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1 FNE ARTS VSUAL 1 Subject Area: Component : FNE ARTS VSUAL ART HSTORY ndiana Academic Standard 1: Students understand the significance of visual art in relation to historical, social, political, spiritual, environmental, technological, and economic issues. ndiana Academic Standard 2: Students recognize significant works of Western and non-western art and understand the chronological development of art movements. GOALS: The student will be able to... A. Analyze who, what, when, where, and why a work was made; and the relationship of a work of art to the historical, environmental, technological, and political contexts of the culture in which it was created. B. Analyze how the function of art in our society has changed over time. C. dentify ways in which artists from culturally diverse backgrounds have used personal iconography and life experiences in their artwork. D. dentify and be familiar with a range of works from Western and non-western cultures identifying culture, style, and aspects from the historical context of the work. E. dentify common stylistic features of art from one culture or time period. F. Understand the relationship of chronology to the development of styles throughout art history and match works to approximate time periods or events in history. LEGEND: = which skill is first introduced Grey area- ongoing development of skill The student will be able to... The teacher will... SKLLS/CONCEPTS K A THE RELATONSHP OF ART TO CULTURE A1 Understand that art is a visual record of human ideas and has a history as old as humankind; (K.1.1) that art reflects the culture of its origin (1.1.1); and identify connections between artwork, artifacts, and their culture of origin. (2.1.1) A2 dentify visual clues in artwork and artifacts that reflect characteristics of a given culture and speculate on where, when, and by whom the work was made (3.1.1) dentify the relationship between artwork and geography and characteristics of a culture. Focus: ndiana History (4.1.1); Focus: N. America (5.1.1) Diocese of Lafayette-in-ndiana Core Curriculum Guide August, 2005

2 FNE ARTS VSUAL 2 SKLLS/CONCEPTS K A THE RELATONSHP OF ART TO CULTURE A3 Analyze the relationship between artwork and its culture, history and technology (6.1.1); politics (7.1.1); and the environmental contexts. (8.1.1) B THE FUNCTON OF ART B1 Speculate on the function of a work of art. (K.1.2); research and identify the function (4.1.2); and make connections to the culture. (3.1.2) B2 dentify works of art in the customs, festivals and celebrations of various cultures (1.1.2) and describe their function. (2.1.2) B3 dentify and compare works of art and artifacts with similar functions. (5.1.2); research and compare works of art to identify similarities and differences in function or purpose. (7.1.2); Analyze how the function of art in our society has changed over time. (8.1.2) B4 dentify how the roles and relationships of artists and patrons have affected the creation of works of art. (6.1.2) C PERSONAL CONOGRAPHY C1 dentify simple icons and subject matter in works of art. (K.1.3) similar themes from various cultures; (1.1.3) and time-periods. (2.1.3) C2 dentify themes and symbols (3.1.3) and icons (4.1.3) from various cultures and time periods. C3 dentify themes and symbols used in works of art and artifacts throughout history that portray universal ideas and beliefs. (5.1.3) C4 dentify icons in contemporary works and analyze how icons reflect the culture. (6.1.3); identify ways in which artists from culturally diverse backgrounds have used personal iconography and life experiences in their artwork. (8.1.3) C5 dentify, compare, and contrast themes, symbols, and ideas that represent various cultural groups. (7.1.3) Diocese of Lafayette-in-ndiana Core Curriculum Guide August, 2005

