High School Fine Arts Massachusetts Standards

Connecting: Synthesize and relate knowledge and personal experiences to make art. Explain the development of their aesthetic vision as a dancer and how it is represented in a movement piece.

Connecting: Relate artistic ideas and works to societal, cultural and historical contexts to deepen understanding. Identify the historical and cultural context that caused the shifting of stylistic elements between dance styles.

Creating: Generate and conceptualize artistic ideas and work. Generate original ideas that integrate aesthetic principles with personal style.

Creating: Organize and develop artistic ideas and work. Document strategies they use regularly to organize their artistic ideas (e.g., keeping a journal).

Creating: Refine and complete artistic work. Identify movement challenges and the advantages and disadvantages of different solutions.

Performing: Select, analyze and interpret artistic work for presentation. Perform with technical accuracy a piece that exhibits strength, balance, endurance, and coordination.

Performing: Develop and refine artistic techniques and work for presentation. Organize and lead the production of a movement work (e.g., running rehearsals for a small group performance).

Performing: Convey meaning through the presentation of artistic work. Perform a dance work that causes audience reflection by performing technical skills with artistic expression, clarity, musicality, and stylistic nuance.

Responding:  Perceive and analyze artistic work. Identify ways a contemporary movement work pushes boundaries of the genre and discipline.

Responding: Interpret intent and meaning in artistic work. Analyze the ways their own cultural and personal perspectives and bias impact how they understand a dance work.

Responding: Apply criteria to evaluate artistic work. Identify how bias, culture, and privilege can impact the criteria we use to evaluate dance work.

Perform

Connect

Respond

Create

Connecting:  Synthesize and relate knowledge and personal experiences to make art. Describe what has influenced changes in one’s artistic style and preferences in dance.

Connecting:  Relate artistic ideas and works to societal, cultural and historical contexts to deepen understanding. Identify the connections between historical and cultural context and defining stylistic elements of dance movements

Creating:  Generate and conceptualize artistic ideas and work. Create dance that reflects characteristics of different artistic movements (e.g., Cubism, Romanticism, and Avant-garde).

Creating: Organize and develop artistic ideas and work. Use one type of dance notation to document an original dance.

Creating:  Refine and complete artistic work. Use costumes and props to refine a dance to better express, evoke, or communicate with an audience.

Performing: Select, analyze and interpret artistic work for presentation. Identify historical sources that explain movement conventions.

Performing: Develop and refine artistic techniques and work for presentation. Assess personal strengths and weaknesses in improvisation, strength, flexibility, endurance, balance, and coordination and implement plans to improve.

Performing: Convey meaning through the presentation of artistic work. Describe how decisions about a performance are connected to what the student wants to express, evoke, or communicate.

Responding: Perceive and analyze artistic work. Analyze the style of a choreographer and how that style manifests in a given movement work.

Responding: Interpret intent and meaning in artistic work. Identify elements from a dance work that connect it to a specific genre or style.

Responding: Apply criteria to evaluate artistic work. Compare and contrast different rubrics or criteria for evaluating dance work.

Create

Perform

Connect

Respond

Respond

Create

Performing: Develop and refine artistic techniques and work for presentation. Contribute to the production of a movement work (e.g., run a section of a rehearsal).

Perform

Connect

Connecting: Synthesize and relate knowledge and personal experiences to make art. Describe how dance influences their approach to other academic disciplines (P.D.Co.10). HSS Connection: Students connect the popularity of the Charleston to influences on the Harlem Renaissance in History class.

Connecting: Relate artistic ideas and works to societal, cultural and historical contexts to deepen understanding. Explain the relationship between dance and commercialization or propaganda (e.g., arguing whether or not a commercial depiction of hip-hop dance is authentic).

Creating: Generate and conceptualize artistic ideas and work. Consistently apply research to support development of artistic ideas (e.g., research different styles of Chinese fans to support designing a prop).

Creating: Organize and develop artistic ideas and work. Identify different strategies dancers use to generate and organize their movement ideas.

Creating: Refine and complete artistic work. Use historical and cultural context to refine personal movement choices.

Performing: Select, analyze and interpret artistic work for presentation. Demonstrate how choreographers use specific techniques to evoke, express, or communicate in a movement work.

