K-12 FINE ARTS CURRICULUM REVISION COMMITTEE (includes Music, Visual Arts, Theatre & Dance) Division of Instruction June 2006
K-12 DISTRICT FINE ARTS CURRICULUM REVISION COMMITTEE MEMBERS 2005-2006 Division of Instruction: - Sue Wagoner, TOSA, Curriculum & Instruction - Shelia Jordan, Curriculum Assistant Administrators: Teachers: - Wendy Pfaffhausen, Art - Elkhart - Elva Jean Bolin, Art Jamaica - Meghan Delarmente, Music Vaughn - Priscilla Adams, Music Vassar - Tami Mangusso, Music Yale - Amy King, Music Tollgate - Kjaer Kirkegaard, Art - Tollgate - Jason Wiedmaier, Art Mrachek - Becky Roberts, Vocal Music - Columbia - Abigail Hoffman, Music - Columbia - Rick Hatfield, Music - West - Nancy Fortran, Visual Art North MS - Dana Breese, Art Rangeview HS - Nina Walsh, Music Hinkley HS - Emelia Markovich, Art Murphy Creek Other APS District Departments: - Jesús Escárcega, Coordinator of Diversity - Traciann Heisler Technology (Elementary) - Jennifer Yoswa, AGATE W:\Sheliaj\CurriculumCouncils\FineArts\2005-06\ArtCouncilMembers8-05.doc Revised 2/09/06 2
Fine Arts Philosophical Assumptions In Aurora Public Schools, the performing and visual arts are essential to every child s education. As in other core content areas, arts education is based upon specific and comprehensive achievement standards at the local, state, and national levels. Challenging every student to construct meaning through performing and creating works of art requires highly qualified teachers. In addition to studying the arts for their own sake, experiencing and creating works of art benefit students intellectual, personal, and social development. Research indicates strong relationships among learning in the arts, fundamental cognitive skills, and capacities used to master other core subjects. The arts are a powerful means of communication both verbal and nonverbal among individuals, generations, and cultures. Through the arts people celebrate and understand themselves, others, and the world in which they live. All students benefit from art education for the reason that it develops the whole person while integrating and expanding learning across multiple areas of study. APS Arts Philosophical Assumptions 3-14-06 3
Aurora Public Schools Visual Arts Standards Continuum Grades K-12 The Aurora Public Schools proficiency and benchmark system has been revised to match the Colorado Model Content Standards. This document represents a compilation of the Colorado Model Content Standards and examples that illustrate specific instructional experiences. The five state visual arts standards are presented in boldface and corresponding benchmarks are in italics. The document is organized by standards. The Rationale section explains the purpose/outcome of each standard. s are written in grade bands and indicate the performance level the student is to attain by the end of that grade band. Grades K-4 is one grade band. The benchmark changes at grade 5 and remains consistent through grade 8. Grades 9 through 12 will work toward the same benchmark. The tab for each standard contains the K-5 performance, followed by the 6-10. The language of the benchmarks tells what students are doing; for example, describing, explaining, creating. The benchmark is the same within a grade band. The benchmarks are listed in italics with grade level expectations indicated below the benchmark (for example, (2.1a refers to Standard 2, 2, Performance indicator/objective a). are written for each grade level or across multiple grade levels. All grade levels may not have an objective written for a particular benchmark indicating it is not taught and assessed at that grade level. Objectives are to be assessed by the teacher in the classroom using various types of assessments. Each grade level assessment framework is dependent on the learnings from previous grades. To be certain students meet the for that grade level, teachers are to plan instruction based upon the in the continuum. Colorado Content Standards for Visual Arts are available at http://www.cde.state.co.us/cdeassess/documents/standards/visarts.pdf APS Music Standards Continuum June 16, 2006 4