3 FNE ARTS VSUAL 3 SKLLS/CONCEPTS K D HSTORCAL CONTEXT D1 Recognize that art from one artist has a similar look or style. (K.2.1); recognize and be familiar with selected works of art by identifying the artist. (1.2.1) D2 dentify the artists of selected works of art. (2.2.1); recognize and be familiar with works of art from a variety of cultures, and identify the artist and clues to the culture. (3.2.1) (4.2.1) D3 dentify a range of selected works of art by artist, culture, style, period, (5.2.1) and aspects from the historical context of the work. (6.2.1) D4 dentify and be familiar with a range of art work from major periods of Western (7.2.1) and non-western (8.2.1) art identifying artist, culture, style, and aspects from the historical context of the work. D5 dentify how works of art record and reflect religious life and its role in history. D6 dentify different historical and contemporary architectural Church structures. E COMMON STYLSTC FEATURES OF ART E1 dentify and distinguish between realistic, nonobjective (K.2.2) (1.2.2) (2.2.2) and abstract works of art. (3.2.2) E2 dentify styles of works of art as belonging to a specific culture and place. (4.2.2) E3 dentify distinguishing characteristics of style in individual artists work and art movements. (5.2.2) (6.2.2) E4 Research and identify how changes in beliefs, customs, and technology affect artists styles of work. (7.2.2 ) E5 dentify common stylistic features from art of one culture or time period. (8.2.2) F STYLES THROUGHOUT ART HSTORY F1 dentify similar themes and subject matter in works of art and artifacts from various cultures. (1.2.3) (2.2.3) F2 Describe clues found in a work of art or artifact that determine if the work is old or new. (3.2.3) Distinguish between contemporary and traditional works of art and Diocese of Lafayette-in-ndiana Core Curriculum Guide August, 2005

4 FNE ARTS VSUAL 4 SKLLS/CONCEPTS K identify characteristics of both. (4.2.3) F STYLES THROUGHOUT ART HSTORY F3 Begin to identify works of art and artifacts from major periods or movements of Western art and place on a chronological time line. (5.2.3) (6.2.3) F4 Match major works of art throughout time with the approximate time-period or movement and defend choices. (7.2.3) F5 Understand the relationship of chronology to the development of styles throughout art history and match works to approximate time periods or events in history. (8.2.3) Diocese of Lafayette-in-ndiana Core Curriculum Guide August, 2005

5 FNE ARTS VSUAL 5 Subject Area: Component : FNE ARTS - VSUAL ART CRTCSM ndiana Academic Standard 3: Students describe, analyze, and interpret works of art and artifacts. ndiana Academic Standard 4: Students identify and apply criteria to make informed judgments about art. GOALS: The student will be able to... A. Analyze artist s use of sensory, formal, technical, and expressive properties in a work of art. B. Construct meaning and support well-developed interpretations of the work with personal response, research, and properties found in the work. C. Use and expand on appropriate art vocabulary. D. dentify and define the role of the art critic. E. Apply criteria in making informed judgments about works of art and defend these judgments. LEGEND: = which skill is first introduced Grey area- ongoing development of skill The student will be able to... The teacher will... SKLLS/CONCEPTS K A ANALYZE PROPERTES N A WORK OF ART A1 Describe (K.3.1) (2.3.1); compare (1.3.1); identify (3.3.1) and analyze (4.3.1) sensory, formal, technical, and expressive properties in a work of art. A2 Analyze the artist s use of sensory, formal, technical, and expressive properties in a work of art (5.3.1) for meaning (6.3.1) (7.3.1) (8.3.1) B CONSTRUCT MEANNG NTERPRET ART B1 Speculate on meaning in a work of art based on personal response and properties in the work (K.3.2); Diocese of Lafayette-in-ndiana Core Curriculum Guide August, 2005

6 FNE ARTS VSUAL 6 SKLLS/CONCEPTS K and background information. (1.3.2) (2.3.2) B2 Construct meaning in works based on personal response, properties found in the work, background information about the work (3.3.2) and research on the work and its context. ( B CONSTRUCT MEANNG NTERPRET ART B3 Construct meaning (5.3.2) and support welldeveloped interpretations of works of art with evidence from the work, personal response, research, (6.3.2) and properties found in the work (7.3.2) (8.3.2) C USE ART VOCABULARY. C1 Use art vocabulary (K.3.3) (1.3.3), (2.3.3), (3.3.3), (4.3.3), (5.3.3), (6.3.3)and expand on appropriate art vocabulary (7.3.3), (8.3.3) D DENTFY AND DEFNE THE ROLE OF THE ART CRTC. D1 Know that critics are people who study the work of artists and share their ideas so we can see more in the work. (K.4.1) D2 Listen to a critic, artist, or historian talk about art, (1.4.1) and identify his or her point of view. (2.4.1) D3 Listen to multiple responses to a work of art by people from the art world (historians, critics, philosophers, curators); then identify criteria used by these people in making informed judgments (3.4.1) D4 dentify criteria used by art critics in determining excellence in a work of art (4.4.1) D5 Listen to multiple critiques of works of art by peers, teachers, people from the art world, and identify criteria used. (5.4.1) D6 dentify a variety of criteria used to judge works of art across cultures. (6.4.1) D7 dentify and define the role of the art critic. (7.4.1) (8.4.1) D8 dentify religious subjects in works of art. Diocese of Lafayette-in-ndiana Core Curriculum Guide August, 2005

