WESTFIELD PUBLIC SCHOOLS Westfield, New Jersey K-5 ART

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1 WESTFIELD PUBLIC SCHOOLS Westfield, New Jersey Office of Instruction Course of Study K-5 ART School... Elementary Schools Department... Visual & Performing Arts Length of Course..Full Year (1 period/week) Grade Level. K-5 Date...November 1, 2016 I. RATIONALE, DESCRIPTION, AND PURPOSE The goal of the Westfield Visual Arts Curriculum is to develop an awareness and appreciation of the visual arts in every learner, from grades kindergarten through fifth. Students learn aesthetic guidelines, historical and cultural contexts, criticism skills, and production techniques. Through this study students grow to identify the significance of art in daily life. Art is an integral component in the educational experience of each student in the Westfield Public School System. Through visual and creative connections all curricula are enriched and each child has an opportunity to learn in a fulfilling and engaging manner. This curriculum provides students with the skills needed to think both critically and creatively. The self-discipline and flexibility required enables the children of the Westfield Schools to grow into successful, well-rounded citizens. II. OBJECTIVES The district objectives are aligned with the NJ Core Curriculum Content Standards for Visual and Performing Arts, The Common Core State Standards For English Language Arts, the Common Core State Standards For Mathematics, New Jersey Student Learning Standards for Science, and the NJ Core Curriculum Content Standards for Social Studies, World Languages, Comprehensive Health and Physical Education, Technology, and 21 st Century Life and Careers. They are developed sequentially throughout the course. Students: A. Identify and recall the elements of art, principles of design, and color theory. Elements of art include line, color, shape, form, texture and space. Principles of design include balance, proportion, rhythm, emphasis, and unity NJ Core Curriculum Content Standards for Visual and Performing Arts Standard 1.1 The Common Core State Standards For English Language Arts CCR7, CCR SL 2, CCR L 6 The Common Core State Standards For Mathematics SMP7 New Jersey Student Learning Standards for Science K-2-ETS1, 3-5-ETS1 NJ Core Curriculum Content Standards for21st Century Life and Careers Standard 9.1 1

2 B. Apply the principles of design and elements of art to plan a work prior to execution through drawing exercises and sketchbook work (e.g. thumbnail, rough draft, journal) NJ Core Curriculum Content Standards for Visual and Performing Arts Standard 1.1, 1.3 The Common Core State Standards For English Language Arts CCR 7, CCR W 4, CCR W 5 The Common Core State Standards For English Language Arts CCR SL 2, CCR SL 4 The Common Core State Standards For Mathematics SMP1, SMP5 New Jersey Student Learning Standards for Science K-2-ETS1, 3-5-ETS1 NJ Core Curriculum Content Standards for21st Century Life and Careers 9.1 C. Utilize the creative process to produce a finished design that displays proper use of problem-solving skills and artistic medium NJ Core Curriculum Content Standards for Visual and Performing Arts Standard 1.1, 1.3 The Common Core State Standards For English Language Arts CCR 7, CCR W 4, CCR W 5 The Common Core State Standards For English Language Arts CCR SL 5 The Common Core State Standards For Mathematics Standard SMP1, SMP5, SMP6 New Jersey Student Learning Standards for Science K-2-ETS1, 3-5-ETS1 NJ Core Curriculum Content Standards for Technology Standard 8.1 NJ Core Curriculum Content Standards for21st Century Life and Careers 9.1 D. Investigate the many historical aspects and art styles from cultures worldwide; including primary artists from the various movements (e.g. Impressionism/Monet, Cubism/Picasso, Pop Art/Warhol) NJ Core Curriculum Content Standards for Visual and Performing Arts Standard 1.2 The Common Core State Standards For English Language Arts CCR 3, CCR 6, CCR 9 The Common Core State Standards For English Language Arts CCR W 7, CCR W 8 The Common Core State Standards For English Language Arts CCR SL 1, CCR SL 2, CCR L 6 New Jersey Student Learning Standards for Science 3-ESS3, 4-ESS3, 5-ESS3 NJ Core Curriculum Content Standards for Social Studies Standard 6.1, 6.2 NJ Core Curriculum Content Standards for Technology Standard 8.2 E. Aesthetically explore and evaluate art from historical, social, and cultural influences of a particular art period which may include critiquing and self-assessing completed art products NJ Core Curriculum Content Standards for Visual and Performing Arts Standard 1.2, 1.4 The Common Core State Standards For English Language Arts CCR 1, CCR2, CCR3, CCR6, CCR10 The Common Core State Standards For English Language Arts CCR W 8, CCRW9 The Common Core State Standards For English Language Arts CCR SL 1,CCR SL 2, CCR SL 3 The Common Core State Standards For Mathematics Standard SMP 2, SMP 3 New Jersey Student Learning Standards for Science K-ESS3, 3-ESS3, 4-ESS3, 5-ESS3 NJ Core Curriculum Content Standards for Social Studies Standard 6.1, 6.2, 6.3 NJ Core Curriculum Content Standards for World Languages 7.1 NJ Core Curriculum Content Standards for21st Century Life and Careers 9.1, 9.2 III. CONTENT, SCOPE, AND SEQUENCE The aim of the Westfield Visual and Performing Arts Department is to provide students with the basic knowledge, skills, and experiences that foster the development of a creative and wellrounded individual. Students backgrounds as well as a range of multicultural experiences are embraced and actively related to classroom activities and performances within the total art program. Knowledge of cognitive styles and readiness levels provide for flexibility in expectations. Varied learning experiences allow our diverse students to be consistently challenged. 2

