Illinois Arts Learning Standards Initiative. Recommended Illinois Arts Learning Standards - DRAFT (9/15/15)

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1 Illinois Arts Learning Stards Initiative Recommended Illinois Arts Learning Stards - DRAFT (9/15/15) Directions for Reviewing the Draft Recommended Stards: These draft recommended stards are organized into matrix tables. Each discipline (Dance, Media Arts, Music, Theatre, Visual Arts) has its own matrix. The matrix format enables you to follow a single grade down a column covering all of the performance stards for that grade. You can also follow a single set of performance stards across each row to see how it develops PreK High School. Each matrix includes the variety of stards identified by the National Coalition for Core Arts Stards reviewed updated by the Illinois Arts Learning Stards Initiative's Advisory Committee. The various stards are aggregated under Anchor Stards, which are the same across all of the artistic disciplines. The Anchor Stards are not for implementation in the classroom; rather, they are organizational tools for unifying the learning stards for education administrators arts policy makers. In addition, each matrix further organizes the stards into the artistic processes of Creating, Performing/Presenting/Producing, Responding, Connecting. You will also notice there are comment bubbles out the matrix, to indicate the updates made to these IL Arts Learning Stards based on the National Core Arts Stards. These comment bubbles provide the rationale for each update. We are interested in your feedback on these Illinois draft recommended stards. When you have reviewed the matrices of the disciplines that most interest you, please provide us with your feedback a brief questionnaire located at our initiative webpage: The updated learning stards for Visual Arts begin on the next page. 1

2 Anchor Stard 1: Generate conceptualize artistic ideas work. Visual Arts Creativity innovative thinking are essential life skills that can be developed. PreK Kindergarten 1st 2nd 3rd 4th 5th 6th 7 th 8th Introductory HS Intermediate HS Advanced HS VA:Cr1.1.PKa VA:Cr1.1.Ka VA:Cr1.1.1a VA:Cr1.1.2a VA:Cr1.1.3a VA:Cr1.1.4a VA:Cr1.1.5a VA:Cr1.1.6a VA:Cr1.1.7a VA:Cr1.1.8a VA:Cr1.1.Ia VA:Cr1.1.IIa VA:Cr1.1.IIIa Engage Brainstorm Apply Engage in selfdirected play with materials. Artists VA:Cr1.2.Pka designers shape artistic Engage in selfdirected investigations, following or creative breaking with making. traditions in pursuit of creative artmaking goals. Engage in exploration imaginative play with materials. VA:Cr1.2.Ka collaboratively in exploration imaginative play with materials. VA:Cr1.2.1a collaboratively multiple approaches to an art or design problem. VA:Cr1.2.2a Engage Use Make art or collaborativelyobservation in creative artmaking design with various in investigation materials response to anin preparation tools to artistic for making a explore problem. work of art. interests, questions, curiosity. Elaborate on an imaginative idea. VA:Cr1.2.3a Apply knowledge of available resources, tools, technologies to investigate ideas the artmaking process. Brainstorm multiple approaches to a creative art or design problem. VA:Cr1.2.4a Collaborative -ly set goals create artwork that is meaningful has purpose to the makers. Combine ideas to generate an innovative idea for artmaking. VA:Cr1.2.5a Identify demonstrate diverse methods of artistic investigation to choose an approach for beginning a work of art. Combine concepts collaboratively to generate innovative ideas for creating art. VA:Cr1.2.6a Formulate an artistic investigation of ly relevant content for creating art. methods to overcome creative blocks. VA:Cr1.2.7a Develop criteria to guide making a work of art or design to meet an identified goal. Document early stages of the creative process visually or verbally in traditional or new media. VA:Cr1.2.8a Collaboratively shape an artistic investigation of an aspect of present-day life using a contemporary practice of art design. Use multiple approaches to begin creative endeavors. VA:Cr1.2.Ia Shape an artistic investigation of an aspect of presentday life using a contemporar y practice of art or design. Individually or collaboratively formulate new creative problems based on student's existing VA:Cr1.2.IIa Visualize hypothesize to generate plans for ideas directions for creating art design that can affect social change. VA:Cr1.2.IIIa Choose from a Choose from range of a range of materials materials methods of methods traditional of traditional contemporary artistic contemporar practices to y artistic plan works of practices, art design. following or breaking established conventions, to plan the making of multiple works of art design based on a theme, idea, or concept. Commented [O1]: These new labels reflect how courses are described in high school settings for course codes illustrates that there will likely be several course codes in each discipline at each of the H.S. levels. 2