Standard 1 DRAFT VISUAL ARTS K-12 Standard 1: Students recognize and use the visual arts as a form of communication. Rationale: Art is a universal language that encompasses all forms of communication to express a variety of viewpoints and ideas. Success in the age of information requires that students sharpen their observation and critical thinking skills, while cultivating visual literacy and developing a repertoire for self-expression. Key concept: Communication in the arts involves reading, writing, listening, and speaking. (K-4) (5-8) (9-12) s 1.1 Identifying visual images, themes, and ideas for works of art. 1.1 Identifying and discussing how and why visual images, themes, and ideas communicate. 1.1 Interpreting and distinguishing intended meanings of visual images, themes, and ideas in works of art. 1.1a Describe visual images. 1.1b Identify and describe characteristics of images using age-appropriate art vocabulary. 1.1a Identify and describe subjects, themes, and art elements (e.g., line shape, color) in works of art. 1.1a Use appropriate vocabulary to analyze visual images, ideas, and themes found in artwork (e.g., Picasso s blue period, facial and body expressions, time periods). 1.1a Compare and contrast various themes in own and others works of art. 1.1b Analyze and make personal judgments about works of art using appropriate art vocabulary. APS Visual Arts Continuum Revised 6/08/06 1.1a Explain and differentiate the purpose and method of expression of various types of artists works. 1.1b Compare and contrast various forms of art work using extended vocabulary. 1.1c Using a given medium and tools, create an artwork using a chosen technique (e.g., clay to develop a pinch, slab or coil pot). 1.1a Create a product for a specific mood using prior knowledge. 1.1b Explain one s own art work using appropriate art vocabulary. 1.1c Explain one s own art work using appropriate art vocabulary. 1.1a Differentiate among works of art for a variety of purposes. 1.1a Describe a work of art and analyze it for a variety of purposes. 5
Standard 1 DRAFT (K-4) (5-8) (9-12) s 1.2 Selecting and using visual images, themes, and ideas to communicate meaning. 1.2 Selecting, organizing, and employing visual images, 1.1 Interpreting and themes, and ideas in works of art to express an intended distinguishing intended meaning. meanings of visual images, themes, and ideas in works of 1.2a Use visual images, themes, and ideas to create art work representing self. 1.2a Use six elements of art (line, texture, form, shape, space, color) in a variety of ways to express an intended meaning. 1.2b Use visual images, themes, and ideas to create artwork which communicates one s own feelings and emotions. 1.2b Use visual images, themes, and ideas to create artwork reflecting the style of specific artists. 1.2c Use visual images, themes, and ideas to create artwork that communicates a theme. 1.2c Create artwork reflecting specific school of art (e.g., Impressionism, Pop art). 1.2a Describe how a composition is organized and why. 1.2b Using a specific genre that implies a meaning, explain in oral or written response the artwork s intent. 1.2a Discuss and hypothesize through a variety of ways the meaning of specific images. 1.2b Compare the artist s intended purpose with own personal meaning. s 1.3 Comparing the use of visual images and ideas. 1.3 Evaluating meaning and communication in works of art. 1.3a Observe, identify, and describe images using appropriate art vocabulary. 1.3a Recognize that works of art communicate feelings and emotions (e.g., Hicks Peaceable Kingdom). art. 1.2a Using a given artwork, derive personal meaning based on your research. 1.2a Research and construct a piece of artwork to illustrate a meaningful personal experience. 1.2b Research and organize images to convey a social issue of relevance to the learner. 1.2c Create an artwork and write or present an explanation detailing the selection and creation process. 1.2c Using themes or ideas from literature, music, theater or dance, create a representative artwork that expresses own life experience. (K-4) (5-8) (9-12) 1.3 Evaluating and defending the use of visual images, themes, and ideas to communicate intended meanings. 1.3a Identify, describe, and compare various genre of art (e.g., portrait, landscape, mask, sculpture). 1.3a Identify, discuss, and evaluate artistic styles, media, and subjects. 1.3a Analyze the artist s use of elements and principles to communicate meaning. 1.3a Discuss and defend possible meaning in a specific work of art. 1.3a Compare intended meanings in specific works of art using supporting comments. 1.3a Compare universal themes and ideas in specific works of art using supporting comments. APS Visual Arts Continuum Revised 6/08/06 6
Standard 1 DRAFT 1.3b Using critique 1.3b Present a 1.3b Critique personal ability to form, evaluate critique of your express self through own artwork. personal art projects. specific work of art. APS Visual Arts Continuum Revised 6/08/06 7