Performing: Convey meaning through the presentation of artistic work. Modify a dance performance to clarify its artistic intent by anticipating viewers’ responses.

Responding: Perceive and analyze artistic work. Compare and contrast different movement works in use of theme, space, timing and rhythms, gestures and body language, properties (props), or costumes.

Responding: Interpret intent and meaning in artistic work. Compare and contrast the artistic elements that make contemporary dance unique

Responding: Apply criteria to evaluate artistic work. Choose and defend different criteria for evaluating dance work.

Synthesize and relate knowledge and personal experiences to make art. Explain the development of a personal aesthetic vision as a media artist and how that is represented in a piece.

Relate artistic ideas and works to societal, cultural and historical contexts to deepen understanding. Identify the historical and cultural context that caused the shifting of stylistic elements between artistic movements.

Generate and conceptualize artistic ideas and work. Generate original ideas that integrate aesthetic principles with individual personal style.

Organize and develop artistic ideas and work. Document personal strategies used regularly to organize one’s artistic ideas (e.g. Sketchbook, digital folders, etc.).

Refine and complete artistic work. Identify artistic challenges and reflect upon the advantages and disadvantages of different solutions.

Select, analyze and interpret artistic work for presentation. Create media productions by integrating content and form to support a central idea.

Develop and refine artistic techniques and work for presentation. Organize and plan a media arts exhibition that explores a personally meaningful theme, idea, or concept (e.g. identify and coordinate an artistic space, set up technology).

Convey meaning through the presentation of artistic work. Present a media arts piece that causes audience reflection by presenting different styles or viewpoints.

Perceive and analyze artistic work. Identify ways a contemporary media work pushes the boundaries of a genre and discipline.

Interpret intent and meaning in artistic work. Analyze the ways in which cultural and personal perspectives and biases have an impact on how one understands a work of art.

Apply criteria to evaluate artistic work. Identify how bias, culture, and privilege can impact the criteria used to evaluate media artwork.

Responding

Presenting

Connecting

Creating

Synthesize and relate knowledge and personal experiences to make art. Describe what has influenced changes in one’s own artistic style and preferences in media arts.

Relate artistic ideas and works to societal, cultural and historical contexts to deepen understanding. Identify the connections between historical and cultural context and defining stylistic elements of multiple media artworks (e.g., shifting styles due to the birth of computer animation).

Generate and conceptualize artistic ideas and work. Create media arts ideas that are characteristic of different media genres.

Organize and develop artistic ideas and work. Create multiple different plans for a work prior to selecting one to implement.

Refine and complete artistic work. Refine concepts and content by focusing on a specific element such as interactivity, temporality, or heterogeneity.

Select, analyze and interpret artistic work for presentation. Justify choices for curating and presenting artwork for a specific exhibit or event (e.g., students complete a proposal for a juried show within the community.)

Develop and refine artistic techniques and work for presentation. Develop a proposal for an installation, artwork, or digital space that transforms the perception and experience of a particular place.

Convey meaning through the presentation of artistic work. Describe how decisions about how a media artwork is presented are connected to what the student wants to express, evoke, or communicate.

Perceive and analyze artistic work. Analyze the style of a media artist, and how the style manifests itself in a given media artwork.

Interpret intent and meaning in artistic work. Identify artistic elements from a work that connect it to a specific genre or style.

Apply criteria to evaluate artistic work. Compare and contrast different rubrics or criteria for evaluating media artwork.

Creating

Presenting

Connecting

Responding

Responding

Presenting

Connecting

Creating

Synthesize and relate knowledge and personal experiences to make art. Describe how media arts includes content from other academic disciplines (e.g., how one might use mathematical patterns to make images and sound in a media artwork).

Relate artistic ideas and works to societal, cultural and historical contexts to deepen understanding. Explain the relationship between media artworks and commercialization or propaganda (e.g. how memes get used to communicate political messages).

Generate and conceptualize artistic ideas and work. Consistently apply research to support development of artistic ideas. (e.g., a student researches different ways media artists have used background sound to emphasize surprise).

Organize and develop artistic ideas and work. Independently document an original multi-part media arts idea (e.g. wireframe, story board).

Refine and complete artistic work. Refine draft arrangements for different audiences.