3 Anchor Stard 2: Organize develop artistic ideas work. Artists designers experiment with forms, structures, materials, concepts, media, art-making approaches. Artists designers balance experimentati on safety, freedom responsibility while developing creating artworks. Pre K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th Introductory HS Intermediate HS Advanced HS VA:Cr2.1.PKa VA:Cr2.1.Ka VA:Cr2.1.1a VA:Cr2.1.2a VA:Cr2.1.3a VA:Cr2.1.4a VA:Cr2.1.5a VA:Cr2.1.6 VA:Cr2.1.7a VA:Cr2.1.8a VA:Cr2.1.Ia VA:Cr2.1.IIa VA:Cr2.1.IIIa Use a variety of artmaking tools. VA:Cr2.2.PKa Share materials with others. Through experimentati on, build skills in various media approaches to art-making. VA:Cr2.2.Ka Identify safe non-toxic art materials, tools, equipment. Explore uses of materials tools to create works of art or design. VA:Cr2.2.1a safe proper procedures for using materials, tools, equipment while making art. Experiment with various materials tools to explore interests in a work of art or design. VA:Cr2.2.2a safe procedures for using cleaning art tools, equipment, studio spaces. Create ly satisfying artwork using a variety of artistic processes materials. VA:Cr2.2.3a an understing of the safe proficient use of materials, tools, equipment for a variety of artistic processes. Explore invent artmaking techniques approaches. VA:Cr2.2.4a When making works of art, utilize care for materials, tools, equipment in a manner that prevents danger to oneself others. Experiment develop skills in multiple artmaking techniques approaches practice. VA:Cr2.2.5a quality craftsmanshi p care for use of materials, tools, equipment. openness in trying new ideas, materials, methods, approaches in making works of art design. VA:Cr2.2.6a Explain environmenta l implications of conservation, care, cleanup of art materials, tools, equipment. persistence in developing skills with various materials, methods, approaches in creating works of art or design. VA:Cr2.2.7a awareness of ethical responsibility to oneself others when posting sharing images other materials the Internet, social media, other communicatio n formats. willingness to experiment, innovate, take risks to pursue ideas, forms, meanings that emerge in the process of artmaking or designing. VA:Cr2.2.8a awareness of practices, issues, ethics of appropriation, fair use, copyright, open source, creative commons as they apply to creating works of art design. Engage in making a work of art or design without having a preconceive d plan. VA:Cr2.2.Ia Explain how traditional nontraditional materials may impact human health the environment demonstrate safe hling of materials, tools, equipment. Through experimentat ion, practice, persistence, demonstrate acquisition of skills knowledge in a chosen art form. VA:Cr2.2.IIa awareness of ethical implications of making distributing creative work. Experiment, plan, make multiple works of art design that explore a ly meaningful theme, idea, or concept. VA:Cr2.2.IIIa understin g of the importance of balancing freedom responsibility in the use of images, materials, tools, equipment in the creation circulation of creative work. 3

4 People create interact with objects, places, design that define, shape, enhance, empower their lives. VA:Cr2.3.Pka Create tell about art that communicat es a story about a familiar place or object. VA:Cr2.3.Ka Create art that represents natural constructed environments. VA:Cr2.3.1a Identify classify uses of everyday objects drawings, diagrams, sculptures, or other visual means. VA:Cr2.3.2a Repurpose objects to make something new. VA:Cr2.3.3a Individually or collaboratively construct representation s, diagrams, or maps of places that are part of everyday life. VA:Cr2.3.4a Document, describe, represent regional constructed environments. VA:Cr2.3.5a Identify, describe, visually document places /or objects of significance. VA:Cr2.2.6a Design or redesign objects, places, or systems that meet the identified needs of diverse users. VA:Cr2.3.7a Apply visual organizational strategies to design produce a work of art, design, or media that clearly communicates information or ideas. VA:Cr2.3.8a Select, organize, design images words to make visually clear compelling presentations. VA:Cr2.3.Ia Collaborative ly develop a proposal for an installation, artwork, or space design that transforms the perception experience of a particular place. VA:Cr2.3.IIa Redesign an object, system, place, or design in response to contemporar y issues. VA:Cr2.3.IIIa in works of art or design how visual material culture defines, shapes, enhances, inhibits, /or empowers people's lives. Artist designers develop excellence practice constructive critique, reflecting on, revising, refining work over time. Anchor Stard 3: Revise, refine complete artistic work. Pre K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th Introductory HS Intermediate HS Advanced HS VA:Cr3.1.PKa VA:Cr3.1.Ka VA:Cr3.1.1a VA:Cr3.1.2a VA:Cr3.1.3a VA:Cr3.1.4a VA:Cr3.1.5a VA:Cr3.1.6a VA:Cr3.1.7a VA:Cr3.1.8a VA:Cr3.1.Ia VA:Cr3.1.IIa VA:Cr3.1.IIIa Share talk about Explain the process of making art while creating. Use art vocabulary to describe choices while creating art. Discuss reflect with peers about choices made in creating Elaborate visual information by adding details in an artwork to enhance emerging meaning. Revise artwork in progress on the basis of insights gained peer discussion. Create artist statements using art vocabulary to describe choices made in artmaking. Reflect on whether artwork conveys the intended meaning revise accordingly. Reflect on explain important information about artwork in an artist statement or another format. Apply relevant criteria to examine, reflect on, plan revisions for a work of art or design in progress. Apply relevant criteria from traditional contemporar y cultural contexts to examine, reflect on, plan revisions for works of art design in progress. Engage in constructive critique with peers, then reflect on, reengage, revise, refine works of art design in response to artistic vision. Reflect on, re-engage, revise, refine works of art or design considering relevant traditional contemporar y criteria as well as artistic vision. Commented [2]: Added revise to stard as this reinforces that art is a process success is not always achieved immediately. 4