3 Students experience appropriately challenging lessons and practical discovery. They gradually expand and improve their artistic knowledge in the following areas: KINDERGARTEN A. Cultures and Movements including, but not limited to: 1. Prehistoric and Cave Art 2. British/European Art 3. Mexican Art 4. Asian Art B. Aesthetics 1. Sorting, classifying, and comparing artistic styles 2. Identifying pattern within a work of art 3. Investigating and comparing spatial relationships within a piece of art 4. Sharing observations through oral and written descriptions 5. Exploring emotional responses to a work of art C. Elements 1. Line a. Identifying and exploring various lines in works of art b. Exploring movement in artwork through use of line 2. Color a. Identifying primary colors (e.g. red, yellow, blue) b. Mixing secondary colors by combining two primary colors (e.g. red and yellow create orange) c. Identifying light and dark contrast 3. Shape a. Identifying and exploring various shapes in works of art b. Comparing and contrasting form and shape in works of art 4. Texture a. Identifying, seeing, touching, and creating texture 5. Space a. Demonstrating the ability to perceive differences in space b. Demonstrating the ability to show overlapping in artwork D. Principles 1. Balance: Identifying symmetry in works of art and nature 2. Proportion: Applying proper proportion within a work of art 3. Rhythm: Exploring and identifying pattern in art and nature 4. Emphasis: Demonstrating emphasis in a work of art through use of color, size, shape, etc. 5. Unity: Demonstrating unity in a work of art through use of color, size, shape, repetition, etc. 3

4 E. Skills 1. Drawing from experience and observation using large instruments, e.g. crayons, chalk, markers 2. Collage-making with simple paper construction including tearing, cutting, folding, bending and pasting 3. Painting with various materials including watercolor, tempera, and finger paint 4. Printing through use of monoprints, stamping, and found objects 5. Sculpting and building to create a three-dimensional form (clay, wood, paper) F. Themes including, but not limited to: 1. All About Me 2. Uniqueness and Creativity FIRST GRADE A. Cultures and Movements including, but not limited to: 1. African Art 2. Egyptian Art 3. South American Art B. Aesthetics 1. Comparing two or more artistic styles 2. Grouping artwork that share similar characteristics 3. Identifying the use of symbols within a piece of artwork 4. Discussing how art is a reflection of a point of view C. Elements 1. Line a. Creating an artwork using various lines 2. Color a. Reviewing secondary colors b. Identifying warm and cool colors c. Recognizing differences in light and dark colors 3. Shape a. Identifying and exploring geometric, organic, and abstract shapes/forms b. Discriminating between similarities and differences in shape and textures 4. Texture a. Naming, exploring and creating textures 5. Space a. Observing and exploring space and direction in works of art b. Identifying foreground and background in works of art 4

