PERFORMANCE OBJECTIVES

The student will:

• Develop or co-develop with others a presentation in one or more of the arts, grounding its artistic merit within historical, social, cultural, critical, and aesthetic parameters, and taking into account the merit of the arts form or arts concepts in an in-depth manner.
• Develop and present a self-profile which takes advantage of current and available technological advances and provides information about her development as an artist and creative and critical thinker, and speculates about the application of attained knowledge and skills in her life beyond high school.

VISUAL ART - HIGH SCHOOL LEVEL I

GOAL I: Historical, Cultural, and Social Contexts: Understanding the Role of the Arts in People's Lives

Student Objective

Content/Suggested Activities

The student will access primary and secondary data related to an historical or current event and make inferences and predictions that are possible from the data about its future implications for the arts. The student will examine the arts from a point in history to discover how arts forms interacted with each other and with social, political, spiritual, environmental and economic issues of the time.

Cyber Space: Accessing information Newspapers Kaleidoscopically and/or instantly Books Magazines Personal Letters Diaries Examine the issues of protest in the early 1970's: poster art and psychedelic images. Take the historic perspective of World War II and examine the arts of the time.

VISUAL ART - HIGH SCHOOL LEVEL I

GOAL II: Personal Expression and Production/Performance: Communicating Through the Arts

Student Objective	Content/Suggested Activities
The student will conceive, create or develop works of art that demonstrate an understanding of how the communication of ideas relates to the arts forms, techniques, and processes. The student will conceive, create or recreate, or evaluate works of art in various media and evaluate them using developed and established criteria.	Communication of ideas related to arts forms: Example: Christo - ideas from ideas Picasso - Guernica K. Kollowitz Communication of ideas related to techniques: Traditional vs nontraditional Communication of ideas related to processes: how technique is orchestrated For example: the principles of design.

VISUAL ART - HIGH SCHOOL LEVEL I

GOAL III: Arts Criticism: Responding to the Arts

Student Objective

Content/Suggested Activities

The student will compare the materials, techniques, media, and processes of arts forms and the criteria used for judging them. The student will determine the characteristics of a personal profile. The student will analyze works of art for characteristics unique to a specific arts form. The student will develop rubrics for distinguishing the characteristics of quality arts products and performances.

Materials: clay Technique: slab building Process: functional container Criteria for judging them: size, weight, form follows function, aesthetic or utilitarian concepts. For example: Start a portfolio For example: drawing Develop a method for evaluation

VISUAL ART - HIGH SCHOOL LEVEL

GOAL IV: Nature and Meaning of the Arts: Valuing the Arts

Student Objective	Content/Suggested Activities
The student will articulate a personal arts philosophy and explain its personal significance. The student will compare and contrast their personal philosophy with an established philosophy. The student will recognize how audience/viewer behavior affects the presentation of an arts form.	Each student will research their family background to find a family member, distant relative, who was an artist or craftsperson. Research John Cage.

The student will:

• Locate recurring ideological themes, images, or symbols used in works of art and speculate about the facts impacting their continuing presence and use a collection of works to substantiate his position.
• Communicate information about a concept or problem encountered using multiple solutions/technologies and assess the effectiveness/impact of each approach.
• Create a body of work, using a specific medium/technique, that reflects focus, exploration, and experimentation.
• Document the ways in which the arts contribute to living and learning in the community.

VISUAL ART - HIGH SCHOOL LEVEL II

GOAL I: Historical, Cultural, and Social Contexts: Understanding the Role of the Arts in People's Lives

Student Objective	Content/Suggested Activities
The student will explore the human experience as it relates to an arts form in terms of symbols and practices, reflecting on change and consistency across cultures and times.	Explore a rite of passage such as birth, marriage, or death in terms of symbols and practices, reflecting on change and consistency across cultures and time.

GOAL II: Personal Expression and Production/Performance: Communicating Through the Arts

Student Objective	Content/Suggested Activities
The student will investigate mediums in terms of their basic characteristics and traditional and experimental applications.	Use technology, such as xerography, digital imagining, or videography to manipulate a work of art.

VISUAL ART - HIGH SCHOOL LEVEL II

GOAL III: Arts Criticism: Responding to the Arts

Student Objective	Content/Suggested Activities
The student will use critical analysis to study a body of work from a particular artist.	Marcel Duchamp - artist Ready mades - body of work 1st describe 2nd analyze using elements and principles - list 3rd interpretation 4th judgment - does it create a sense of unity?

GOAL IV: Nature and Meaning of the Arts: Valuing the Arts

Student Objective	Content/Suggested Activities
The student will explore instances and roles of the arts in daily life. The student will articulate the content of a personal arts philosophy, share it with others, and provide evidence of it through a body of work.	Conduct a survey to locate where others see and use arts in their daily lives, then present their findings to the class.

The student will:

• Create or perform a body or work which contains and reflects exploration, experimentation, and development.
• Present his own portfolio of work in terms of existing and recurring ideological themes, images, symbols, styles, and/or technologies.
• Select a local arts event, work, structure, organization, or institute and judge its merit in terms of artistic, economic, social, political, and environmental aspects.