5 Anchor Stard 4: Select, analyze, interpret artistic work for presentation. Visual Arts Artists other presenters consider various techniques, methods, venues, criteria when analyzing, selecting, curating objects, artifacts, artworks for preservation presentation. Pre K Kindergarten 1 st 2nd 3rd 4th 5th 6th 7th 8th Introductory HS Intermediate HS Advanced HS VA:Pr4.1.PKa VA:Pr4.1.Ka VA:Pr4.1.1a VA:Pr4.1.2a VA:Pr4.1.3a VA:Pr4.1.4a VA:Pr4.1.5a VA:Pr4.1.6a VA:Pr4.1.7a VA:Pr4.1.8a VA:Pr4.1.Ia VA:Pr4.1.IIa VA:Pr4.1.IIIa Identify reasons for saving displaying objects, artifacts, Select art objects for portfolio display, explaining why they were chosen. Explain why some objects, artifacts, artworks are valued over others. Categorize artwork based on a theme or concept for an exhibit. Investigate discuss possibilities limitations of spaces, including electronic, for exhibiting Analyze how past, present, emerging technologies have impacted the preservation presentation of Define the roles responsibiliti es of a curator, explaining the skills knowledge needed in preserving, maintaining, presenting objects, artifacts Analyze similarities differences associated with preserving presenting twodimensional, threedimensional, digital Compare contrast how technologies have changed the way artwork is preserved, presented, experienced. Develop apply criteria for evaluating a collection of artwork for presentation. Analyze, select, curate artifacts /or artworks for presentation preservation. Analyze, select, critique artwork for a collection or portfolio presentation. Critique, justify, present choices in the process of analyzing, selecting, curating, presenting artwork for a specific exhibit or event. 5

6 Artists, curators others consider a variety of factors methods including evolving technologies when preparing refining artwork for display or when deciding if how to preserve protect it. Anchor Stard 5: Develop refine artistic techniques work for artistic expression presentation. Visual Arts Pre K Kindergarten 1 st 2nd 3rd 4th 5th 6th 7th 8th Introductory HS Intermediate HS Advanced HS VA:Pr5.1.PKa VA:Pr5.1.Ka VA:Pr5.1.1a VA:Pr5.1.2a VA:Pr5.1.3a VA:Pr5.1.4a VA:Pr5.1.5a VA:Pr5.1.6a VA:Pr5.1.7a VA:Pr5.1.8a VA:Pr5.1.Ia VA:Pr5.1.IIa VA:Pr5.1.IIIa Identify places where art may be displayed or saved. Explain the purpose of a portfolio or collection. Ask answer questions such as where, when, why, how artwork should be prepared for presentation or preservation. Distinguish between different materials or artistic techniques for preparing artwork for presentation. Identify exhibit space prepare works of art including artists statements for presentation. Analyze the various consideration s for presenting protecting art in various locations, indoor or outdoor settings, in temporary or permanent forms, in physical or digital formats. Develop a logical argument for safe effective use of materials techniques for preparing presenting Individually or collaborativel y, develop a visual plan for displaying works of art, analyzing exhibit space, the needs of the viewer, the layout of the exhibit. Based on criteria, analyze evaluate methods for preparing presenting art. Collaborative ly prepare present selected theme-based artwork for display formulate exhibition narratives for the viewer. Analyze evaluate the reasons ways an exhibition is presented. Evaluate, select, apply methods or processes appropriate to display artwork in a specific place. Investigate, compare contrast methods for preserving protecting art. Commented [3]: Updated to reflect Visual Arts edit to AS5. 6

7 Anchor Stard 6: Convey meaning the presentation of artistic work. Visual Arts Objects, artifacts, artworks collected, preserved, or presented either by artists, museums, or other venues communicat e meaning a record of social, cultural, political experiences resulting in the cultivating of appreciation understin g. Pre K Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th Introductory HS Intermediate HS Advanced HS VA:Pr6.1.PKa VA:Pr6.1.Ka VA:Pr6.1.1a VA:Pr6.1.2a VA:Pr6.1.3a VA:Pr6.1.4a VA:Pr6.1.5a VA:Pr6.1.6a VA:Pr6.1.7a VA:Pr6.1.8a VA:Pr6.1.Ia VA:Pr6.1.IIa VA:Pr6.1.IIIa Identify where art is displayed both inside outside of school. Explain what an art museum is distinguish how an art museum is different from other buildings. Identify the roles responsibiliti es of people who work in visit museums other art venues. Analyze how art exhibited inside outside of schools (such as in museums, galleries, virtual spaces, other venues) contributes to communities. Identify explain how where different cultures record illustrate stories history of life art. Compare contrast purposes of art museums, art galleries, other venues, as well as the types of experiences they provide. Cite evidence about how an exhibition in a museum or other venue presents ideas provides information about a specific concept or topic. Assess, explain, provide evidence of how museums or other venues reflect history values of a community. Compare contrast viewing experiencing collections exhibitions in different venues. Analyze why how an exhibition or collection may influence ideas, beliefs, experiences. Analyze describe the impact that an exhibition or collection has on awareness of social, cultural, or political beliefs understing s. Make, explain, justify connections between artists or artwork social, cultural, political history. Curate a collection of objects, artifacts, or artwork to impact the viewer s understin g of social, cultural /or political experiences. 7

