A. CREATIVE EXPRESSION. Students will create and/or perform to express ideas and feelings. Students communicate through their works, revise and problem-solve, use a variety of processes, and integrate their works with other disciplines.
Each art form has specific vocabulary, elements, principles, and structures that allow for communication of ideas, feelings, and moods.
Problem-solving skills, reflection, self-evaluation, revising, and refinement are part of the process used in the creation and development of art works.
The development and creation of work in the arts use a variety of approaches, styles, media, and performance modes, including electronic technology.
Students will understand that the roles, skills, relationships, and differences among the arts are transferable from one arts discipline to another as well as to other disciplines.
Students will be able to:
SECONDARY GRADES
1. Create a visual or performance piece to communicate an idea, feeling, or meaning using: a distinct style; imagination and technical skill; and the creative process, reflection, and self-evaluation (problem-solving skills).
2. Compare various classical and contemporary visual and/or performing arts techniques and methods and demonstrate the use of these in their own works.
3. Create a piece in one art form which complements one of the other art forms (e.g., music to complement poetry).
4. Use the elements and principles of design to demonstrate multiple solutions to specific visual or performing arts problems.
5. Create a portfolio of work that communicates new ideas, feelings, and moods using different media, techniques, and processes.
6. Demonstrate an understanding that the arts are a means of renewal and recreation, as well as an occupational opportunity.
7. Identify the value of participating in the arts and summarize possible involvement in personal and community arts.
8. Use arts knowledge and vocabulary to critique their own work.
9. Use skills and knowledge of arts elements and principles, whenever applicable, to solve problems or enhance meaning in other disciplines.
EXAMPLES
Create a number of art works that represent their best work in a range of media they select.
Create a character in a number of different acting styles and videotape the performances.
Choreograph dances that interpret various other media such as poetry or visual art.
Create a musical composition in their choice of media which may include the computer.
Intern or apprentice with a professional in field of choice for a specific project.
Use knowledge of color and design to create mathematical patterns.
B. CULTURAL HERITAGE. Students will understand the cultural contributions (social, ethical, political, religious dimensions) of the arts, how the arts shape and are shaped by prevailing cultural and social beliefs and values, and recognize exemplary works from a variety of cultures and historical periods. The arts are the record of our diverse world cultures and provide understanding of who we are, where we've been, and possible directions for our future. Students will be able to:
SECONDARY GRADES
1. Compare two or more visual and/or performing arts by identifying the genre, style, historical period and conditions, probable artist, and cultural source.
2. Compare and contrast characteristics of visual and/or performing arts within a particular historical period or style with concepts about the period or style from other content areas.
3. Analyze common characteristics and purposes of various visual and/or performing art works across time and among cultural and social groups, and explain how these characteristics and purposes fulfill social, religious, or ceremonial functions in a particular cultural and historical context.
4. Create works that reflect concepts, theories, approaches, and styles from their own and other cultures.
5. Develop visual and/or performing art work in response to a historical, social or cultural condition using a variety of forms.
EXAMPLES
Create and explain a time and theme line using several chosen works from different cultures.
Create visual or performing art in the style of a particular artist.
Create a musical fanfare that will be used during the lighting of the Olympic flame.
Explain the relationship between the social climate of the 1960's and the social dances of the time.
C. CRITICISM AND AESTHETICS. Students will reflect upon and assess the characteristics and merits of art works. An understanding of how the senses are used to make artistic choices in daily life, together with an understanding of how these choices affect feelings, moods, and emotions, helps us to make judgments about the merits and meaning of work in the arts. The elements, principles, and structures of art forms can be composed in ways which enrich, persuade, and influence society, either directly, through performances, original works and exhibits or indirectly, through electronic and printed media. Students will be able to:
SECONDARY GRADES
1. Explain and justify personal aesthetic criteria for critiquing works of visual and performing art, texts, and events.
2. Research the work of critics, historians, aestheticians, and artists to analyze and interpret works and compare differing critiques of the same visual and performing art works.
3. Analyze, interpret, and evaluate subtle and complex meaning in visual and/or performing arts intended to persuade and influence (as in electronic media, theater, commercial, and political advertising).
4. Create visual and/or performing art work that is used to influence and persuade and explain how the design accomplishes its purpose.
EXAMPLES
Write a review of an artistic performance and compare it to one written by a professional critic.
Interpret meanings in works by political artists in several cultures and/or historical periods.
Research and use the written works of critics and historians to analyze works by a particular composer, artist, choreographer, or playwright.
Create a public service announcement opposing the use of illegal drugs and explain why you think it is successful or unsuccessful.