Commencement – Major Sequence

Standard 1: Creating, Performing and Participating in the Arts

Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts.

Students will make works of art that explore different kinds of subject matter, topics, themes, and metaphors. Students will understand and use sensory elements, organizational principles, and expressive images to communicate their own ideas in works of art. Students will use a variety of art materials, processes, mediums, and techniques, and use appropriate technologies for creating and exhibiting visual art works.

In addition to the General Education performance indicators, students:

• produce comprehensive and well organized commencement portfolios of their work (a)
• reveal through their work a broad investigation of a variety of individual ideas and at least one theme explored imaginatively and in depth (b)
• give evidence that they have developed an emerging personal style (c)
• use selected mediums and techniques and select the most appropriate mediums and techniques to communicate their ideas (d).

This is evident, for example, when students:

• produce a portfolio with at least ten completed works, together with sketches, notes and research that were used in the development of those works
• include in their portfolios drawings which show their ability to draw from observation and from their imagination
• include in their portfolios one example of a work which was student generated, researched and developed
• use electronic imaging (film, computers, video,cd/rom, etc.) to create individual images.

Standard 2: Knowing and Using Arts Materials and Resources

Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles.

Students will know and use a variety of visual arts materials, techniques, and processes. Students will know about resources and opportunities for participation in visual arts in the community(exhibitions, libraries, museums, galleries) and use appropriate materials (art reproductions, slides, print materials, electronic media). Students will be aware of

vocational options available in the visual arts. In addition to the General Education performance indicators, students:

• develop Commencement Portfolios that show proficiency in one or more mediums and skill in using and manipulating the computer and other electronic media (a)
• prepare a portfolio that meets the admission requirements of selected institutions (b)
• understand the preparation required for particular art professions and acquire some skills of those professions through internships with local galleries, museums, advertising agencies, architectural firms, and other institutions (c).

This is evident, for example, when students:

• include in their portfolios works of art which show proficiency with two mediums
• investigate the admission requirements of two or three colleges or universities
• investigate the preparation necessary for entrance into one of the arts professions
• exhibit their works in a one-person show and write the accompanying descriptive material.

Standard 3: Responding to and Analyzing Works of Art

Students will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought.

Students will reflect upon, interpret, and evaluate works of art, using the language of art criticism. Students will analyze the visual characteristics of the natural and built environment and explain the social, cultural, psychological, and environmental dimensions of the visual arts. Students will compare the ways in which a variety of ideas, themes, and concepts are expressed through the visual arts with the ways they

are expressed in other disciplines. In addition to the General Education performance indicators, students:

• using the language of art criticism, describe the visual and functional characteristics of works of art and interpret the relationships of works of art one to another, to describe the impact of the work on the viewer (a)
• demonstrate an understanding of art criticism, art histories, and aesthetic principles and show their connections to works of art (b)
• give evidence in their Commencement Portfolios that they have researched a theme in-depth and that in their research they have explored the ways the theme has been expressed in other disciplinary forms (c).

This is evident, for example, when students:

• write a review of a local art exhibition
• discuss the role of museums and galleries in defining what current art is
• compare the way in which the migration of the African-Americans to the north is depicted in Jacob Lawrence's series of paintings The Great Migration with the description of that migration in the history textbooks.

Students will respond critically to a variety of works in the arts, connecting the

Standard 4: Understanding the Cultural Dimensions and Contributions of the Arts

Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society.

Students will explore art and artifacts from various historical periods and world cultures to discover the roles that art plays in the lives of people of a given time and place and to understand how the time and place influence the visual characteristics of the art work. Students will explore art to understand the social, cultural, and environmental dimensions of human society. In addition to the General Education performance indicators, students:

• present a body of work within their portfolio that reflects the influences of variety of cultural styles (a)
• interpret the meaning of works and artifacts in terms of the cultures that produced them (b)
• explain how cultural values have been expressed in the visual arts, how art works have been used to bring about cultural change and how the art of a culture has been influenced by art works coming from outside that culture (c).

This is evident, for example, when students:

• write a short research paper exploring how the depictions of war in The Third of May by Goya and Napoleon On The Battlefield at Eylau by Gros differ one from another
• discuss the influence of African art on Picasso's Demoiselles D’Avignon
• look at the body of work in their portfolios and describe what they consider to be their style and indicate what has influenced that style.
• compare the work of regionalist artists who documented life of the ordinary people in a given place; such as Thomas Hart Benton, John Stuart Curry, and Grant Wood with the Harlem Renaissance artists like William H. Johnson, Jacob Lawrence, Aaron Douglas, and Romare Bearden.