8 Anchor Stard 7: Perceive analyze artistic work. Visual Arts Individual aesthetic empathic awareness developed engagement with art can lead to understin g appreciation of self, others, the natural world, constructed environments. Visual Imagery influences understin g of responses to the world. PreK Kindergarten 1st 2nd 3rd 4 th 5th 6th 7th 8th Introductory HS Intermediate HS Advanced HS VA:Re.7.1.PKa VA:Re.7.1.Ka VA:Re.7.1.1a VA:Re.7.1.2a VA:Re.7.1.3a VA:Re.7.1.4a VA:Re.7.1.5a VA:Re.7.1.6a VA:Re.7.1.7a VA:Re.7.1.8a VA:Re.7.1.Ia VA:Re.7.1.IIa VA:Re.7.1.IIIa Recognize art in one's environmen t. VA:Re7.2.PK a Distinguish between images real objects. Identify uses of art within one's environment. VA:Re7.2.Ka Describe what an image represents. Select describe works of art that illustrate daily life experiences of one's self others. VA:Re7.2.1a Compare images that represent the same. Perceive describe aesthetic s of one's natural world constructed environment s. VA:Re7.2.2a Categorize images based on expressive properties. Speculate about processes an artist uses to create a work of art. VA:Re7.2.3a Determine messages communicate d by an image. Compare responses to a work of art before after working in similar media. VA:Re7.2.4a Analyze components in visual imagery that convey messages. Compare one's own interpretation of a work of art with the interpretation of others. VA:Re7.2.5a Identify analyze cultural associations suggested by visual imagery. Identify interpret works of art or design that reveal how people live around the world what they value. VA:Re7.2.6a Analyze ways that visual components cultural associations suggested by images influence ideas, emotions, actions. Explain how the method of display, the location, the experience of an artwork influence how it is perceived valued. VA:Re7.2.7a Analyze multiple ways that images influence specific audiences. Explain how a person's aesthetic choices are influenced by culture environment impact the visual image that one conveys to others. VA:Re7.2.8a Compare contrast contexts media in which viewers encounter images that influence ideas, emotions, actions. Hypothesize ways in which art influences perception understin g of human experiences. VA:Re7.2.Ia Analyze how one s understin g of the world is affected by experiencing visual imagery. Recognize describe aesthetic empathetic responses to the natural world constructed environments. VA:Re7.2.IIa Evaluate the effectivenes s of an image or images to influence ideas, feelings, behaviors of specific audiences. Analyze how responses to art develop over time based on knowledge of experience with art life. VA:Re7.2.IIIa Determine the commonalitie s within a group of artists or visual images attributed to a particular type of art, timeframe, or culture. Commented [4]: Added empathic for clarity 8

