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High School Visual Art: Introduction

Page history last edited by Elizabeth Maughan 2 weeks, 2 days ago

The high school visual art standards encompass three proficiency levels and apply to classes such as drawing, painting, ceramics, etc. In high school visual art, students work within the four artistic processes of visual art: Creative Process, Production, Cultural and Historical Perspectives, and Aesthetic Response and Critique Methodologies. According to their ability level, student use the elements of art and principles of design to create artwork, practice and acquire skills in a certain art form, analyze art work through social, cultural, or political contexts, and develop a personal style in a portfolio.


The order of the standards at any grade level is not meant to imply a sequence of topics and should be considered flexible for the organization of any course. 

 

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Artistic Processes 

The visual art standards emerge from the artistic processes of creative process, production, cultural and historical perspectives, and aesthetic response and critique methodologies. Each artistic process branches into multiple anchor standards. The anchor standards further divide into objectives, which describe student learning in visual art.

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Objective Analysis 

Analysis for each grade-level objective is provided in a manner to support deep understanding of goals and expectations for the teacher and student. Following each Objective Analysis are links to Instructional Resources providing recommendations for lesson ideas and resources. Recommendations are not intended to be an exhaustive listing of instructional possibilities. 

 

Assessment of Student Learning in Visual Art

Assessment reveals what a student knows and is able to do through data collected before, during, and after instruction. This section includes assessment scenarios for various formative and summative assessment models. The assessment scenarios are for optional use and are not required. 

 

Supporting Learning for All Students in Visual Art

Universal Design for Learning (UDL) is a research-based framework for improving student learning experiences and outcomes through careful instructional planning focused on the varied needs of all students, including students with visible and non-visible disabilities, advanced and gifted learners, and English learners. More information on UDL principles and guidelines, as well as practical suggestions for classroom teaching and learning, can be found at the National Center for UDL. 

 

 

 

 

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