Standard 2 DRAFT Visual Arts Grades K-12 Standard 2: Students know and apply elements of art, principles of design, and sensory and expressive features of visual arts. Rationale: The discipline of art requires the use of design, problem solving, and invention. Elements of art, principles of design, and sensory and expressive features are the building blocks that cohesively organize a work of art. All students should know and be able to apply a variety of methods and strategies to solve visual arts problems. Students increase their knowledge as they evaluate works of art and judge the effective use of these components. Key concept: (Grades K-4) (Grades 5-8) (grades 9-12) 2.1 Identifying elements of art and principles of design in works of art. 2.1 Describing and discussing characteristics of elements of art, principles of design, and styles of art. 2.1 Comparing and contrasting elements of art, principles of design, sensory and expressive features, and functions of art. Element Line (2.1)1a Explore line in art. 2.1a Identify and describe how the elements and principles of art are used to develop various styles of art. (2.1)1b Identify straight and curved lines. 2.1b Summarize how the elements and/or principles of art are used in selected art works. 2.1b Summarize how the elements and principles of art are used to develop varying styles of art. 2.1b Summarize how the elements and/or principles of art are used in selected art works. 2.1a Examine two-and threedimensional images and compare how different visual representations of the same object lead to varying interpretations. 2.1b Summarize how the elements and principles of art are used to develop varying styles of art. 8
Standard 2 DRAFT (2.1)1c Use line to create shape. (2.1)1d Create line with a variety of art tools and media. (2.1)1e Identify wavy, broken, dotted, broad, fine, zigzag, and continuous lines. (2.1)1f Use line to create pattern, form, and texture. (2.1)1g Use line to create rhythm. (2.1)1j Identify and use line as being one element of design. Element Color (2.1)2a Explore color in art. (2.1)2b Identify and use primary and secondary colors. (2.1)2c Use primary colors to create secondary colors. (2.1)2d Identify and use cool colors in a composition. (2.1)2e Identify and use warm colors in a composition. (2.1)2f Understand that value is the lightness or darkness of a color (e.g., pink is a light value of red; maroon is a dark value of red). (2.1)2g Mix tints (light values) by adding color to white and shades (dark values) by adding black to colors. (2.1)2h Name and identify intermediate colors. (2.1)2i Create intermediate colors using primary and secondary colors. (2.1)2j Identify and use color as being one element of design. (2.1)2k Identify and use neutrals (e.g., black, white, gray) in a composition. (2.1)2l Identify and use simple color harmonies (schemes) in a 9
Standard 2 DRAFT composition. (2.1)2m Identify and define the three qualities of color hue, value, intensity. Element Shape (2.1)3a Explore shape in art. (2.1)3b Identify shape as an area enclosed by a line. (2.1)3c Identify and name geometric shapes (e.g., triangle, square rectangle, circle, oval). (2.1)3d Arrange shapes to create a composition. (2.1)3e Recognize shape as two-dimensional. Element Texture (2.1)4a Explore texture in art. (2.1)4b Name and identify a variety of textures (e.g., rough, smooth, shiny, dull). (2.1)4c Identify texture as the look and feel of a surface. (2.1)4d Create a texture in a composition using a variety of materials and tools. Element Form (2.1)3f Identify and use shape as being one element of design. (2.1)4e Differentiate between tactile and visual texture. (2.1)4f Identify and use texture as being one element of design. (2.1)5a Explore form in art and distinguish between 2-dimensional and 3-dimensional art. (2.1)5b Identify form as threedimensional. 10
Standard 2 DRAFT (2.1)5c Create form by modeling, assembling, or constructing. (2.1)5b Identify and name geometric forms/solids (e.g., sphere, pyramid, cone, cube). (2.1)5a Identify and use form as being one element of design. Element Space (2.1)6a Explore space in art. (2.1)6b Identify positive space as the area within shapes and forms. (2.1)6c Identify negative space as the area outside shapes and forms. (2.1)6d Identify and use space as being one element of design. (Grades K-4) (Grades 5-8) 2.2 Applying elements of art and principles of design to create works of art. 2.2 Using elements of art, principles of design, and styles of art to communicate ideas and experiences. Principle Unity (2.2)1a Explore unity in art. 2.2a Incorporate the elements and principles of art into an original composition. (2.2)1b Recognize that unity in composition results from a pleasing combination of all the components. 