West Irondequoit Central School District
Art Curriculum Outcomes
Below is a sampling of the Art Outcomes
by New York State Standard Area:
Standard one provides a framework for study that promotes thinking, working, communicating and investigating skills. Students learn to utilize various tools, processes and media. They begin by experimenting with art materials and investigating ideas presented to them through visual arts instruction. Artistic competence is exhibited as students become increasingly fluent in visual communication. Problem solving activities inherent in creating art help develop cognitive and psychomotor skills. Creation is at the heart of instruction.
Below is a sample of the K-12 Art Outcomes
Students will be able to:
Grades K-3
Create a collection of artwork based on learning experiences that apply the Elements of Art (line,
shape, form, color, texture, value, space) and Principles of Design movement (rhythm, repetition,
pattern), balance, variety, emphasis, proportion, unity, contrast as well as collective experiences to
explore perceptions, viewpoints and ideas.
Ø Name, identify and use primary, secondary, tertiary and complementary colors
Ø Identify and create different types of line: straight, jagged, zigzag, wide, and thin
Ø Create original imagery to convey meaning
Ø Use repetition of stamps or prints to create patterns
Ø Create and identify center of interest (emphasis) in a composition, foreground and background
Grades 7-8
Compare and select proper materials and techniques within a variety of 2-Dimensional, 3 Dimensional and technological media to convey meanings and adjust decisions appropriately throughout the creative process.
Ø Differentiate among techniques and processes for intended purposes
Ø Use life experiences to visually express ideas and feelings
Ø Select and apply materials such that their unique properties and potential impact the
artistic solution
Ø Demonstrate knowledge and skills to create, realistic, abstract, functional in
decorative works in 2-D and/or 3-D formats
Ø Apply planning, research, and problem solving skills to create art works.
Ø Develop a series of pictures for a storyboard
Ø Apply principles of overlap, size variation, and placement to create the illusion of
depth in a 2-D artwork
Young children learn to coordinate their hands and minds in exploration of the visual world. They begin to make informed choices that enhance communication of their ideas. Their natural inquisitiveness is promoted and they begin to see the value of perseverance. As students progress they are able to apply the knowledge and skills learned through visual arts instruction to their widening personal worlds. They continue to use a wide range of subject matter, symbols, meaningful images and visual expressions. At the highest level, students grow more sophisticated in their awareness and application of the Elements and Principles of Art. They gain a broad and in depth understanding of the meaning and importance of the visual world in which they live.
Students will be able to:
Grades 4-6
Understand processes, traditional tools, and modern technologies used in the arts.
Ø Select the appropriate materials and tools effectively and apply specifically to a 2-D or 3-D work
Ø Distinguish between materials and tools used in 2-D and 3-D works
Ø Demonstrate the safe and responsible use of materials and tools when creating 2-D or 3-D work
Ø Select and apply the appropriate processes used with simple tools (e.g., applying paint, modeling clay)
Grades 9-12
Understand processes, traditional tools, and modern technologies used in the arts.
Ø Analyze and evaluate the limitations and potential of media, tools, processes, and technology
Ø Evaluate the effect of changing technologies on the visual arts
Ø Discuss and evaluate an artist's ability to convey meaning based on the selection of materials and tools
Ø Debate the choice of techniques used to convey meaning in an art work of self and others
Ø Compare and contrast the variety of techniques that can be used for a variety of media
Ø Prioritize techniques of media, tools, and technology to best communicate intended ideas
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Students involved in the creative process are guided by self-reflection. Multiple solutions for conceptual problems allow educators and students to engage in a dialogue concerning the merits of their own work as well as that of others. Vocabulary, skills, and concepts taught in the classroom become the foundation for aesthetic discussions. The critique process engages students to think, work, investigate and communicate implied meanings and contexts within artworks. Through their five senses students understand that making and responding to works of visual art are inextricably interwoven. In addition, they learn that preferences of others may differ from their own.