Select, analyze and interpret artistic work for presentation. Explain how one uses specific techniques to evoke, express, or communicate ideas in a media arts work or collection of such works.

Develop and refine artistic techniques and work for presentation. Contribute a work that explores a personally meaningful theme, idea, or concept to a media arts show (e.g., select work to include, develop feedback on presentation ideas).

Convey meaning through the presentation of artistic work. Modify a media artwork to clarify its artistic intent by anticipating viewers’ responses.

Perceive and analyze artistic work. Analyze the qualities and relationships of components in various media artworks and consider how they impact an audience.

Interpret intent and meaning in artistic work. Compare and contrast the artistic elements that make media arts unique from other artistic disciplines.

Apply criteria to evaluate artistic work. Choose and defend different criteria for evaluating media artwork.

Synthesize and relate knowledge and personal experiences to make art. Explain the development of one’s musicality or musical style and how it relates to a composition.

Relate artistic ideas and works to societal, cultural and historical contexts to deepen understanding. Identify the social, cultural, and personal influences on one's musical style as a composer or musician.

Generate and conceptualize artistic ideas and work. Consistently apply research to generate compositional ideas (e.g., to help generate new ideas, students listen to several different recordings of pieces that use industrial sounds).

Organize and develop artistic ideas and work. Document strategies used regularly to organize artistic ideas (e.g., building off of sub-dominate scales, or composing using a sonata form).

Refine and complete artistic work. Refine musical pieces to extended rhythmic and harmonic ideas (e.g., composing in unusual time signatures or moving beyond I, IV, V progressions).

Select, analyze and interpret artistic work for presentation. Explain how one’s composition relates to established musical genres, styles, forms (e.g., explain how one’s piece combines elements of jazz and Celtic music).

Develop and refine artistic techniques and work for presentation. Lead the production and sharing of an original composition (e.g., a student leads a concert in which her work is performed).

Convey meaning through the presentation of artistic work. Perform a musical work that causes audience reflection by presenting different musical styles or viewpoints (e.g., a student shows originality in adapting a particular style of playing or singing.

Perceive and analyze artistic work. Identify ways contemporary musical compositions pushes boundaries of the genre and discipline. (e.g., how Cher's use of Auto-Tune affected the music industry).

Interpret intent and meaning in artistic work. Analyze the ways one’s own cultural and personal perspectives and biases affect how one understands specific musical works. (e.g., noticing how a song's popularity influences student perspectives on the song).

Apply criteria to evaluate artistic work. Construct an argument for selecting one criteria over another for evaluating a musical composition.

Performing

Responding

Creating

Connecting

Synthesize and relate knowledge and personal experiences to make art. Explain the development of the group's aesthetic vision as an ensemble and how it is represented in a performance.

Relate artistic ideas and works to societal, cultural and historical contexts to deepen understanding. Identify the historical and cultural contexts that caused shifting of stylistic elements between musical movements.

Generate and conceptualize artistic ideas and work. Generate instrumental or vocal interpretations that integrate aesthetic principles with personal style.

Organize and develop artistic ideas and work. Arrange pieces for multiple instruments or voices in an array of genres and styles.

Refine and complete artistic work. Identify musical challenges and reflect upon the advantages and disadvantages of different solutions (e.g., in playing an instrument, the ideal hand position for a difficult phrase; in singing, breath spacing in a long passage).

Select, analyze and interpret artistic work for presentation. Organize and lead a small group performance (e.g., run rehearsals).

Develop and refine artistic techniques and work for presentation. Perform with accuracy and expression works from the vocal or instrumental literature with a level of difficulty of 5, on a scale of 1 to 6; or a comparable scale.

Convey meaning through the presentation of artistic work. Perform a musical work designed to elicit audience reflection because of its style or viewpoint.

Perceive and analyze artistic work. Identify ways a contemporary musical piece pushes boundaries of the genre and discipline.

Interpret intent and meaning in artistic work. Analyze the ways one’s own cultural and personal perspectives and biases affect understanding of a musical work.

Apply criteria to evaluate artistic work. Identify how bias, culture, and privilege can affect the criteria one uses to evaluate musical performance.

Responding

Connecting

Creating

Performing

Generate and conceptualize artistic ideas and work. Explore ideas for interpreting a work (e.g. Improvise embellishments to musical passages).