2.2a Incorporate the elements and principles of art into an original composition. 2.2b Explore and create your own personal style based on known art styles. (grades 9-12) 2.2 Creating multiple solutions to visual arts problems by applying elements of art, principles of design, and sensory and expressive features. 2.2a Create multiple solutions that incorporate the elements and principles of art into an original composition. 2.2b Explore and create your own personal style based on known art styles. 11
Standard 2 DRAFT (2.2)1c Recognize that unity is created through the successful manipulation of color, shape, line, texture, and selected principles of design. (2.2)1d Identify and use unity as one principle of design. Principle Emphasis Principle Balance Principle Variety (2.2)2a Explore emphasis in art. (2.2)2b Identify emphasis by indicating what parts of an artwork are most important (e.g., where the accent or stress is placed). (2.2)2c Identify and use emphasis as one principle of design. (2.2)3a Explore balance in art. (2.2)3b Recognize balance as an arrangement that achieves equilibrium in the eyes of the viewer. (2.2)3c Identify symmetrical (formal) balance in a composition. (2.2)3d Identify asymmetrical (informal) balance in a composition. (2.2)3e Identify radial (from the center) balance in a composition. (2.2)3f Identify and use balance as one principle of design. (2.2)4a Recognize variety in size and shape in artwork. (2.2)4b Recognize variety in color of artwork. (2.2)4c Explore variety in art. (2.2)4d Identify variety as a means of adding interest to artwork. (2.2)4e Recognize variety in texture of artwork. (2.2)4f Identify and use variety as one principle of design. 12
Standard 2 DRAFT Principle Pattern (2.2)5a Identify pattern as the regular repeat of line, color, shape or any combination of these to produce an artwork. (2.2)5b Explore pattern in art. (2.2)5c Identify pattern as the regular repeat of texture to produce an artwork. (2.2)5d Identify and use pattern as a principle of design. Principle Proportion Principle Rhythm (2.2)6a Explore proportion in art. (2.2)6b Identify proportion as the size relationship between part of a composition to each other and to the whole (2.2)6c Identify the use of proportion to indicate distance (e.g., large shapes are close up; small shapes are far away). (2.2)6d Identify and use proportion as a principle of design. (2.2)7a Explore rhythm in art. (2.2)7b Identify rhythm as being achieved by the repetition of lines in a work of art. (2.2)7c Identify rhythm as being achieved by the repetition of shapes, colors, textures or patterns in a work of art. (2.2)7d Identify and use rhythm as a principle of design. 13
Standard 2 DRAFT (not assessed in Grades K-4) (Grades 5-8) (grades 9-12) 2.3 Analyzing and evaluating the use of elements of art, principles of design, and styles of art that express ideas and experiences. 2.3 Evaluating the use of elements of art, principles of design, and sensory and expressive features in developing and solving visual 2.3a Compare and contrast the use of elements of art and principles of design in selected art works. arts problems. 2.3a Justify and support the use of the elements of art and principles of design in selected art works. 2.3b Differentiate how expressive features are enhanced through the use of the elements of art and principles of design. 2.3b Justify and support how expressive features are enhanced through the use of the elements of art and principles of design. 14
Standard 3 DRAFT Visual Arts Grades K-12 Standard 3: Students know and apply visual arts materials, tools, techniques, and processes. Rationale: The exploration and application of materials, techniques, and processes are essential to the visual arts. Student experiences with materials, tools, techniques, and processes, in combination with concepts and ideas, result in works of art. The safe and responsible use of materials and tools is essential for environmental and personal safety. Key Concept: (grades K-4) (grades 5-8) (grades 9-12) 3.1 Identifying and describing different materials, tools, techniques, and 3.1 Identifying and experimenting with 3.1 Demonstrating skill with processes. materials, tools, techniques, and processes. a variety of materials, tools, techniques, and processes resulting in the creation of works of art 3.1a Use age appropriate art vocabulary to identify tools, techniques, and processes used in specific art works. 