9 People gain insights into meanings of artworks by engaging in the process of art criticism. Anchor Stard 8: Construct meaningful interpretation of artistic work. Visual Arts PreK Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th Introductory HS Intermediate HS Advanced HS VA:Re.8.1.PKa VA:Re.8.1.Ka VA:Re.8.1.1a VA:Re.8.1.2a VA:Re.8.1.3a VA:Re8.1.4a VA:Re.8.1.5a VA:Re.8.1.6a VA:Re.8.1.7a VA:Re.8.1.8a VA:Re.8.1.Ia VA:Re.8.1.IIa VA:Re.8.1.IIIa Interpret art Identify describe matter of works of art. Interpret art Identify matter list details in works of art. Interpret art Identify matter describe s of works of art. Interpret art Communicate feelings when experiencing work of art describe matter s. Interpret art Communicate feelings when experiencing works of art, describe matter formal s to discuss meanings of Interpret art Communicate feelings when experiencing works of art, describe matter, formal s, artmaking approaches to discuss meanings of Interpret art describing analyzing feelings, matter, formal s, art-making approaches, contextual information. Collaborative ly interpret art generate meanings describing analyzing feelings, matter, formal s, art-making approaches, contextual information. Interpret art generate meanings describing analyzing feelings, matter, formal s, art-making approaches, contextual information identify key concepts. Collaborativel y develop a meaningful interpretatio n of artworks supported by evidence describing analyzing feelings, matter, formal s, art-making approaches, contextual information, key concepts. Construct meaningful interpretatio n of an artwork or collection of works supported by evidence describing analyzing feelings, matter, formal s, art-making approaches, contextual information, key concepts. Construct defend meaningful interpretatio n of an artwork or collection of works supported by evidence describing analyzing feelings, matter, formal s, art-making approaches, contextual information, key concepts. Analyze defend differing interpretatio ns of an artwork or collection of works explain how various interpretatio ns enrich experiences of art life. Commented [5]: As written this suggests that it is the goal of arts interpretation (in any discipline) to figure out the artist s intended meaning of an This misundersting of how artworks generate meaning has not been considered relevant since the 1950s. There is even a name for this misundersting: Intentional Fallacy. From Encyclopedia Britannica: Intentional fallacy, term used in 20th-century literary criticism to describe the problem inherent in trying to judge a work of art by assuming the intent or purpose of the artist who created it. Introduced by W.K. Wimsatt, Jr., Monroe C. Beardsley in The Verbal Icon (1954), the approach was a reaction to the popular belief that to know what the author intended what... he [1] Commented [6]: Changed from Interpret intent meaning in artistic work. Because The intent of the... [2] Commented [7]: 'Interpret art' deleted - not age appropriate until after 4th grade. Commented [18]: Continues 6th grade stard related to 21st century skill of collaboration. This is... [12] Commented [23]: * Newly written stard begins in the same way, but rather than asking students to select... [17] Commented [16]: Links interpretation generating meaning. Congruent with contemporary models of how... [10] Commented [9]: Dropped mood left feelings for 2 nd, 3 rd, 4th--outmoded critical language instead... [3] Commented [19]: Links interpretation generating meaning. Congruent with contemporary models of how... [13] Commented [8]: Changed from 'describe'. Commented [17]: Drop conveyed because this suggests that meaning is merely carried within a work,... [11] Commented [10]: Dropped 'relevant'. Doesn t make sense to say that aspects of the matter are not... [4] Commented [20]: Drop conveyed because this suggests that meaning is merely carried within a work,... [14] Commented [11]: Dropped odd construction of s of form over clearer more... [5] Commented [12]: Added language more in accord with EU for this row of stards, emphasizing... [6] Commented [13]: Art-making approaches instead of use of media because it is more open-ended... [7] Commented [14]: * Dropped visual elements Unnecessary anachronism from 1993 stards. Term... [8] Commented [24]: Supports claims made for art education as promoting open-ended flexible... [18] Commented [15]: * Drop conveyed because this suggests that meaning is merely carried within a work,... [9] Commented [21]: Old stard is similar in meaning to 8th grade stard, but does not list types of... [15] Commented [22]: Age appropriate.... [16] 9

10 Anchor Stard 9: Apply criteria to evaluate artistic work. Visual Arts People evaluate art based on various criteria. PreK Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th Introductory HS Intermediate HS Advanced HS VA:Re.9.1.PKa VA:Re.9.1.Ka VA:Re.9.1.1a VA:Re.9.1.2a VA:Re.9.1.3a VA:Re.9.1.4a VA:Re.9.1.5a VA:Re.9.1.6a VA:Re.9.1.7a VA:Re.9.1.8a VA:Re.9.1.Ia VA:Re.9.1.IIa VA:Re.9.1.IIIa Select a preferred Explain reasons for selecting a preferred Classify artwork based on different reasons for preferences. Use learned art vocabulary to express preferences about Evaluate an artwork based on given criteria. Apply one set of criteria to evaluate more than one work of art. Recognize differences in criteria used to evaluate works of art depending on styles, genres, media as well as historical cultural contexts. Develop apply relevant criteria to evaluate a work of art. Compare explain the difference between an evaluation of an artwork based on criteria an evaluation of an artwork based on a set of established criteria. Create a convincing logical argument to support an evaluation of art. Establish relevant criteria in order to evaluate a work of art or collection of works. Determine the relevance of criteria used by others to evaluate a work of art or collection of works. Construct evaluations of a work of art or collection of works based on differing sets of criteria. 10

