What else is happening in the classroom?
While students may be in my classroom to make progress in drawing skills, I also recognize that I have a responsibility to prepare them for the 21st Century workplace. This list comes from the WPI. After each skill, I've listed an activity or journal prompt that works towards that goal.
Application of the Basics
Ability to Think
— Problem solving
— Informed decision making
— Systems thinking
— Critical, creative, and analytical thinking
— Imagining places, times, and situations different from one’s own
— Developing and testing a hypothesis
— Transferring learning to new situations
Skill in Communication
— Constructing and defending an argument
— Working effectively in groups Critiques, Praise and Supports,
— Communicating plans and processes for reaching goals Journal Entries
— Receiving and acting on instructions, plans, and models Peer Teaching
— Communicating with a variety of tools and skills
Production of Quality Work
— Acquiring and using information
— Creating quality products and performances
— Revising products and performances
— Developing and pursuing positive goals
Connections with Community
— Recognizing and acting on responsibilities as a citizen
— Preparing for work and lifelong learning
— Contributing to the aesthetic and cultural life of the community
— Seeing oneself and one’s community within the state, nation, and world
— Contributing and adapting to scientific and technological change
Application of the Basics
Ability to Think
— Problem solving
— Informed decision making
— Systems thinking
— Critical, creative, and analytical thinking
— Imagining places, times, and situations different from one’s own
— Developing and testing a hypothesis
— Transferring learning to new situations
Skill in Communication
— Constructing and defending an argument
— Working effectively in groups Critiques, Praise and Supports,
— Communicating plans and processes for reaching goals Journal Entries
— Receiving and acting on instructions, plans, and models Peer Teaching
— Communicating with a variety of tools and skills
Production of Quality Work
— Acquiring and using information
— Creating quality products and performances
— Revising products and performances
— Developing and pursuing positive goals
Connections with Community
— Recognizing and acting on responsibilities as a citizen
— Preparing for work and lifelong learning
— Contributing to the aesthetic and cultural life of the community
— Seeing oneself and one’s community within the state, nation, and world
— Contributing and adapting to scientific and technological change
ART AND DESIGN KNOWING A. VISUAL MEMORY AND KNOWLEDGE
Content Standard
Students in Wisconsin will know and remember information and ideas about the art and design around them and throughout the world.
Rationale:
The study of art involves not only creating art, but also knowing and remembering information and ideas about art and design. Museums, galleries, and other institutions employing arts professionals help preserve, protect, interpret, and evaluate works of art and architecture. Art critics, aestheticians, historians, and philosophers all work to better interpret the political, anthropological, social, philosophical, and psychological impact of the arts. Students in our schools need to know about art and design now and throughout history in order to better understand the arts, themselves, and the world around them.
PERFORMANCE STANDARDS
By the end of grade 12 students will:
A.12.1 Possess a mental storehouse of images
A.12.2 Know advanced vocabulary related to their study of art
A.12.3 Know and recognize styles of art from their own and other parts of the world
A.12.4 Know and recognize many styles of art from various times
A.12.5 Explain that art is one of the greatest achievements of human beings
A.12.6 Use art as a basic way of thinking and communicating about the world
A.12.1 Possess a mental storehouse of images
A.12.2 Know advanced vocabulary related to their study of art
A.12.3 Know and recognize styles of art from their own and other parts of the world
A.12.4 Know and recognize many styles of art from various times
A.12.5 Explain that art is one of the greatest achievements of human beings
A.12.6 Use art as a basic way of thinking and communicating about the world
B: ART AND DESIGN HISTORY, CITIZENSHIP, AND ENVIRONMENT
Content Standard
Students in Wisconsin will understand the value and significance of the visual arts, media and design in relation to history, citizenship, the environment, and social development.
Rationale:
The study of human history and different cultures and their art forms represents a legacy that enriches our lives and allows us to see our own and other cultures from different perspectives. When students understand the form and function of the visual arts and design, they can better understand people as well as art objects. Students will communicate better with others and develop more tolerance for other lifestyles and points of view through the study of cultural images and artifacts.