7 FNE ARTS VSUAL 7 SKLLS/CONCEPTS K D9 Analyze symbolism used in religious forms of visual arts. E MAKNG NFORMED JUDGMENTS ABOUT WORKS OF ART E1 Apply criteria in making informed judgments based on properties found in the work (4.4.2); and research from the historical context of the work. (5.5.2) E2 Understand that personal preference is one of many criteria used in determining excellence in works of art; and make informed judgments based on personal response, properties found in the work, and research. (6.4.2) E3 Apply criteria in making informed judgments about works of art and defend these judgments. (7.4.2)(8.4.2) Diocese of Lafayette-in-ndiana Core Curriculum Guide August, 2005

8 FNE ARTS VSUAL 8 Diocese of Lafayette-in-ndiana Core Curriculum Guide August, 2005

9 FNE ARTS VSUAL 9 Diocese of Lafayette-in-ndiana Core Curriculum Guide August, 2005

10 FNE ARTS VSUAL 10 Subject Area: Component : FNE ARTS - VSUAL AESTHETCS ndiana Academic Standard 5: Students reflect on and discuss art theories and aesthetic issues concerning the meaning and significance of art. ndiana Academic Standard 6: Students theorize about art and make informed judgments. GOALS: The student will be able to... A. Demonstrate thoughtful reflection, identify problems or puzzles in art, form hypotheses, and judge the adequacy of alternative hypotheses.(formalism, emotionalism, instrumentalism, and institutionalism). B. Analyze and defend positions on the nature of art and aesthetic issues such as forgery, censorship, beauty, and definitions of art. C. Understand that artists have different philosophies when creating art; and identify and discriminate between works made from different philosophies (imitationalism, formalism, emotionalism, instrumentalism, and institutionalism) D. Present logical defense of personal viewpoints or preferences in art. E. dentify the role of the aesthetician. LEGEND: = which skill is first introduced Grey area- ongoing development of skill The student will be able to... The teacher will... SKLLS/CONCEPTS K A EXPLORE ART THEORES A1 Demonstrate curiosity and personal insight through observing and reflecting on a work of art, (K.5.1) share with peers, (1.5.1) and listen to others responses. (2.5.1) A2 Respond to a work of art and examine alternate responses of peers to discriminate between statements of facts and those of opinion. (3.5.1) and form a logical hypothesis. (4.5.1) A3 dentify problems or puzzles in a work of art or aesthetic issue, construct a hypothesis, and evaluate Diocese of Lafayette-in-ndiana Core Curriculum Guide August, 2005

11 FNE ARTS VSUAL 11 SKLLS/CONCEPTS K alternate hypotheses. (5.5.1) (6.5.1) Refine personal response. (7.5.1) (8.5.1) B ANALYZE AESTHETC SSUES B1 dentify art as visual objects made by humans and distinguish between human-made objects and objects from nature. (K.5.2) B2 Define art as things made by humans for the purpose of visual pleasure or communication. (1.5.2) B3 dentify and discuss major questions about the nature of art; such as, is all art beautiful? What is beauty? (2.5.2) B4 Know that all cultures have different beliefs about beauty and art. (3.5.2) B5 Discuss and raise questions about the nature of art, reflect on these discussions, defend personal viewpoints. (4.5.2) B6 dentify and analyze a variety of well reasoned points of view on aesthetic issues (censorship, plagiarism) and develop a personal point of view; (5.5.2) use logical reasoning and debate on these issues (6.5.2) B7 dentify conflicting viewpoints in discussions on the nature of art and try to resolve these conflicts through logical reasoning. (7.5.2) B8 Analyze and defend positions on the nature of art and aesthetic issues such as forgery, censorship, beauty, and definitions of art. (8.5.2) C UNDERSTAND AND COMPARE ART PHLOSOPHES C1 Distinguish between realistic and non-objective works of art and recognize the identifying characteristics of both (K.6.1) C2 dentify artwork made from the philosophy that art is at its best when it shows us the real world (imitationalism). (1.6.1); dentify works of art made from the philosophy that art is best when it shows the organization of elements (formalism). (2.6.1); dentify artwork made from the artist s philosophy that art is at its best when it evokes strong emotions from viewers (emotionalism) (3.6.1) C3 Understand that artists have different philosophies or theories when creating art and discriminate between Diocese of Lafayette-in-ndiana Core Curriculum Guide August, 2005

