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GA Visual Arts Standards Overview

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Patrick Varallo, Ed.D, MFA, ATR-BC

This document outlines the Georgia Performance Standards for Visual Arts Education. It includes acknowledgements of the advisory committee, writing committee, and external review committee involved in developing the standards. The standards are then presented for each grade level from kindergarten through 12th grade, organized under the strands of Visual Arts, Drawing, Painting, and Sculpture.

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Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  1  of  97     Georgia Department of Education FINE ARTS EDUCATION GEORGIA PERFORMANCE STANDARDS Visual Arts
Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  2  of  97     Preface Georgia Performance Standards for Fine Arts Education Section TABLE of CONTENTS Page Number/s I. Introduction 3 II. Definition of Performance Standards 3 III. Benefits of Performance Standards 3 IV. Georgia Performance Standards 3-4 V. Assessment 4 VI. Application of Standards for Students withDisabilities 4-5 VII. References/Consultants 5 This preface is included for all of the four areas of Fine Arts Education. The Georgia Performance Standards (GPS) for Visual Arts Education begins on page 6.
Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  3  of  97     Georgia Performance Standards for Fine Arts Education Preface I. Introduction During the school year 2008-2009, three committees for advisory, writing, and external review were created for each of the four content areas of fine arts education including dance,music, theatre arts, and visual arts to draft Georgia Performance Standards for Fine Arts Education. The National Standards for Arts Education as referenced in the National Standards for Arts Education, Copyright ©1994 by MENC: The National Association for Music Education, other states’ fine arts curriculum standards along with their State Department of Education finearts specialists and the Regional Educational Laboratory - South East Center (SERVE) all contributed to the resource and research base. Committee members were recommended by school district leadership and other experts in the field of fine arts education. Demographically and geographically, the group represented a cross-section of Georgia and included members frombusiness, community, pre-kindergarten, elementary education, secondary education, post- secondary education, and state and national fine arts associations as listed within thestandards document for each contentarea. The Georgia Performance Standards for Fine Arts are based on The National Standards forArts Education as referenced in the National Standards for Arts Education, Copyright ©1994 by MENC: The National Association for Music Education. The National Standards outline what every K-12 student should know and be able to do in the arts. The standards were developed by the Consortium of National Arts Education Association, through a grant administered by The National Association for Music Education (MENC). II. Definition of Standards: Standards are statements that define what students should know and be able to do upon completion of specific levels of instruction as well as how they will respond to their environment. Standards serve as a guide for excellence and are differentiated from minimum competencies or outcomes because they describe the challenging goals for expanding and improving education. III. Benefits of Performance Standards: As described in the National Standards for Arts Education, arts education benefits both student and society. The arts cultivate the whole child, gradually building many kinds of literacy while developing intuition, reasoning, imagination, and dexterity into unique forms of expression and communication. IV. Georgia Performance Standards: Georgia’s performance standards provide clear expectations for instruction, assessment, and student work. They define the level of work that demonstrates achievement of the standards, enabling a teacher to know ―how good is good enough.ǁ‖ Performance standards isolate and
Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  4  of  97     identify the skills needed to use the knowledge and skills to problem-solve, reason, communicate, and make connections with other information. They also tell the teacher how to assess the extent to which the student understands the standard and can manipulate and apply the information. Performance standards incorporate the content standard, which simply tells the teacher what a student is expected to know (i.e., what concepts he or she is expected to master) and be able to do. Supporting elements are established and further define and support each contentstandard. Content standards and elements provide the foundation for developing three additional items: suggested student tasks, sample student work, and teacher commentary on student work. V. Assessment: Arts education places a high value on personal insight, individual achievement, and group performance; a broad range of assessment measures are used to assess whether a standard is being met. Because the standards are consensus statements about what an education in the arts should contain, they provide a basis for student assessment and program evaluation. The standards support the arts in the ―academicǁ‖ standing in that mere participation is not the same as education. The standards affirm that discipline and rigor are critical to high academic achievement. Academic achievement, knowledge, and skills can be measured in the arts– if not always on a numerical scale, then by informed critical judgment. Performance-based assessment has long been used in the arts. This includes the practice of portfolio review in the visual arts and the assessment of performance skills through auditions used in dance, music, and theatre. The content of the standards for the arts attends to creating, performing, and responding which is consistent with and informs the perspective of the National Assessment of Educational Progress (NAEP). VI. Application of Standards for Students with Disabilities: All students deserve access to the rich education and understanding that the artsprovide, regardless of the student’s background, talents, or disabilities. In an increasingly technological environment overloaded with sensory data, the ability to perceive, interpret, understand, and evaluate such stimuli is critical. The arts help all students to develop multiple capabilities for understanding and deciphering an image- and symbol-laden world. The necessity of assuring that fine arts education services are provided to students with disabilities is in the implementing of the Individuals with Disabilities Education Act (IDEA). The IDEA requires that each child witha disability be afforded the opportunity to participate in the regular fine arts education program available to nondisabled children with specifically designed instruction (adapting, asappropriate, to the needs of the child, the content, methodology, or delivery of instruction) to address the unique needs of the child. Removal of children with disabilities is such that education in the regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. At this point, special services and programming may be used as an appropriate alternative. Some of the elements supporting the standards may not be developmentally or functionally appropriate for every child with a disability unless accommodations or modifications are implemented. Art educators must be committed and prepared to make appropriate adjustments in the curriculum to meet the unique needs of the learner. Making appropriate modifications to the curriculum to
Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  5  of  97     meet individual needs allows for meaningful and relevant experiences provided in a safe and secure environment. VII. References/Consultants: The National Standards for Arts Education as referenced in the National Standards for Arts Education, Copyright ©1994 by MENC: The National Association for Music Education. New York: Rowan &Littlefield. Nancy Carr, Fine Arts Director, California Department of Education Linda Lovins, Fine Arts Specialist, Florida Department of Education Christie Lynch, Arts Education Consultant, North Carolina Department of Public Instruction Deborah Reeve, Executive Director, National Art Education Association
Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  6  of  97     Georgia Department of Education VISUAL ARTS EDUCATION GEORGIA PERFORMANCE STANDARDS
Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  7  of  97     TABLE of CONTENTS Georgia Performance Standards for Visual Arts Education Section Page Number/s I. Acknowledgements 8-10 Visual Arts Advisory Committee Visual Arts WritingCommittee Visual Arts External Review Committee II. Introduction/Coding 11-13 III. Georgia Performance Standards for Visual Arts Education 14-96   Kindergarten………………………………………... 15-19   First Grade………………………………………….. 20-24   Second Grade……………………………………….. 25-29   Third Grade……………………………………........ 30-34   Fourth Grade………………………………………... 35-40   FifthGrade………………………………………….. 41-46   Sixth Grade………………………………………….. 47-53   Seventh Grade………………………………….......... 54-60   Eighth Grade…………………………………………. 61-67   High School (Grades 9-12)……………………............ 68-96   o Visual Arts (VA)……………………………....... 68-75   o Drawing (DR)…………………………………… 76-82   o Painting (PA)……………………………………. 83-89   o Sculpture (SC) …………………………….......... 90-96 IV. APPENDIX I 97-98
Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  8  of  97     I. Acknowledgements Name JoAnne Cox Committee Facilitator/Consultant Re presenting DeKalb County Nancy Akin External Reviewer Jackson County Dr. Dorothy Arensman Joseph Bankoff Advisor Advisor Georgia Academy for the Blind Woodruff Arts Center Anne Begnaud Linda Bobinger Jessica Booth External Reviewer External Reviewer External Reviewer Gainesville City Schools Camden County Fulton County Cary Brague Betsy Bridger Advisor/GaDOE Advisor Governor’s Honors Program Dougherty Dr. Larry Bunch Drew Brown Jim Bryan External Reviewer Advisor External Reviewer Catoosa County Schools Fulton County Jefferson City Schools Jane Callahan Bes Carter External Reviewer External Reviewer Pierce County Morgan County Dr. Tom Cato Melody Chambers Mona Cochran Advisor External Reviewer External Reviewer Armstrong Atlantic University Douglas County Liberty County Cindy Collar Eric Cooper External Reviewer Writer Bartow County Rome City Schools Jackie Ellett Joe Emery Elizabeth Eppes External Reviewer External Reviewer Writer/Advisor Gwinnett County Gainesville City Schools DeKalb County Michael Eudy Tony Fabriani Advisor External Reviewer Rutland Academy Therapeutic Arts Ware County Joanne Farrell Barbi Fisher Jane French External Reviewer External Reviewer Advisor Atlanta Public Schools Dougherty County Forsyth County Noelle Friend-Schilke Lori Funk Samantha George External Reviewer External Reviewer External Reviewer Meriwether County Georgia Virtual Academy Barrow County Violet Adams-Gibson Regina Goodman Writer External Reviewer DeKalb County Hall County Dr. Diane Gregory Cheryl Harrell Kristi Harvey Advisor External Reviewer External Reviewer Kennesaw State University Early County Whitfield County Marea Haslett Catherine Heller External Reviewer External Reviewer Fulton County Houston County
Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  9  of  97     Name Jennifer Heyser Committee External Reviewer Re presenting Fulton County Arlene Hocking Advisor Cobb County Donna Holder Lisa Hooten Jamie Howell External Reviewer Advisor External Reviewer Effingham County High Museum of Art Paulding County Kathy Jackson Denise Jennings Laura Lee Johnson External Reviewer Writer/Advisor External Reviewer Fulton County Schools Fulton County Clarke County Katrina Kelly Veronica Kelly External Reviewer External Reviewer Lincoln County Lincoln County Dr. Lynda Kerr Denise King Catherine Kinsey Advisor External Reviewer External Reviewer Henry County Peach County Dalton Public Schools Dr. Ken Kitch Kristy Kuber Advisor Advisor GaDOE School Improvement GaDOE School Improvement Dr. Stephen Lahr Kimberly Landers Elise Lynch Advisor Advisor Advisor Valdosta State University Savannah College of Art & Design GaDOE Special Education Mary Lazzari Ron Marstall Writer External Reviewer Clarke County Fulton County Bonnie Martin John Masters Mary Mazarky External Reviewer External Reviewer Advisor Gainesville City Schools Houston County GA Depart. of Early Care and Learning Ronda McFarland Kevin McClain External Reviewer External Reviewer Butts County Franklin County Lynn McIntyre Marjean Meadow Kirby Meng Advisor Writer Writer/Advisor GA Parent Teacher Association Morgan County GA Art Education Association President Linda Merritt Susan Merritt Writer External Reviewer Jefferson County Coalition for Arts Education Teresa Middleton Dr. Melody Milbrandt Pam Millice External Reviewer Advisor Advisor /External Reviewer Valdosta City Schools Georgia State University Business/Creating Pride Donna Mims Beverly Moon External Reviewer Advisor Ware County Parent Teacher Association Kenny Moore Kymberly M. Nash Barbara O’Brien Advisor Advisor Advisor/External Reviewer Atlanta Area School for the Deaf DeKalb Business/Georgia Public Broadcasting Nancy Olney Anne Ostholthoff Advisor Advisor Business/ Fine Arts Museum Curator Business/Executive Dir. Creating Pride Deborah Ott Sonya Palmer Advisor External Reviewer Ga Council for the Arts Harris County
Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  10  of  97     Name Tara Perry Committee Advisor Re presenting Woodruff Arts Center Paula Pucket External Reviewer Hall County Debbie Raines Patricia Reames Dr. Deborah Reeve External Reviewer External Reviewer Advisor Berrien County Glynn County National Art Education Assoc.Exec.Dir. Joel Respess Laura Rice Catherine Rosa External Reviewer External Reviewer External Reviewer Peach County Morgan County Hall County Jeannie Sandoval Chris Sandow Writer External Reviewer Hall County Walker County Mathew Sane Dr. Lyn Schenbeck Marjette Schille External Reviewer External Reviewer External Reviewer Dalton Public Schools Coweta County Liberty County Dr. Richard Siegesmund Kelli Shadwell Advisor Advisor University of Georgia DeKalb County Cyndy Stephens Robin Suter Melissa Terry Advisor Advisor External Reviewer GA Professional Standards Commission GA Parent Teacher Association Fannin County Patrick Varallo Ray Veon Writer Writer Butts County Atlanta Public Schools Laura Victore Diane Wade Andrea Waterstone External Reviewer External Reviewer Writer Savannah-Chatham County Hall County Atlanta Area School for the Deaf Eric Wearne Debi West Advisor Advisor GA Office of Student Achievement Gwinnett County Deborah White Marcy M. Williams Advisor External Reviewer GA Assoc. of Curriculum and Instructional Supervisors Gwinnett County Torrence Williams Dr. Deborah Wilson External Reviewer External Reviewer Dougherty County Fulton County Shelley Yeatman Advisor GA Dept. of Early Care and Learning
Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  11  of  97     II. Introduction The Georgia Performance Standards for Visual Arts are designed to help students develop aesthetic perception, personal expression, and artistic skills. In a problem-solving context, students meet the challenges of focused study, engaging in higher-level integrative thought processes. Art is a means to engage all the senses for learning and expression. Art provides opportunities to develop inherent creative abilities. It also fosters and preserves individual identity, uniqueness, self-esteem, and personalaccomplishment. The Visual Arts Performance Standards affirm art as a process of inquiry into meaning and idea that is grounded in context and articulated in the purposeful manipulation of visual media. Analysis of products developed within this process can be used to enhance the student's own understanding of his or her thinking. This is developed through assessment and reflection. The habits of mind developed in each step of the process of inquiry articulated in the Performance Standards connect across the curriculum. Art, when taught through a reflective pedagogy of care and responsibility, promotes self-esteem and positive relationships. It improves self- confidence and personal awareness. The study ofart stimulates the imagination and encourages students to utilize their creative potential in learning about and producing original works of art. It promotes the development of personal and cultural identity for students. Art instruction provides opportunities for students to work individually and collaboratively to foster social development and cooperative interaction. Additionally, the standards promote an awareness of art as a vocation, avocation, and means for living an aesthetically rich life. The creation of art offers opportunities for highlighting student achievement through school and community exhibits. The visual arts bring a layer of quality to the educational environment. The visual arts standards help students see art in a personal context and expand the concept to the community and the world. The arts are a bridge to understanding our own and other cultures. Through a varied assessment program, students should have periodic opportunities to engage in inquiry-oriented lessons related to Visual Arts. Skills introduced in a given year are developed and become more proficient over time; once proficiency is reached, students continue to advance, increasing refinement and artistic independence. A varied assessment program with multiple types of formative and summative assessments provides the teacher, the student, and the parent with a measure of the student’s progress and mastery of the Georgia Performance Standards for Visual Arts.
Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  12  of  97     Organization of Visual Arts Standards The Georgia Performance Standards for Visual Art are arranged in domains that group the standards for clarity and focused study. National Standards for Visual Art provided a foundation for development of the Georgia standards. Advisors’ suggestions led to the combination of two national standards and the placement of ―productionǁ‖ at the heart—in the middle—of the standards arrangement. The domains are as follows: Meaning and Creative Thinking (MC), Contextual Understanding (CU), Production and Response (PR), Assessment and Reflection (AR), and Connections (C). Meaning and Creative Thinking (MC) Students engage in the creative process, open-ended inquiry, problem-solving, and aesthetic understanding through development and examination of their own art works and the art works of others (National Standards 2 & 3). Students develop creativity, critical-thinking, perceptual awareness, and problem solving skills through this critical and creative exposure to artworks. Students engage in aesthetic dialogue, considering ―essential questionsǁ‖ of art, making effort toward constructing meaning as they encounter and produce works of art. Evidence may be documented through journal-keeping, brainstorming lists, project development, and in the course of conversations. Contextual Understanding (CU) Students understand the visual arts in relation to history and culture (National Standard 4). Students recognize the impact of art on history and different cultures and how history and culture have influenced art. Students plan for and participate in a variety of activities thatpromote personal engagement and deep knowledge in the study of art history and culture. Production (PR) Students create artworks by applying media, techniques, and processes to formulate and express their own ideas and conceptual understandings (National Standard 1). Experiencing the role of the artist, students apply media, techniques, and processes working toward development of sufficient skill, confidence, and sensitivity to carry out their intentions in their artwork. Through experience in a range of art processes, use of a variety of materials, and development of a repertoire of techniques, students learn to communicate ideas. Media/techniques should include, but are not limited to, drawing, painting, sculpture, ceramics, fiber arts, printmaking, and digital media art techniques. Students should be engaged in well-rounded studio art experiences. Assessment and Reflection (AR) Students critique works of art, reflecting upon and assessing the characteristics and merits of their own work and the artwork of others (National Standard 5). Students learn to describeand assess the materials, techniques, and processes used to complete a finished artwork. They demonstrate the ability to reflect upon and interpret the construction of meaning in theirown
Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  13  of  97     work and the work of others. Interacting with peers, they express and validate personalviewpoint and offer constructive criticism. Connections (C) Students make connections to other disciplines and to the world around them through the visual arts (National Standard 6). Students make connections from the world of art to other areas of learning and personal endeavor. Students derive inspiration for art from a variety of content areas. They inform their study and production of art by integrating information and skills from other disciplines and areas of knowledge such as math, reading, English Language Arts, social studies, science, world languages, music, dance, theater, physical education, career awareness, and technology into his or her artwork. Georgia Performance Standards The coding system developed for the performance standards in visual arts will find that each standard has a unique corresponding code made up of numbers and letters. The code includes the following: o subject area (Visual Arts, delineated by the letters ―VAǁ‖) o grade level or band (grades K-5 for Elementary School; grades 6-8 for Middle School; HS = High School for grades 9-12) o specific grade levels Kindergarten, 1, 2, 3, 4, 5, 6, 7, 8 for grades K-5 and 6-8 o letter abbreviations of the standard’s domain (MC = Meaning andCreative Thinking; CU = Contextual Understanding; PR = Production; AR = Assessment and Reflection; C = Connections; DR = Drawing; PA = Painting, SC = Sculpture) o numbering system for the standard within that domain o the elements supporting the standard denoted by lower case letters Coding examples include: The code for the first Kindergarten standard and corresponding element for Meaning and Creative Thinking is VAKMC.1.a Visual Arts, Kindergarten, Meaning and Creative Thinking, Standard 1, Element a The code for the grade 6 second standard and corresponding element within the Production domain is VA6PR.2.b Visual Arts, Grade 6, Production Standard 2, Element b The coding for the fourth standard and corresponding element within the Drawing domain for high school is VAHSDRCU.4.c Visual Arts, High School, Drawing, Contextual Understanding, Standard 4, Element c
Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  14  of  97     III. Georgia Performance Standards for Visual Arts Education Grades K-5 Visual Arts Introduction Art is an integral part of the total elementary school curriculum, recognized by National Standards to be part of the core of quality education. All children in grades K-5 should receive regularly scheduled art instruction taught by certified visual arts specialists. Art is an important means of self-expression. The Georgia Performance Standards for Visual Art builds opportunities for children to develop innate sensibilities through making and studying art. As students are guided through visual, tactile, and manipulative art experiences, they build important mental constructs. The standards guide development of the students' technical abilities and higher-order thinking skills. This sequenced, developmentally appropriate set of standards for elementary art has been designed to develop aesthetic understanding, creative thinking, perceptual awareness, artistic skills and knowledge, historical and cultural context, critical analysis, and connections to other disciplines. The Visual Arts Skills Matrix provided with these standards lists skills, techniques, andmaterials that should be integrated into content as appropriate (rather than taught separately). A well- constructed elementary art program will ensure that the students will understand the following: Imagination is important. There may be more than one answer to a question and more than one solution to a problem. Answers to a question need not be identical. Intrinsic satisfaction matters. Flexibility of thought is critical throughout the course of one’s work. Personal success stems from the care invested in one's own work and the ability to work cooperatively with others in a dynamic studio setting.
Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  15  of  97     KINDERGARTEN VISUAL ARTS Children enter kindergarten with a wide variety of life experiences and abilities. A broad range of artistic experiences helps kindergarten students develop fine motor skills, conceptual understanding, and idea building. Drawing is a natural inclination that precedes the development of writing. The drawing abilities of kindergarteners range from organized scribbles to symbolic representations of the world around them. As kindergarten students begin to explore visual representation, they develop personalized schema to portray subjects that are personally significant such as self, family, animals, and familiar objects. Kindergarten students also explore ideas, stories, and fantasy through drawing. Kindergarten students need opportunities to develop ideas, express imagination, and explore a variety of media and techniques. Students enjoy sharing stories about their artistic creations and often embellish details in the telling. Learning to participate as an exhibiting artist-presenter and as a respectful audience member becomes the basis for the development of the critiqueprocess. The visual arts provide natural connections for kindergarten students to explore many concepts from other academic disciplines. Development of a basic understanding of the elements of art— color, line, shape, space, and texture—provides a sensory foundation for vocabulary development and scaffolding other learningconcepts. MEANING and CREATIVE THINKING The student engages in the creative process, open-ended inquiry, problem-solving, and aesthetic understanding through development and examination of his or her own art works and the art works of others (National Standards 2 &3). The student develops creativity, critical-thinking, perceptual awareness, and problem solving skills. The student considers the critical questions of art, making effort toward constructing meaning as art is encountered and produced. Evidence may be documented through mapping, diagrams, journal-keeping, brain-storming lists, project development and conversations. VAKMC.1 Engages in the creative process to generate and visualize ideas. a. Participates in group brainstorming activity to generate ideas. b. Verbally expresses individual ideas, thoughts, and feelings.
Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  16  of  97     VAKMC.2 Formulates personal responses. a. Generates visual images by manipulating art materials. b. Mentally recalls and produces visual images (e.g., people, places, animals, things, locations, events, actions) using a variety of artmaterials. c. Makes connections between visual images and personal experiences. d. Expresses individual ideas, thoughts, and feelings through drawing. VAKMC.3 Selects and uses subject matter, symbols, and/or ideas to communicate meaning. a. Uses pictures to tell a story. b. Understands that symbols can convey different kinds of meaning. c. Looks at objects and thinks about ideas in relationship to one another and observes relationships in works of art. CONTEXTUAL UNDERSTANDING The student understands the visual arts in relation to history and culture (National Standard 4). The student recognizes the impact of art on history and different cultures, and how history and culture have influenced art. The student plans for and participates in a variety of activities that promote personal engagement in the study of art history and culture. VAKCU.1 Identifies artists and offers ideas about what art is and who artists are. a. Recognizes self as anartist. b. Identifies artists in his/her community. c. Understands own ideas as unique to him/her. VAKCU.2 Views and discusses selected artworks. a. Talks about artworks of significant artists that have recognizable subjects and themes. b. Discusses art from a variety of worldcultures. c. Recognizes the unique contributions of Georgia artists and art forms. d. Points out clues in selected artworks that determine time and place.
Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  17  of  97     PRODUCTION The student creates artworks by applying media, techniques, and processes to formulate and express his or her ideas and conceptual understandings (National Standard 1). Experiencing the role of the artist, each student applies media, techniques, and processes developing basic skills and increasing confidence. Through experience in a range ofart processes, use of a variety of materials, and development of a repertoire of techniques, the student begins to relate process, material, and technique to the communication of ideas. Media/techniques should include, but are not limited to, drawing, painting, sculpture, ceramics, fiber arts, printmaking, and digital media art techniques. The student should be engaged in well- rounded studio art experiences. VAKPR.1 Creates artworks based on personal experience and selected themes. a. Creates artworks to express individual ideas, thoughts, and feelings from memory, imagination, and observation. b. Creates artworks emphasizing one or more elements of art (e.g., color, line, shape, form, texture). c. Combines materials in new and inventive ways to make a finished work of art. VAKPR.2 Understands and applies media, techniques, and processes oftwo-dimensional works of art (e.g., drawing, painting, printmaking, mixed media) using tools and materials in a safe and appropriate manner to develop skills. a. Attempts to fill the space in an art composition. b. Creates drawings with a variety of media (e.g., pencils, crayons,pastels). c. Draws a variety of lines (e.g., straight, curved, angled, broken, thick, and thin) and shapes (e.g., geometric, organic/free form shapes). d. Creates lines with a variety of media and art tools (e.g., pencils, crayons, scissors, paint brushes, found objects). e. Creates paintings with a variety of media (e.g., finger-paint, tempera, watercolor). f. Uses color to express thoughts, feelings, and ideas. g. Mixes colors to make new colors. h. Explores printmaking using a variety of stamping techniques. (e.g.,thumbprints, cardboard, sponge, found objects) i. Uses an awareness of pattern and texture to create a print. j. Develops manual dexterity through craft techniques (e.g., collage,stitchery, weaving)
Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  18  of  97     VAKPR.3 Understands and applies media, techniques, and processes of three-dimensional works of art (e.g., ceramics, sculpture, crafts, and mixed- media) using tools and materials in a safe and appropriate manner to develop skills. a. Makes pots and/or forms using pinch construction. b. Incorporates texture into a design. c. Employs simple construction techniques. d. Recognizes form as not flat. e. Demonstrates that shapes can be put together to make new shapes or forms. f. Creates composition using traditional and/or contemporary craft materials and methods (e.g., paper sculpture, found object, sculpture, jewelry). VAKPR.4 Participates in appropriate exhibition(s) ofartworks. a. Develops title for finished work. b. Views and discusses displayed artwork. ASSESSMENT and REFLECTION The student critiques works of art while reflecting upon and assessing the characteristics and merits of his or her artwork and the artwork of others (National Standard 5). The student describes and assesses materials, techniques, and processes used to complete a finished artwork. The student demonstrates the ability to reflect upon and interpret the construction of meaning in his or her own artwork and the artwork of others. Interacting with peers, the student expresses a personal viewpoint and offers constructivecriticism. VAKAR.1 Discusses his or her own artwork and the artwork of others. a. Shows an interest inart. b. Describes his or her artwork, revealing media subject and story. c. Compares and contrasts artworks based on subject, theme, and/orelements. d. Expresses preference for one of two or three artworks (reproductions). e. Uses art terms with emphasis on the elements of art: space, line, shape, form, color, value, texture. f. Identifies and names lines (e.g., straight, curved, broken, zigzag, spiral, scalloped, thick and thin). g. Recognizes organic shapes and names geometric shapes. h. Correctly names colors. i. Lists primary colors. j. Names geometric forms (e.g., spheres, cubes). k. Identifies relationships of placement in space (e.g., beside/overlapping, above/below, close/far, right/left, top/bottom, front/back, over/under). l. Identifies space as empty or crowded. m. Identifies texture as the way something feels. n. Names a variety of textures (e.g., smooth, rough, hard, soft).
Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  19  of  97     o. Identifies how elements of art communicate specific feeling. p. Describes how repeated colors, lines, shapes, forms, or textures make pattern in an artwork. VAKAR.2 Utilizes a variety of approaches to understand and critique works of art. a. Poses questions and gathers information from works of art. b. Reads meaning through interpretation of ideas, thoughts and feelings expressed in artwork. c. Connects life experience to artwork. CONNECTIONS The student makes connections to other disciplines and the world through the visual arts (National Standard 6). The student makes connections from the world of art to other areas of learning and personal endeavor. The student derives inspiration for art froma variety of content areas. The student informs study and production of art by integrating information and skills from other areas of knowledge and academic disciplines (e.g., math, reading, English Language Arts, social studies, science, music, dance, theater arts, world languages, career awareness, and technology into his or her artwork). VAKC.1 Applies information from other disciplines to enhance the understanding and production ofartworks. a. Explores universal concepts (e.g., pattern, balance) and creates artworks inspired by ideas from literature, science, music, and/or math. b. Creates works of art inspired by universal themes (e.g., self, family, community, world). VAKC.2 Develops life skills through the study and production of art. a. Understands learning goals for artwork and evaluates when goals are met. b. Adapts to change.
Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  20  of  97     GRADE 1 VISUAL ARTS By first grade, most children have developed a collection of symbols for objects in their environment such as a person, house, or tree. These symbols are highly individualized since they are the result of personal development. Children's symbols are unique and represent conceptual understanding rather than direct observation of their world. MEANING and CREATIVE THINKING The student engages in the creative process, open-ended inquiry, problem-solving, and aesthetic understanding through development and examination of his or her art works and the art works of others (National Standards 2 & 3). The student develops creativity, critical-thinking, perceptual awareness, and problem solving skills. The student considers the critical questions of art,making effort toward constructing meaning as art is encountered and produced. Evidence may be documented through diagrams, journal-keeping, brainstorming lists, project development, and conversations. VA1MC.1 Engages in the creative process to generate and visualize ideas. a. Recognizes and discusses how visual images can have multiple meanings. b. Generates multiple visual images. VA1MC.2 Formulates personal responses. a. Makes connections between visual images and personal experiences. b. Expresses individual ideas, thoughts, and feelings through drawing. c. Explores how meaning can change when images are revised. VA1MC.3 Selects and uses subject matter, symbols, and ideas to communicate meaning. a. Describes subjects in art works such as animals, people, places, and things. b. Examines common subjects and themes in selected artworks from own andother cultures, such as the world of play, foods, costumes, celebrations,communities, and nature. c. Understands that symbols and the qualities found in the elements of art(e.g., shapes and colors) can convey different kinds ofmeaning. d. Looks at objects and thinks about ideas in relationship to one another and observes relationships in works of art.
Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  21  of  97     CONTEXTUAL UNDERSTANDING The student understands the visual arts in relation to history and culture (National Standard 4). The student recognizes the impact of art on history and different cultures and how history and culture have influenced art. The student plans for and participates in a variety of activities that promote personal engagement in the study of art history andculture. VA1CU.1 Identifies artists as creative thinkers who make art and share ideas. a. Recognizes ways that artists are involved in communities (e.g., architects, painters, photographers, interior designers, educators, museum docents). b. Recognizes and associates selected artists with their individual works. VA1CU.2 Views and discusses selected artworks. a. Names subject and theme. b. Describes time and place. c. Identifies artist and culture. PRODUCTION The student creates artworks by applying media, techniques, and processes to formulate and express his or her own ideas and conceptual understandings (National Standard 1). Experiencing the role of the artist, each student applies media, techniques, and processes inorder to develop basic skills and increase confidence. Through experience in a range of art processes, use of a variety of materials, and development of a repertoire of techniques, the student begins to relate process, material, and technique to communication of ideas. Media/techniques should include, but are not limited to, drawing, painting, sculpture, ceramics, fiber arts, printmaking, and digital art media techniques. The student should be engaged in well-rounded studio art experiences. VA1PR.1 Creates artworks based on personal experience and selected themes. a. Creates artworks to express individual ideas, thoughts, and feelings from memory, imagination, and observation. b. Creates artworks emphasizing one or more elements of art (e.g., color, line, shape, space, form, texture). c. Creates art works that attempt to fill the space of art composition. d. Makes choices in developing artcompositions. e. Combines materials in new and inventive ways to make a finished work of art.
Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  22  of  97     VA1PR.2 Understands and applies media, techniques, and processes of two-dimensional works of art (drawing, painting, printmaking, mixed- media) using tools and materials in a safe and appropriate manner to develop skills. a. Creates drawings with a variety of media (e.g., pencils, crayons,pastels). b. Identifies lines and shapes in order to draw an object. c. Creates paintings with a variety of media (e.g., acrylic, tempera, watercolor). d. Mixes two primary colors to make a secondary color. e. Creates prints using a variety of stamping techniques (e.g.,thumbprints, cardboard, sponges, found objects). f. Uses an awareness of shape, pattern, and texture to create a variety of print art. g. Develops manual dexterity though craft techniques (e.g., collage, stitchery, weaving). VA1PR.3 Understands and applies media, techniques, and processes of three-dimensional works of art (ceramics, sculpture, crafts, and mixed- media) using tools and materials in a safe and appropriate manner to develop skills. a. Uses clay techniques to create forms (e.g., modeling, rolling, pinching). b. Incorporates texture into ceramic artwork. c. Uses an awareness of form, pattern, andtexture. d. Creates 3-dimensional composition using traditional and/or contemporary craft materials and methods (e.g., paper sculpture, found object assemblage, jewelry). VA1PR.4 Participates in appropriate exhibition(s) of artworks. a. Assigns a title that describes his or her finished work of art. b. Signs a finished work of art. ASSESSMENT andREFLECTION The student critiques works of art, reflecting upon and assessing the characteristics and merits of his or her artwork and the artwork of others (National Standard 5). The student describes and assesses materials, techniques, and processes used to complete a finished artwork. The student demonstrates the ability to reflect upon and interpret the construction of meaning in his or her own artwork as well as the artwork of others. Interacting with peers, the student expresses a personal viewpoint and offers constructivecriticism.
Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  23  of  97     VA1AR.1 Discusses his or her artwork and the artwork of others. a. Shows an interest in art. b. Demonstrates a respect for art forms and art objects. c. Describes own artwork, revealing subject matter and story. d. Expresses feelings in response to examining artworks. e. Identifies and compares specific elements and principles of art and howthese contribute to communicating specific feelings. f. Uses art terminology with emphasis on the elements of art: line, shape, form, color, space, texture. g. Identifies lines as outlines or edges of shapes and forms. h. Recognizes how media and techniques affect line qualities. i. Differentiates between geometric shapes and organic shapes. j. Indentifies primary colors and secondary colors on the colorwheel. k. Names geometric forms (e.g., spheres, cubes, cylinders, cones, rectangular prisms). l. Recognizes that forms have different sides and occupy space. m. Observes and identifies positive and negative space. n. Identifies texture by feel and sight. o. Names and describes a variety of textures by feel and by sight. p. Describes how repeated colors, lines, shapes, forms, or textures can makea pattern in an artwork. VA1AR.2 Uses a variety of approaches to understand and critique works of art. a. Examines two artworks identifying similarities and differences. b. Expresses and explains preference for one of two or three artworks. CONNECTIONS The student makes connections to other disciplines and the world through the visual arts (National Standard 6). The student makes connections from the world of art to other areas of learning and personal endeavor. The student derives inspiration for art froma variety of content areas. The student informs study and production of art by integrating information and skills from other areas of knowledge and academic disciplines (e.g., math, reading, English Language Arts, social studies, science, music, dance, theater arts, world languages, career awareness, and technology into his or her artwork).
Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  24  of  97     VA1C.1 Applies information from other disciplines to enhance the understanding and production ofartworks. a. Explores universal concepts (e.g., pattern, balance) and creates artworksinspired by ideas from literature, science, music, and/or math. b. Creates works of art inspired by universal themes (e.g., self, family, community, world). VA1C.2 Develops life skills through the study and production of art. a. Understands learning goals for artwork and evaluates when goals are met. b. Adapts to change.
Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  25  of  97     GRADE 2 VISUAL ARTS Children at this stage are inclined to draw what they know, not what they see. Symbols become progressively more detailed. The use of base- lines and sky- lines is a common drawing strategyat this age. Children make art for enjoyment and personal expression. MEANING and CREATIVE THINKING The student engages in the creative process, open-ended inquiry, problem-solving, and aesthetic understanding through development and examination of his or her art works and the art works of others (National Standards 2 & 3). The student develops creativity, critical-thinking, perceptual awareness and problem solving skills. The student considers the critical questions of art,making effort toward constructing meaning as art is encountered and produced. Evidence may be documented through mapping, diagrams, journal-keeping, brainstorming lists, project development, and conversations. VA2MC.1 Engages in the creative process to generate and visualize ideas. a. Generates visual images in response to open-ended prompts, themes, and narratives. VA2MC.2 Formulates personal responses. a. Produces multiple interpretations for an object or image. b. Revises artwork in response to unanticipated insights and discoveries. VA2MC.3 Selects and uses subject matter, symbols, and ideas to communicate meaning. a. Discusses uses of symbols and cultural icons in artwork. b. Mentally envisions what cannot be directly observed (e.g., depicting imaginary worlds, fantastic machines, unusual creatures). c. Generates new images and meaning by using visual analogy and metaphor (e.g., seeing a cloud as ananimal). d. Observes how the visual relationship of objects and ideas affects meaning and/or significance.
Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  26  of  97     CONTEXTUAL UNDERSTANDING The student understands the visual arts in relation to history and culture (National Standard 4). The student recognizes the impact of art on history and different cultures and how history and culture have influenced art. The student plans for and participates in a variety of activities that promote personal engagement in the study of art history and culture. VA2CU.1 Identifies artists as creative thinkers who make art and share their ideas. a. Recognizes unique contributions of contemporary and historical Georgiaartists and art forms. b. Creates artwork that explores ideas, issues, and events from current and past cultures. VA2CU.2 Views and discusses selected artworks. a. Names subject and theme. b. Uses context clues to identify time and place. c. Theorizes and suggests how culture and environment provide inspiration for creating artworks. d. Recognizes media and technique. e. Observes and discusses simple perspective techniques (e.g., diminishingsize, overlapping, placement on the picture plane). PRODUCTION The student creates artworks by applying media, techniques, and processes to formulate and express ideas and conceptual understandings (National Standard 1). Experiencing the role of the artist, each student applies media, techniques, and processes to develop basic skills, and increase confidence. Through experience in a range of art processes,use of a variety of materials, and development of a repertoire of techniques, the student relates process, material and technique to communication of ideas. Media/techniques should include, but are not limited to drawing, painting, sculpture, ceramics, fiber arts, printmaking, and digital media art techniques. The student should be engaged in well-rounded studio art experiences. VA2PR.1 Creates artworks based on personal experience and selected themes. a. Creates artworks to express individual ideas, thoughts, and feelings from memory, imagination, and observation. b. Creates artworks emphasizing one or more elements of art (e.g., space, line, shape, form, color, value, texture) and principles of design (e.g., balance, repetition). c. Combines materials in new and inventive ways to make a finished work of art.
Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  27  of  97     VA2PR.2 Understands and applies media, techniques, and processes of two-dimensional art processes (drawing, painting, printmaking, mixed- media) using tools and materials in a safe and appropriate manner to develop skills. a. Creates drawings with a variety of media (e.g., pencils, crayons,pastels). b. Creates landscape with a horizon line. c. Creates paintings with a variety of media (e.g., tempera,watercolor). d. Mixes colors intentionally to create specific new colors. e. Mixes white with colors to create tints and black with colors to create shades (values). f. Creates prints using mono-printing or relief techniques. g. Develops craft techniques (e.g., collage, stitchery, weaving). VA2PR.3 Understands and applies media, techniques, and processes of three-dimensional works of art (ceramics, sculpture, crafts, and mixed- media) using tools and materials in a safe and appropriate manner to develop skills. a. Creates ceramic objects incorporating basic additive method. b. Creates sculpture using a variety of materials and methods (e.g., papier- mâché, paper sculpture, assemblage, found objects). c. Creates composition using traditional and/or contemporary craft methods (e.g., weaving, stitchery, and jewelry). VA2PR.4 Participates in appropriate exhibition(s) ofartworks. a. Writes a title that describes his or her finished work of art. b. Writes an artist’s statement by reflecting on finished artwork. c. Signs a finished work of art. d. Views displayed artwork. ASSESSMENT andREFLECTION The student critiques works of art, reflecting upon and assessing the characteristics and merits of his or her own artwork and the artwork of others (National Standard 5). The student describes and assesses materials, techniques, and processes used to complete a finished artwork. The student demonstrates the ability to reflect upon and interpret the construction of meaning in his or her own artwork and the artwork of others. Interacting with peers, the student expresses a personal viewpoint and offers constructivecriticism.
Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  28  of  97     VA2AR.1 Discusses his or her artwork and the artwork of others. a. Demonstrates a respect for art forms and art objects. b. Identifies the differences between photographs, paintings, drawings and sculptures. c. Uses art terminology with emphasis on the elements of art: line, shape, form,color, space, and texture. d. Differentiates horizontal, vertical, and diagonal lines. e. Uses art terminology with emphasis on the principles of design: contrast, rhythm/movement, and pattern/repetition. f. Recognizes that lines can show rhythm and movement. g. Demonstrates that shape/forms can have balance (e.g., symmetrical,asymmetrical). h. Identifies geometric and non-geometric shapes and forms in artwork. i. Describes colors as warm or cool. j. Identifies value as the lightness or darkness of a color. k. Distinguishes between 2-D shapes and 3-D forms. l. Explains how space is either positive or negative. m. Identifies symmetrical (formal) and radial balance in artworks and in nature. n. Distinguishes between the textures of materials, such as fabric, yarn, paper, clay, and found objects. o. Recognizes that texture can be visual and/ortactile. p. Describes how repeated colors, lines, shapes, forms, or textures can make a pattern inan artwork. VA2AR.2 Uses a variety of approaches to understand and critique works of art. a. Describes his or her artwork, revealing subject, story, and intention. b. Discusses and compares his or her definition of art with that of others. c. Compares and contrasts artworks based on subject, theme, and/orelements. d. Expresses preference for one of two or three artworks. CONNECTIONS The student makes connections to other disciplines and the world through the vis ual arts (National Standard 6). The student makes connections from the world of art to other areas of learning and personal endeavor. The student derives inspiration for art from a variety ofcontent areas. The student informs study and production of art by integrating information and skillsfrom other areas of knowledge and academic disciplines (e.g., math, reading, English Language Arts, social studies, science, music, dance, theater arts, world languages, career awareness, and technology).
Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  29  of  97     VA2C.1 Applies information from other disciplines to enhance the understanding and production of artworks. a. Explores and creates art inspired by ideas from literature, science, music, and/or math. b. Creates works of art inspired by universal themes (e.g., self, family, community, world). VA2C.2 Develops life skills through the study and production of art. a. Manages goals and time. b. Adapts to change. c. Works in teams. d. Guides and leads others.
Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  30  of  97     GRADE 3 VISUAL ARTS Self-criticism is common and drawing is often less spontaneous among third graders when compared to earlier stages. In student drawings, objects no longer stand on a baseline or overlap. Beginning use of perspective and awareness of shadingdevelops. MEANING and CREATIVE THINKING The student engages in the creative process, open-ended inquiry, problem-solving, and aesthetic understanding through development and examination of his or her own art works and the art works of others (National Standards 2 & 3). The student develops creativity, critical-thinking, perceptual awareness and problem solving skills. The student considers the critical questions of art, making effort toward constructing meaning as art is encountered and produced. Evidence may be documented through diagrams, journal-keeping, brainstorming lists, project development, and conversations. VA3MC.1 Engages in the creative process to generate and visualize ideas. a. Creates a series of thumbnail sketches to alter visual images, such as magnifying, reducing, repeating or combining them in unusual ways, to change how they are perceived and interpreted. b. Formulates visual ideas by using a variety of resources (books, magazines, and Internet). VA3MC.2 Formulates personal responses to visual imagery. a. Uses a sketchbook for planning and self-reflection. b. Responds to big ideas, universal themes, and symbolic images to produce images with richer and more personal meaning. VA3MC.3 Selects and uses subject matter, symbols, and ideas to communicate meaning. a. Generates different viewpoints for making and interpreting a visual image. b. Develops open-ended themes/topics in unique and innovative ways (e.g., modifying or combining visual images). c. Observes how visual relationship of objects and ideas (e.g., contrast, proportion, placement) affects appearance and how arrangements may affect meaning and/or significance.
Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  31  of  97     CONTEXTUAL UNDERSTANDING The student understands the visual arts in relation to history and culture (National Standard 4). The student recognizes the impact of art on history and different cultures and how history and culture have influenced art. The student plans for and participates in a variety of activities that promote personal engagement in the study of art history and culture. VA3CU.1 Investigates and discovers the personal relationship of artist to community, culture, and world through making and studying art. a. Recognizes the unique contributions of contemporary and historical Georgia artists and art forms. b. Discovers personal relationship to community, culture, and world though making and studying art. VA3CU.2 Views and discusses selected artworks. a. Names subject and theme. b. Uses context clues to identify time and place. c. Identifies artist and culture. d. Recognizes media and technique. e. Discusses the purpose of art in various cultures (e.g., aesthetic, utilitarian). PRODUCTION The student creates artworks by applying media, techniques, and processes to formulate and express his or her ideas and conceptual understandings (National Standard 1). Experiencing the role of the artist, each student applies media, techniques, and processesto develop basic skills and increase confidence. Through experience in a range of art processes, use of a variety of materials, and development of a repertoire of techniques, the student relates process, material, and technique to the communication of ideas. Media/techniques should include, but are not limited to, drawing, painting, sculpture, ceramics, fiber arts, printmaking, and digital media art techniques. The student should be engaged in well-rounded studio art experiences.
Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  32  of  97     VA3PR.1 Creates artworks based on personal experience and selected themes. a. Creates artworks to express individual ideas, thoughts, and feelings from memory, imagination, and observation. b. Creates artworks emphasizing one or more elements of art (e.g., color, line, shape, form, texture). c. Creates art emphasizing one or more principles of design (balance, proportion, rhythm, emphasis, unity, contrast). d. Combines materials in new and inventive ways to make a finished work of art. VA3PR.2 Understands and applies media, techniques, and processes of two-dimensional art processes (drawing, painting, printmaking, mixed- media) using tools and materials in a safe and appropriate manner to develop skills. a. Creates drawings with a variety of media (e.g., pencils, crayons,pastel). b. Draws lines with varied weights and in varied ways. c. Uses directional lines (vertical, horizontal, diagonal). d. Creates landscape with foreground, middle ground, background. e. Achieves distance through diminishing sizes and placement of objects higher on the page. f. Creates paintings with a variety of media (e.g., tempera, watercolor). g. Creates prints using mono-printing and relief techniques. VA3PR.3 Understands and applies media, techniques, and processes of three-dimensional works of art (ceramics, sculpture, crafts, and mixed-media) using tools and materials in a safe and appropriate manner to develop skills. a. Creates ceramic objects incorporating the additive method using score and slip. b. Creates sculpture using a variety of methods (e.g., papier- mâché, cutting, folding, found objects). c. Makes decisions about surface treatment of sculpture or ceramicform. d. Creates composition using traditional and/or contemporary craft methods (e.g., weaving, stitchery, jewelry). VA3PR.4 Participates in appropriate exhibition(s) ofartworks. a. Prepares artwork for exhibition by writing a title, statement, and signature on hisor her finished work of art. b. Participates in an artexhibit.
Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  33  of  97     ASSESSMENT andREFLECTION The student critiques works of art, reflecting upon and assessing the characteristics and merits of his or her own artwork and the artwork of others (National Standard 5). The student describes and assesses materials, techniques, and processes used to complete a finished artwork. The student demonstrates the ability to reflect upon and interpret the construction of meaning in his or her own artwork and the artwork of others. Interacting with peers, the student expresses a personal viewpoint and offers constructivecriticism. VA3AR.1 Discusses his or her artwork and the artwork of others. a. Describes how size, colors, lines, shapes, and textures are organized in artwork to create a focus or center of interest (emphasis). b. Demonstrates a respect for art forms and art objects. c. Uses art terminology with emphasis on the elements of art: line, shape, form,color, space, texture. d. Uses art terminology with emphasis on the principles of design. (e.g., balance, proportion, rhythm, emphasis, unity, contrast). e. Recognizes that lines can be used to suggest movement, feelings, sounds, and ideas. f. Points to descriptive, directional, and expressive lines in artworks. g. Explains how texture (implied and actual) is used in two-dimensional shapes and three-dimensional forms. h. Identifies intermediate and complementary colors, tints, and shades of colors. i. Recognizes value as the lightness and darkness of a color. j. Distinguishes between 2-D shapes and 3-D forms. k. Recognizes the division of picture plane into foreground, middle ground, and background. l. Describes how negative and positive space is related. m. Recognizes and compares symmetrical and asymmetrical balance inartworks. VA3AR.2 Uses a variety of approaches to understand and critique works of art. The student-- a. Distinguishes between original artwork andreproductions. b. Describes his/her artwork revealing subject, story, and intention. c. Compares and contrasts artworks based on subject, theme, and/or elements and principles of art. d. Expresses preference for one of two or three artworks and gives reasons why. e. Discusses how the elements and principles of design contribute to the composition in an artwork.
Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  34  of  97     CONNECTIONS The student makes connections to other disciplines and the world through the visual arts (National Standard6). The student makes connections from the world of art to other areas of learning and personal endeavor. The student derives inspiration for art from a variety of content areas. The student informs study and production of art by integrating information and skills from other areas of knowledge and academic disciplines (e.g., math, reading, English Language Arts, social studies, science, music, dance, theater arts, world languages, career awareness, and technology). VA3C.1 Applies information from other disciplines to enhance the understanding and production of artworks. a. Makes interdisciplinary connections, applying art skills and knowledge to improve understanding in other disciplines. b. Creates works of art inspired by universal themes (e.g., self, family, community, world). VA3C.2 Develops life skills through the study and production of art. a. Manages goals and time. b. Adapts to change. c. Works in teams. d. Guides and leads others. e. Directs own learning. f. Demonstrates persistence.
Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  35  of  97     GRADE 4 VISUAL ARTS The fourth grade marks the start of increased realism in a student’s work of art. At age nine or ten, many children exhibit greater visual awareness of the things around them. As a result, they become increasingly conscious of details and proportion in what they are drawing. They typically include elaborate hairstyles, jewelry, and logos in their portrait drawings. People are also drawn in action poses and costumes. At this stage, there is an increased concern for making artwork look ―right,ǁ‖ and students may quickly become frustrated and disappointed. Students begin to show depth in their drawing, with overlapping and diminishing size. Students also incorporate greater awareness of symbolism and meaning in works of art (visual metaphor and expressive imagery). MEANING and CREATIVE THINKING The student engages in the creative process, open-ended inquiry, problem-solving, and aesthetic understanding through development and examination of his or her own art works and the art works of others (National Standards 2 & 3). The student develops creativity, critical-thinking, perceptual awareness, and problem solving skills. The student considers the critical questions of art, making effort toward constructing meaning as art is encountered and produced. Evidence may be documented through diagrams, journal-keeping, brainstorming lists, project development, and in the course of conversations. VA4MC.1 Engages in the creative process to generate and visualize ideas. a. Creates a series of thumbnail sketches to alter visual images (e.g., magnifying, reducing, repeating, or combining them in unusual ways) to change how they are perceived and interpreted. b. Formulates visual ideas by using a variety of resources (e.g., books, magazines, Internet). VA4MC.2 Formulates personal responses to visual imagery. a. Uses a sketchbook for planning and self-reflection. b. Responds to big ideas, universal themes, and symbolic images to produce images with richer, more personal meaning. c. Self-monitors by asking questions before, during, and after art production to reflect upon and guide the artistic process.
Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  36  of  97     VA4MC.3 Selects and uses subject matter, symbols, and/or ideas to communicate meaning. a. Generates different viewpoints for making and interpreting a visual image. b. Develops visual images by combining or modifying open-ended themes/topics in unique and innovative ways. c. Observes how the visual relationship of objects and ideas (juxtaposition) affects contrast and/or proportion and how placement may affect meaning and/or significance. CONTEXTUAL UNDERSTANDING The student understands the visual arts in relation to history and culture (National Standard 4). The student recognizes the impact of art on history and different cultures and how history and culture have influenced art. The student plans for and participates in a variety of activities that promote personal engagement in the study of art history and culture. VA4CU.1 Investigates and discovers the personal relationship of artist to the community, the culture, and world through making and studying art. a. Recognizes the unique contributions of contemporary and historical Georgia artists and art forms. b. Explores and articulates ideas and universal themes from diverse cultures of the past and present. VA4CU.2 Views and discusses selected artworks. a. Identifies elements, principles, themes, and/ or time period in a work of art. b. Discusses how social events inspire art from a given time period. PRODUCTION The student creates artworks by applying media, techniques, and processes to formulateand express his or her ideas and conceptual understandings (National Standard 1). Experiencing the role of the artist, each student applies media, techniques, and processes to develop basic skills and increase confidence. Through experience in a range of art processes, use of a variety of materials, and development of a repertoire of techniques, the student relates process, material, and technique to the communication of ideas. Media/techniques should include, but are not limited to drawing, painting, sculpture, ceramics, fiber arts, printmaking, and digital. The student should be engaged in well-rounded studio art experiences.
Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  37  of  97     VA4PR.1 Creates artworks based on personal experience and selected themes. a. Interprets visually the big ideas (community, identity, nature, justice, conflict) and broad themes (mother and child, love, war, loss, family) in open-ended ways that resonate with personal meaning. b. Makes design decisions as the result of conscious, thoughtful planning and choices. c. Communicates values, opinions, or personal insights through an original work of art. d. Generates artworks to express individual ideas, thoughts, and feelings from memory and/or imagination. e. Creates representational art works from direct observation (e.g., landscape, still life, portrait.) f. Produces artworks emphasizing one or more elements of art (e.g., space, line, shape, form, color, value, texture) g. Combines materials in new and inventive ways to make a finished work of art. VA4PR.2 Understands and applies media, techniques, and processes of two-dimensional art processes (drawing, painting, printmaking, mixed- media) using tools and materials in a safe and appropriate manner to develop skills. a. Produces drawings with a variety of media (e.g., pencils, crayons, pastels,and charcoal). b. Creates contour drawing. c. Uses shading (changes in value) to create depth and model form. d. Captures movement in artworks, such as gesture drawings. e. Creates paintings with a variety of media (e.g., tempera, watercolor, acrylic). f. Mixes and uses color schemes (analogous, monochromatic, complementary, neutral). g. Creates a series of numbered prints. h. Creates art works using available technology (e.g., computer, scanner, camera, digital/video recorder). VA4PR.3 Understands and applies media, techniques, and processes of three-dimensional works of art (ceramics, sculpture, crafts, and mixed- media) using tools and materials in a safe and appropriate manner to develop skills. a. Creates 3-D artwork that demonstrates a design concept: open or closed form, proportion, balance, color scheme, and movement. b. Creates ceramic objects using hand-building methods (e.g., pinch, coil, slab,) clay processing techniques (e.g., wedge, score and slip) and surface design (e.g.,stamping, relief carving, glazing, burnishing) c. Creates sculpture/3-dimensional form using selected method/technique (e.g., papier- mâché, paper sculpture, assemblage, found object sculpture).
Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  38  of  97     VA4PR.4 Plans and participates in appropriate exhibition(s) ofartworks. a. Prepares artwork for exhibition by writing a title, statement, and signature on his or her finished work of art. b. Chooses artwork to be displayed. c. Attends art exhibits in the school and/or local community. ASSESSMENT andREFLECTION The student critiques works of art, reflecting upon and assessing the characteristics and merits of his or her own artwork and the artwork of others (National Standard 5). The student describes and assesses materials, techniques, and processes used to complete a finished artwork. The student demonstrates the ability to reflect upon and interpret the construction of meaning in his or her own artwork and the artwork of others. Interacting with peers, the student expresses and validates a personal viewpoint and offers constructivecriticism. VA4AR.1 Develops and maintains an individual portfolio of artworks. a. Distinguishes between complete and incomplete artworks. b. Identifies strengths, interests, and areas for improvement as a creator, interpreter, and viewer of art. VA4AR.2 Uses a variety of approaches to understand and critique works of art. a. Develops multiple strategies for responding to and reflecting on artworks (e.g., formal and informal art criticism techniques). b. Explains features of a work, including media, subject matter, and formal choices,that influence meaning. c. Distinguishes among representational art, abstract art, and non-objective artforms. d. Interprets and evaluates artworks through thoughtful discussion and speculationabout the mood, theme, and intentions of those who created a work of art. e. Demonstrates how shape/form can have radial balance or symmetrical balance. f. Writes about art for an audience and captures the feelings represented in words. VA4AR.3 Explains how selected elements and principles of design are used in an artwork to convey meaning and how they affect personal responses to and evaluation of the artwork. a. Uses art terminology with emphasis on the elements of art: space, line, shape, form, color, value, texture. b. Uses art terminology with emphasis on the principles of design: balance, proportion, rhythm, emphasis, unity, and contrast. c. Recognizes spatial concepts that show depth in art works (e.g.,overlapping, placement, size, color, detail) and uses them in a work of art.
Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  39  of  97     d. Explains how artists use a variety of lines and color values within an artwork to achieve three-dimensional effects (e.g., dimensional line, shading techniques). e. Discusses properties of color (e.g., hue, intensity, value), color schemes (e.g., neutral, complementary, analogous, monochromatic, triadic) and properties of color and how they are used in a work of art. f. Demonstrates how contrast can be used in a work of art to create emphasis. g. Explains the use of positive and negative space in composition. h. Describes how repeated colors, lines, shapes, forms, or textures can create pattern and show movement in an artwork. i. Demonstrates how the relationship of size between objects affects scaleand proportion in a work of art. j. Uses adjectives to describe texture. CONNECTIONS The student makes connections to other disciplines and the world through the visual arts (National Standard 6). The student makes connections from the world of art to other areas of learning and personal endeavor. The student derives inspiration for art from a variety of content areas. The student informs study and production of art by integrating information and skills from other areas of knowledge and academic disciplines (e.g., math, reading, English Language Arts, social studies, science, music, dance, theater arts, world languages, career awareness, and technology). VA4C.1 Applies information from other disciplines to enhance the understanding and production ofartworks. a. Makes interdisciplinary connections applying art skills, knowledge to improve understanding in other disciplines. b. Researches, describes, and discusses various art-related careers (e.g., art historian, art critic, curator, web designer, game designer, fine artist). c. Describes and discusses design in daily life (e.g., clothing, houses, cars, furniture). VA4C.2 Develops life skills through the study and production of art. a. Manages goals and time. b. Adapts to change. c. Works in teams. d. Guides and lead others. e. Directs own learning. f. Demonstrates persistence.
Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  40  of  97     GRADE 5 VISUAL ARTS This stage, marked by caution and self-criticism, is the most critical stage of artistic development. Students show interest in detail, perspective, subtle use of color, and art techniques. Their interest in art moves from solely one of personal expression to consciously improving the quality of visual forms. A student’s artwork is inspired by visual stimuli, subjective experiences, and interpretations drawn from imagination or fromobservation. At this level, students are interested in learning how things work and desire more in-depth information about the concepts, skills, and strategies practiced in earlier grades. MEANING and CREATIVE THINKING The student engages in the creative process, open-ended inquiry, problem-solving, and aesthetic understanding through development and examination of his or her own art works and the art works of others (National Standards 2 & 3). The student develops creativity, critical-thinking, perceptual awareness, and problem solving skills. The student considers the critical questions of art, making effort toward constructing meaning as art is encountered and produced. Evidence may be documented through diagrams, journal-keeping, brainstorming lists, project development, and conversation. VA5MC.1 Engages in the creative process to generate and visua lize ideas. a. Creates a series of thumbnail sketches to alter visual images (e.g., magnifying, reducing, repeating or combining them in a variety of ways) to change how they are perceived and interpreted. b. Formulates visual ideas by using a variety of resources (e.g., books, magazines, Internet). c. Develops fluency, flexibility, and elaboration of ideas in the development of a work of art. VA5MC.2 Formulates personal responses to visual imagery. a. Uses a sketchbook for planning and self-reflection. b. Responds to big ideas, universal themes, and symbolic images to produce images with richer, more personal meaning. c. Applies images from a variety of sources (e.g., personal experience, social and/or academic interests, books, visual resources, popular culture) and transforms them in free and open-ended ways. d. Explores and invents artistic conventions (styles, techniques) to connect and express visual ideas.
Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  41  of  97     VA5MC.3 Selects and uses subject matter, symbols, and/or ideas to communicate meaning. a. Generates different viewpoints for making and interpreting a visual image. b. Develops visual images by combining or modifying open-ended themes/topics in unique and innovative ways. c. Observes how the visual relationship of objects and ideas (juxtaposition) affects contrast and/or proportion and how the placement may affect meaningand/or significance. CONTEXTUAL UNDERSTANDING The student understands the visual arts in relation to history and culture (National Standard 4). The student recognizes the impact of art on history and different cultures and how history and culture have influenced art. The student plans for and participates in a variety of activities that promote personal engagement in the study of art history and culture. VA5CU.1 Investigates and discovers personal relationship to community, culture, and the world through creating and studying art. a. Recognizes the unique contributions of contemporary and historicalartists and art forms. b. Explores and articulates ideas, themes, and events from diverse cultures of the pastand present. VA5CU.2 Views and discusses selected artworks. a. Identifies elements, principle, themes, and/ or time period in a work of art. b. Investigates how art history shapes contemporary life. c. Discusses how social events insp ire art from a given timeperiod. PRODUCTION The student creates artworks by applying media, techniques, and processes to formulate and express his or her own ideas and conceptual understandings (National Standard 1). Experiencing the role of the artist, each student selects media, techniques, andprocesses, analyzes what makes them effective or not effective in communicating ideas, and reflects upon the effectiveness of the choices. Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of experiences and ideas. Media/techniques should include, but are not limited to, drawing, painting, sculpture, ceramics, fiber arts, printmaking, and digital. The student should be engaged in well-rounded studio art experiences.
Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  42  of  97     VA5PR.1 Creates artworks based on personal experience and selected themes. a. Interprets visually the big ideas (community, identity, nature, justice, conflict) and broad themes (mother and child, love, war, loss, family) in open-ended ways that resonate with personal meaning. b. Makes design decisions as the result of conscious, thoughtful planning and choices. c. Communicates values, opinions, or personal insights through an original work of art. d. Generates artworks to express individual ideas, thoughts, and feelings from memory and/or imagination. e. Creates representational art works from direct observation (e.g., landscape, still life, portrait.) f. Produces artworks emphasizing one or more elements of art (e.g. color, line shape form, texture). g. Combines materials in new and inventive ways to make a finished work of art. VA5PR.2 Understands and applies media, techniques, and processes of two-dimensional art processes (drawing, painting, printmaking, mixed- media) using tools and materials in a safe and appropriate manner to develop skills. a. Creates drawings with a variety of media (e.g., pencils, crayons, pastels, and charcoal). b. Draws images from careful observation. c. Produces drawings that emphasize proportion and/or distortion. d. Creates drawings using a variety of techniques (e.g., linear perspective, contour line, gesture line). e. Creates paintings with a variety of media (e.g., acrylic, tempera, watercolor). f. Uses color schemes in a work of art (analogous, monochromatic, complementary, neutral, tertiary). g. Creates an edition of prints. h. Creates art works using available technology (e.g., computers, cameras,digital/video recorder). VA5PR.3 Understands and applies media, techniques, and processes of three-dimensional works of art (e.g., ceramics, sculpture, crafts, mixed- media) using tools and materials in a safe and appropriate manner to develop skills. a. Creates 3-D artwork that demonstrates a design concept: open or closed form, proportion, balance, color scheme, and movement. b. Creates ceramic objects demonstrating refinement of the additive orsubtractive method. (e.g., pinch method, coil method, relief) and techniques (e.g., score and slip, wedging, slab method, surface texture). c. Creates sculpture using a variety of methods (e.g., papier- mâché, cutting, folding, found objects). d. Creates compositions using traditional and/or contemporary craft methods (e.g., weaving, stitchery, batik, jewelry, book arts).
Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  43  of  97     VA5PR.4 Plans and participates in appropriate exhibition(s) ofartworks. a. Prepares artwork for exhibition by writing a title, statement and signature on hisor her finished work of art. b. Chooses artwork to be displayed. c. Attends art exhibits in the school and/or local community. ASSESSMENT andREFLECTION The student critiques works of art, reflecting upon and assessing the characteristics and merits of own artwork and artwork of others (National Standard 5). The student describes and assesses materials, techniques, and processes used to complete a finished artwork. The student compares multiple purposes for creating works of art. The student demonstrates the ability to reflect upon and interpret the construction of meaning in own artwork and the artwork of others.Interacting with peers, the student expresses and validates a personal viewpoint and offers constructive criticism. VA5AR.1 Develops and maintains an individual portfolio of artworks. a. Distinguishes between complete and incomplete artworks. b. Develops strengths, interests, and areas for improvement as a creator, interpreter, and viewer of art. VA5AR.2 Uses a variety of approaches to understand and critique works of art. a. Develops multiple strategies for responding to and reflecting on artworks (e.g., formal and informal art criticism techniques). b. Explains features of a work, including media, subject matter, and formal choices, that influence meaning. c. Distinguishes between representational, abstract art and non-objective forms. d. Analyzes and assesses an artist’s intent by looking past the superficial and readily apparent meaning in an artwork and scrutinizing not only what is present but what is missing. e. Interprets and evaluates artworks through thoughtful discussion and speculationabout the mood, theme, and intentions of those who created a work of art. f. Writes about art for an audience and captures the feelings represented in words. VA5AR.3 Explains how selected principles of design are used in an artwork to convey meaning and how they affect personal responses to and evaluation of the artwork. a. Uses art terms with emphasis on the elements of art: line, shape, form, color, space, value, texture. b. Uses art terms with emphasis on the principles of design: balance, proportion, rhythm, emphasis, unity, contrast.
Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  44  of  97     c. Describes how line can be used to show shape, movement, and space. d. Explains how the relationship of size between objects affects the scale and proportion in a work of art. e. Recognizes aerial and linear perspective techniques in a work of art. f. Describes how repeated colors, lines, shapes, forms, or textures can showmovement in an artwork. g. Discusses the effect of color properties (hue, intensity, and value) and color schemes (analogous, monochromatic, complementary) on the composition. h. Identifies the use of light to show texture, shape and form. i. Describes how changes in light affect the perception of color. j. Explains how warm and cool colors create space in a work of art. (e.g., warm forward/ cool recedes). k. Identifies emphasis in a composition by the amount of contrasts in hues (colors), intensity (brightness), and value (dark- light). l. Differentiates relief sculpture and sculpture in the round. m. Examines how artists use linear perspective (one- and two-point), atmospheric perspective, overlapping, size variation, and placement in the picture plane to achieve depth in artworks. n. Analyzes proportion in artworks as the relationship of one part to another or tothe whole. o. Explains that negative space is the area that surrounds an object. p. Describes how textures, real or implied, affect anartwork. CONNECTIONS The student makes connections to other disciplines and the world around him or her through the visual arts (National Standard 6). The student compares the characteristics of works in two or more art forms that share similar subject matter, historical periods, or cultural context. The student describes ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts. VA5C.1 Applies information and processes from other disciplines to enhance the understanding and production of artworks. a. Makes interdisciplinary connections applying art skills, knowledge, and ideasto improve understanding in other disciplines. b. Researches, describes, and discusses various art-related careers (e.g., art historian, art critic, curator, web designer, game designer, fine artist). c. Describes and discusses design in daily life (e. g., clothing, houses, cars, furniture). d. Identifies how and why skills (e.g., observation, perception, imagination) impact art and enhance non-art endeavors.
Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  45  of  97     VA5C.2 Develops life skills through the study and production of art. a. Manages goals and time. b. Adapts to change. c. Works in teams. d. Guides and leads others. e. Directs own learning. f. Demonstrates persistence.
Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  46  of  97     Grades 6-8 Visual Arts Introduction The Middle School Grades 6-8 Visual Arts Standards are designed so that they can be compacted to serve a brief course of instruction or they may be expanded for delivery to a semester or longer. While the Visual Arts can make a significant contribution to a child’s continuing cognitive and emotional growth, not all students take art at the middle school level. The art teacher may have students for one term or multiple terms. Middle school art teachers must adapt to a wide range of abilities in a single classroom. To meet the needs of a wide range of students, art should be taught by a certified visual arts specialist with training in curriculum and pedagogy. Art is an important means of self-expression, self-reflection, and the creation of personal identity. The Georgia Performance Standards for Visual Art builds opportunities for students to develop in affective, academic, and social ways through the explorations of visual media intheir own art making and increasingly rigorous inquiry into art history, contemporary art making and cultural contexts. The standards guide development of the students’ technical skills and higher- order thinking. Aesthetic understanding, imagination, creativity, problem-solving, artistic skills and knowledge, historical and cultural context, critical analysis, and connections to other disciplines are important aspects of these standards. Form and content cannot be separated. How something is said or done shapes the content ofthe experience. Personal success stems from the care invested in one’s own work and the ability to work cooperatively with others in a dynamic studio setting.
