media) impacts perceptions, interpretations, and choices.
  • Investigate and discuss how seeing visual imagery in virtual contexts (such as online) influences people's opinions and perceptions of the artwork.
  • Evaluate how distinctive visual imagery in works of art influenced and reflected the specific cultures, places, and times in which the artworks were created.
  • Apply an understanding of aesthetic criteria, art movements, genres, and styles of various artists, cultures, places, and times, when critiquing artistic compositions and collections of artwork.
  • Demonstrate a responding process, using personal experiences, background knowledge, aesthetic criteria, and supportive evidence when interpreting and analyzing visual artworks.
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Intermediate
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
13) Explain relevant criteria in order to analyze and evaluate a work of art/design.

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:
  • Innovative Thinking
  • Creative Processes
  • Multiple Solutions
  • Organize and Develop Ideas and Work
  • Technical Skill
  • Craftsmanship
  • Mat types and processes
  • Concentration
  • Breadth
  • Portfolio
  • Artistic problems can have more than one solution and can be approached from a variety of media.
  • Artwork is created with technical skill, craftsmanship and proficiency.
  • Artists are knowledgeable in copyright laws for images from various resources.
  • Artists create a plan for display of intended artwork.
  • Correct terminology is used when discussing or writing about art.
Skill Examples:
  • Apply one's understanding of visual arts genres and the styles of various artists, cultures, places, and times in order to distinguish between and interpret the visual imagery in a variety of artworks.
  • Analyze how the visual imagery that people encounter in the everyday world (such as in the family/ home, in the classroom, at school, as part of activities in the community, at other events outside of school, in the natural environment, in the built environment, and in popular media) impacts perceptions, interpretations, and choices.
  • Investigate and discuss how seeing visual imagery in virtual contexts (such as online) influences people's opinions and perceptions of the artwork.
  • Evaluate how distinctive visual imagery in works of art influenced and reflected the specific cultures, places, and times in which the artworks were created.
  • Apply an understanding of aesthetic criteria, art movements, genres, and styles of various artists, cultures, places, and times, when critiquing artistic compositions and collections of artwork.
  • Demonstrate a responding process, using personal experiences, background knowledge, aesthetic criteria, and supportive evidence when interpreting and analyzing visual artworks.
Connecting
Interpret
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Intermediate
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Classroom Resources: 0
Unit Plans: 0
14) Utilize inquiry methods of observation, research, and experimentation to explore subjects through art-making.

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:
  • Innovative Thinking
  • Creative Processes
  • Multiple Solutions
  • Organize and Develop Ideas and Work
  • Technical Skill
  • Craftsmanship
  • Mat types and processes
  • Concentration
  • Breadth
  • Portfolio
  • Artistic problems can have more than one solution and can be approached from a variety of media.
  • Artwork is created with technical skill, craftsmanship and proficiency.
  • Artists are knowledgeable in copyright laws for images from various resources.
  • Artists create a plan for display of intended artwork.
  • Correct terminology is used when discussing or writing about art.
Skill Examples:
  • Reflect on a previously completed daily journal of an art project.
  • Plan and journal the creating of a new idea inspired by a previous project.
  • Create a presentation focused on a specific subject matter and how media and artistic technique impacts how the viewer responds to the piece.
  • Demonstrate the creative process, with particular attention to investigating and planning new ideas, skills, foundations, and techniques of visual arts in order to create visual artworks.
  • Create an arts presentation that explores a variety of art medias that utilize the same subject matter.
  • Examine and compare the purposes of artworks in a historical setting versus contemporary setting.
  • Explore how setting, purpose, and overall context influence viewers' perceptions of visual images.
  • Investigate and discuss how visual artworks in different societal, cultural, and historical contexts.
Synthesize
Arts Education (2017)
Grade(s): 9 - 12
Visual Arts: Intermediate
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
15) Describe how knowledge of culture, traditions, and history may influence personal responses to art.

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:
  • Innovative Thinking
  • Creative Processes
  • Multiple Solutions
  • Organize and Develop Ideas and Work
  • Technical Skill
  • Craftsmanship
  • Mat types and processes
  • Concentration
  • Breadth
  • Portfolio
  • Artistic problems can have more than one solution and can be approached from a variety of media.
  • Artwork is created with technical skill, craftsmanship and proficiency.
  • Artists are knowledgeable in copyright laws for images from various resources.
  • Artists create a plan for display of intended artwork.
  • Correct terminology is used when discussing or writing about art.
Skill Examples:
  • Reflect on a previously completed daily journal of an art project.
  • Plan and journal the creating of a new idea inspired by a previous project.
  • Create a presentation focused on a specific subject matter and how media and artistic technique impacts how the viewer responds to the piece.
  • Demonstrate the creative process, with particular attention to investigating and planning new ideas, skills, foundations, and techniques of visual arts in order to create visual artworks.
  • Create an arts presentation that explores a variety of art medias that utilize the same subject matter.
  • Examine and compare the purposes of artworks in a historical setting versus contemporary setting.
  • Explore how setting, purpose, and overall context influence viewers' perceptions of visual images.
  • Investigate and discuss how visual artworks in different societal, cultural, and historical contexts.