12 FNE ARTS VSUAL 12 SKLLS/CONCEPTS K works created from different theories. (imitationalism, formalism, or emotionalism (4.6.1) instrumentalism, and institutionalism (7.6.1) (8.6.1) C UNDERSTAND AND COMPARE ART PHLOSOPHES C4 dentify artwork made from the artist s philosophy that art is at its best when it moves people to act for the betterment of society (instrumentalism). (5.6.1) C5 dentify unconventional works that can be identified as art only by the fact that they are in a museum or gallery (institutionalism) (6.6.1) C6 Describe how societal views affect the importance of religious art D DEVELOPE PERSONAL VEWPONTS OR PREFERENCES N ART. D1 Reflect on personal response to a work of art and identify personal preference, (K.6.2) share preferences, and recognize that people have different preferences. (1.6.2) (2.6.2) (3.6.2) D2 Understand that personal preference is one of many criteria used in making informed judgments. (4.6.2) (5.6.2) D3 Reflect on personal responses to a work of art and surrounding issues and identify personal preference, (6.6.2) present logical defense of preferences. (7.6.2) (8.6.2) E DENTFY THE ROLE OF THE AESTHETCAN. E1 Describe the place of the aesthetician in the study of art. (8.6.3) Diocese of Lafayette-in-ndiana Core Curriculum Guide August, 2005

13 FNE ARTS VSUAL 13 Diocese of Lafayette-in-ndiana Core Curriculum Guide August, 2005

14 FNE ARTS VSUAL 14 Subject Area: Component V: FNE ARTS - VSUAL ART PRODUCTON ndiana Academic Standard 7: Students observe, select, and utilize a range of subject matter, symbols, and ideas in their work. ndiana Academic Standard 8: Students understand and apply elements and principles of design effectively in their work. ndiana Academic Standard 9: Students develop and apply skills using a variety of two dimensional and three dimensional media, tools, and processes to create works that communicate personal meaning. ndiana Academic Standard 10: Students reflect on, revise, and refine work using problem solving and critical thinking skills. GOALS: The student will be able to... A. Create works of art based on sensitive observation from real life and personal experience. B. Demonstrate ability to utilize personal interests, current events, experiences, imagery, media, or methods as sources for expanding their artwork. C. Utilize themes and symbols that demonstrate knowledge of contexts, values, and aesthetics to communicate intended meaning in their work. D Apply elements and principles in their work to effectively communicate their ideas. E. Selectively utilize the visual characteristics and expressive features of a given medium to enhance meaning in their work. LEGEND: = which skill is first introduced Grey area- ongoing development of skill The student will be able to... The teacher will... SKLLS/CONCEPTS K A CREATE WORKS OF ART A1 Use objects or animals from real world as subject matter for artwork. (K.7.1) Diocese of Lafayette-in-ndiana Core Curriculum Guide August, 2005