GA Visual Arts Standards Overview
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GA Visual Arts Standards Overview

  • 1. Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  1  of  97     Georgia Department of Education FINE ARTS EDUCATION GEORGIA PERFORMANCE STANDARDS Visual Arts
  • 2. Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  2  of  97     Preface Georgia Performance Standards for Fine Arts Education Section TABLE of CONTENTS Page Number/s I. Introduction 3 II. Definition of Performance Standards 3 III. Benefits of Performance Standards 3 IV. Georgia Performance Standards 3-4 V. Assessment 4 VI. Application of Standards for Students withDisabilities 4-5 VII. References/Consultants 5 This preface is included for all of the four areas of Fine Arts Education. The Georgia Performance Standards (GPS) for Visual Arts Education begins on page 6.
  • 3. Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  3  of  97     Georgia Performance Standards for Fine Arts Education Preface I. Introduction During the school year 2008-2009, three committees for advisory, writing, and external review were created for each of the four content areas of fine arts education including dance,music, theatre arts, and visual arts to draft Georgia Performance Standards for Fine Arts Education. The National Standards for Arts Education as referenced in the National Standards for Arts Education, Copyright ©1994 by MENC: The National Association for Music Education, other states’ fine arts curriculum standards along with their State Department of Education finearts specialists and the Regional Educational Laboratory - South East Center (SERVE) all contributed to the resource and research base. Committee members were recommended by school district leadership and other experts in the field of fine arts education. Demographically and geographically, the group represented a cross-section of Georgia and included members frombusiness, community, pre-kindergarten, elementary education, secondary education, post- secondary education, and state and national fine arts associations as listed within thestandards document for each contentarea. The Georgia Performance Standards for Fine Arts are based on The National Standards forArts Education as referenced in the National Standards for Arts Education, Copyright ©1994 by MENC: The National Association for Music Education. The National Standards outline what every K-12 student should know and be able to do in the arts. The standards were developed by the Consortium of National Arts Education Association, through a grant administered by The National Association for Music Education (MENC). II. Definition of Standards: Standards are statements that define what students should know and be able to do upon completion of specific levels of instruction as well as how they will respond to their environment. Standards serve as a guide for excellence and are differentiated from minimum competencies or outcomes because they describe the challenging goals for expanding and improving education. III. Benefits of Performance Standards: As described in the National Standards for Arts Education, arts education benefits both student and society. The arts cultivate the whole child, gradually building many kinds of literacy while developing intuition, reasoning, imagination, and dexterity into unique forms of expression and communication. IV. Georgia Performance Standards: Georgia’s performance standards provide clear expectations for instruction, assessment, and student work. They define the level of work that demonstrates achievement of the standards, enabling a teacher to know ―how good is good enough.ǁ‖ Performance standards isolate and
  • 4. Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  4  of  97     identify the skills needed to use the knowledge and skills to problem-solve, reason, communicate, and make connections with other information. They also tell the teacher how to assess the extent to which the student understands the standard and can manipulate and apply the information. Performance standards incorporate the content standard, which simply tells the teacher what a student is expected to know (i.e., what concepts he or she is expected to master) and be able to do. Supporting elements are established and further define and support each contentstandard. Content standards and elements provide the foundation for developing three additional items: suggested student tasks, sample student work, and teacher commentary on student work. V. Assessment: Arts education places a high value on personal insight, individual achievement, and group performance; a broad range of assessment measures are used to assess whether a standard is being met. Because the standards are consensus statements about what an education in the arts should contain, they provide a basis for student assessment and program evaluation. The standards support the arts in the ―academicǁ‖ standing in that mere participation is not the same as education. The standards affirm that discipline and rigor are critical to high academic achievement. Academic achievement, knowledge, and skills can be measured in the arts– if not always on a numerical scale, then by informed critical judgment. Performance-based assessment has long been used in the arts. This includes the practice of portfolio review in the visual arts and the assessment of performance skills through auditions used in dance, music, and theatre. The content of the standards for the arts attends to creating, performing, and responding which is consistent with and informs the perspective of the National Assessment of Educational Progress (NAEP). VI. Application of Standards for Students with Disabilities: All students deserve access to the rich education and understanding that the artsprovide, regardless of the student’s background, talents, or disabilities. In an increasingly technological environment overloaded with sensory data, the ability to perceive, interpret, understand, and evaluate such stimuli is critical. The arts help all students to develop multiple capabilities for understanding and deciphering an image- and symbol-laden world. The necessity of assuring that fine arts education services are provided to students with disabilities is in the implementing of the Individuals with Disabilities Education Act (IDEA). The IDEA requires that each child witha disability be afforded the opportunity to participate in the regular fine arts education program available to nondisabled children with specifically designed instruction (adapting, asappropriate, to the needs of the child, the content, methodology, or delivery of instruction) to address the unique needs of the child. Removal of children with disabilities is such that education in the regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. At this point, special services and programming may be used as an appropriate alternative. Some of the elements supporting the standards may not be developmentally or functionally appropriate for every child with a disability unless accommodations or modifications are implemented. Art educators must be committed and prepared to make appropriate adjustments in the curriculum to meet the unique needs of the learner. Making appropriate modifications to the curriculum to
  • 5. Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  5  of  97     meet individual needs allows for meaningful and relevant experiences provided in a safe and secure environment. VII. References/Consultants: The National Standards for Arts Education as referenced in the National Standards for Arts Education, Copyright ©1994 by MENC: The National Association for Music Education. New York: Rowan &Littlefield. Nancy Carr, Fine Arts Director, California Department of Education Linda Lovins, Fine Arts Specialist, Florida Department of Education Christie Lynch, Arts Education Consultant, North Carolina Department of Public Instruction Deborah Reeve, Executive Director, National Art Education Association
  • 6. Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  6  of  97     Georgia Department of Education VISUAL ARTS EDUCATION GEORGIA PERFORMANCE STANDARDS
  • 7. Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  7  of  97     TABLE of CONTENTS Georgia Performance Standards for Visual Arts Education Section Page Number/s I. Acknowledgements 8-10 Visual Arts Advisory Committee Visual Arts WritingCommittee Visual Arts External Review Committee II. Introduction/Coding 11-13 III. Georgia Performance Standards for Visual Arts Education 14-96   Kindergarten………………………………………... 15-19   First Grade………………………………………….. 20-24   Second Grade……………………………………….. 25-29   Third Grade……………………………………........ 30-34   Fourth Grade………………………………………... 35-40   FifthGrade………………………………………….. 41-46   Sixth Grade………………………………………….. 47-53   Seventh Grade………………………………….......... 54-60   Eighth Grade…………………………………………. 61-67   High School (Grades 9-12)……………………............ 68-96   o Visual Arts (VA)……………………………....... 68-75   o Drawing (DR)…………………………………… 76-82   o Painting (PA)……………………………………. 83-89   o Sculpture (SC) …………………………….......... 90-96 IV. APPENDIX I 97-98
  • 8. Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  8  of  97     I. Acknowledgements Name JoAnne Cox Committee Facilitator/Consultant Re presenting DeKalb County Nancy Akin External Reviewer Jackson County Dr. Dorothy Arensman Joseph Bankoff Advisor Advisor Georgia Academy for the Blind Woodruff Arts Center Anne Begnaud Linda Bobinger Jessica Booth External Reviewer External Reviewer External Reviewer Gainesville City Schools Camden County Fulton County Cary Brague Betsy Bridger Advisor/GaDOE Advisor Governor’s Honors Program Dougherty Dr. Larry Bunch Drew Brown Jim Bryan External Reviewer Advisor External Reviewer Catoosa County Schools Fulton County Jefferson City Schools Jane Callahan Bes Carter External Reviewer External Reviewer Pierce County Morgan County Dr. Tom Cato Melody Chambers Mona Cochran Advisor External Reviewer External Reviewer Armstrong Atlantic University Douglas County Liberty County Cindy Collar Eric Cooper External Reviewer Writer Bartow County Rome City Schools Jackie Ellett Joe Emery Elizabeth Eppes External Reviewer External Reviewer Writer/Advisor Gwinnett County Gainesville City Schools DeKalb County Michael Eudy Tony Fabriani Advisor External Reviewer Rutland Academy Therapeutic Arts Ware County Joanne Farrell Barbi Fisher Jane French External Reviewer External Reviewer Advisor Atlanta Public Schools Dougherty County Forsyth County Noelle Friend-Schilke Lori Funk Samantha George External Reviewer External Reviewer External Reviewer Meriwether County Georgia Virtual Academy Barrow County Violet Adams-Gibson Regina Goodman Writer External Reviewer DeKalb County Hall County Dr. Diane Gregory Cheryl Harrell Kristi Harvey Advisor External Reviewer External Reviewer Kennesaw State University Early County Whitfield County Marea Haslett Catherine Heller External Reviewer External Reviewer Fulton County Houston County
  • 9. Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  9  of  97     Name Jennifer Heyser Committee External Reviewer Re presenting Fulton County Arlene Hocking Advisor Cobb County Donna Holder Lisa Hooten Jamie Howell External Reviewer Advisor External Reviewer Effingham County High Museum of Art Paulding County Kathy Jackson Denise Jennings Laura Lee Johnson External Reviewer Writer/Advisor External Reviewer Fulton County Schools Fulton County Clarke County Katrina Kelly Veronica Kelly External Reviewer External Reviewer Lincoln County Lincoln County Dr. Lynda Kerr Denise King Catherine Kinsey Advisor External Reviewer External Reviewer Henry County Peach County Dalton Public Schools Dr. Ken Kitch Kristy Kuber Advisor Advisor GaDOE School Improvement GaDOE School Improvement Dr. Stephen Lahr Kimberly Landers Elise Lynch Advisor Advisor Advisor Valdosta State University Savannah College of Art & Design GaDOE Special Education Mary Lazzari Ron Marstall Writer External Reviewer Clarke County Fulton County Bonnie Martin John Masters Mary Mazarky External Reviewer External Reviewer Advisor Gainesville City Schools Houston County GA Depart. of Early Care and Learning Ronda McFarland Kevin McClain External Reviewer External Reviewer Butts County Franklin County Lynn McIntyre Marjean Meadow Kirby Meng Advisor Writer Writer/Advisor GA Parent Teacher Association Morgan County GA Art Education Association President Linda Merritt Susan Merritt Writer External Reviewer Jefferson County Coalition for Arts Education Teresa Middleton Dr. Melody Milbrandt Pam Millice External Reviewer Advisor Advisor /External Reviewer Valdosta City Schools Georgia State University Business/Creating Pride Donna Mims Beverly Moon External Reviewer Advisor Ware County Parent Teacher Association Kenny Moore Kymberly M. Nash Barbara O’Brien Advisor Advisor Advisor/External Reviewer Atlanta Area School for the Deaf DeKalb Business/Georgia Public Broadcasting Nancy Olney Anne Ostholthoff Advisor Advisor Business/ Fine Arts Museum Curator Business/Executive Dir. Creating Pride Deborah Ott Sonya Palmer Advisor External Reviewer Ga Council for the Arts Harris County
  • 10. Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  10  of  97     Name Tara Perry Committee Advisor Re presenting Woodruff Arts Center Paula Pucket External Reviewer Hall County Debbie Raines Patricia Reames Dr. Deborah Reeve External Reviewer External Reviewer Advisor Berrien County Glynn County National Art Education Assoc.Exec.Dir. Joel Respess Laura Rice Catherine Rosa External Reviewer External Reviewer External Reviewer Peach County Morgan County Hall County Jeannie Sandoval Chris Sandow Writer External Reviewer Hall County Walker County Mathew Sane Dr. Lyn Schenbeck Marjette Schille External Reviewer External Reviewer External Reviewer Dalton Public Schools Coweta County Liberty County Dr. Richard Siegesmund Kelli Shadwell Advisor Advisor University of Georgia DeKalb County Cyndy Stephens Robin Suter Melissa Terry Advisor Advisor External Reviewer GA Professional Standards Commission GA Parent Teacher Association Fannin County Patrick Varallo Ray Veon Writer Writer Butts County Atlanta Public Schools Laura Victore Diane Wade Andrea Waterstone External Reviewer External Reviewer Writer Savannah-Chatham County Hall County Atlanta Area School for the Deaf Eric Wearne Debi West Advisor Advisor GA Office of Student Achievement Gwinnett County Deborah White Marcy M. Williams Advisor External Reviewer GA Assoc. of Curriculum and Instructional Supervisors Gwinnett County Torrence Williams Dr. Deborah Wilson External Reviewer External Reviewer Dougherty County Fulton County Shelley Yeatman Advisor GA Dept. of Early Care and Learning
  • 11. Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  11  of  97     II. Introduction The Georgia Performance Standards for Visual Arts are designed to help students develop aesthetic perception, personal expression, and artistic skills. In a problem-solving context, students meet the challenges of focused study, engaging in higher-level integrative thought processes. Art is a means to engage all the senses for learning and expression. Art provides opportunities to develop inherent creative abilities. It also fosters and preserves individual identity, uniqueness, self-esteem, and personalaccomplishment. The Visual Arts Performance Standards affirm art as a process of inquiry into meaning and idea that is grounded in context and articulated in the purposeful manipulation of visual media. Analysis of products developed within this process can be used to enhance the student's own understanding of his or her thinking. This is developed through assessment and reflection. The habits of mind developed in each step of the process of inquiry articulated in the Performance Standards connect across the curriculum. Art, when taught through a reflective pedagogy of care and responsibility, promotes self-esteem and positive relationships. It improves self- confidence and personal awareness. The study ofart stimulates the imagination and encourages students to utilize their creative potential in learning about and producing original works of art. It promotes the development of personal and cultural identity for students. Art instruction provides opportunities for students to work individually and collaboratively to foster social development and cooperative interaction. Additionally, the standards promote an awareness of art as a vocation, avocation, and means for living an aesthetically rich life. The creation of art offers opportunities for highlighting student achievement through school and community exhibits. The visual arts bring a layer of quality to the educational environment. The visual arts standards help students see art in a personal context and expand the concept to the community and the world. The arts are a bridge to understanding our own and other cultures. Through a varied assessment program, students should have periodic opportunities to engage in inquiry-oriented lessons related to Visual Arts. Skills introduced in a given year are developed and become more proficient over time; once proficiency is reached, students continue to advance, increasing refinement and artistic independence. A varied assessment program with multiple types of formative and summative assessments provides the teacher, the student, and the parent with a measure of the student’s progress and mastery of the Georgia Performance Standards for Visual Arts.
  • 12. Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  12  of  97     Organization of Visual Arts Standards The Georgia Performance Standards for Visual Art are arranged in domains that group the standards for clarity and focused study. National Standards for Visual Art provided a foundation for development of the Georgia standards. Advisors’ suggestions led to the combination of two national standards and the placement of ―productionǁ‖ at the heart—in the middle—of the standards arrangement. The domains are as follows: Meaning and Creative Thinking (MC), Contextual Understanding (CU), Production and Response (PR), Assessment and Reflection (AR), and Connections (C). Meaning and Creative Thinking (MC) Students engage in the creative process, open-ended inquiry, problem-solving, and aesthetic understanding through development and examination of their own art works and the art works of others (National Standards 2 & 3). Students develop creativity, critical-thinking, perceptual awareness, and problem solving skills through this critical and creative exposure to artworks. Students engage in aesthetic dialogue, considering ―essential questionsǁ‖ of art, making effort toward constructing meaning as they encounter and produce works of art. Evidence may be documented through journal-keeping, brainstorming lists, project development, and in the course of conversations. Contextual Understanding (CU) Students understand the visual arts in relation to history and culture (National Standard 4). Students recognize the impact of art on history and different cultures and how history and culture have influenced art. Students plan for and participate in a variety of activities thatpromote personal engagement and deep knowledge in the study of art history and culture. Production (PR) Students create artworks by applying media, techniques, and processes to formulate and express their own ideas and conceptual understandings (National Standard 1). Experiencing the role of the artist, students apply media, techniques, and processes working toward development of sufficient skill, confidence, and sensitivity to carry out their intentions in their artwork. Through experience in a range of art processes, use of a variety of materials, and development of a repertoire of techniques, students learn to communicate ideas. Media/techniques should include, but are not limited to, drawing, painting, sculpture, ceramics, fiber arts, printmaking, and digital media art techniques. Students should be engaged in well-rounded studio art experiences. Assessment and Reflection (AR) Students critique works of art, reflecting upon and assessing the characteristics and merits of their own work and the artwork of others (National Standard 5). Students learn to describeand assess the materials, techniques, and processes used to complete a finished artwork. They demonstrate the ability to reflect upon and interpret the construction of meaning in theirown
  • 13. Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  13  of  97     work and the work of others. Interacting with peers, they express and validate personalviewpoint and offer constructive criticism. Connections (C) Students make connections to other disciplines and to the world around them through the visual arts (National Standard 6). Students make connections from the world of art to other areas of learning and personal endeavor. Students derive inspiration for art from a variety of content areas. They inform their study and production of art by integrating information and skills from other disciplines and areas of knowledge such as math, reading, English Language Arts, social studies, science, world languages, music, dance, theater, physical education, career awareness, and technology into his or her artwork. Georgia Performance Standards The coding system developed for the performance standards in visual arts will find that each standard has a unique corresponding code made up of numbers and letters. The code includes the following: o subject area (Visual Arts, delineated by the letters ―VAǁ‖) o grade level or band (grades K-5 for Elementary School; grades 6-8 for Middle School; HS = High School for grades 9-12) o specific grade levels Kindergarten, 1, 2, 3, 4, 5, 6, 7, 8 for grades K-5 and 6-8 o letter abbreviations of the standard’s domain (MC = Meaning andCreative Thinking; CU = Contextual Understanding; PR = Production; AR = Assessment and Reflection; C = Connections; DR = Drawing; PA = Painting, SC = Sculpture) o numbering system for the standard within that domain o the elements supporting the standard denoted by lower case letters Coding examples include: The code for the first Kindergarten standard and corresponding element for Meaning and Creative Thinking is VAKMC.1.a Visual Arts, Kindergarten, Meaning and Creative Thinking, Standard 1, Element a The code for the grade 6 second standard and corresponding element within the Production domain is VA6PR.2.b Visual Arts, Grade 6, Production Standard 2, Element b The coding for the fourth standard and corresponding element within the Drawing domain for high school is VAHSDRCU.4.c Visual Arts, High School, Drawing, Contextual Understanding, Standard 4, Element c
  • 14. Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  14  of  97     III. Georgia Performance Standards for Visual Arts Education Grades K-5 Visual Arts Introduction Art is an integral part of the total elementary school curriculum, recognized by National Standards to be part of the core of quality education. All children in grades K-5 should receive regularly scheduled art instruction taught by certified visual arts specialists. Art is an important means of self-expression. The Georgia Performance Standards for Visual Art builds opportunities for children to develop innate sensibilities through making and studying art. As students are guided through visual, tactile, and manipulative art experiences, they build important mental constructs. The standards guide development of the students' technical abilities and higher-order thinking skills. This sequenced, developmentally appropriate set of standards for elementary art has been designed to develop aesthetic understanding, creative thinking, perceptual awareness, artistic skills and knowledge, historical and cultural context, critical analysis, and connections to other disciplines. The Visual Arts Skills Matrix provided with these standards lists skills, techniques, andmaterials that should be integrated into content as appropriate (rather than taught separately). A well- constructed elementary art program will ensure that the students will understand the following: Imagination is important. There may be more than one answer to a question and more than one solution to a problem. Answers to a question need not be identical. Intrinsic satisfaction matters. Flexibility of thought is critical throughout the course of one’s work. Personal success stems from the care invested in one's own work and the ability to work cooperatively with others in a dynamic studio setting.