VISUAL ART - HIGH SCHOOL LEVEL III

GOAL I: Historical, Cultural, and Social Contexts: Understanding the Role of the Arts in People's Lives

Student Objective	Content/Suggested Activities
The student will investigate how arts are an index to the social values and accomplishments of a community.	Speculate how artists within the community contribute to the social/cultural environment (quilters, graphic designers, painter, story tellers, folk singers, square dancers, classical pianists, actors, choir, soloist).

VISUAL ART - HIGH SCHOOL LEVEL III

GOAL II: Personal Expression and Production/Performance: Communicating Through the Arts

Student Objective	Content/Suggested Activities
The student will investigate properties, commonalities, and differences of various mediums and techniques. The student will examine their work/performance for themes, images, symbols, and/or styles. The student will create/perform in more than one medium or genre. The student will develop and practice presentation skills.	For example: resume, matting skills, professional presentation

VISUAL ART - HIGH SCHOOL LEVEL III

GOAL III: Arts Criticism: Responding to the Arts

Student Objective	Content/Suggested Activities
The student will defend technical language when discussing works of art. The student will analyze images and concepts that have been inspired by the same subject matter.	Technical language refers to the vocabulary of each art form, for example in balance, harmony, gradation, texture, stippling, etc. Look at portraiture, landscapes, and still-life.

GOAL IV: Nature and Meaning of the Arts: Valuing the Arts

Student Objective	Content/Suggested Activities
The student will recognize the relationship between cultural and social attitude and emotional reaction to an arts form or an event. The student will articulate the basic nature and need for the arts.	Look at the pop artist Roy Liechtenstein "Wham" painting for cultural, social attitude and emotional reaction to art form.

The student will:

• Develop and present a public exhibition or performance of personal work which represents the evolution of creative and critical thinking and the individual contributions to the art form and subject it to an authentic review.

• Organize a collection of personal artwork, use specific criteria and/or evidence to identify its philosophical focus, stylistic features, and overall emphasis, and subject it to an authentic review.
• Create a presentation strategy to implement a class/community defined arts project.

VISUAL ART - HIGH SCHOOL LEVEL IV

GOAL I: Historical, Cultural, and Social Contexts: Understanding the Role of the Arts in People's Lives

Student Objective	Content/Suggested Activities
The student will use historical inquiry to examine the relationships between artworks and the culture and times in which he/she exists. The student will study the history, meaning, and social cultural, economic, political, and environmental issues surrounding public art.	Identify the historical, community, and personal significance of local artworks. Public art might include monuments, statues, architectural landmarks/buildings/structures, concert/performance in the park, outdoor drama, etc.

VISUAL ART - HIGH SCHOOL LEVEL IV

GOAL II: Personal Expression and Production/Performance: Communicating Through the Arts

Student Objective	Content/Suggested Activities
The student will identify artists and individuals involved in the arts who have influenced their experiences. The student will review their production/performance experiences to determine areas that require expansion, further concentration, or additional exploration.

VISUAL ART - HIGH SCHOOL LEVEL IV

GOAL III: Arts Criticism: Responding to the Arts

Student Objective	Content/Suggested Activities
The student will identify criteria within an assessment format and use them to select the contents for a career portfolio. The student will develop criteria and format for viewers/presenters to analyze, evaluate, and judge a collection of work. The student will demonstrate informed discussion as a key component of critical inquiry.	Assessment formats might include competency matrix, rubrics, skill check lists, observational check lists, logs, etc. Evidence can be found through observation and analysis of the work and/or researching the writing of critics and historians.

VISUAL ART - HIGH SCHOOL LEVEL IV

GOAL IV: Nature and Meaning of the Arts: Valuing the Arts

Student Objective	Content/Suggested Activities
The student will align their choice of an art career or avocation with personal arts philosophy and a body of work developed over time. The student will analyze the relationships among community values, local artistic expression and funding for the arts.	Interview decision makers/funders to ascertain their support for arts projects. Identify community valued images, events, or individuals as potential subjects for creating a community artwork.

Student Grade_______________
Visual Art - High School Level IV	Basic/ Novice	Proficient/ Competent	Advanced/ Exceptional
I. ART HISTORY: Understanding the Role of the Arts	.	.	.
use historical inquiry to examine the relationships between artworks and the culture and times in which he/she exists	.	.	.
study the history, meaning, and social cultural, economic, political, and environmental issues surrounding public art	.	.	.
II. ART PRODUCTION: Personal Expression	.	.	.
identify artists and individuals involved in the arts who have influenced their experiences	.	.	.
review their production/performance experiences to determine areas that require expansion, further concentration, or additional exploration	.	.	.
III. ART CRITICISM: Responding to the Arts	.	.	.
identify criteria within an assessment format and use them to select the contents for a career portfolio	.	.	.
develop criteria and format for viewers/presenters to analyze, evaluate, and judge a collection of work	.	.	.
demonstrate informed discussion as a key component of critical inquiry	.	.	.
IV. AESTHETICS: Valuing the Arts	.	.	.
align their choice of an art career or avocation with personal arts philosophy and a body of work developed over time	.	.	.
analyze the relationships among community values, local artistic expression and funding for the arts	.	.	.