15 FNE ARTS VSUAL 15 A2 Demonstrate refined observational skills in their work. (1.7.1) (2.7.1) (3.7.1) (4.7.1) through accurate rendering of representational objects and subject matter from life. (5.7.1) SKLLS/CONCEPTS K A CREATE WORKS OF ART A3 Produce art that demonstrates refined observational skills in drawing from life, (6.7.1); and which present accurately rendered subject matter. (7.7.1) A4 Create works of art based on sensitive observation from real life and personal experience. (8.7.1) B DEVELOP SOURCES FOR EXPANDNG THER ARTWORK. B1 Create art that expresses personal ideas, interests, and feelings. (K.7.2); family and self (1.7.2); pets (2.7.2), experiences (3.7.2) and emotions (4.7.2) B2 Utilize new interests, current events, or personal experiences as subject matter in their work (5.7.2); and media or techniques as sources to expand their art work. (6.7.2) (7.7.2) (8.7.2) C UTLZE THEMES AND SYMBOLS C1 Develop (K.7.3); identify, use (1.73), and create (2.7.3) symbols to express ideas and communicate meaning. C2 Demonstrate ability to successfully generate a variety of symbols, select and refine symbols (3.7.3) and subject matter (4.7.3) that clearly communicates ideas. C3 Generate symbols and subject matter and borrow ideas from an artist s work in order to communicate ideas. (5.7.3) C4 Discriminate and select from a variety of symbols, subject matter, and ideas to clearly communicate ideas. (6.7.3) (7.7.3) C5 Utilize themes and symbols that demonstrate knowledge of contexts, values, and aesthetics to communicate intended meaning in their work. (8.7.3) D APPLY ELEMENTS AND PRNCPLES OF DESGN Diocese of Lafayette-in-ndiana Core Curriculum Guide August, 2005

16 FNE ARTS VSUAL 16 D1 Recognize and apply elements of art in their work: a. shape, line, color, texture (K.8.1) b. form (1.8.1) (2.8.1) c. space (3.8.1) (4.8.1) d. value (5.8.1) (6.8.1) (7.8.1) (8.8.1) SKLLS/CONCEPTS K D2 dentify and apply the following principles in their art work: a. repetition (K.8.1) b. variety (1.8.1) c. rhythm and proportion (2.8.1) d. movement, balance, and emphasis (3.8.1) (4.8.1) e. unity (5.8.1) (6.8.1) (7.8.1) (8.8.1) D3 Discriminate between the following elements and principles in their work and the work of others: a. types of shapes: geometric (K.8.2), and organic (1.8.2) b. color: primary/secondary, (K.8.2) (1.8.2), (2.8.2) complementary, (3.8.2), tints and shades, (4.8.2), intermediates, neutrals, tones, values, (5.8.2) (6.8.2), warm/cool colors. (7.8.2) (8.8.2) c. lines: characteristics (K.8.2), qualities (1.8.2) (2.8.2) (3.8.2) (4.8.2) (5.8.2) (6.9.2) (7.8.2) (8.8.2) d. textures: tactile (K.8.2), visual (1.8.2) (2.8.2) (3.8.2) (4.8.2) (5.8.2) (6.9.2) (7.9.2) (8.9.2) e. space: placement/overlapping/composition (1.8.2), negative/positive/size (2.8.2) (3.8.2) (4.8.2); background/middle ground, foreground; converging lines; colors (5.8.2) (6.8.2), 1 and 2 point perspective (7.8.2) f. balance: symmetrical/asymmetrical and radial (4.8.2) (5.8.2) (6.8.2) (7.8.2) (8.8.2) g. use of proportion, rhythm, variety, repetition, and movement (4.8.2) (5.8.2) (6.8.2) (7.8.2) (8.8.2) Diocese of Lafayette-in-ndiana Core Curriculum Guide August, 2005

17 FNE ARTS VSUAL 17 D4 Distinguish between two dimensional and three dimensional works of art. (K.9.1) (1.9.1) D5 dentify visual characteristics of a medium, (1.9.2) (2.9.1) identify differences, (3.9.1) (4.9.1) and selectively use these in their work (5.9.1) to enhance meaning in their work. (6.9.1) (7.9.1) (8.9.1) SKLLS/CONCEPTS K D APPLY ELEMENTS AND PRNCPLES OF DESGN D6 Demonstrate appropriate use of different media, techniques and processes to communicate themes and ideas in their work, including a variety of the following media and processes. (K10.2) (1.10.2) a. Drawing: Media: pencils, markers, chalk, crayons, oil pastels (K.9.2) (1.9.3) (2.9.2) colored pencils, charcoals (3.9.2) (4.9.2) (5.9.2) pastels, conte crayons (6.9.2) ink (7.9.2) (8.9.2) Processes: contour line rendering (K.9.2) sketching (1.9.3) (2.9.2) value (3.9.2) shading, crosshatching (4.9.2) stippling (5.9.2) one point perspective (6.9.2) two-point perspective (7.9.2) (8.9.2) a. Painting: Media: tempera, finger paint, watercolor crayons (K.9.2) watercolor (1.9.3) (2.9.2) water soluble oils (7.9.2) (8.9.2) variety of brushes and paint applications (1.9.3) (2.9.2) (3.9.2) (4.9.2) (5.9.2) (6.9.2) (7.9.2) (8.9.2) Processes: brush techniques, wet-on- wet, wet-on-dry, sponge (K.9.2) (1.9.3) wash, resist (2.9.2) watercolor techniques of sponging and salting (3.9.2) (4.9.2) masking (5.9.2) (6.9.2) and dry brush. (7.9.2) (8.9.2) Diocese of Lafayette-in-ndiana Core Curriculum Guide August, 2005