  • 15. Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  15  of  97     KINDERGARTEN VISUAL ARTS Children enter kindergarten with a wide variety of life experiences and abilities. A broad range of artistic experiences helps kindergarten students develop fine motor skills, conceptual understanding, and idea building. Drawing is a natural inclination that precedes the development of writing. The drawing abilities of kindergarteners range from organized scribbles to symbolic representations of the world around them. As kindergarten students begin to explore visual representation, they develop personalized schema to portray subjects that are personally significant such as self, family, animals, and familiar objects. Kindergarten students also explore ideas, stories, and fantasy through drawing. Kindergarten students need opportunities to develop ideas, express imagination, and explore a variety of media and techniques. Students enjoy sharing stories about their artistic creations and often embellish details in the telling. Learning to participate as an exhibiting artist-presenter and as a respectful audience member becomes the basis for the development of the critiqueprocess. The visual arts provide natural connections for kindergarten students to explore many concepts from other academic disciplines. Development of a basic understanding of the elements of art— color, line, shape, space, and texture—provides a sensory foundation for vocabulary development and scaffolding other learningconcepts. MEANING and CREATIVE THINKING The student engages in the creative process, open-ended inquiry, problem-solving, and aesthetic understanding through development and examination of his or her own art works and the art works of others (National Standards 2 &3). The student develops creativity, critical-thinking, perceptual awareness, and problem solving skills. The student considers the critical questions of art, making effort toward constructing meaning as art is encountered and produced. Evidence may be documented through mapping, diagrams, journal-keeping, brain-storming lists, project development and conversations. VAKMC.1 Engages in the creative process to generate and visualize ideas. a. Participates in group brainstorming activity to generate ideas. b. Verbally expresses individual ideas, thoughts, and feelings.
  • 16. Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  16  of  97     VAKMC.2 Formulates personal responses. a. Generates visual images by manipulating art materials. b. Mentally recalls and produces visual images (e.g., people, places, animals, things, locations, events, actions) using a variety of artmaterials. c. Makes connections between visual images and personal experiences. d. Expresses individual ideas, thoughts, and feelings through drawing. VAKMC.3 Selects and uses subject matter, symbols, and/or ideas to communicate meaning. a. Uses pictures to tell a story. b. Understands that symbols can convey different kinds of meaning. c. Looks at objects and thinks about ideas in relationship to one another and observes relationships in works of art. CONTEXTUAL UNDERSTANDING The student understands the visual arts in relation to history and culture (National Standard 4). The student recognizes the impact of art on history and different cultures, and how history and culture have influenced art. The student plans for and participates in a variety of activities that promote personal engagement in the study of art history and culture. VAKCU.1 Identifies artists and offers ideas about what art is and who artists are. a. Recognizes self as anartist. b. Identifies artists in his/her community. c. Understands own ideas as unique to him/her. VAKCU.2 Views and discusses selected artworks. a. Talks about artworks of significant artists that have recognizable subjects and themes. b. Discusses art from a variety of worldcultures. c. Recognizes the unique contributions of Georgia artists and art forms. d. Points out clues in selected artworks that determine time and place.
  • 17. Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  17  of  97     PRODUCTION The student creates artworks by applying media, techniques, and processes to formulate and express his or her ideas and conceptual understandings (National Standard 1). Experiencing the role of the artist, each student applies media, techniques, and processes developing basic skills and increasing confidence. Through experience in a range ofart processes, use of a variety of materials, and development of a repertoire of techniques, the student begins to relate process, material, and technique to the communication of ideas. Media/techniques should include, but are not limited to, drawing, painting, sculpture, ceramics, fiber arts, printmaking, and digital media art techniques. The student should be engaged in well- rounded studio art experiences. VAKPR.1 Creates artworks based on personal experience and selected themes. a. Creates artworks to express individual ideas, thoughts, and feelings from memory, imagination, and observation. b. Creates artworks emphasizing one or more elements of art (e.g., color, line, shape, form, texture). c. Combines materials in new and inventive ways to make a finished work of art. VAKPR.2 Understands and applies media, techniques, and processes oftwo-dimensional works of art (e.g., drawing, painting, printmaking, mixed media) using tools and materials in a safe and appropriate manner to develop skills. a. Attempts to fill the space in an art composition. b. Creates drawings with a variety of media (e.g., pencils, crayons,pastels). c. Draws a variety of lines (e.g., straight, curved, angled, broken, thick, and thin) and shapes (e.g., geometric, organic/free form shapes). d. Creates lines with a variety of media and art tools (e.g., pencils, crayons, scissors, paint brushes, found objects). e. Creates paintings with a variety of media (e.g., finger-paint, tempera, watercolor). f. Uses color to express thoughts, feelings, and ideas. g. Mixes colors to make new colors. h. Explores printmaking using a variety of stamping techniques. (e.g.,thumbprints, cardboard, sponge, found objects) i. Uses an awareness of pattern and texture to create a print. j. Develops manual dexterity through craft techniques (e.g., collage,stitchery, weaving)
  • 18. Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  18  of  97     VAKPR.3 Understands and applies media, techniques, and processes of three-dimensional works of art (e.g., ceramics, sculpture, crafts, and mixed- media) using tools and materials in a safe and appropriate manner to develop skills. a. Makes pots and/or forms using pinch construction. b. Incorporates texture into a design. c. Employs simple construction techniques. d. Recognizes form as not flat. e. Demonstrates that shapes can be put together to make new shapes or forms. f. Creates composition using traditional and/or contemporary craft materials and methods (e.g., paper sculpture, found object, sculpture, jewelry). VAKPR.4 Participates in appropriate exhibition(s) ofartworks. a. Develops title for finished work. b. Views and discusses displayed artwork. ASSESSMENT and REFLECTION The student critiques works of art while reflecting upon and assessing the characteristics and merits of his or her artwork and the artwork of others (National Standard 5). The student describes and assesses materials, techniques, and processes used to complete a finished artwork. The student demonstrates the ability to reflect upon and interpret the construction of meaning in his or her own artwork and the artwork of others. Interacting with peers, the student expresses a personal viewpoint and offers constructivecriticism. VAKAR.1 Discusses his or her own artwork and the artwork of others. a. Shows an interest inart. b. Describes his or her artwork, revealing media subject and story. c. Compares and contrasts artworks based on subject, theme, and/orelements. d. Expresses preference for one of two or three artworks (reproductions). e. Uses art terms with emphasis on the elements of art: space, line, shape, form, color, value, texture. f. Identifies and names lines (e.g., straight, curved, broken, zigzag, spiral, scalloped, thick and thin). g. Recognizes organic shapes and names geometric shapes. h. Correctly names colors. i. Lists primary colors. j. Names geometric forms (e.g., spheres, cubes). k. Identifies relationships of placement in space (e.g., beside/overlapping, above/below, close/far, right/left, top/bottom, front/back, over/under). l. Identifies space as empty or crowded. m. Identifies texture as the way something feels. n. Names a variety of textures (e.g., smooth, rough, hard, soft).
  • 19. Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  19  of  97     o. Identifies how elements of art communicate specific feeling. p. Describes how repeated colors, lines, shapes, forms, or textures make pattern in an artwork. VAKAR.2 Utilizes a variety of approaches to understand and critique works of art. a. Poses questions and gathers information from works of art. b. Reads meaning through interpretation of ideas, thoughts and feelings expressed in artwork. c. Connects life experience to artwork. CONNECTIONS The student makes connections to other disciplines and the world through the visual arts (National Standard 6). The student makes connections from the world of art to other areas of learning and personal endeavor. The student derives inspiration for art froma variety of content areas. The student informs study and production of art by integrating information and skills from other areas of knowledge and academic disciplines (e.g., math, reading, English Language Arts, social studies, science, music, dance, theater arts, world languages, career awareness, and technology into his or her artwork). VAKC.1 Applies information from other disciplines to enhance the understanding and production ofartworks. a. Explores universal concepts (e.g., pattern, balance) and creates artworks inspired by ideas from literature, science, music, and/or math. b. Creates works of art inspired by universal themes (e.g., self, family, community, world). VAKC.2 Develops life skills through the study and production of art. a. Understands learning goals for artwork and evaluates when goals are met. b. Adapts to change.
  • 20. Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  20  of  97     GRADE 1 VISUAL ARTS By first grade, most children have developed a collection of symbols for objects in their environment such as a person, house, or tree. These symbols are highly individualized since they are the result of personal development. Children's symbols are unique and represent conceptual understanding rather than direct observation of their world. MEANING and CREATIVE THINKING The student engages in the creative process, open-ended inquiry, problem-solving, and aesthetic understanding through development and examination of his or her art works and the art works of others (National Standards 2 & 3). The student develops creativity, critical-thinking, perceptual awareness, and problem solving skills. The student considers the critical questions of art,making effort toward constructing meaning as art is encountered and produced. Evidence may be documented through diagrams, journal-keeping, brainstorming lists, project development, and conversations. VA1MC.1 Engages in the creative process to generate and visualize ideas. a. Recognizes and discusses how visual images can have multiple meanings. b. Generates multiple visual images. VA1MC.2 Formulates personal responses. a. Makes connections between visual images and personal experiences. b. Expresses individual ideas, thoughts, and feelings through drawing. c. Explores how meaning can change when images are revised. VA1MC.3 Selects and uses subject matter, symbols, and ideas to communicate meaning. a. Describes subjects in art works such as animals, people, places, and things. b. Examines common subjects and themes in selected artworks from own andother cultures, such as the world of play, foods, costumes, celebrations,communities, and nature. c. Understands that symbols and the qualities found in the elements of art(e.g., shapes and colors) can convey different kinds ofmeaning. d. Looks at objects and thinks about ideas in relationship to one another and observes relationships in works of art.
  • 21. Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  21  of  97     CONTEXTUAL UNDERSTANDING The student understands the visual arts in relation to history and culture (National Standard 4). The student recognizes the impact of art on history and different cultures and how history and culture have influenced art. The student plans for and participates in a variety of activities that promote personal engagement in the study of art history andculture. VA1CU.1 Identifies artists as creative thinkers who make art and share ideas. a. Recognizes ways that artists are involved in communities (e.g., architects, painters, photographers, interior designers, educators, museum docents). b. Recognizes and associates selected artists with their individual works. VA1CU.2 Views and discusses selected artworks. a. Names subject and theme. b. Describes time and place. c. Identifies artist and culture. PRODUCTION The student creates artworks by applying media, techniques, and processes to formulate and express his or her own ideas and conceptual understandings (National Standard 1). Experiencing the role of the artist, each student applies media, techniques, and processes inorder to develop basic skills and increase confidence. Through experience in a range of art processes, use of a variety of materials, and development of a repertoire of techniques, the student begins to relate process, material, and technique to communication of ideas. Media/techniques should include, but are not limited to, drawing, painting, sculpture, ceramics, fiber arts, printmaking, and digital art media techniques. The student should be engaged in well-rounded studio art experiences. VA1PR.1 Creates artworks based on personal experience and selected themes. a. Creates artworks to express individual ideas, thoughts, and feelings from memory, imagination, and observation. b. Creates artworks emphasizing one or more elements of art (e.g., color, line, shape, space, form, texture). c. Creates art works that attempt to fill the space of art composition. d. Makes choices in developing artcompositions. e. Combines materials in new and inventive ways to make a finished work of art.
  • 22. Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  22  of  97     VA1PR.2 Understands and applies media, techniques, and processes of two-dimensional works of art (drawing, painting, printmaking, mixed- media) using tools and materials in a safe and appropriate manner to develop skills. a. Creates drawings with a variety of media (e.g., pencils, crayons,pastels). b. Identifies lines and shapes in order to draw an object. c. Creates paintings with a variety of media (e.g., acrylic, tempera, watercolor). d. Mixes two primary colors to make a secondary color. e. Creates prints using a variety of stamping techniques (e.g.,thumbprints, cardboard, sponges, found objects). f. Uses an awareness of shape, pattern, and texture to create a variety of print art. g. Develops manual dexterity though craft techniques (e.g., collage, stitchery, weaving). VA1PR.3 Understands and applies media, techniques, and processes of three-dimensional works of art (ceramics, sculpture, crafts, and mixed- media) using tools and materials in a safe and appropriate manner to develop skills. a. Uses clay techniques to create forms (e.g., modeling, rolling, pinching). b. Incorporates texture into ceramic artwork. c. Uses an awareness of form, pattern, andtexture. d. Creates 3-dimensional composition using traditional and/or contemporary craft materials and methods (e.g., paper sculpture, found object assemblage, jewelry). VA1PR.4 Participates in appropriate exhibition(s) of artworks. a. Assigns a title that describes his or her finished work of art. b. Signs a finished work of art. ASSESSMENT andREFLECTION The student critiques works of art, reflecting upon and assessing the characteristics and merits of his or her artwork and the artwork of others (National Standard 5). The student describes and assesses materials, techniques, and processes used to complete a finished artwork. The student demonstrates the ability to reflect upon and interpret the construction of meaning in his or her own artwork as well as the artwork of others. Interacting with peers, the student expresses a personal viewpoint and offers constructivecriticism.
  • 23. Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  23  of  97     VA1AR.1 Discusses his or her artwork and the artwork of others. a. Shows an interest in art. b. Demonstrates a respect for art forms and art objects. c. Describes own artwork, revealing subject matter and story. d. Expresses feelings in response to examining artworks. e. Identifies and compares specific elements and principles of art and howthese contribute to communicating specific feelings. f. Uses art terminology with emphasis on the elements of art: line, shape, form, color, space, texture. g. Identifies lines as outlines or edges of shapes and forms. h. Recognizes how media and techniques affect line qualities. i. Differentiates between geometric shapes and organic shapes. j. Indentifies primary colors and secondary colors on the colorwheel. k. Names geometric forms (e.g., spheres, cubes, cylinders, cones, rectangular prisms). l. Recognizes that forms have different sides and occupy space. m. Observes and identifies positive and negative space. n. Identifies texture by feel and sight. o. Names and describes a variety of textures by feel and by sight. p. Describes how repeated colors, lines, shapes, forms, or textures can makea pattern in an artwork. VA1AR.2 Uses a variety of approaches to understand and critique works of art. a. Examines two artworks identifying similarities and differences. b. Expresses and explains preference for one of two or three artworks. CONNECTIONS The student makes connections to other disciplines and the world through the visual arts (National Standard 6). The student makes connections from the world of art to other areas of learning and personal endeavor. The student derives inspiration for art froma variety of content areas. The student informs study and production of art by integrating information and skills from other areas of knowledge and academic disciplines (e.g., math, reading, English Language Arts, social studies, science, music, dance, theater arts, world languages, career awareness, and technology into his or her artwork).
  • 24. Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  24  of  97     VA1C.1 Applies information from other disciplines to enhance the understanding and production ofartworks. a. Explores universal concepts (e.g., pattern, balance) and creates artworksinspired by ideas from literature, science, music, and/or math. b. Creates works of art inspired by universal themes (e.g., self, family, community, world). VA1C.2 Develops life skills through the study and production of art. a. Understands learning goals for artwork and evaluates when goals are met. b. Adapts to change.