Organize and develop artistic ideas and work. Record decisions about interpreting written music (e.g., adding dynamics or accents to a score).

Refine and complete artistic work. Refine musical interpretations exploring different phrasing (e.g., incorporating tension, release, unity, and variety).

Select, analyze and interpret artistic work for presentation. Identify advanced strategies musicians use to practice and employ them in readying a musical work for performance.

Develop and refine artistic techniques and work for presentation. Perform with accuracy and expression works from the vocal or instrumental literature with a level of difficulty of 3, on a scale of 1 to 6; or a comparable scale.

Convey meaning through the presentation of artistic work. Describe how decisions about a performance are connected to what students want to express, evoke, or communicate.

Perceive and analyze artistic work. Analyze the style a musician uses and how it manifests itself in a given musical work.

Interpret intent and meaning in artistic work. Identify elements from a work that connect it to a specific genre or style.

Apply criteria to evaluate artistic work. Compare and contrast different rubrics or criteria for evaluating music to identify advantages and disadvantages of each approach.

Synthesize and relate knowledge and personal experiences to make art. Describe what has influenced changes in one’s own musical style, and musical preferences.

Relate artistic ideas and works to societal, cultural and historical contexts to deepen understanding. Identify the connections between historical and cultural contexts and defining stylistic elements of multiple musical movements (e.g., Aaron Copland's quest for an American sound, or how Billie Holiday's “Strange Fruit” sparked a genre of protest songs).

Performing

Creating

Connecting

Responding

Responding

Develop and refine artistic techniques and work for presentation.

Apply criteria to evaluate artistic work.

Organize and develop artistic ideas and work.

Perceive and analyze artistic work.

Creating

Synthesize and relate knowledge and personal experiences to make art.

Performing

Relate artistic ideas and works to societal, cultural and historical contexts to deepen understanding.

Connecting

Refine and complete artistic work.

Select, analyze and interpret artistic work for presentation.

Generate and conceptualize artistic ideas and work.

Convey meaning through the presentation of artistic work.

Interpret intent and meaning in artistic work.

Improvise short melodic and rhythmic ideas that reflect characteristics of different genres.

Record decisions about accuracy of written music (e.g., adding reminder of key signature, or indicating beat subdivisions for a difficult rhythm).

Refine musical interpretations exploring different elements (e.g. dynamics and articulations).

Identify basic strategies musicians use to practice and employ them in readying a musical work for performance.

Perform with accuracy and expression works from the vocal or instrumental literature with a level of difficulty of 2, on a scale of 1 to 6; or a comparable scale.

Match a musical performance with expressed intent (e.g., wanting the audience to identify with an emotion).

Analyze how cultures are reflected in a diverse range of musical works.

Explain how a musical work is connected to a particular cultural, historical context where it was created.

Develop criteria for a rubric for evaluating musical works (e.g., students create criteria for a performance that is juried by students).

Describe influences of one’s personal musical style and preferences.

Identify musical ideas from different cultures studied in history and social science (e.g., American native).

Responding

Creating

Connecting

Performing

Synthesize and relate knowledge and personal experiences to make art. Describe how music influences one’s approach to other academic disciplines (e.g., how the physics of sound influences how one makes music).

Relate artistic ideas and works to societal, cultural and historical contexts to deepen understanding. Explain the relationship between music and commercialization or propaganda (e.g., how Nike's use of 'Revolution' by the Beatles sparked controversy, or how Wagner’s music was used by Nazi Germany).

Generate and conceptualize artistic ideas and work. Apply research to support musical interpretation (e.g., students listen to several different recordings of a given piece to determine an approach to interpretation).

Organize and develop artistic ideas and work. Arrange a melody for multiple instruments or voices.

Refine and complete artistic work. Refine draft arrangements to ensure consistency in style, genre, and notation.

Select, analyze and interpret artistic work for presentation. Contribute to the production of a small group performance (e.g., run a section of a rehearsal).

Develop and refine artistic techniques and work for presentation. Perform with accuracy and expression works from the vocal or instrumental literature with a level of difficulty of 4, on a scale of 1 to 6; or a comparable scale.