18 FNE ARTS VSUAL 18 a. Printmaking: Media: found objects, printing ink, (K.9.2) styrofoam, stencil (1.9.3) (2.9.2) (3.9.2) (4.9.2) textile ink (5.9.2) (6.9.2) (7.9.2) (8.9.2) Processes: stamping, monoprint (K.9.2) rubbings, stenciling, relief (1.9.3) (2.9.2) collograph, frottage, rubbing (3.9.2) (4.9.2) linoleum cutting (5.9.2) calligraphic embossing (6.9.2) (7.9.2) (8.9.2) SKLLS/CONCEPTS K D APPLY ELEMENTS AND PRNCPLES OF DESGN d. Ceramics: Media: modeling clay, clay substitutes (K.9.2) glazes, stains, paint (1.9.3)(2.9.2) (3.9.2) (4.9.2) (5.9.2) (6.9.2) (7.9.2) (8.9.2) Processes: Pinch and pulled forms, slab, imprinted decorations (K.9.2) coil (1.9.3) (2.9.2) (3.9.2) drape mold (4.9.2) (5.9.2) sgraffito, wax resist, hand-hewn (6.9.2) (7.9.2) (8.9.2) e. Sculpture/Architecture/Jewelry: Media: clay, cardboard, paper, foil, found objects (K.9.2) beads, wire, styrofoam, paper mache (1.9.3) (2.9.2) plaster, (3.9.2) (4.9.2) (5.9.2) copper (6.9.2) foam, foam core. (7.9.2) (8.9.2) Processes: additive, subtractive, modeling, constructing (K.9.2) (1.9.3) carving. (2.9.2) (3.9.2) (4.9.2) (5.9.2) (6.9.2) (7.9.2) (8.9.2) Diocese of Lafayette-in-ndiana Core Curriculum Guide August, 2005

19 FNE ARTS VSUAL 19 f. Fibers: Media: cloth, yarn, and found objects (K.9.2) ribbon (1.9.3) (2.9.2) (3.9.2) paper, twine (4.9.2) (5.9.2) (6.9.2) (7.9.2) (8.9.2) Processes: pulling threads, weaving, stitchery, (K.9.2) tying, wrapping techniques (1.9.3) (2.9.2) (3.9.2) braiding, basketry (4.9.2)(5.9.2) (6.9.2) (7.9.2) (8.9.2) g. Mixed Media: Media: tissue, photos, found objects, foil, fiber, paint, paper (K.9.2) (1.9.3) (2.9.2) (3.9.2) (4.9.2) (5.9.2) (6.9.2) (7.9.2) (8.9.2) Processes: collage, bas-relief (1.9.3) (2.9.2) (3.9.2) (4.9.2) (5.9.2) (6.9.2) (7.9.2) (8.9.2) SKLLS/CONCEPTS K D APPLY ELEMENTS AND PRNCPLES OF DESGN h. New Media: Media: computer, interactive computer programs, photography and film (K.9.2) (1.9.3) (2.9.2) (3.9.2) (4.9.2) (5.9.2) (6.9.2) (7.9.2) (8.9.2) Processes: computer processes such as: Artrageous, Open Eyes, Hyperstudio, Kid Pix (3.9.2) (4.9.2) (5.9.2) (6.9.2) (7.9.2) (8.9.2) D7 Demonstrate safe and proper use, care, and storage of media, materials, and equipment. (K.9.3) (1.9.4) (2.9.3) (3.9.3) (4.9.3) (5.9.3) (6.9.3) (7.9.3) (8.9.3) E UTLZE A GVEN MEDUM TO ENHANCE MEANNG N THER WORK E1 Demonstrate thoughtfulness, care, (K.10.1) (1.10.1) reflection (2.10.1) and refinement (3.10.1) in completion of work (5.10.1) (6.10.1) (8.10.1) Diocese of Lafayette-in-ndiana Core Curriculum Guide August, 2005