3.1b Demonstrate safe and proper use of tools and materials that is age appropriate. 3.1c Combine selected subject matter with suitable materials, tools, and techniques to create an age appropriate work of art. (grades K-4) 3.2 Selecting and using materials, tools, techniques, and processes that enhance communication of ideas through art. Technique Drawing ( grades 5-8) 3.2 Selecting and using materials, tools, techniques, and processes that enhance communication of ideas through art. (3.2)1a Draw using a variety of materials. 3.2a Choose materials, tools, techniques, and processes that best expresses ideas through art work. (grades 9-12) 3.2 Evaluating the relationship between ideas and materials, tools, techniques, and processes used. 3.2a Experiment with varied tools, techniques, and processes, and evaluate the projects strengths and weaknesses. 15
Standard 3 DRAFT (3.2)1b Draw from memory, imagination or observation. (3.2)1c Express individual ideas, thoughts, and feelings through drawing. (3.2)1d Use pen, ink, and charcoal. Technique Painting (3.2)2a Paint using basic tools. (3.2)2b Express individual ideas, thoughts, and feelings through painting. (3.2)2c Paint to create a group composition with a theme. Technique Print Making (3.2)3a Create prints by manipulating a variety of materials. (3.2)3b Express individual ideas, thoughts, and feelings through prints. Technique Sculpting (3.2)4a Identify sculpture as three dimensional. (3.2)4b Differentiate between sculpture and two-dimensional art. (3.2)4c Hand model, carve, or assemble a modeling medium into a composition. (3.2)4d Construct three-dimensional works from a variety of materials. (3.2)4e Express individual ideas, thoughts and feelings through sculpture. Technique Fibers and Textiles (3.2)5a Create a textile composition using a variety of materials and methods. (3.2)5b Express individual ideas, thoughts, and feelings. (3.2)5c Recognize the variety of characteristics and texture of fibers. Technique Photographic Imaging Technique Collage and Mosaic (3.2)7a Arrange a collage composition using a variety of materials. (3.2)6a Analyze and interpret ideas, thoughts, and feelings of photographic imagery. (3.2)7b Arrange a mosaic composition using a variety of materials. 16
Standard 3 DRAFT Not assessed in K-4 ( grades 5-8) 3.3 Evaluating the selection and use of materials, tools, techniques, and processes 3.3a Critique your success in using varied tools technique and processes. 3.3b Explore your problems due to materials, process, tools, or techniques and provide possible solutions. 17
Standard 4 DRAFT Visual Arts Grades K-5 Standard 4: Students relate the visual arts to various historical and cultural traditions. Rationale: Art is a powerful force in the everyday lives of people around the world. It is one of humankind s most notable contributions throughout history and within all cultures. When students examine works of art from their own and other cultures, places, and times, they understand the role of the visual arts in shaping cultures and building civilizations. The exploration of art, history, and culture teaches students to understand their own expression in relation to the expressions of others. Key Components: Historical and cultural traditions Examine works of art from own and other cultures, places, and times Role of visual arts shaping cultures and building civilizations. Essential questions: 1. How does art reflect time, place, and culture (e.g., cave paintings what was the purpose; cartooning political; costumes/masks; traditions piñata, parades, floats; social influences; symbols peace sign)? 2. How do artists question or challenge a culture or society? How do/have artists made social commentary? 3. What role have women played as artists, as art subjects, and how have women communicated feminist issues? 4. What events personal to world influence an artist s work? How does an artist s work influence world events? Focus (grades K-4) (grades 5-8) (grades 9-12) 4.1 Identifying works or art as belonging to various cultures, times, and places. 4.1a Identify attributes that make up your family. Include who, what, and where. 4.1a Identify art within your community. 4.1a Identify art from around the world. 4.1a Identify the ways art has changed over time. Include gender in culture. 4.1a Determine the themes found in artwork from various cultures, time periods, and places. Identifying 4.1 Identifying and comparing the characteristics of works of art from various cultures, times, and places. 4.1a Identify ways in which art has influenced cultures past and present. 4.1a Discuss art using vocabulary specific to various cultures, times, and places. 4.1 Describing the functions, meanings, and significance of works of art within various cultures. 4.1a Use art vocabulary to identify and discuss the purposes of works of art from a culture. 18