Commencement – General Education

Standard 1: Creating, Performing and Participating in the Arts

Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts.

Students will make works of art that explore different kinds of subject matter, topics, themes, and metaphors. Students will understand and use sensory elements, organizational principles, and expressive images to communicate their own ideas in works of art. Students will use a variety of art materials, processes, mediums, and techniques, and use appropriate technologies for creating and exhibiting visual art works.

Students:

• create a collection of art work, in a variety of mediums, based on instructional assignments and individual and collective experiences to explore perceptions, ideas, and viewpoints (a)
• create art works in which they use and evaluate different kinds of mediums, subjects, themes, symbols, metaphors, and images (b)
• demonstrate an increasing level of competence in using the elements and principles of art to create art works for public exhibition (c)
• reflect on their developing work to determine the effectiveness of selected mediums and techniques for conveying meaning and adjust their decisions accordingly (d).

This is evident, for example, when students:

• s do a series of drawings of posed figures and then incorporate one or more of those figures into a painting to express a specific theme
• use one medium or technique in more than two works to indicate their skill with that medium or technique
• develop an idea for a work of art, research the various ways in which that idea has been expressed by other artists and at other times, select the appropriate medium or technique for that work and complete the work
• produce a computer generated design in which they use their understanding of composition, color, line, space.

Standard 2: Knowing and Using Arts Materials and Resources

Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles.

Students will know and use a variety of visual arts materials, techniques, and processes. Students will know about resources and opportunities for participation in visual arts in the community(exhibitions, libraries, museums, galleries) and use appropriate materials (art reproductions, slides, print materials, electronic media). Students will be aware of

vocational options available in the visual arts.

Students:

• select and use mediums and processes that communicate intended meaning in their art works, and exhibit competence in at least two mediums (a)
• use the computer and electronic media to express their visual ideas and demonstrate a variety of approaches to artistic creation (b)
• interact with professional artists and participate in school- and community-sponsored programs by art organizations and cultural institutions (c)
• understand a broad range of vocations/avocations in the field of visual arts, including those involved with creating, performing, exhibiting, and promoting art (d).

This is evident, for example, when students:

• select a process or medium for their intended work of art and describe their reasons for that selection
• interview a professional artist about what that artist does, his/her preparation, the organization of his/her business
• produce a mixed media work of art which uses the computer image, the camera, the copy machine and other electronic media.

Students will be knowledgeable about and make use of the materials and resources

Standard 3: Responding to and Analyzing Works of Art

Students will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought.

Students will reflect on, interpret, and evaluate works of art, using the language of art criticism. Students will analyze the visual characteristics of the natural and built environment and explain the social, cultural, psychological, and environmental dimensions of the visual arts. Students will compare the ways in which a variety of ideas, themes, and concepts are expressed through the visual arts with the ways they are expressed in other disciplines.

Students:

• use the language of art criticism by reading and discussing critical reviews in newspapers and journals and by writing their own critical responses to works of art (either their own or those of others) (a)
• explain the visual and other sensory qualities in art and nature and their relation to the social environment (b)
• analyze and interpret the ways in which political, cultural, social, religious, and psychological concepts and themes have been explored in visual art (c)
• develop connections between the ways ideas, themes, and concepts are expressed through the visual arts and other disciplines in everyday life (d).

This is evident, for example, when students:

• discuss the point of view of a critic in a local newspaper who has reviewed a local exhibition
• analyze the way in which a work of art by Leon Golub expresses a political point of view
• write a review of a student exhibition.

Standard 4: Understanding the Cultural Dimensions and Contributions of the Arts

Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society.

Students will explore art and artifacts from various historical periods and world cultures to discover the roles that art plays in the lives of people of a given time and place and to understand how the time and place influence the visual characteristics of the art work. Students will explore art to understand the social, cultural, and environmental dimensions of human society.

Students:

• analyze works of art from diverse world cultures and discuss the ideas, issues, and events of the culture that these works convey (a)
• examine works of art and artifacts from United States cultures and place them within a cultural and historical context (b)
• create art works that reflect a variety of cultural influences (c).

This is evident, for example, when students:

• compare the way the human figure is depicted in Byzantine art with the way it is depicted in High Renaissance art and explore the reasons for the differences
• select a style of art from the 20th century, study the characteristics of that style, research one artist who painted in that style and make a work of art using that style but expressing the students' point of view or idea.

Intermediate

Standard 1: Creating, Performing and Participating in the Arts

Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts.

