Dance, music, theatre and visual arts are everywhere in our lives, adding depth and dimension to the environment we live in and shaping our experiences, often so deeply or subtly that we are unaware of their presence. In any civilization, the arts are inseparable from the very meaning of the term “education.” To be truly educated, one must have knowledge and skills in Creating Art, Art in Context and Art As Inquiry. In addition to specialized instruction in the arts, the knowledge and skills will be further enhanced by integration of the arts across the other curricular areas. Building mastery at each of the readiness, foundations, essentials, proficiency and distinction levels is the overriding principal of a rigorous arts education. As students continue to use a wide range of subject matter, symbols, images and expressions, they grow more sophisticated in their knowledge and use of the arts to investigate, communicate, reason and evaluate the merits of their work. As a result of developing these capabilities, students can arrive at their own knowledge, beliefs and values for making personal and artistic decisions and be better prepared to live and work in a constantly changing, expanding society.  All students will achieve the essentials level (see standards section of this document) in the four arts disciplines (music, visual arts, theatre and dance) and attain the proficiency level in at least one art form on or before graduation. All levels are built upon previous levels. Since students will achieve the proficiency level at different ages or rates, schools will provide curriculum to allow students who go beyond proficiency to study at the distinction level.

Education in the arts benefits students by:
- cultivating the whole child by building multiple literacies (e.g., developing intuition, reasoning, imagination and dexterity) into unique forms of expression and communication

- initiating them into a variety of ways of perceiving and thinking that will help them see and grasp life in new ways

- teaching the analyzation of nonverbal communication and the making of informed judgments

- enhancing understanding of themselves and others

- acquiring the tools and knowledge to take charge of their own learning—assessing where they have been, where they are and where they want to go

- promoting the processes of thinking, creating and evaluating

- developing attributes of self-discipline and personal responsibility, reinforcing the joy of learning and self-esteem, and fostering the thinking skills and creativity valued in the workplace

- demonstrating the direct connection between study, hard work and high levels of achievement

- giving them knowledge of potential career pathways or involvement in the arts

- encouraging experimentation with and utilization of current technology

- fostering a lifelong appreciation for and support of the arts
 

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Visual Arts Intermediate State Standards

Strand 1 Create artworks to communicate ideas, meanings and/or purposes

Concept 1: Creative Process

PO 201. Contribute to a discussion about ideas for his or her own artwork

PO 301. Contribute to a discussion about ideas for his or her own artwork

PO 302. Make and explain revisions in his or her own artwork

PO 303. Develop and revise plans, (e.g., sketches, models, and notes) for his or her own artwork and select the best option.

PO 304. Contribute his or her own artwork for an exhibition and/or portfolio

Concept # 2: Materials, Tools, and Techniques • The student will use materials, tools, and techniques in his or her own artwork .

PO 301. Identify and experiment with materials, tools, and techniques appropriately and expressively in his or her own artwork

PO 202. Demonstrate purposeful use of materials, tools, and techniques in his or her own artwork .

Concept # 3: Elements and Principles • The student will use elements of art and principles of design in his or her own artwork .

PO 201. Identify, select, and use elements and principles to organize the composition in his or her own artwork .

PO 302. Solve complex compositional problems in his or her own artwork

 Concept # 4: Meanings or Purposes • The student will express ideas to communicate meanings or purposes in artwork.

PO 201. Explain purposeful use of subject matter, symbols, and/or themes in his or her own artwork .

PO 301. Demonstrate purposeful use of subject matter, symbols and/or themes in his or her own artwork

PO 302. Create artwork that communicate substantive meanings or achieve intended purposes (e.g., cultural, political, personal, spiritual, and commercial).

 Concept # 5: Quality • The student will apply criteria to assess the quality of in-progress and finished artwork.

PO 201. Identify successful aspects of his or her own artwork and possible revisions.

PO 302. Identify and apply technical, functional, formal, and/or expressive criteria in the evaluation of his or her own artwork (e.g., self-evaluations, group critiques, artist’s statements).

PO 303. Select his or her own artwork for an exhibition and/or a portfolio that demonstrates artistic achievement.  

Strand 2: Relate

 Concept # 1: Artworlds • The student will describe the role that art plays in culture and how it reflects, records, and interacts with history in artwork

PO 201. Contribute to a discussion about who artists are, what they do, and why they create art.