Convey meaning through the presentation of artistic work. Modify a performance by anticipating audience responses to better align to student's artistic intent.

Perceive and analyze artistic work. Examine how structure of music impacts and informs performances.

Interpret intent and meaning in artistic work. Compare and contrast the artistic elements that make contemporary music unique (e.g., compare and contrast how contemporary music is different from contemporary interpretations of a classical work).

Apply criteria to evaluate artistic work. Choose and defend different criteria for evaluating a specific musical performance.

Synthesize and relate knowledge and personal experiences to make art. Explain the development of one’s aesthetic vision as an actor and how that is represented in a current role.

Relate artistic ideas and works to societal, cultural and historical contexts to deepen understanding. Identify the historical and cultural contexts that caused a shifting of stylistic elements between theatre movements.

Generate and conceptualize artistic ideas and work. Generate original ideas in one theatrical area (e.g., acting, production) that integrate aesthetic principles with personal style.

Organize and develop artistic ideas and work. Document strategies used regularly to organize artistic ideas (e.g., keeping a notebook).

Refine and complete artistic work. Identify theatrical challenges and reflect upon the advantages and disadvantages of different solutions.

Select, analyze and interpret artistic work for presentation. Synthesize ideas from research, script analysis, and context to create a performance that is believable, authentic, and relevant in a drama/theatrical work.

Develop and refine artistic techniques and work for presentation. Organize and lead the production of a theatrical work.

Convey meaning through the presentation of artistic work. Perform roles that present a range of moods and emotions and causes audience reflection by presenting different styles or viewpoints.

Perceive and analyze artistic work. Identify ways a contemporary theatrical work pushes boundaries of a theatrical genre (e.g., comedy, musical).

Interpret intent and meaning in artistic work. Analyze the ways one’s own cultural and personal perspectives and biases affect understanding of a theatrical work.

Apply criteria to evaluate artistic work. Identify how bias, culture, and privilege can affect the criteria used to evaluate theatrical work.

Music Connection: Students collaborate on the creation of underscoring and source music for the annual play

HSS Connection: Students analyze the use of propaganda in theatre that resulted from legislation changes during the Reign of Terror.

Responding

Performing

Connecting

Creating

Music and Dance Connection: Students examine how music and dance influenced the evolution of pantomime. (F.M.Co.11)

Synthesize and relate knowledge and personal experiences to make art. Describe what has influenced changes in one’s own dramatic style and preferences in theatre.

Relate artistic ideas and works to societal, cultural and historical contexts to deepen understanding. Identify the connections between historical and cultural contexts and defining stylistic elements of theatrical movements (e.g., how the existential movement and absurdist theatre are connected).

Generate and conceptualize artistic ideas and work. Create theatrical ideas (e.g., plot, setting, character) that reflect characteristics of different artistic movements.

Organize and develop artistic ideas and work. Create an outline for an original scene or short play, including details such as costumes or scenery.

Refine and complete artistic work. Refine and revise character dialogue, stage directions and sensory details of imagined worlds.

Select, analyze and interpret artistic work for presentation. Identify historical sources that explain drama/theatre terminology and conventions.

Develop and refine artistic techniques and work for presentation. Identify theatrical staging conventions in a scripted theatrical work.

Convey meaning through the presentation of artistic work. Describe how decisions about a performance are connected to what the student wants to express, evoke, or communicate.

Perceive and analyze artistic work. Analyze the style of a playwright and how it manifests in a given theatrical work. For example, examine how a playwright uses character relationships to assist in telling the story.

Interpret intent and meaning in artistic work. Identify theatrical decisions from a work that connect it to a specific genre or style.

Apply criteria to evaluate artistic work. Compare and contrast different rubrics or criteria for evaluating theatrical presentations.

HSS Connection: As they study the Mexican Revolution, students incorporate their own styles when writing and performing a monologue as Pancho Villa.

Creating

Performing

Connecting

Responding

Generate and conceptualize artistic ideas and work. Consistently apply research to develop characters that are believable and authentic in a theatrical work (e.g., student listens to recordings of a dialect from a specific place or time-period to develop how a character speaks).

Organize and develop artistic ideas and work. Identify different strategies actors use to approach a role (e.g., method acting).

Refine and complete artistic work. Use historical and cultural context to structure and refine personal acting choices.