5 D. Principles 1. Balance: Arranging and organizing a symmetrical design 2. Proportion: Applying proper proportion within a work of art 3. Rhythm a. Recognizing regular rhythm, patterns, and repetitions b. Illustrating repetition/pattern in works of art 4. Emphasis: Demonstrating emphasis in a work of art through use of color, size, shape, etc. 5. Unity: Demonstrating unity in a work of art through use of color, size, shape, repetition, etc. E. Skills 1. Drawing from experience and observation in both a realistic and abstract manner 2. Collage-Making with a variety of materials including found objects, fibers, paper, etc. 3. Painting and crayon resist technique using temperas and/or watercolors 4. Printing through performing simple rubbings to transfer images 5. Sculpting and creating a bas-relief from a variety of mixed media shape, repetition, etc. F. Themes including, but not limited to: 1. Animals and Insects 2. Weather and Seasons 3. Day and Night SECOND GRADE: A. Cultures and Movements including, but not limited to: 1. Asian Art 2. Greek Art 3. Roman Art 4. Oceanic Art B. Aesthetics 1. Criticizing the aesthetic qualities of an artwork 2. Discussing and interpreting the characteristics of a particular artistic style 3. Sequencing and interpreting relationships between various works of art 4. Locating and classifying visual cues within a piece of art 5. Differentiating the unique properties of a work of sculpture 6. Evaluating personal artwork through self-assessment C. Elements 1. Line: Comparing contour and expressive line qualities 2. Color a. Identifying color and recognizing differences in color intensity b. Exploring and/or mixing tints and shades to create value 3. Shape: Identifying and arranging positive and negative shapes in works of art 4. Texture: Comparing actual versus simulated texture 5

6 5. Space: Demonstrating awareness of space, placement, and size 6

7 D. Principles 1. Balance: Comparing symmetrical to asymmetrical balance 2. Proportion: Diagramming proper proportion as it relates to a figure (human or animal) 3. Rhythm: Recognizing irregular rhythms, patterns, and repetitions 4. Emphasis: Demonstrate emphasis in a work of art through use of color, size, shape, etc. 5. Unity: Demonstrating unity in a work of art through use of color, size, shape, repetition, etc. E. Skills 1. Drawing with a variety of media through the use of variation of pressure, blending, and drawing on an array of surfaces 2. Collage-Making and Weaving and basic paper weaving skills 3. Painting with varied tools, e.g. string, paper, cardboard, Styrofoam, and stencils 4. Printing via a printing plate or stamp (Styrofoam, cardboard, colla-graph) 5. Sculpting a bas-relief (2-D) or a sculpture in the round (3-D) with clay F. Themes including, but not limited to: 1. Dinosaurs 2. Machines 3. Emotions 4. Illustration of an original story THIRD GRADE A. Cultures and Movements including, but not limited to: 1. Native American Art 2. Gothic Art 3. Renaissance Art 4. Realistic Art B. Aesthetics 1. Criticizing the aesthetic qualities of an artwork 2. Discussing and interpreting the characteristics of a particular artistic style 3. Evaluating personal artwork through self-assessment 4. Judging personal, professional, and peer work through journaling and class critique C. Elements 1. Line a. Contrasting line qualities b. Experimenting with lines to create shapes, forms, patterns, textures, movements, thoughts and/or emotions 2. Color: Recalling primary and secondary colors and labeling each with the color complement (e.g. red is complementary to green) 3. Shape: Recognizing that shape is a 2D flat space enclosed by real or imaginary lines 4. Texture: Recognizing texture as the look and/or feel of an object (surface quality) and creating texture in 2D and 3D works of art 7

8 5. Space: Recognizing that space (positive and negative) is the open or empty area around, above, between, within or below objects 8

9 D. Principles 1. Balance: Creating radial symmetry in a work of art 2. Proportion: Diagramming proper proportion as it relates to the human face (e.g. self-portrait) 3. Rhythm a. Articulating the relationships between natural and cultural rhythm b. Articulating the relationship between regular and irregular repetition c. Comparing and contrasting patterns from various cultures 4. Emphasis: Demonstrating emphasis in a work of art through use of color, size, shape, etc. 5. Unity: Demonstrating unity in a work of art through use of color, size, shape, repetition, etc. E. Skills 1. Drawing with single medium to achieve a variety of tonal qualities 2. Collage-Making and Weaving with textiles through stitching, re-weaving Burlap, or fabric decorating 3. Painting a composition that utilizes value to create the illusion of space 4. Printing via a printing plate or stamp (Styrofoam, cardboard, colla-graph) 5. Sculpting a 3-D form that displays height, width and depth. Exploring and participating in the paper construction process, including curling, coiling, slotting, stapling, scoring, folding, attaching and/or manipulating parts F. Themes including, but not limited to: 1. Skeletal System 2. Visual Communication FOURTH GRADE A. Cultures and Movements including, but not limited to: 1. Impressionism 2. Expressionism 3. Fauvism 4. Abstraction B. Aesthetics 1. Criticizing the aesthetic qualities of an artwork 2. Discussing and interpreting the characteristics of a particular artistic style 3. Collecting and recording information about a selected fine arts topic 4. Hypothesizing and infer the function/purpose of a piece of art 5. Evaluating personal artwork through self-assessment 6. Judging personal, professional, and peer work through journaling and class critique 7. Disputing and defending an opinion about a piece of art 9