  • 25. Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  25  of  97     GRADE 2 VISUAL ARTS Children at this stage are inclined to draw what they know, not what they see. Symbols become progressively more detailed. The use of base- lines and sky- lines is a common drawing strategyat this age. Children make art for enjoyment and personal expression. MEANING and CREATIVE THINKING The student engages in the creative process, open-ended inquiry, problem-solving, and aesthetic understanding through development and examination of his or her art works and the art works of others (National Standards 2 & 3). The student develops creativity, critical-thinking, perceptual awareness and problem solving skills. The student considers the critical questions of art,making effort toward constructing meaning as art is encountered and produced. Evidence may be documented through mapping, diagrams, journal-keeping, brainstorming lists, project development, and conversations. VA2MC.1 Engages in the creative process to generate and visualize ideas. a. Generates visual images in response to open-ended prompts, themes, and narratives. VA2MC.2 Formulates personal responses. a. Produces multiple interpretations for an object or image. b. Revises artwork in response to unanticipated insights and discoveries. VA2MC.3 Selects and uses subject matter, symbols, and ideas to communicate meaning. a. Discusses uses of symbols and cultural icons in artwork. b. Mentally envisions what cannot be directly observed (e.g., depicting imaginary worlds, fantastic machines, unusual creatures). c. Generates new images and meaning by using visual analogy and metaphor (e.g., seeing a cloud as ananimal). d. Observes how the visual relationship of objects and ideas affects meaning and/or significance.
  • 26. Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  26  of  97     CONTEXTUAL UNDERSTANDING The student understands the visual arts in relation to history and culture (National Standard 4). The student recognizes the impact of art on history and different cultures and how history and culture have influenced art. The student plans for and participates in a variety of activities that promote personal engagement in the study of art history and culture. VA2CU.1 Identifies artists as creative thinkers who make art and share their ideas. a. Recognizes unique contributions of contemporary and historical Georgiaartists and art forms. b. Creates artwork that explores ideas, issues, and events from current and past cultures. VA2CU.2 Views and discusses selected artworks. a. Names subject and theme. b. Uses context clues to identify time and place. c. Theorizes and suggests how culture and environment provide inspiration for creating artworks. d. Recognizes media and technique. e. Observes and discusses simple perspective techniques (e.g., diminishingsize, overlapping, placement on the picture plane). PRODUCTION The student creates artworks by applying media, techniques, and processes to formulate and express ideas and conceptual understandings (National Standard 1). Experiencing the role of the artist, each student applies media, techniques, and processes to develop basic skills, and increase confidence. Through experience in a range of art processes,use of a variety of materials, and development of a repertoire of techniques, the student relates process, material and technique to communication of ideas. Media/techniques should include, but are not limited to drawing, painting, sculpture, ceramics, fiber arts, printmaking, and digital media art techniques. The student should be engaged in well-rounded studio art experiences. VA2PR.1 Creates artworks based on personal experience and selected themes. a. Creates artworks to express individual ideas, thoughts, and feelings from memory, imagination, and observation. b. Creates artworks emphasizing one or more elements of art (e.g., space, line, shape, form, color, value, texture) and principles of design (e.g., balance, repetition). c. Combines materials in new and inventive ways to make a finished work of art.
  • 27. Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  27  of  97     VA2PR.2 Understands and applies media, techniques, and processes of two-dimensional art processes (drawing, painting, printmaking, mixed- media) using tools and materials in a safe and appropriate manner to develop skills. a. Creates drawings with a variety of media (e.g., pencils, crayons,pastels). b. Creates landscape with a horizon line. c. Creates paintings with a variety of media (e.g., tempera,watercolor). d. Mixes colors intentionally to create specific new colors. e. Mixes white with colors to create tints and black with colors to create shades (values). f. Creates prints using mono-printing or relief techniques. g. Develops craft techniques (e.g., collage, stitchery, weaving). VA2PR.3 Understands and applies media, techniques, and processes of three-dimensional works of art (ceramics, sculpture, crafts, and mixed- media) using tools and materials in a safe and appropriate manner to develop skills. a. Creates ceramic objects incorporating basic additive method. b. Creates sculpture using a variety of materials and methods (e.g., papier- mâché, paper sculpture, assemblage, found objects). c. Creates composition using traditional and/or contemporary craft methods (e.g., weaving, stitchery, and jewelry). VA2PR.4 Participates in appropriate exhibition(s) ofartworks. a. Writes a title that describes his or her finished work of art. b. Writes an artist’s statement by reflecting on finished artwork. c. Signs a finished work of art. d. Views displayed artwork. ASSESSMENT andREFLECTION The student critiques works of art, reflecting upon and assessing the characteristics and merits of his or her own artwork and the artwork of others (National Standard 5). The student describes and assesses materials, techniques, and processes used to complete a finished artwork. The student demonstrates the ability to reflect upon and interpret the construction of meaning in his or her own artwork and the artwork of others. Interacting with peers, the student expresses a personal viewpoint and offers constructivecriticism.
  • 28. Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  28  of  97     VA2AR.1 Discusses his or her artwork and the artwork of others. a. Demonstrates a respect for art forms and art objects. b. Identifies the differences between photographs, paintings, drawings and sculptures. c. Uses art terminology with emphasis on the elements of art: line, shape, form,color, space, and texture. d. Differentiates horizontal, vertical, and diagonal lines. e. Uses art terminology with emphasis on the principles of design: contrast, rhythm/movement, and pattern/repetition. f. Recognizes that lines can show rhythm and movement. g. Demonstrates that shape/forms can have balance (e.g., symmetrical,asymmetrical). h. Identifies geometric and non-geometric shapes and forms in artwork. i. Describes colors as warm or cool. j. Identifies value as the lightness or darkness of a color. k. Distinguishes between 2-D shapes and 3-D forms. l. Explains how space is either positive or negative. m. Identifies symmetrical (formal) and radial balance in artworks and in nature. n. Distinguishes between the textures of materials, such as fabric, yarn, paper, clay, and found objects. o. Recognizes that texture can be visual and/ortactile. p. Describes how repeated colors, lines, shapes, forms, or textures can make a pattern inan artwork. VA2AR.2 Uses a variety of approaches to understand and critique works of art. a. Describes his or her artwork, revealing subject, story, and intention. b. Discusses and compares his or her definition of art with that of others. c. Compares and contrasts artworks based on subject, theme, and/orelements. d. Expresses preference for one of two or three artworks. CONNECTIONS The student makes connections to other disciplines and the world through the vis ual arts (National Standard 6). The student makes connections from the world of art to other areas of learning and personal endeavor. The student derives inspiration for art from a variety ofcontent areas. The student informs study and production of art by integrating information and skillsfrom other areas of knowledge and academic disciplines (e.g., math, reading, English Language Arts, social studies, science, music, dance, theater arts, world languages, career awareness, and technology).
  • 29. Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  29  of  97     VA2C.1 Applies information from other disciplines to enhance the understanding and production of artworks. a. Explores and creates art inspired by ideas from literature, science, music, and/or math. b. Creates works of art inspired by universal themes (e.g., self, family, community, world). VA2C.2 Develops life skills through the study and production of art. a. Manages goals and time. b. Adapts to change. c. Works in teams. d. Guides and leads others.
  • 30. Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  30  of  97     GRADE 3 VISUAL ARTS Self-criticism is common and drawing is often less spontaneous among third graders when compared to earlier stages. In student drawings, objects no longer stand on a baseline or overlap. Beginning use of perspective and awareness of shadingdevelops. MEANING and CREATIVE THINKING The student engages in the creative process, open-ended inquiry, problem-solving, and aesthetic understanding through development and examination of his or her own art works and the art works of others (National Standards 2 & 3). The student develops creativity, critical-thinking, perceptual awareness and problem solving skills. The student considers the critical questions of art, making effort toward constructing meaning as art is encountered and produced. Evidence may be documented through diagrams, journal-keeping, brainstorming lists, project development, and conversations. VA3MC.1 Engages in the creative process to generate and visualize ideas. a. Creates a series of thumbnail sketches to alter visual images, such as magnifying, reducing, repeating or combining them in unusual ways, to change how they are perceived and interpreted. b. Formulates visual ideas by using a variety of resources (books, magazines, and Internet). VA3MC.2 Formulates personal responses to visual imagery. a. Uses a sketchbook for planning and self-reflection. b. Responds to big ideas, universal themes, and symbolic images to produce images with richer and more personal meaning. VA3MC.3 Selects and uses subject matter, symbols, and ideas to communicate meaning. a. Generates different viewpoints for making and interpreting a visual image. b. Develops open-ended themes/topics in unique and innovative ways (e.g., modifying or combining visual images). c. Observes how visual relationship of objects and ideas (e.g., contrast, proportion, placement) affects appearance and how arrangements may affect meaning and/or significance.
  • 31. Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  31  of  97     CONTEXTUAL UNDERSTANDING The student understands the visual arts in relation to history and culture (National Standard 4). The student recognizes the impact of art on history and different cultures and how history and culture have influenced art. The student plans for and participates in a variety of activities that promote personal engagement in the study of art history and culture. VA3CU.1 Investigates and discovers the personal relationship of artist to community, culture, and world through making and studying art. a. Recognizes the unique contributions of contemporary and historical Georgia artists and art forms. b. Discovers personal relationship to community, culture, and world though making and studying art. VA3CU.2 Views and discusses selected artworks. a. Names subject and theme. b. Uses context clues to identify time and place. c. Identifies artist and culture. d. Recognizes media and technique. e. Discusses the purpose of art in various cultures (e.g., aesthetic, utilitarian). PRODUCTION The student creates artworks by applying media, techniques, and processes to formulate and express his or her ideas and conceptual understandings (National Standard 1). Experiencing the role of the artist, each student applies media, techniques, and processesto develop basic skills and increase confidence. Through experience in a range of art processes, use of a variety of materials, and development of a repertoire of techniques, the student relates process, material, and technique to the communication of ideas. Media/techniques should include, but are not limited to, drawing, painting, sculpture, ceramics, fiber arts, printmaking, and digital media art techniques. The student should be engaged in well-rounded studio art experiences.
  • 32. Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  32  of  97     VA3PR.1 Creates artworks based on personal experience and selected themes. a. Creates artworks to express individual ideas, thoughts, and feelings from memory, imagination, and observation. b. Creates artworks emphasizing one or more elements of art (e.g., color, line, shape, form, texture). c. Creates art emphasizing one or more principles of design (balance, proportion, rhythm, emphasis, unity, contrast). d. Combines materials in new and inventive ways to make a finished work of art. VA3PR.2 Understands and applies media, techniques, and processes of two-dimensional art processes (drawing, painting, printmaking, mixed- media) using tools and materials in a safe and appropriate manner to develop skills. a. Creates drawings with a variety of media (e.g., pencils, crayons,pastel). b. Draws lines with varied weights and in varied ways. c. Uses directional lines (vertical, horizontal, diagonal). d. Creates landscape with foreground, middle ground, background. e. Achieves distance through diminishing sizes and placement of objects higher on the page. f. Creates paintings with a variety of media (e.g., tempera, watercolor). g. Creates prints using mono-printing and relief techniques. VA3PR.3 Understands and applies media, techniques, and processes of three-dimensional works of art (ceramics, sculpture, crafts, and mixed-media) using tools and materials in a safe and appropriate manner to develop skills. a. Creates ceramic objects incorporating the additive method using score and slip. b. Creates sculpture using a variety of methods (e.g., papier- mâché, cutting, folding, found objects). c. Makes decisions about surface treatment of sculpture or ceramicform. d. Creates composition using traditional and/or contemporary craft methods (e.g., weaving, stitchery, jewelry). VA3PR.4 Participates in appropriate exhibition(s) ofartworks. a. Prepares artwork for exhibition by writing a title, statement, and signature on hisor her finished work of art. b. Participates in an artexhibit.
  • 33. Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  33  of  97     ASSESSMENT andREFLECTION The student critiques works of art, reflecting upon and assessing the characteristics and merits of his or her own artwork and the artwork of others (National Standard 5). The student describes and assesses materials, techniques, and processes used to complete a finished artwork. The student demonstrates the ability to reflect upon and interpret the construction of meaning in his or her own artwork and the artwork of others. Interacting with peers, the student expresses a personal viewpoint and offers constructivecriticism. VA3AR.1 Discusses his or her artwork and the artwork of others. a. Describes how size, colors, lines, shapes, and textures are organized in artwork to create a focus or center of interest (emphasis). b. Demonstrates a respect for art forms and art objects. c. Uses art terminology with emphasis on the elements of art: line, shape, form,color, space, texture. d. Uses art terminology with emphasis on the principles of design. (e.g., balance, proportion, rhythm, emphasis, unity, contrast). e. Recognizes that lines can be used to suggest movement, feelings, sounds, and ideas. f. Points to descriptive, directional, and expressive lines in artworks. g. Explains how texture (implied and actual) is used in two-dimensional shapes and three-dimensional forms. h. Identifies intermediate and complementary colors, tints, and shades of colors. i. Recognizes value as the lightness and darkness of a color. j. Distinguishes between 2-D shapes and 3-D forms. k. Recognizes the division of picture plane into foreground, middle ground, and background. l. Describes how negative and positive space is related. m. Recognizes and compares symmetrical and asymmetrical balance inartworks. VA3AR.2 Uses a variety of approaches to understand and critique works of art. The student-- a. Distinguishes between original artwork andreproductions. b. Describes his/her artwork revealing subject, story, and intention. c. Compares and contrasts artworks based on subject, theme, and/or elements and principles of art. d. Expresses preference for one of two or three artworks and gives reasons why. e. Discusses how the elements and principles of design contribute to the composition in an artwork.
  • 34. Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  34  of  97     CONNECTIONS The student makes connections to other disciplines and the world through the visual arts (National Standard6). The student makes connections from the world of art to other areas of learning and personal endeavor. The student derives inspiration for art from a variety of content areas. The student informs study and production of art by integrating information and skills from other areas of knowledge and academic disciplines (e.g., math, reading, English Language Arts, social studies, science, music, dance, theater arts, world languages, career awareness, and technology). VA3C.1 Applies information from other disciplines to enhance the understanding and production of artworks. a. Makes interdisciplinary connections, applying art skills and knowledge to improve understanding in other disciplines. b. Creates works of art inspired by universal themes (e.g., self, family, community, world). VA3C.2 Develops life skills through the study and production of art. a. Manages goals and time. b. Adapts to change. c. Works in teams. d. Guides and leads others. e. Directs own learning. f. Demonstrates persistence.
  • 35. Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  35  of  97     GRADE 4 VISUAL ARTS The fourth grade marks the start of increased realism in a student’s work of art. At age nine or ten, many children exhibit greater visual awareness of the things around them. As a result, they become increasingly conscious of details and proportion in what they are drawing. They typically include elaborate hairstyles, jewelry, and logos in their portrait drawings. People are also drawn in action poses and costumes. At this stage, there is an increased concern for making artwork look ―right,ǁ‖ and students may quickly become frustrated and disappointed. Students begin to show depth in their drawing, with overlapping and diminishing size. Students also incorporate greater awareness of symbolism and meaning in works of art (visual metaphor and expressive imagery). MEANING and CREATIVE THINKING The student engages in the creative process, open-ended inquiry, problem-solving, and aesthetic understanding through development and examination of his or her own art works and the art works of others (National Standards 2 & 3). The student develops creativity, critical-thinking, perceptual awareness, and problem solving skills. The student considers the critical questions of art, making effort toward constructing meaning as art is encountered and produced. Evidence may be documented through diagrams, journal-keeping, brainstorming lists, project development, and in the course of conversations. VA4MC.1 Engages in the creative process to generate and visualize ideas. a. Creates a series of thumbnail sketches to alter visual images (e.g., magnifying, reducing, repeating, or combining them in unusual ways) to change how they are perceived and interpreted. b. Formulates visual ideas by using a variety of resources (e.g., books, magazines, Internet). VA4MC.2 Formulates personal responses to visual imagery. a. Uses a sketchbook for planning and self-reflection. b. Responds to big ideas, universal themes, and symbolic images to produce images with richer, more personal meaning. c. Self-monitors by asking questions before, during, and after art production to reflect upon and guide the artistic process.
  • 36. Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  36  of  97     VA4MC.3 Selects and uses subject matter, symbols, and/or ideas to communicate meaning. a. Generates different viewpoints for making and interpreting a visual image. b. Develops visual images by combining or modifying open-ended themes/topics in unique and innovative ways. c. Observes how the visual relationship of objects and ideas (juxtaposition) affects contrast and/or proportion and how placement may affect meaning and/or significance. CONTEXTUAL UNDERSTANDING The student understands the visual arts in relation to history and culture (National Standard 4). The student recognizes the impact of art on history and different cultures and how history and culture have influenced art. The student plans for and participates in a variety of activities that promote personal engagement in the study of art history and culture. VA4CU.1 Investigates and discovers the personal relationship of artist to the community, the culture, and world through making and studying art. a. Recognizes the unique contributions of contemporary and historical Georgia artists and art forms. b. Explores and articulates ideas and universal themes from diverse cultures of the past and present. VA4CU.2 Views and discusses selected artworks. a. Identifies elements, principles, themes, and/ or time period in a work of art. b. Discusses how social events inspire art from a given time period. PRODUCTION The student creates artworks by applying media, techniques, and processes to formulateand express his or her ideas and conceptual understandings (National Standard 1). Experiencing the role of the artist, each student applies media, techniques, and processes to develop basic skills and increase confidence. Through experience in a range of art processes, use of a variety of materials, and development of a repertoire of techniques, the student relates process, material, and technique to the communication of ideas. Media/techniques should include, but are not limited to drawing, painting, sculpture, ceramics, fiber arts, printmaking, and digital. The student should be engaged in well-rounded studio art experiences.