HSS Connection: Students discuss the merits and criticisms of playwright Countee Cullen’s work during the Harlem Renaissance.

Performing

Creating

Responding

Connecting

Media Arts Connection: Students develop a screenplay which they turn into a short film.

Synthesize and relate knowledge and personal experiences to make art. Describe how theatre influences one’s understanding of other academic disciplines (e.g., the similarities between character development in theatre and in literature).

Relate artistic ideas and works to societal, cultural and historical contexts to deepen understanding. Explain the relationship between theatre and commercialization or propaganda (e.g., how Agitprop Theatre was used in the Soviet Union, and how it influenced the works of Bertolt Brecht).

Select, analyze and interpret artistic work for presentation. Explore physical, vocal, and physiological choices to develop a performance that is believable, authentic, and relevant to a drama/theatrical work.

Develop and refine artistic techniques and work for presentation. Plan an entire theatrical work (including script and technical elements).

Convey meaning through the presentation of artistic work. Modify a theatrical performance by anticipating audience responses to better align to student's artistic intent.

Perceive and analyze artistic work. Use script analysis to generate ideas about a character who is believable and authentic in a theatrical work.

Interpret intent and meaning in artistic work. Compare and contrast the artistic elements that make contemporary theatre unique (e.g., compare and contrast how a contemporary theatre work is different from a contemporary interpretation of an older work).

Apply criteria to evaluate artistic work. Choose and defend criteria for evaluating theatrical work.

Connecting

Creating

Performing

Responding

Synthesize and relate knowledge and personal experiences to make art. Collaborate on design choices in a drama/theatre work that examines a critical global issue from personal, community, and cultural perspectives.

Relate artistic ideas and works to societal, cultural and historical contexts to deepen understanding. Explain the relationship between theatrical design and commercialization or propaganda (e.g., how the sets and costumes in a play such as The Lion King contribute to its commercial success).

Refine and complete artistic work. Identify theatrical challenges and reflect upon the advantages and disadvantages of different solutions (e.g., scenes that move quickly between two different time-periods).

Generate and conceptualize artistic ideas and work. Apply research to support development of design ideas (e.g., students research cars from the 1920s to design scenery).

Organize and develop artistic ideas and work. Create a complete design and implementation plan for a theatre work that incorporates elements of theatrical design such as sound, lighting, scenery, and costumes.

Select, analyze and interpret artistic work for presentation. Explain and justify the selection of technical elements (e.g., scenery, lighting, props, costumes, sound, and makeup design) used to communicate the concept of a drama/theatre work.

Develop and refine artistic techniques and work for presentation. Organize and lead the production of one technical element (e.g., scenic, lighting, props, costume, sound, or makeup design) in a dramatic presentation.

Convey meaning through the presentation of artistic work. Create technical theatre elements that actively support the mood and emotions consistent with the student's artistic intent.

Perceive and analyze artistic work. Identify ways a contemporary theatrical design pushes boundaries of theatre.

Interpret intent and meaning in artistic work. Analyze the ways one’s own cultural and personal perspectives and biases affect one’s interpretation of the technical choices made in a theatrical work (e.g. a student may not personally appreciate the color choices in a production’s costuming that are based on a culture with which the student is unfamiliar).

Apply criteria to evaluate artistic work. Construct an argument for selecting one criteria over another for evaluating the technical elements of a theatrical presentation.

Synthesize and relate knowledge and personal experiences to make art. Explain the development of a personal aesthetic vision as a visual artist and how it is represented in a specific piece or collection.

Relate artistic ideas and works to societal, cultural and historical contexts to deepen understanding. Identify the historical and cultural contexts that caused shifting of stylistic elements between artistic movements.

Generate and conceptualize artistic ideas and work. Generate original ideas that integrate aesthetic principles with individual personal style while pushing the boundaries of style, genre, medium, and connections.

Organize and develop artistic ideas and work. Document personal strategies used regularly to organize artistic ideas (e.g., sketchbook, visual journal, etc.).

Refine and complete artistic work. Identify, design, and document several ways to address artistic challenges in a work and reflect upon the advantages and disadvantages of each potential resolution. (e.g., how to attach two parts of a sculpture consistent with the piece).