Students will be able to:
Grades K-3Use the art criticism process including: Identify and describe the basic elements (abstract) or objects (realism) that are used in an artwork.
Analyze and describe how the formal Elements of Art and Principles of Design are used. Ø Recognize various types of lines in given art works (e.g., thick/thin, long/short, straight/curved) Ø Discover shapes in a given art work (e.g., circle, square, triangle) Ø Recognize and differentiate between positive and negative space Ø Recognize visual movement in an artwork (e.g., up and down, back and forth, across) Ø Distinguish between rough and smooth textures
Interpret and draw conclusions about why the artist constructed the work in this way based on personal experience and objective knowledge. Ø Describe the theme, idea, feeling, or story in a given art work (e.g., mood in "Starry Night") Ø Describe and develop connections between the ways that ideas, themes and concepts are expressed in the visual arts
Judge and assess the level of competency of the artist in conveying meanings or intentions. Ø Use vocabulary, descriptive words, and literature regarding art criticism for discussion and evaluation Ø Determine the effectiveness of the artist in meeting their intent
Reflect and experiment to construct and test techniques and meanings in future artworks Ø Draw conclusions from the ideas and themes expressed by the artist in order to reflect upon how one can learn from the art experiences of others.
Grades 7-8 Use the art criticism process including: Identify and describe the basic elements (abstract) or objects (realism) that are used in an artwork. Ø Describe and hypothesize about works: size, subject, medium
Analyze and describe how the formal Elements of Art and Principles of Design are used. Ø Analyze and critique the dominant artistic components (i.e., Elements, Principles, expressive ideas; processes, technologies; creative processes) using appropriate vocabulary in all the arts Ø Compare and contrast similar and distinctive artistic components (i.e., Elements, Principles, expressive ideas; processes, technologies; creative processes) across art forms
Interpret and draw conclusions about why the artist constructed the work in this way based on personal experience and objective knowledge. Ø Describe and develop connections between ideas, themes and concepts expressed in the visual arts Ø Express an interpretation of a work of art based on description and analysis
Judge and assess the level of competency of the artist in conveying meanings or intentions. Ø Express a judgment of a work of art based on description, analysis, and interpretation Ø Analyze the relationship among Elements, Principles, and expressive qualities in a 2-D, 3-D or digital work Ø Differentiate between personal judgments and aesthetic judgments based on the understanding of the Elements and Principles
Reflect and experiment with ways to produce and test techniques to construct meanings in future artworks. Ø Select works from each art form that share similar theme/subject matter and justify selection Ø Evaluate the use of similar and distinctive artistic components across art forms Ø Compare different styles, symbols, and movements to analyze the ways in which political, cultural, social, religious and psychological concepts and themes have been explored in the arts |
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Within the framework of the art curriculum K-12, students will be introduced to artwork from diverse world cultures and times past and present. Through exposure to these artworks students gain a deeper appreciation of their own values, the values of other people, and the connection of the visual arts to universal human needs, ideas and beliefs. Students then reflect on the nature of human involvement in art as a viewer, creator and participant. They will be able to relate understandings about the historical, technological, and cultural contexts of art to situations in contemporary life. As student artwork becomes increasingly individualistic and imaginative, they learn that preferences of others may differ from their own. This mode of thought will be reinforced at every level of instruction.
Students will be able to:
Grades 4-6 Create work that reflects a variety of cultural influences and describe how art impacts daily life. Ø Create and describe works which increase cultural references and explain the history and connections of these references Ø Describe how the site (i.e. outdoor art faire vs. museum, half time show vs. symphony) influences who the audience is and how the audience responds Ø Assess the role of the arts in commercial applications
Grades 9-12 Create work that reflects a variety of cultural influences and describe how art impacts daily life. Ø Explain how cultural values have been expressed in the visual arts Ø Apply characteristics of works of art from a particular culture to personal work Ø Analyze how a particular artist shaped or reflected a given time period or event Ø Appropriate or imitate aspects of a particular artist, style or theme in a personal work
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