  • 37. Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  37  of  97     VA4PR.1 Creates artworks based on personal experience and selected themes. a. Interprets visually the big ideas (community, identity, nature, justice, conflict) and broad themes (mother and child, love, war, loss, family) in open-ended ways that resonate with personal meaning. b. Makes design decisions as the result of conscious, thoughtful planning and choices. c. Communicates values, opinions, or personal insights through an original work of art. d. Generates artworks to express individual ideas, thoughts, and feelings from memory and/or imagination. e. Creates representational art works from direct observation (e.g., landscape, still life, portrait.) f. Produces artworks emphasizing one or more elements of art (e.g., space, line, shape, form, color, value, texture) g. Combines materials in new and inventive ways to make a finished work of art. VA4PR.2 Understands and applies media, techniques, and processes of two-dimensional art processes (drawing, painting, printmaking, mixed- media) using tools and materials in a safe and appropriate manner to develop skills. a. Produces drawings with a variety of media (e.g., pencils, crayons, pastels,and charcoal). b. Creates contour drawing. c. Uses shading (changes in value) to create depth and model form. d. Captures movement in artworks, such as gesture drawings. e. Creates paintings with a variety of media (e.g., tempera, watercolor, acrylic). f. Mixes and uses color schemes (analogous, monochromatic, complementary, neutral). g. Creates a series of numbered prints. h. Creates art works using available technology (e.g., computer, scanner, camera, digital/video recorder). VA4PR.3 Understands and applies media, techniques, and processes of three-dimensional works of art (ceramics, sculpture, crafts, and mixed- media) using tools and materials in a safe and appropriate manner to develop skills. a. Creates 3-D artwork that demonstrates a design concept: open or closed form, proportion, balance, color scheme, and movement. b. Creates ceramic objects using hand-building methods (e.g., pinch, coil, slab,) clay processing techniques (e.g., wedge, score and slip) and surface design (e.g.,stamping, relief carving, glazing, burnishing) c. Creates sculpture/3-dimensional form using selected method/technique (e.g., papier- mâché, paper sculpture, assemblage, found object sculpture).
  • 38. Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  38  of  97     VA4PR.4 Plans and participates in appropriate exhibition(s) ofartworks. a. Prepares artwork for exhibition by writing a title, statement, and signature on his or her finished work of art. b. Chooses artwork to be displayed. c. Attends art exhibits in the school and/or local community. ASSESSMENT andREFLECTION The student critiques works of art, reflecting upon and assessing the characteristics and merits of his or her own artwork and the artwork of others (National Standard 5). The student describes and assesses materials, techniques, and processes used to complete a finished artwork. The student demonstrates the ability to reflect upon and interpret the construction of meaning in his or her own artwork and the artwork of others. Interacting with peers, the student expresses and validates a personal viewpoint and offers constructivecriticism. VA4AR.1 Develops and maintains an individual portfolio of artworks. a. Distinguishes between complete and incomplete artworks. b. Identifies strengths, interests, and areas for improvement as a creator, interpreter, and viewer of art. VA4AR.2 Uses a variety of approaches to understand and critique works of art. a. Develops multiple strategies for responding to and reflecting on artworks (e.g., formal and informal art criticism techniques). b. Explains features of a work, including media, subject matter, and formal choices,that influence meaning. c. Distinguishes among representational art, abstract art, and non-objective artforms. d. Interprets and evaluates artworks through thoughtful discussion and speculationabout the mood, theme, and intentions of those who created a work of art. e. Demonstrates how shape/form can have radial balance or symmetrical balance. f. Writes about art for an audience and captures the feelings represented in words. VA4AR.3 Explains how selected elements and principles of design are used in an artwork to convey meaning and how they affect personal responses to and evaluation of the artwork. a. Uses art terminology with emphasis on the elements of art: space, line, shape, form, color, value, texture. b. Uses art terminology with emphasis on the principles of design: balance, proportion, rhythm, emphasis, unity, and contrast. c. Recognizes spatial concepts that show depth in art works (e.g.,overlapping, placement, size, color, detail) and uses them in a work of art.
  • 39. Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  39  of  97     d. Explains how artists use a variety of lines and color values within an artwork to achieve three-dimensional effects (e.g., dimensional line, shading techniques). e. Discusses properties of color (e.g., hue, intensity, value), color schemes (e.g., neutral, complementary, analogous, monochromatic, triadic) and properties of color and how they are used in a work of art. f. Demonstrates how contrast can be used in a work of art to create emphasis. g. Explains the use of positive and negative space in composition. h. Describes how repeated colors, lines, shapes, forms, or textures can create pattern and show movement in an artwork. i. Demonstrates how the relationship of size between objects affects scaleand proportion in a work of art. j. Uses adjectives to describe texture. CONNECTIONS The student makes connections to other disciplines and the world through the visual arts (National Standard 6). The student makes connections from the world of art to other areas of learning and personal endeavor. The student derives inspiration for art from a variety of content areas. The student informs study and production of art by integrating information and skills from other areas of knowledge and academic disciplines (e.g., math, reading, English Language Arts, social studies, science, music, dance, theater arts, world languages, career awareness, and technology). VA4C.1 Applies information from other disciplines to enhance the understanding and production ofartworks. a. Makes interdisciplinary connections applying art skills, knowledge to improve understanding in other disciplines. b. Researches, describes, and discusses various art-related careers (e.g., art historian, art critic, curator, web designer, game designer, fine artist). c. Describes and discusses design in daily life (e.g., clothing, houses, cars, furniture). VA4C.2 Develops life skills through the study and production of art. a. Manages goals and time. b. Adapts to change. c. Works in teams. d. Guides and lead others. e. Directs own learning. f. Demonstrates persistence.
  • 40. Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  40  of  97     GRADE 5 VISUAL ARTS This stage, marked by caution and self-criticism, is the most critical stage of artistic development. Students show interest in detail, perspective, subtle use of color, and art techniques. Their interest in art moves from solely one of personal expression to consciously improving the quality of visual forms. A student’s artwork is inspired by visual stimuli, subjective experiences, and interpretations drawn from imagination or fromobservation. At this level, students are interested in learning how things work and desire more in-depth information about the concepts, skills, and strategies practiced in earlier grades. MEANING and CREATIVE THINKING The student engages in the creative process, open-ended inquiry, problem-solving, and aesthetic understanding through development and examination of his or her own art works and the art works of others (National Standards 2 & 3). The student develops creativity, critical-thinking, perceptual awareness, and problem solving skills. The student considers the critical questions of art, making effort toward constructing meaning as art is encountered and produced. Evidence may be documented through diagrams, journal-keeping, brainstorming lists, project development, and conversation. VA5MC.1 Engages in the creative process to generate and visua lize ideas. a. Creates a series of thumbnail sketches to alter visual images (e.g., magnifying, reducing, repeating or combining them in a variety of ways) to change how they are perceived and interpreted. b. Formulates visual ideas by using a variety of resources (e.g., books, magazines, Internet). c. Develops fluency, flexibility, and elaboration of ideas in the development of a work of art. VA5MC.2 Formulates personal responses to visual imagery. a. Uses a sketchbook for planning and self-reflection. b. Responds to big ideas, universal themes, and symbolic images to produce images with richer, more personal meaning. c. Applies images from a variety of sources (e.g., personal experience, social and/or academic interests, books, visual resources, popular culture) and transforms them in free and open-ended ways. d. Explores and invents artistic conventions (styles, techniques) to connect and express visual ideas.
  • 41. Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  41  of  97     VA5MC.3 Selects and uses subject matter, symbols, and/or ideas to communicate meaning. a. Generates different viewpoints for making and interpreting a visual image. b. Develops visual images by combining or modifying open-ended themes/topics in unique and innovative ways. c. Observes how the visual relationship of objects and ideas (juxtaposition) affects contrast and/or proportion and how the placement may affect meaningand/or significance. CONTEXTUAL UNDERSTANDING The student understands the visual arts in relation to history and culture (National Standard 4). The student recognizes the impact of art on history and different cultures and how history and culture have influenced art. The student plans for and participates in a variety of activities that promote personal engagement in the study of art history and culture. VA5CU.1 Investigates and discovers personal relationship to community, culture, and the world through creating and studying art. a. Recognizes the unique contributions of contemporary and historicalartists and art forms. b. Explores and articulates ideas, themes, and events from diverse cultures of the pastand present. VA5CU.2 Views and discusses selected artworks. a. Identifies elements, principle, themes, and/ or time period in a work of art. b. Investigates how art history shapes contemporary life. c. Discusses how social events insp ire art from a given timeperiod. PRODUCTION The student creates artworks by applying media, techniques, and processes to formulate and express his or her own ideas and conceptual understandings (National Standard 1). Experiencing the role of the artist, each student selects media, techniques, andprocesses, analyzes what makes them effective or not effective in communicating ideas, and reflects upon the effectiveness of the choices. Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of experiences and ideas. Media/techniques should include, but are not limited to, drawing, painting, sculpture, ceramics, fiber arts, printmaking, and digital. The student should be engaged in well-rounded studio art experiences.
  • 42. Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  42  of  97     VA5PR.1 Creates artworks based on personal experience and selected themes. a. Interprets visually the big ideas (community, identity, nature, justice, conflict) and broad themes (mother and child, love, war, loss, family) in open-ended ways that resonate with personal meaning. b. Makes design decisions as the result of conscious, thoughtful planning and choices. c. Communicates values, opinions, or personal insights through an original work of art. d. Generates artworks to express individual ideas, thoughts, and feelings from memory and/or imagination. e. Creates representational art works from direct observation (e.g., landscape, still life, portrait.) f. Produces artworks emphasizing one or more elements of art (e.g. color, line shape form, texture). g. Combines materials in new and inventive ways to make a finished work of art. VA5PR.2 Understands and applies media, techniques, and processes of two-dimensional art processes (drawing, painting, printmaking, mixed- media) using tools and materials in a safe and appropriate manner to develop skills. a. Creates drawings with a variety of media (e.g., pencils, crayons, pastels, and charcoal). b. Draws images from careful observation. c. Produces drawings that emphasize proportion and/or distortion. d. Creates drawings using a variety of techniques (e.g., linear perspective, contour line, gesture line). e. Creates paintings with a variety of media (e.g., acrylic, tempera, watercolor). f. Uses color schemes in a work of art (analogous, monochromatic, complementary, neutral, tertiary). g. Creates an edition of prints. h. Creates art works using available technology (e.g., computers, cameras,digital/video recorder). VA5PR.3 Understands and applies media, techniques, and processes of three-dimensional works of art (e.g., ceramics, sculpture, crafts, mixed- media) using tools and materials in a safe and appropriate manner to develop skills. a. Creates 3-D artwork that demonstrates a design concept: open or closed form, proportion, balance, color scheme, and movement. b. Creates ceramic objects demonstrating refinement of the additive orsubtractive method. (e.g., pinch method, coil method, relief) and techniques (e.g., score and slip, wedging, slab method, surface texture). c. Creates sculpture using a variety of methods (e.g., papier- mâché, cutting, folding, found objects). d. Creates compositions using traditional and/or contemporary craft methods (e.g., weaving, stitchery, batik, jewelry, book arts).
  • 43. Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  43  of  97     VA5PR.4 Plans and participates in appropriate exhibition(s) ofartworks. a. Prepares artwork for exhibition by writing a title, statement and signature on hisor her finished work of art. b. Chooses artwork to be displayed. c. Attends art exhibits in the school and/or local community. ASSESSMENT andREFLECTION The student critiques works of art, reflecting upon and assessing the characteristics and merits of own artwork and artwork of others (National Standard 5). The student describes and assesses materials, techniques, and processes used to complete a finished artwork. The student compares multiple purposes for creating works of art. The student demonstrates the ability to reflect upon and interpret the construction of meaning in own artwork and the artwork of others.Interacting with peers, the student expresses and validates a personal viewpoint and offers constructive criticism. VA5AR.1 Develops and maintains an individual portfolio of artworks. a. Distinguishes between complete and incomplete artworks. b. Develops strengths, interests, and areas for improvement as a creator, interpreter, and viewer of art. VA5AR.2 Uses a variety of approaches to understand and critique works of art. a. Develops multiple strategies for responding to and reflecting on artworks (e.g., formal and informal art criticism techniques). b. Explains features of a work, including media, subject matter, and formal choices, that influence meaning. c. Distinguishes between representational, abstract art and non-objective forms. d. Analyzes and assesses an artist’s intent by looking past the superficial and readily apparent meaning in an artwork and scrutinizing not only what is present but what is missing. e. Interprets and evaluates artworks through thoughtful discussion and speculationabout the mood, theme, and intentions of those who created a work of art. f. Writes about art for an audience and captures the feelings represented in words. VA5AR.3 Explains how selected principles of design are used in an artwork to convey meaning and how they affect personal responses to and evaluation of the artwork. a. Uses art terms with emphasis on the elements of art: line, shape, form, color, space, value, texture. b. Uses art terms with emphasis on the principles of design: balance, proportion, rhythm, emphasis, unity, contrast.
  • 44. Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  44  of  97     c. Describes how line can be used to show shape, movement, and space. d. Explains how the relationship of size between objects affects the scale and proportion in a work of art. e. Recognizes aerial and linear perspective techniques in a work of art. f. Describes how repeated colors, lines, shapes, forms, or textures can showmovement in an artwork. g. Discusses the effect of color properties (hue, intensity, and value) and color schemes (analogous, monochromatic, complementary) on the composition. h. Identifies the use of light to show texture, shape and form. i. Describes how changes in light affect the perception of color. j. Explains how warm and cool colors create space in a work of art. (e.g., warm forward/ cool recedes). k. Identifies emphasis in a composition by the amount of contrasts in hues (colors), intensity (brightness), and value (dark- light). l. Differentiates relief sculpture and sculpture in the round. m. Examines how artists use linear perspective (one- and two-point), atmospheric perspective, overlapping, size variation, and placement in the picture plane to achieve depth in artworks. n. Analyzes proportion in artworks as the relationship of one part to another or tothe whole. o. Explains that negative space is the area that surrounds an object. p. Describes how textures, real or implied, affect anartwork. CONNECTIONS The student makes connections to other disciplines and the world around him or her through the visual arts (National Standard 6). The student compares the characteristics of works in two or more art forms that share similar subject matter, historical periods, or cultural context. The student describes ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts. VA5C.1 Applies information and processes from other disciplines to enhance the understanding and production of artworks. a. Makes interdisciplinary connections applying art skills, knowledge, and ideasto improve understanding in other disciplines. b. Researches, describes, and discusses various art-related careers (e.g., art historian, art critic, curator, web designer, game designer, fine artist). c. Describes and discusses design in daily life (e. g., clothing, houses, cars, furniture). d. Identifies how and why skills (e.g., observation, perception, imagination) impact art and enhance non-art endeavors.
  • 45. Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  45  of  97     VA5C.2 Develops life skills through the study and production of art. a. Manages goals and time. b. Adapts to change. c. Works in teams. d. Guides and leads others. e. Directs own learning. f. Demonstrates persistence.
  • 46. Georgia  Department  of  Education   Kathy  Cox,  State  Superintendent  of  Schools   Georgia  Performance  Standards  Ÿ Fine  Arts  –  Visual  Arts  Education   June  18,  2009  Ÿ Page  46  of  97     Grades 6-8 Visual Arts Introduction The Middle School Grades 6-8 Visual Arts Standards are designed so that they can be compacted to serve a brief course of instruction or they may be expanded for delivery to a semester or longer. While the Visual Arts can make a significant contribution to a child’s continuing cognitive and emotional growth, not all students take art at the middle school level. The art teacher may have students for one term or multiple terms. Middle school art teachers must adapt to a wide range of abilities in a single classroom. To meet the needs of a wide range of students, art should be taught by a certified visual arts specialist with training in curriculum and pedagogy. Art is an important means of self-expression, self-reflection, and the creation of personal identity. The Georgia Performance Standards for Visual Art builds opportunities for students to develop in affective, academic, and social ways through the explorations of visual media intheir own art making and increasingly rigorous inquiry into art history, contemporary art making and cultural contexts. The standards guide development of the students’ technical skills and higher- order thinking. Aesthetic understanding, imagination, creativity, problem-solving, artistic skills and knowledge, historical and cultural context, critical analysis, and connections to other disciplines are important aspects of these standards. Form and content cannot be separated. How something is said or done shapes the content ofthe experience. Personal success stems from the care invested in one’s own work and the ability to work cooperatively with others in a dynamic studio setting.