Standard 4 DRAFT 4.1b Use materials (e.g., books, prints) as 4.1b Compare and contrast the different art in 4.1b Compare and contrast the use of art 4.1b Identify specific works of art as it 4.1b Compare and contrast art and artists of 4.1b Compare and contrast characteristics of art from various cultures, times, and places. 4.1b Investigate the purpose and meaning of an art work from a selected culture. models. your community. elements from around the world. belongs to a time period. various time periods. (grades K-4) (grades 5-8) 4.2 Creating art based on historical and cultural ideas of diverse people. 4.2 Creating art based on personal interpretation of various historical and cultural contexts. Focus 4.2a Based on attributes of one s own family, create a work of art to represent family. 4.2a Create a work of art that reflects an art form found in the community. 4.2a Investigate family heritage and create a representation. 4.2a Create a work of art to express a specific time period. 4.2a Create a work of art to express a specific culture. Creating 4.2a Create a work of art that makes a social commentary. (grades 9-12) 4.2 Creating works of art based on comparison and evaluation of various historical and cultural contexts. 4.2a Design a work of art influenced by an historical and/or cultural event. (grades 5-8) 4.3 Demonstrating how history and culture of various people influence the creation, meaning, and style of works of art. 4.3a Create a piece of art that reflects understanding of various artists and art movements. 4.3a Investigate and discuss how local groups of people have contributed artistically to our community. (grades 9-12) 4.3 Evaluating, analyzing, and interpreting works of art as related to the history and culture of various people. 4.3a Evaluate how pieces of art work reflect or express specific historical or cultural events. 19
Standard 4 DRAFT 4.3b Create a piece of art which reflects historic and cultural influences. 4.3b Compare the ways cultural arts have influenced each other over time. 4.3b Analyze and interpret art form different cultures to identify similarities in style and content. 4.3c Design a piece of artwork using a personal theme that reflects a chosen culture. 20
Standard 5 DRAFT Visual Arts Grades K-5 Standard 5: Students analyze and evaluate the characteristics, merits, and meaning of works of art. Rationale: The study of art develops citizens who make informed critical judgments. Through thoughtful observations, descriptions, and analysis, students gain knowledge about visual communications. Critical analysis and aesthetic inquiry teach students to define differences among works of art. Students learn to respect their own ideas and artistic expressions and those of others. Key Components: Essential Questions: (grades K-4) (grades 5-8) (grades 9-12) 5.1 Observing and describing a variety of works of art, including their own. 5.1 Identifying and discussing reasons for creating works of art. 5.1 Interpreting meaning in works of art. Focus Discussing 5.1a Discuss personal reasons for creating own artwork. 5.1a Investigate varied reasons that artist have for creating their work. 5.1a Describe and differentiate works of art and analyze them for a 5.1b Discuss reasons specific artists created works of art. 5.1b Debate the reasons for creating artworks (e.g., self-expression, portrayal of historical and cultural events). 5.1c Discuss reasons specific cultures create various types of art. (grades K-4) (grades 5-8) 5.2 Using specific criteria to analyze works of art. 5.2 Using methods of critical analysis and aesthetic inquiry. Focus Analyzing 5.2a Explore and examine art work based on personal knowledge. 5.2a Distinguish between the characteristics and techniques of varied art works. variety of purposes. 5.1b Compare and contrast the meaning in various artworks. (grades 9-12) 5.2 Evaluating works of art using critical analysis and aesthetic inquiry. 5.2a Distinguish between and discuss how artists address aesthetic decisions of styles and techniques in art. 21