Students will make works of art that explore different kinds of subject matter, topics, themes, and metaphors. Students will understand and use sensory

elements, organizational principles, and expressive images to communicate their own ideas in works of art. Students will use a variety of art materials, processes, mediums, and techniques, and use appropriate technologies for creating and exhibiting visual art works.

Students:

• produce a collection of art works, in a variety of mediums, based on a range of individual and collective experiences (a)
• know and use a variety of sources for developing and conveying ideas, images, themes, symbols, and events in their creation of art (b)
• use the elements and principles of art to communicate specific meanings to others in their art work (c)
• during the creative process, reflect on the effectiveness of selected mediums or techniques to convey intended meanings (d)
• identify and use, in individual and group experiences, some of the roles and means for designing, producing, and exhibiting art works and discuss ways to improve them (e).

This is evident, for example, when students:

• research various architectural elements and design a building based on their research and on their plan for its use
• develop an image that is appropriate for a lino cut, transfer it to the linoleum and print it using more than one color
• develop a painting from their drawing of a still-life focusing on composition and color value
• research the style of a selected sculptor and design a work based on that style but expressing the students' ideas.

Standard 2: Knowing and Using Arts Materials and Resources

Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles.

Students will know and use a variety of visual arts materials, techniques, and processes. Students will know about resources and opportunities for participation in visual arts in the community (exhibitions, libraries, museums, galleries) and use appropriate materials (art reproductions, slides, print materials, electronic media). Students will be aware of

vocational options available in the visual arts.

Students:

• develop skills with a variety of art materials and competence in at least one medium (a)
• use the computer and other electronic media as designing tools and to communicate visual ideas (b)
• take advantage of community opportunities and cultural institutions to learn from professional artists, look at original art, and increase their understanding of art (c)
• understand the variety of careers related to the visual arts and the skills necessary to pursue some of them (d).

This is evident, for example, when students:

• mix paint in a range of shades and tints and apply the paint to their work with skill
• use the computer to develop an idea for a project with sculpture
• visit a museum and look at an original work of art and discuss the differences between the original and the reproduction
• use the internet to explore images of public art.

Students will be knowledgeable about and make use of the materials and resources

Standard 3: Responding to and Analyzing Works of Art

Students will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought.

Students will reflect on, interpret, and evaluate works of art, using the language of art criticism. Students will analyze the visual characteristics of the natural and built environment and explain the social, cultural, psychological, and environmental dimensions of the visual arts. Students will compare the ways in which a variety of ideas, themes, and concepts are expressed through the visual arts with the ways they are expressed in other disciplines.

Students:

• explain their reflections about the meanings, purposes, and sources of works of art; describe their responses to the works and the reasons for those responses (a)
• explain the visual and other sensory qualities (surfaces, colors, textures, shape, sizes, volumes) found in a wide variety of art works (b)
• explain the themes that are found in works of visual art and how the art works are related to other forms of art (dance, music, theatre, etc.) (c)
• explain how ideas, themes, or concepts in the visual arts are expressed in other disciplines (e.g., mathematics, science, literature, social studies, etc.) (d).

This is evident, for example, when students:

• describe what they see in a work of art and tell what they think the work of art is about
• describe how lines might imply motion, color might convey emotion and size might suggest distance in selected works of art
• show how pattern can be found in a Mondrian painting and in a familiar song.

Students will respond critically to a variety of works in the arts, connecting the

Standard 4: Understanding the Cultural Dimensions and Contributions of the Arts

Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society.

Students will explore art and artifacts from various historical periods and world cultures to discover the roles that art plays in the lives of people of a given time and place and to understand how the time and place influence the visual characteristics of the art work. Students will explore art to understand the social, cultural, and environmental dimensions of human society.

Students:

• demonstrate how art works and artifacts from diverse world cultures reflect aspects of those cultures (a)
• demonstrate the ways in which some particular art works and artifacts reflect important aspects of the diverse cultures of the United States (b)
• create art works that reflect a particular historical period of a culture (c).

This is evident, for example, when students:

• research the totems and other artifacts of the Northwest Indians and discuss how those images are connected with their rituals and their beliefs about family and clan
• look at traditional Japanese art and identify its visual characteristics
• examine the patterns of Mexican textiles and create a work in which they invent a pattern based on those ideas.

Elementary

Standard 1: Creating, Performing and Participating in the Arts

Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts.