11 Anchor Stard 10: Synthesize relate knowledge experiences to make art. Visual Arts Through artmaking, people make meaning by investigating developing awareness of perceptions, knowledge, experiences. PreK Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th Introductory HS Intermediate HS Advanced HS VA:Cn.10.1.PKa VA:Cn.10.1.Ka VA:Cn a VA:Cn a VA:Cn a VA:Cn a VA:Cn a VA:Cn a VA:Cn a VA:Cn a VA:Cn.10.1.Ia VA:Cn.10.1.IIa VA:Cn.10.1.IIIa Explore the world using descriptive expressive words art-making. Create art that tells a story about a life experience. Identify times, places reasons by which students make art outside of school. Create works of art about events in home, school, or community life. Develop a work of art based on observations of surroundings. Create works of art that reflect community cultural traditions. Apply formal conceptual vocabularies of art design to view surroundings in new ways artmaking. Generate a collection of ideas reflecting current interests concerns that could be investigated in artmaking. Individually or Make art collaboratively collaborativel create visual y to reflect documentatio on n of places reinforce times in which positive people gather aspects of to make group experience art identity. or design in the community. Document the process of developing ideas from early stages to fully elaborated ideas. Utilize inquiry methods of observation, research, experimentatio n to explore unfamiliar s artmaking. Synthesize knowledge of social, cultural, historical, life with artmaking approaches to create meaningful works of art or design. Visual Arts Anchor Stard 11: Relate artistic ideas works with societal, cultural historical context to deepen understing. Understi ng People develop ideas underst ings of society, culture, history their interaction s with analysis of art. PreK Kindergarten 1st 2nd 3rd 4th 5th 6th 7th 8th Introductory HS Intermediate HS Advanced HS VA:Cn.11.1.PKa VA:Cn.11.1.Ka VA:Cn a VA:Cn a VA:Cn a VA:Cn a VA:Cn a VA:Cn a VA:Cn a VA:Cn a VA:Cn.11.1.Ia VA:Cn.11.1.IIa VA:Cn.11.1.IIIa Recognize that people make art. Identify a purpose of an Underst that people from different places times have made art for a variety of reasons. Compare contrast cultural uses of artwork from different times places. Recognize that responses to art change depending on knowledge of the time place in which it was made. Through observation, infer information about time, place, culture in which a work of art was created. Identify how art is used to inform or change beliefs, values, or behaviors of an individual or society. Analyze how art reflects changing times, traditions, resources, cultural uses. Analyze how response to art is influenced by understin g the time place in which it was created, the available resources, cultural uses. Distinguish different ways art is used to represent, establish, reinforce, reflect group identity. Describe how knowledge of culture, traditions, history may influence responses to art. Compare uses of art in a variety of societal, cultural, historical contexts make connections to uses of art in contemporary local contexts. Appraise the impact of an artist or a group of artists on the beliefs, values, behaviors of a society. 11

12 GLOSSARY for Updated Illinois Arts Learning Stards: Visual Arts STANDARDS Visual Arts, as defined by the National Art Education Association, include the traditional fine arts such as drawing, painting, printmaking, photography, sculpture; media arts including film, graphic communications, animation, emerging technologies; architectural, environmental, industrial arts such as urban, interior, product, lscape design; folk arts; works of art such as ceramics, fibers, jewelry, works in wood, paper, other materials (Revised July 2012) Art In everyday discussions in the history of aesthetics, multiple ( sometimes contradictory) definitions of art have been proposed. In a classic article, The Role of Theory in Aesthetics, Morris Weitz (1956) recommended differentiating between classificatory (classifying) honorific (honoring) definitions of art In the Next Generation Core Visual Arts Stards, the word art is used in the classificatory sense to mean an artifact or action that has been put forward by an artist or other person as something to be experienced, interpreted, appreciated An important component of a quality visual arts education is for students to engage in discussions about honorific definitions of art identifying the wide range of significant features in art-making approaches, analyzing why artists follow or break with traditions discussing their own understings of the s of good art Appropriation Intentional borrowing, copying, alteration of preexisting images objects Artist statement Information about context, explanations of process, descriptions of learning, related stories, reflections, or other details in a written or spoken format shared by the artist to extend deepen understing of his or her artwork; an artist statement can be didactic, descriptive, or reflective in nature Artistic investigations In making art, forms of inquiry exploration; artistic investigation artists go beyond illustrating pre-existing ideas or following directions, students generate fresh insights new ways of seeing knowing Art-making approaches Diverse strategies procedures by which artists initiate pursue making a work Artwork Artifact or action that has been put forward by an artist or other person as something to be experienced, interpreted, appreciated Brainstorm Technique for the initial production of ideas or ways of solving a problem by an individual or group in which ideas are spontaneously contributed without critical comment or judgment Characteristic(s) Attribute, feature, property, or essential quality Characteristics of form ( structure) Terms drawn from traditional, modern, contemporary sources that identify the range of attributes that can be used to describe works of art design to aid students in experiencing perceiving the qualities of artworks, enabling them to create their own work to appreciate interpret the work of others Collaboration Joint effort of working together to formulate solve creative problems Collaboratively Joining with others in attentive participation in an activity of imagining, exploring, /or making Concepts Ideas, thoughts, schemata; art arising out of conceptual experimentation that emphasizes making meaning ideas rather than materiality or form 12