10 C. Elements 1. Line: Identifying, naming, and using line as an element of art line quality, design, movement, balance, and contour 2. Color a. Recognizing and describing the function of a color wheel, including identifying color schemes, e.g. complementary, monochromatic, tertiary b. Creating a value scale of tints and shade 3. Shape:Identifying and naming organic shapes (natural and irregular outlines) 4. Texture: Identifying and naming various kinds of textures, e.g. smooth, dull, shiny, rough, soft, fluffy 5. Space: Recognizing and using foreground, middle ground, and background in a work of art, and translate into a landscape D. Principles 1. Balance: Discovering and identifying principles of form, e.g. line, perspective, symmetry, size and balance 2. Proportion: Displaying accurate proportion of a human figure in motion through gesture drawing. Experimenting with human figure in profile. 3. Rhythm: Comparing and contrasting patterns from various cultures 4. Emphasis: Demonstrating emphasis in a work of art through use of color, size, shape, etc. 5. Unity: Demonstrating unity in a work of art through use of color, size, shape, repetition, etc. E. Skills 1. Drawing a one-point, scientific, linear perspective picture 2. Collage-Making and Weaving to create a basic cardboard loom weaving and/or improve stitchery skills 3. Painting with watercolors, temperas, or acrylics to mix colors to create neutrals from complementary colors, color intensities, dull vs. bright 4. Sculpting a construction that displays unity, stability and dominance. Building a sculpture from a variety of materials, including found objects. F. Themes including, but not limited to: 1. Oceans and Water 2. The Five Senses FIFTH GRADE A. Cultures and Movements including, but not limited to: 1. Cubism 2. Pop Art 3. Contemporary Art 4. Digital/Computer Art B. Aesthetics 1. Criticizing the aesthetic qualities of an artwork 2. Showcasing artwork for a gallery setting. 10

11 3. Judging the function and validity of a particular art movement 4. Recognizing the breadth and depth of artistic decision-making on a daily basis (clothing choices, decorating, hair style, etc.) 5. Evaluating personal artwork through self-assessment 6. Judging personal, professional, and peer work through journaling and class critique 7. Disputing and defending an opinion about a piece of art C. Elements 1. Line a. Identifying contours, hatched, cross-hatched, gestural, implied and expressive lines b. Isolating line into form, which creates an illusion of movement through visual vibration 2. Color a. Identifying primary, secondary, tertiary, warm, cool, neutral, complementary, analogous, value, hue, intensity in colors b. Identifying tints, shades, blending, intensity, opaque, transparent, value contrast and graded values 3. Shape: Identifying and using geometric, organic, positive, negative, abstract and/or outlined shapes as an integral part of a work of art 4. Texture: Evaluating cultural, natural and textural contrasts in a work of art 5. Space: Discovering and identifying principles of space (atmospheric perspective: e.g. bird s eye view) D. Principles 1. Balance: Identifying symmetrical, asymmetrical, radial, value, shape, color and/or texture balances within a work of art 2. Proportion: Displaying accurate proportion of a human figure. 3. Rhythm: Exploring, arranging and/or evaluating cultural repetitions 4. Emphasis: Demonstrating emphasis in a work of art through use of color, size, shape, etc. 5. Unity: Demonstrating unity in a work of art through use of color, size, shape, repetition, etc. E. Skills 1. Drawing using sketches as a preliminary tool to other art processes 2. Collage-Making and Weaving using multiple color printing, fabric painting, appliqué and/or stitchery processes 3. Painting with acrylics, tempera or watercolor, to demonstrate an understanding of complementary colors, analogous colors, intensity and/or value 4. Sculpting modular compositions using toothpicks, styrofoam, straws, wood, etc. Investigating the planning and execution of a formal art installation or environmental piece. F. Themes including, but not limited to: 1. Writing and Research 2. Careers 11

12 IV. INSTRUCTIONAL TECHNIQUES The instructor may use any or all of the following methods and techniques to best accomplish the objectives through differentiated instructional practices that address student readiness levels and learning styles. The needs of diverse learners are met through: A. Presentation of visual examples/artist masterpieces B. Classroom discussion C. Demonstration (techniques, materials, or concepts) D. Written assignments E. Lecture F. Guided hands-on exploration G. Technology H. Visual Presentation I. Individualized instruction J. Analysis and evaluation of a student s work and that of others K. Research L. Visiting Artists V. EVALUATION Evaluation is based on: A. Teacher observation of: 1. Student participation in class activities 2. Successful identification of art elements and principles of design 3. Student understanding of artists, periods and styles of art 4. Respect for art materials, art room, and others B. Written quizzes to evaluate knowledge and understanding of key concepts C. Baseline and benchmark assessments with the use of rubrics D. Student self-assessment and project reviews/critiques E. Student teacher conferences Elementary Art CIP 10/6/