PO 202. Discuss how artworks are used to communicate stories, ideas, and emotions.

PO 203. Discuss what an artworld is and its place in a culture.

PO 204. Discuss the roles of various artworld experts (e.g., critics, art historians, curators, archeologists, conservators and others).

PO 205. Make connections between art and other curricular areas (e.g., clay production relates to science, contextual information relates to social studies).

PO 206. Discuss how artworks reflect, ideas, images and symbols from the culture within which they were made.

 Concept # 2: Materials, Tools, and Techniques • The student will identify/analyze the use of materials, tools, and techniques in artwork.

PO 201. Identify the relationship between tools, materials, and/or techniques

PO 202. Describe what tools, materials, and techniques were used to create artwork from diverse cultures and times.

PO 303. Describe how scientific and technological advances influence the materials, tools, and techniques used by artists.

PO 304. Analyze how resources available in the artist’s environment affect choices in tools, materials, and techniques.

 Concept # 3: Elements and Principles • The student will explore the artistic traditions and visual conventions from diverse cultures, which often differ from the elements and principles traditionally used in many Western cultures

PO 101. Identify visual/tactile characteristics of artworks from diverse cultures, different places, or times.

PO 201. Interpret meanings and/or purposes of an artwork using subject matter, symbols, and/or themes

PO 202. Discuss themes in artworks that illustrate common human experiences that transcend culture, time, and place.

PO 203. Use contextual information to investigate and interpret meanings and purposes in artworks from the viewpoint of the culture in which it was made.

Concept # 5: Quality • The student will investigate and /or speculate about what characteristics in artworks are valued by various cultures.

PO 201. Contribute to a discussion about why artworks have been valued within the context of the culture in which they were made

PO 202. Demonstrate respect while responding to others’ artwork.

PO 203. Compare the characteristics of artworks valued by diverse cultures.
 

Strand 3: Evaluate

Concept # 1: Art Issues and Values • The student will justify general conclusions about the nature and value of art.

PO 201. Form and support opinions about art (e.g., what art is and why it is important).

PO 301. Debate opinions about issues associated with art (e.g., nature and value) with the opinions of their peers.

PO 102. Distinguish art from other objects.

PO 202. Debate whether art is different from visual culture in general.

PO 203. Discuss reasons why people value art (e.g., sentimental, financial, religious, political, and historical).

PO 204. Discuss people’s criteria for determining how, or whether, art should be cared for and/or protected.

PO 305. Articulate multiple aesthetic theories associated with the value of art (e.g., expressivism, formalism, imitationalism, and others).

Concept # 2: Materials, Tools, and Techniques • The student will reflect on, and determine how materials, tools, and techniques affect meanings, purposes, and value in artworks.

PO 201. Explain how an artist’s use of tools, materials, and techniques affect an artwork’s meaning, purpose, and value.

PO 301. Analyze how an artist’s use of tools and techniques affect an artwork’s meaning, purpose, and value.

PO 202. Develop and use criteria to evaluate craftsmanship in an artwork

Concept # 3: Elements and Principles • The student will judge the effectiveness of the artist’s use of elements of art and principles of design in communicating meanings and/or purposes, in artworks.

PO 201. Describe an artist’s use of elements and principles in an artwork support its meaning and/or purpose.

Concept # 4: Meanings or Purposes • The student will judge an artist’s success in communicating meaning or purpose in their artwork

PO 101. Discuss how an artist communicates meaning and/or purpose in an artwork

PO 201. Discuss how an artist uses subject matter, symbols, and/or themes to communicate meaning and/or purpose in an artwork.

PO 301. Use established criteria to judge an artist’s effectiveness in using subject matter, symbols, and/or theme to communicate meaning and/or purpose in an artwork.

Concept # 5: Quality • The student will apply criteria for judging the quality of specific artwork.

PO 101. Compare an original artwork with a reproduction (e.g., make a museum/artist’s studio visit to compare details, size, luminosity, three dimensionality, surface texture).

PO 301. Understand how the difference in quality between an original and a reproduction affects the viewer’s interpretation of an artwork (e.g., make a museum/artist’s studio visit to compare details, size, luminosity, three dimensionality, surface texture).

PO 302. Distinguish art preferences “I like it because...” from art judgments “It is good because…” from cultural judgments “It is important because. ..”.

PO 203. Use established criteria to make and support a judgment about the quality of an artwork.

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