20 FNE ARTS VSUAL 20 E2 Demonstrate the ability to successfully generate an idea, select, refine, and execute the idea. (4.10.1) E3 Revise and refine work through reflection, analysis, synthesis, peer critique, and self evaluation. (7.10.1) E4 dentify and apply assessment criteria for studio work such as craftsmanship, control of media, communication of ideas, (2.10.2) and reflect on the evidence of those qualities in their work. (3.10.2) E5 dentify and apply criteria for assessment in their work, in peer critiques, and in self assessment. (4.10.2) (5.10.2) (6.10.2) E6 dentify connections between their work and similar works of art for the purpose of identifying criteria and revising and refining of their work. (7.10.2) E7 Examine and establish criteria for judging excellence in work and revise and refine work through analysis, synthesis, peer critique, and selfevaluation utilizing established criteria. (8.10.2) E8 Demonstrate respect for their work and the work of others. (K.10.3) (1.10.3)(2.10.3) (3.10.3) (4.10.3) (5.10.3) (6.10.3) (7.10.3) (8.10.3) Subject Area: Component V: FNE ARTS - VSUAL CAREERS AND COMMUNTY ndiana Academic Standard 11: Students recognize a variety of art-related professions and careers in our society. ndiana Academic Standard 12: Students understand how art experiences affect daily life and identify opportunities for involvement in the arts. GOALS: The student will be able to... A dentify a wide variety of professions related to art.. B dentify components of professional art portfolios. C Examine and critique art locally and nationally. LEGEND: = which skill is first introduced Grey area- ongoing development of skill Diocese of Lafayette-in-ndiana Core Curriculum Guide August, 2005

21 FNE ARTS VSUAL 21 The student will be able to... The teacher will... SKLLS/CONCEPTS K A. DENTFY PROFESSONS RELATED TO ART A1 dentify (K.11.1) and verbalize (1.11.1) what an artist does and find examples of the artist s work in the community. A2 dentify the role of critics in the community. (5.11.1) A3 dentify the roles of artists, docents, guards (2.11.1) and curators (3.11.1) at museums and galleries. A4 dentify a wide variety of professions related to art such as: artists and exhibitions, designers and window display, graphic artists and advertisements, (6.11.1) fashion designers, advertisers, web designers, interior designers/decorators, landscape designers, architects. (7.11.1) (8.11.1) A5 dentify artists in the community. SKLLS/CONCEPTS K B. DENTFY COMPONENTS OF PROFESSONAL ART PORTFOLOS. B1 dentify various opportunities in art related careers (historian, critic, curator, gallery director, display artist, website designer, graphic artist etc). (4.11.2) B2 dentify various responsibilities of selected careers in art (illustrator, costume and set designer, sculptor, display designer, painter, graphic designer, animator, visual editor). (5.11.2) B3 dentify skills needed for various types of art (6.11.2) and various art-related professions. (7.11.2) (8.11.2) C. EXAMNE AND CRTQUE ART C1 Discuss and identify how and where art is used in their everyday life (such as home, school, or community). (K.12.1)(1.12.1)(3.12.1) )(5.12.1) C2 Locate and discuss art in the local community such as town monuments, unique architecture, stained glass, paintings, and murals. (2.12.1) Diocese of Lafayette-in-ndiana Core Curriculum Guide August, 2005