13 VI. PROFESSIONAL DEVELOPMENT Opportunities are provided that appropriately support this curriculum including the following: A. Access to books and professional journals to enhance development B. Time to confer with other department members to coordinate curriculum ideas and develop units of study C. Discussions about homework, unit plans and assessment D. Professional conferences, workshops and college courses that enhance specific instructional skills and strategies E. Private study with an individual artist or studio to further develop skills F. Trips to museums and cultural events Elementary Art 11

14 APPENDIX I New Jersey Core Curriculum Content Standards for Visual and Performing Arts STANDARD 1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. STANDARD 1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures. STANDARD 1.3 Performing: All students will synthesize skills, media, methods, and technologies that are appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. STANDARD 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. The entire standards document may be viewed at APPENDIX II Common Core Standards for English Language Arts & Literacy in History/Social Studies, Science and Technology Subjects Key Ideas and Details CCR 1 - Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCR 2 - Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. CCR 3 - Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure CCR 6 - Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas CCR 7 - Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. CCR 9 - Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Elementary Art 12

15 Range of Reading and Level of Text Complexity CCR 10 - Read and comprehend complex literary and informational texts independently and proficiently. College and Career Readiness Anchor Standards for Writing Production and Distribution of Writing CCR W 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCR W 5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Research to Build and Present Knowledge CCR W 7 - Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. CCR W 8 - Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. CCR W 9 - Draw evidence from literary or informational texts to support analysis, reflection, and research. College and Career Readiness Anchor Standards for Speaking and Listening Comprehension and Collaboration CCR SL 1 - Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively. CCR SL 2 - Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. CCR SL 3 Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric. Presentation of Knowledge and Ideas CCR SL 4 - Present Information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. CCR SL 5 - Make strategic use of digital and visual displays of data to express information and enhance understanding of presentations. College and Career Readiness Anchor Standards for Language Vocabulary Acquisition and Use CCR L 6 - Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. The entire standards document may be viewed at Elementary Art 13

16 APPENDIX III Common Core State Standards for Mathematical Practice STANDARD SMP1 - Make sense of problems and persevere in solving them. STANDARD SMP2 - Reason abstractly and quantitatively. STANDARD SMP3 - Construct viable arguments and critique the reasoning of others. STANDARD SMP5 - Use appropriate tools strategically. STANDARD SMP6 - Attend to precision. STANDARD SMP7 - Look for and make use of structure. The entire standards document may be viewed at Kindergarten K-ESS3 Earth and Human Activity K-2-ETS1 Engineering Design First Grade K-2-ETS1 Engineering Design Second Grade K-2-ETS1 Engineering Design Third Grade 3- ESS3 Earth and Human Activity 3-5-ETS1 Engineering Design Fourth Grade 4- ESS3 Earth and Human Activity 3-5-ETS1 Engineering Design Fifth Grade 5- ESS3 Earth and Human Activity 3-5-ETS1 Engineering Design APPENDIX IV New Jersey Student Learning Standards for Science The entire standards document may be viewed at Elementary Art 14

17 APPENDIX V New Jersey Core Curriculum Content Standards for Social Studies STANDARD 6.1 U.S. History: America in the World. All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. STANDARD 6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. STANDARD 6.3 Active Citizenship in the 21st Century: All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address challenges that are inherent in living in an interconnected world. The entire standards document may be viewed at APPENDIX VI New Jersey Core Curriculum Content Standards for World Languages STANDARD 7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. The entire standards document may be viewed at Elementary Art 15

18 APPENDIX VII New Jersey Core Curriculum Content Standards for Technology STANDARD 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. STANDARD 8.2 Technology Education, Engineering, and Design: All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. The entire standards document may be viewed at APPENDIX VIII New Jersey Core Curriculum Content Standards for 21st-Century Life and Careers STANDARD st-Century Life and Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. STANDARD 9.2 Career Awareness, Exploration, and Preparation: All students will apply knowledge about and engage in the process of career awareness, exploration, and preparation in order to navigate the globally competitive work environment of the information age. The entire standards document may be viewed at Elementary Art 16

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