13 Constructed environment Human-made or modified spaces places; art design-related disciplines such as architecture, urban planning, interior design, game design, virtual environment, lscape design shape the places in which people live, work, play Contemporary artistic practice Processes, techniques, media, procedures, behaviors, actions, conceptual approaches by which an artist or designer makes work using methods that, though they may be based on traditional practices, reflect changing contextual, conceptual, aesthetic, material technical possibilities; examples include artwork made with appropriated images or materials, social practice artworks that involve the audience, performance art, new media works, installations, artistic interventions in public spaces Context Interrelated conditions surrounding the creation experiencing of an artwork, including the artist, viewer/audiences, time, culture, presentation, location of the artwork s creation reception Copyright Form of protection grounded in the U.S. Constitution granted by law for original works of authorship fixed in a tangible medium of expression, covering both published unpublished works Creative commons Copyright license templates that provide a simple, stardized way to give the public permission to share use creative work on conditions of the maker s choice ( Creativity Ability to conceive develop rich, original ideas, discover unexpected connections, invent or make new things Criteria In art design, principles that direct attention to significant aspects of a work provide guidelines for evaluating its success Contemporary criteria Principles by which a work of art or design is understood evaluated in contemporary contexts which, for example, include judging not necessarily on originality, but rather on how the work is re-contextualized to create new meanings Established criteria Identified principles that direct attention to significant aspects of various types of artwork in order to provide guidelines for evaluating the work; these may be commonly accepted principles that have been developed by artists, curators, historians, critics, educators others or principles developed by an individual or group to pertain to a specific work of art or design Personal criteria Principles for evaluating art design based on individual preferences Relevant criteria Principles that apply to making, revising, understing, evaluating a particular work of art or design that are generated by identifying the significant s of a work Critique Individual or collective reflective process by which artists or designers experience, analyze, evaluate a work of art or design Cultural contexts Ideas, beliefs, values, norms, customs, traits, practices, s shared by individuals within a group that form the circumstances surrounding the creation, presentation, preservation, response to art Cultural traditions Pattern of practices beliefs within a societal group Curate Collect, sort, organize objects, artworks, artifacts; preserve maintain historical records catalogue exhibits Curator Person responsible for acquiring, caring for, exhibiting objects, artworks, artifacts Design Application of creativity to planning the optimal solution to a given problem communication of that plan to others 13

14 Digital format Anything in electronic form including photos, images, video, audio files, or artwork created or presented electronic means; a gallery of artwork viewed electronically any device Engagement Attentive participation in an activity of imagining, exploring, making Exhibition narrative Written description of an exhibition intended to educate viewers about its purpose Expressive properties Moods, feelings, or ideas evoked or suggested the attributes, features, or qualities of an image or work of art Fair use Limitation in copyright law which sets out factors to be considered in determining whether or not a particular use of one s work is fair, such as the purpose character of the use, the amount of the work used, whether the use will affect the market for the work Formal conceptual vocabularies Terms, methods, concepts, or strategies used to experience, describe, analyze, plan, make works of art design drawn from traditional, modern, contemporary, continually emerging sources in diverse cultures Genre Category of art or design identified by similarities in form, matter, content, or technique Image Visual representation of a person, animal, thing, idea, or concept Imaginative play Experimentation by children in defining identities points of view by developing skills in conceiving, planning, making art, communicating Innovative thinking Imagining or conceiving something new unexpected, including fresh ideas ways of looking at things new approaches to old problems as well as formulating new problems Material culture Human-constructed or human-mediated objects, forms, or expressions, that extend to other senses study beyond the traditional art historical focus on the exemplary to the study of common objects, ordinary spaces, every day rituals Materials Substances out of which art is made or composed, ranging from the traditional to nonart material virtual, cybernetic, simulated materials Medium/Media Mode(s) of artistic expression or communication; material or other resources used for creating art Open source Computer software for which the copyright holder freely provides the right to use, study, change, distribute the software to anyone for any purpose ( Play Spontaneous engaged activity which children learn to experience, experiment, discover, create Portfolio 14

15 Actual or virtual collection of artworks documentation demonstrating art design knowledge skills organized to reflect an individual s creative growth artistic literacy Preservation Activity of protecting, saving, caring for objects, artifacts, artworks a variety of means Preserve Protect, save, care for (curate) objects, artifacts, artworks Style Recognizable s of art or design that are found consistently in historical periods, cultural traditions, schools of art, or works of an individual artist Technologies Tools, techniques, crafts, systems, methods to shape, adapt, preserve artworks, artifacts, objects, natural humanmade environments Text That form which information can be gathered, exping beyond the traditional notion of written language to encompass visual representations such as paintings, sculpture, diagrams, graphics, films, maps Venue Place or setting for an art exhibition, either a physical space or a virtual environment Visual components Properties of an image that can be perceived Visual imagery Group of images; images in general Visual organization approaches strategies Graphic design strategies such as hierarchy, consistency, grids, spacing, scale, weight, proximity, alignment, typography choice used to create focus clarity in a work Visual plan Drawing, picture, diagram, or model of the layout of an art exhibit where individual works of art artifacts are presented along with interpretive materials within a given space or venue 15