22 FNE ARTS VSUAL 22 C3 dentify how experiences in galleries, museums, movie theaters, and other arts-related establishments in the community affect daily life. (6.12.1) C4 dentify contributions that artists and art-related professionals have made to society. (7.12.1) C5 Analyze ways experiences in the arts connect to other life experiences. (8.12.1) C6 Visit local museums, exhibits, and experience visiting artists in the schools. (K.12.2) (1.12.1) (2.12.1) (3.12.1) C7 Analyze and respond to art at local museums, exhibits, arts performances, and exhibited by visiting artists in the school. (4.12.2) (5.12.2) (6.12.2) (7.12.2) (8.12.2) C8 dentify ways in which the arts are supported in the community (5.12.3) and in ndiana. (6.12.3) C9 dentify ways one can become actively involved in supporting the arts in the community (7.12.3) and nationally. (8.12.3) Subject Area: Component V: FNE ARTS - VSUAL NTEGRATED STUDES ndiana Academic Standard 13: Students identify and make connections between knowledge and skill in art and all other subject areas such as humanities, sciences, and technology. ndiana Academic Standard 14: Students understand the connections between many art forms including dance, theater, music, visual arts, and media arts. GOALS: The student will be able to... A Analyze connections between the use of skills and processes in art (problem solving, critical thinking, observational skills) and other subject areas, and analyze how integration of disciplines enhances learning. B Create works (artwork, debates, critiques, journals) that communicate in-depth knowledge gained through the power of integrated study. C Analyze how the various art forms are integrated to clearly communicate an idea. D Create an integrated work of art incorporating processes, skills, or sign systems of another art form. LEGEND: = which skill is first introduced Diocese of Lafayette-in-ndiana Core Curriculum Guide August, 2005

23 FNE ARTS VSUAL 23 Grey area- ongoing development of skill The student will be able to... The teacher will... SKLLS/CONCEPTS K A ANALYZE CONNECTONS BETWEEN SKLLS AND PROCESSES OF ART AND OTHER SUBJECT AREAS A1 Begin to identify and distinguish between products and processes of the visual arts and other disciplines (K.13.1) (1.13.1) (2.13.1) (4.13.1) such as symmetry, pattern or celebration. (3.13.1) A2 Compare characteristics of a theme, historical period, or event through the multiple perspectives of different disciplines.(5.13.1) (6.13.1) (7.13.1) A3 Analyze connections between the use of skills and processes in art (problem solving, critical thinking, observational skills) and other subject areas, and analyze how integration of disciplines enhances learning. (8.13.1) SKLLS/CONCEPTS K A ANALYZE CONNECTONS BETWEEN SKLLS AND PROCESSES OF ART AND OTHER SUBJECT AREAS A4 Create a work of art using subject matter, concepts, or sign systems (such as words or numbers) of another discipline. (K.13.2) (1.13.2) (2.13.2) (3.13.2) (4.13.2) (5.13.2) A5 Create an integrated art product or performance and analyze how integration of disciplines enhances learning. (6.13.2) (7.13.2) B CREATE WORKS THAT COMMUNCATE N- DEPTH KNOWLEDGE B1 Create works (artwork, debates, critiques, journals) that communicate in-depth knowledge gained through the integrated study of a theme, historical period, or event. (5.13.2) (8.13.2) C ANALYZE HOW THE VAROUS ART FORMS ARE NTEGRATED Diocese of Lafayette-in-ndiana Core Curriculum Guide August, 2005

24 FNE ARTS VSUAL 24 C1 Distinguish (K.14.1) and identify (1.14.1) between products and processes of visual art and other art forms (dance, theater, music). C2 dentify similarities and connections between concepts and subject matter of visual art and other art forms (dance, theater, or music).(2.14.1) (3.14.1) (4.14.1) C3 Compare characteristics of a theme, historical period, or event through the multiple perspectives of different art forms. (5.14.1) C4 Analyze how two or more art forms are used together to communicate ideas. (6.14.1) (7.14.1) (8.14.1) D CREATE AN NTEGRATED WORK OF ART D1 Create an integrated work of art incorporating processes, skills or sign systems of several art forms (K.14.2) (1.14.2) (2.14.2) (3.14.2)(4.14.2) to communicate meaning (6.14.2)(7.14.2)(8.14.2) D2 Create products or performances (debates, critiques, papers, artwork) that communicate in-depth knowledge gained through integrated study of a theme, historical period, or event. (5.14.2) Diocese of Lafayette-in-ndiana Core Curriculum Guide August, 2005