Select, analyze and interpret artistic work for presentation. Explain how personal experience of culture or history has influenced a piece of artwork or collection or works.

Develop and refine artistic techniques and work for presentation. Organize and plan an art exhibition that explores a personally meaningful theme, idea, or concept (e.g., identify and coordinate an artistic space; intentionally choose lighting).

Convey meaning through the presentation of artistic work. Present an artwork that causes audience reflection through its use of different artistic styles or viewpoints.

Perceive and analyze artistic work. Identify ways that a contemporary artwork pushes the boundaries of a genre and discipline.

Interpret intent and meaning in artistic work. Analyze the ways one’s own cultural and personal perspectives and biases affect understanding of a visual work.

Apply criteria to evaluate artistic work. Identify how bias, culture, and privilege affect the criteria used to evaluate artwork.

Creating

Responding

Connecting

Presenting

Synthesize and relate knowledge and personal experiences to make art. Describe what has influenced changes in one’s own artistic style and preferences in visual art.

Relate artistic ideas and works to societal, cultural and historical contexts to deepen understanding. Identify the connections between historical and cultural contexts and define stylistic elements of artistic movements (e.g., how the impact of World War II influenced the western art world and shifted focus from Europe to New York City).

Generate and conceptualize artistic ideas and work. Create artistic ideas that reflect characteristics of different artistic movements from different cultures (e.g., study art by different individual 20th century Australian aboriginal artists and choose one as an inspiration for a composition.

Organize and develop artistic ideas and work. Develop multiple plans for producing a piece of artwork prior to selecting one.

Refine and complete artistic work. Refine concepts and content by focusing on a particular principle of design such as emphasis, balance, contrast, or pattern.

Select, analyze and interpret artistic work for presentation. Justify choices for curating and presenting artwork for a specific exhibit or event. (e.g., Students complete a proposal for a juried show within the community.)

Develop and refine artistic techniques and work for presentation. Develop a proposal for an installation, artwork, or space design that transforms the perception and experience of a particular place.

Convey meaning through the presentation of artistic work. Describe how decisions about how an artwork is presented are connected to what the student wants to express, evoke, or communicate.

Perceive and analyze artistic work. Analyze the style of an artist, and how it manifests itself in a given artwork. (e.g., examine influences on the artist).

Interpret intent and meaning in artistic work. Identify specific elements in a work that connect it to a specific genre or style.

Apply criteria to evaluate artistic work. Compare and contrast different rubrics or criteria for evaluating artwork.

Presenting

Creating

Responding

Connecting

Creating

Connecting

Responding

Presenting

Synthesize and relate knowledge and personal experiences to make art. Describe how visual arts influences one’s approach to other academic disciplines (e.g., how knowledge of changing art movements help contextualize history).

Relate artistic ideas and works to societal, cultural and historical contexts to deepen understanding. Explain the relationship between artworks and commercialization or propaganda (How Norman Rockwell’s work, such as “Rosie the Riveter,” supported the war effort in World War II).

Generate and conceptualize artistic ideas and work. Consistently apply research to support development of artistic ideas (e.g., researching alternative kiln firing techniques to generate innovative approaches to creating a ceramics piece).

Organize and develop artistic ideas and work. Document a plan for an original large scale or multi-step art project (e.g., sketches for an art installation at a playground).

Refine and complete artistic work. Refine an artistic work that builds on previous work by incorporating new materials, constraints, genres, or styles.

Select, analyze and interpret artistic work for presentation. Explain how specific techniques were used to evoke, express, or communicate in an artistic work or collection.

Develop and refine artistic techniques and work for presentation. Contribute to an art show that explores a personally meaningful theme, idea, or concept (e.g., select work to include, provide feedback on presentation ideas).

Convey meaning through the presentation of artistic work. Modify a two- or three-dimensional installation to align to one’s artistic intent after listening to initial viewer comments.

Perceive and analyze artistic work. Use contextual and aesthetic information to construct interpretations of an artwork or collection of works.

Interpret intent and meaning in artistic work. Compare and contrast the artistic elements that make art unique (e.g., compare and contrast how contemporary installation art is different from contemporary realistic portraits).

Apply criteria to evaluate artistic work. Choose and defend criteria for evaluating artwork.