Standard 5 DRAFT 5.2b Analyze, compare, interpret, and evaluate art work based on elements of art and principles of design. 5.2b Analyze the use of art elements and principles of various art works. 5.2b Reconstruct an artwork in a different style or technique and evaluate your results. (grades 5-8) 5.3 Formulating responses to works of art from personal and critical points of view. 5.3a Using your own words, summarize the meaning an artwork. 5.3b Assess the use of technique and style in a variety of artworks. (grades 9-12) 5.3 Demonstrating the ability to form and defend appropriate judgments. 5.3a Develop your opinions in writing on the merits of a given artwork. 5.3b Prepare notes on an select visual examples of a work of art in support of your judgments. 22
ART ELEMENTARY SCHOOL BASIC Series/Title Author/Editor Publisher Grade Art Everywhere, Student Text and Teacher Resources Copyright Date Yr. BOE Adoption Chanda and Marstaller Harcourt K-5 2006 2006 W:\Sheliaj\instructext\Standards&Curriculum\AdoptedCurriculum\ElemBasic\ElBasArt rev 4-28-06.doc 23
ART ELEMENTARY SUPPLEMENTAL Series/Title Author/Editor Publisher Grade Adventures in Art Program, Student Text and Teacher Resources Art Across Time, 3 rd edition, Complete Text (0-07-296525-8) Adams Davis Publications McGraw-Hill Copyright Date Yr. BOE Adoption K-5 1998 2006 K-5 2007 2006 Great Clay Adventure Kong Davis Publications K-5 1999 2006 Pictures and Poetry (0-87192-273-8) Bunchman and Briggs Davis Publications K-5 1994 2006 W:\Sheliaj\instructext\Standards&Curriculum\AdoptedCurriculum\ElemSupplemental\ElSupArt rev 4-28-06.doc 24
ART MIDDLE SCHOOL BASIC Series/Title Author/Editor Publisher Grade Art and the Human Experience; Art: A Community Connection, Student Text and Teacher Resources (0-87192-491-9) Art and the Human Experience; Art: A Global Pursuit, Student Text and Teacher Resources (0-87192-489-7) Art and the Human Experience; Art: A Personal Journey, Student Text and Teacher Resources (0-87192-559-1) Copyright Date Yr. BOE Adoption Katter and Stewart Davis Publications 6-8 2001 2006 Katter and Stewart Davis Publications 6-8 2001 2006 Katter and Stewart Davis Publications 6-8 2002 2006 Exploring Visual Design (0-87192-380-7) Gatto, Porter, and Selleck Davis Publications 6-8 2005 2006 W:\Sheliaj\instructext\Standards&Curriculum\AdoptedCurriculum\MSBasic\MSBasArt rev 4-28-06.doc 25
ART MIDDLE SCHOOL SUPPLEMENTAL Series/Title Author/Editor Publisher Grade Copyright Date Yr. BOE Adoption Adventures in Art Program, Student Davis Publications 6-8 1998 2006 Text and Teacher Resources Art Across Time, 3 rd edition, Adams McGraw Hill 6-8 2007 2006 Complete Text (0-07-296525-8) ArtTalk, Student Text and Teacher Ragans Glencoe McGraw Hill 6-8 1995 (readoption) 2006 Resources Engaging the Adolescent Mind Vieth Davis Publications 6-8 2005 2006 Through Visual Problem Solving (087192-694-6) From Ordinary to Extraordinary, Art Vieth Davis Publications 6-8 1999 2006 and Design Problem Solving (0-87192-387-4) Understanding Art, Student Text and Teacher Resources Mittler, Ragans Glencoe McGraw Hill 6-8 1992 (readoption) 2006 W:\SHELIAJ\INSTRUCTEXT\STANDARDS&CURRICULUM\ADOPTEDCURRICULUM\MSSUPPLEMENTAL\MSSUPART REV 4-28-06.DOC 26
All Art Courses ART HIGH SCHOOL BASIC Series/Title Author/Editor Publisher Grade Copyright Date Art in Focus, Student Text and Teacher Resources ArtTalk, Student Text and Teacher Resources Yr. BOE Adoption Mittler Glencoe McGraw-Hill 9-12 2006 2006 Ragans Glencoe McGraw-Hill 9-12 2005 2006 W:\Sheliaj\instructext\Standards&Curriculum\AdoptedCurriculum\HSBasic\HSBasArt rev 4-28-06.doc 27
All Art Courses ART HIGH SCHOOL SUPPLEMENTAL Series/Title Author/Editor Publisher Grade Copyright Date Discovering Art History, Student Text and Teacher Resources (0-87192-722-5) Engaging the Adolescent Mind Through Visual Problem Solving (0-87192-694-6) From Ordinary to Extraordinary, Art & Design Problem Solving (0-87192-387-4) History of Western Art, 4 th edition (0-07-282719-X) Themes and Foundations of Art (0-538-42974-7) Ceramics 1, 2, and 3 Working with Clay, 2 nd edition (0-13-098348-9) Photography 1, 2, 3, and 4 Introduction to Digital Photography (0-13-032136-2) Short Course in Photography, 6 th edition Yr. BOE Adoption Davis Publications 9-12 2007 2006 Vieth Davis Publications 9-12 2005 2006 Adams Katz, Lankford, and Plank Davis Publications 9-12 1999 2006 McGraw Hill Higher Education Glencoe (National Textbook Company/Contemporary Publishing) 9-12 2005 2006 9-12 2000 2006 Peterson Prentice Hall 10-12 2002 2006 Ciaglia Prentice Hall 10-12 2002 2006 London and Stone Pearson/Prentice Hall 10-12 2006 2006 W:\Sheliaj\instructext\Standards&Curriculum\AdoptedCurriculum\HSSupplemental\HSSupArt rev 4-28-06.doc 28