16 Page 9: [1] Commented Jay Wade 6/17/2015 9:30:00 PM As written this suggests that it is the goal of arts interpretation (in any discipline) to figure out the artist s intended meaning of an This misundersting of how artworks generate meaning has not been considered relevant since the 1950s. There is even a name for this misundersting: Intentional Fallacy. From Encyclopedia Britannica: Intentional fallacy, term used in 20th-century literary criticism to describe the problem inherent in trying to judge a work of art by assuming the intent or purpose of the artist who created it. Introduced by W.K. Wimsatt, Jr., Monroe C. Beardsley in The Verbal Icon (1954), the approach was a reaction to the popular belief that to know what the author intended what he had in mind at the time of writing was to know the correct interpretation of the work. Although a seductive topic for conjecture frequently a valid appraisal of a work of art, the intentional fallacy forces the literary critic to assume the role of cultural historian or that of a psychologist who must define the growth of a particular artist s vision in terms of his mental physical state at the time of his creative act. Page 9: [2] Commented Owner 4/17/ :34:00 PM Changed from Interpret intent meaning in artistic work. Because The intent of the artist is impossible to know, however, one can research context. Page 9: [3] Commented elizabeth 6/10/2015 4:59:00 AM Dropped mood left feelings for 2 nd, 3 rd, 4th--outmoded critical language instead emphasizes contemporary interpretative communication theory acknowledging emotion is within viewer. Page 9: [4] Commented elizabeth 6/10/2015 5:04:00 AM Dropped 'relevant'. Doesn t make sense to say that aspects of the matter are not relevant. Page 9: [5] Commented elizabeth 6/10/2015 5:01:00 AM Dropped odd construction of s of form over clearer more common expression formal s within this Anchor Stard Page 9: [6] Commented elizabeth 6/10/2015 5:05:00 AM Added language more in accord with EU for this row of stards, emphasizing interpretation as a form of making meaning Page 9: [7] Commented elizabeth 6/10/2015 5:06:00 AM Art-making approaches instead of use of media because it is more open-ended contemporary terminology that includes not only material use of media, but also other artistic strategies processes as well a conceptual approaches Art-making approaches is defined in the National Visual Arts Glossary is a key concept in the Create section of Visual Arts Stards. Page 9: [8] Commented elizabeth 6/10/2015 5:07:00 AM * Dropped visual elements Unnecessary anachronism from 1993 stards. Term not used elsewhere in new VA stards * In Illinois stards switch to use of interpret analysis to support development of academic language across the curriculum

17 * Drop conveyed because this suggests that meaning is merely carried within a work, rather than actively constructed by viewer. Page 9: [9] Commented elizabeth 6/10/2015 5:10:00 AM * Drop conveyed because this suggests that meaning is merely carried within a work, rather than actively constructed by viewer. * Drop distinguish between relevant non-relevant contextual information Not appropriate to introduce non-relevant information in a class. Likely limits sophisticated identification of contextual information from other fields school s. * Introduces 21st century skill of collaboration. This is congruent with rest of Visual Arts stards that sometimes focus on skill of collaboration in relation to other learning objectives Page 9: [10] Commented elizabeth 6/10/2015 5:16:00 AM Links interpretation generating meaning. Congruent with contemporary models of how meaning is generated. Congruent with focus of much middle school curriculum. Page 9: [11] Commented elizabeth 6/10/2015 5:17:00 AM Drop conveyed because this suggests that meaning is merely carried within a work, rather than actively constructed by viewer. Page 9: [12] Commented elizabeth 6/10/2015 5:19:00 AM Continues 6th grade stard related to 21st century skill of collaboration. This is congruent with rest of Visual Arts stards that sometimes focus on skill of collaboration in relation to other learning objectives establishes respectful peer communication as a key skill developed in arts education settings. Page 9: [13] Commented elizabeth 6/10/2015 5:19:00 AM Links interpretation generating meaning. Congruent with contemporary models of how meaning is generated. Congruent with focus of much middle school curriculum. Page 9: [14] Commented elizabeth 6/10/2015 5:17:00 AM Drop conveyed because this suggests that meaning is merely carried within a work, rather than actively constructed by viewer. Page 9: [15] Commented elizabeth 6/10/2015 5:22:00 AM Old stard is similar in meaning to 8th grade stard, but does not list types of evidence as developed in earlier stards in this section. This is a problem because high school teachers (or administrators) may not read back to elementary stards to get evidence list. Page 9: [16] Commented elizabeth 6/10/2015 5:23:00 AM Age appropriate. * Current stard is simple identification of types of contextual information. Low level on taxonomies of learning objectives. * Now stard is a complex task, building on Introductory HS because now student is asked to defend interpretation with evidence Page 9: [17] Commented elizabeth 6/10/2015 5:24:00 AM

18 * Newly written stard begins in the same way, but rather than asking students to select a single plausible analysis, newly worded stard supports higher order thinking of being able to underst value multiple plausible interpretations. Page 9: [18] Commented elizabeth 6/10/2015 5:23:00 AM Supports claims made for art education as promoting open-ended flexible thinking.