Students will make works of art that explore different kinds of subject matter, topics, themes, and metaphors. Students will understand and use sensory elements, organizational principles, and expressive images to communicate their own ideas in works of art. Students will use a variety of art materials, processes, mediums, and techniques, and use appropriate technologies for creating and exhibiting visual art works.

Students:

• experiment and create art works, in a variety of mediums (drawing, painting, sculpture, ceramics, printmaking, video, and computer graphics), based on a range of individual and collective experiences (a)
• develop their own ideas and images through the exploration and creation of art works based on themes, symbols, and events (b)
• understand and use the elements and principles of art (line, color, texture, shape) in order to communicate their ideas (c)
• reveal through their own art work understanding of how art mediums and techniques influence their creative decisions (d)
• identify and use, in individual and group experiences, some of the roles and means for designing, producing, and exhibiting art works (e).

This is evident, for example, when students:

• paint a picture in tempera or watercolor in which they depict an experience that they recall
• smake a ceramic vessel which they decorate with symbols
• make a drawing in which they depict three-dimensional space by using overlapping, placement on the picture plane and objects diminishing in size
• select a medium for a work of art based on their experience with the medium and their desire that it should look a certain way
• work with others to plan and produce a group art work, such as a mural, an illustrated book, a stage design
• draw objects from observation and use their imagination to turn those drawings into objects or creatures
• use the primary colors of pigment (cyan, magenta, yellow) to paint a picture from nature.

Standard 2: Knowing and Using Arts Materials and Resources

Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles.

Students will know and use a variety of visual arts materials, techniques, and processes. Students will know about resources and opportunities for participation in visual arts in the community (exhibitions, libraries, museums, galleries) and use appropriate materials (art reproductions, slides, print materials, electronic media). Students will be aware of

vocational options available in the visual arts.

Students:

• understand the characteristics of various mediums (two-dimensional, three-dimensional, electronic images) in order to select those that are appropriate for their purposes and intent (a)
• develop skills with electronic media as a means of expressing visual ideas (b)
• know about some cultural institutions (museums and galleries) and community opportunities (art festivals) for looking at original art and talking to visiting artists, to increase their understanding of art (c)
• give examples of adults who make their livings in the arts professions (d).

This is evident, for example, when students:

·        use a draw/paint computer program to create graphic images

·        visit a museum and write a short report of what they saw

·        engage a visiting artist in talk about what that artist does, how he/she does it and why.

Standard 3: Responding to and Analyzing Works of Art

Students will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought.

Students will reflect on, interpret, and evaluate works of art, using the language of art criticism. Students will analyze the visual characteristics of the natural and built environment and explain the social, cultural, psychological, and environmental dimensions of the visual arts. Students will compare the ways in which a variety of ideas, themes, and concepts are expressed through the visual arts with the ways they

are expressed in other disciplines.

Students:

• explain their reflections about the meanings, purposes, and sources of works of art; describe their responses to the works and the reasons for those responses (a)
• explain the visual and other sensory qualities (surfaces, colors, textures, shape, sizes, volumes) found in a wide variety of art works (b)
• explain the themes that are found in works of visual art and how the art works are related to other forms of art (dance, music, theatre, etc.) (c)
• explain how ideas, themes, or concepts in the visual arts are expressed in other disciplines (e.g., mathematics, science, literature, social studies, etc.) (d).

This is evident, for example, when students:

• describe what they see in a work of art and tell what they think the work of art is about
• describe how lines might imply motion, color might convey emotion and size might suggest distance in selected works of art
• show how pattern can be found in a Mondrian painting and in a familiar song.

Standard 4: Understanding the Cultural Dimensions and Contributions of the Arts

Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society.

Students will explore art and artifacts from various historical periods and world cultures to discover the roles that art plays in the lives of people of a given time and place and to understand how the time and place influence the visual characteristics of the art work. Students will explore art to understand the social, cultural, and environmental dimensions of human society.

Students:

• look at and discuss a variety of art works and artifacts from world cultures to discover some important ideas, issues, and events of those cultures (a)
• look at a variety of art works and artifacts from diverse cultures of the United States and identify some distinguishing characteristics (b)
• create art works that show the influence of a particular culture (c).

This is evident, for example, when students:

• examine the Spanish style of architecture of the Southwest and describe the ways in which that architecture differs from architecture in New England used for the same purposes s discuss the ways in which the depiction of space differs in Egyptian art with the way it is depicted in Renaissance art and conjecture about the reasons for the differences
• study the style of the Australian Aboriginal art and create a work using that style but expressing their own ideas about nature and animals.

Students will develop an understanding of the personal and cultural