PERFORMANCE STANDARDS
By the end of grade 12 students will:
B.12.1 Demonstrate how artists and cultures throughout history have used art to communicate ideas and to develop functions, structures, and designs
B.12.2 Show ways that form, function, meaning, and expressive qualities of art and design change from culture to culture and artist to artist
B.12.3 Relate works of art and designed objects to specific cultures, times, and places
B.12.4 Know how artists, designers, and cultures influence art
B.12.5 Understand how their choices in art are shaped by their own culture and society
B.12.6 Describe, analyze, interpret, and judge art images and objects from various cultures, artists, and designers
B.12.7 Understand and apply environmental and aesthetic issues to concepts related to the design of packaging, industrial products, and cities
B.12.8 Know the contributions of art historians, cultural anthropologists, and philosophers of art to our understanding of art and design
B.12.1 Demonstrate how artists and cultures throughout history have used art to communicate ideas and to develop functions, structures, and designs
B.12.2 Show ways that form, function, meaning, and expressive qualities of art and design change from culture to culture and artist to artist
B.12.3 Relate works of art and designed objects to specific cultures, times, and places
B.12.4 Know how artists, designers, and cultures influence art
B.12.5 Understand how their choices in art are shaped by their own culture and society
B.12.6 Describe, analyze, interpret, and judge art images and objects from various cultures, artists, and designers
B.12.7 Understand and apply environmental and aesthetic issues to concepts related to the design of packaging, industrial products, and cities
B.12.8 Know the contributions of art historians, cultural anthropologists, and philosophers of art to our understanding of art and design
ART AND DESIGN DOING C: VISUAL DESIGN AND PRODUCTION
Content Standard
Students in Wisconsin will design and produce quality original images and objects, such as paintings, sculptures, designed objects, photographs, graphic designs, videos, and computer images.
Rationale:
There are time-honored processes of making art and principles of visual expression that are essential to the practice of creating images and objects. These processes and principles change over time. Artists need to recognize and respond to these changes. Just as other subject areas have guidelines, procedures, and bodies of knowledge that students learn, so do the visual arts.
PERFORMANCE STANDARDS
C.12.1 Use the elements and principles of design in sophisticated ways
C.12.2 Understand the procedures of developing quality design
C.12.3 Use design to create artworks that have different meanings
C.12.4 Use advanced design techniques to improve and/or change artwork
C.12.5 Analyze the complexities of nature and use challenging artistic images and ideas as visual resources
C.12.6 Experiment visually with sketches for complex solutions involving concepts and symbols
C.12.7 Apply advanced craft and skills to consistently produce quality art
C.12.8 Use the natural characteristics of materials and their possibilities and limitations to create works of art
C.12.9 Use ongoing reflective strategies to assess and better understand one's work and that of others during the creative process
C.12.10 Assume personal responsibility for their learning and the creative process
C.12.2 Understand the procedures of developing quality design
C.12.3 Use design to create artworks that have different meanings
C.12.4 Use advanced design techniques to improve and/or change artwork
C.12.5 Analyze the complexities of nature and use challenging artistic images and ideas as visual resources
C.12.6 Experiment visually with sketches for complex solutions involving concepts and symbols
C.12.7 Apply advanced craft and skills to consistently produce quality art
C.12.8 Use the natural characteristics of materials and their possibilities and limitations to create works of art
C.12.9 Use ongoing reflective strategies to assess and better understand one's work and that of others during the creative process
C.12.10 Assume personal responsibility for their learning and the creative process
D. PRACTICAL APPLICATIONS
Content Standard
Students in Wisconsin will apply their knowledge of people, places, ideas, and language of art and design to their daily lives.
Rationale:
Learning about people, places, ideas, and language of art and applying this to daily life is what arts education is all about. Thinking deeply, creatively, and critically enables students to connect their knowledge to their local and worldwide communities and daily activities. Research shows that students who are educated in the arts perform better in other areas, show respect for others, work more cooperatively, and are able to think better. These are lifelong skills applicable to daily living and learning.
D.12.1 D.12.2 D.12.3 D.12.4 D.12.5
D.12.6
Know about the history, public art, and unique architecture of their cultural community
Know about artists and designers, such as architects, furniture designers, critics, preservationists, museum curators, and gallery owners, in their community
Explain how the environment influences the look and use of art, architecture, and design
Use basic concepts in art, such as “form follows function,”“destruction of the box,” “less is more,”balance, symmetry, integrity, authenticity, and originality
Know common language in art, such as abstraction, representation, impressionism, reproduction, serigraphy, sculpture, graphic design, construction, and aesthetics
D.12.6 Apply problem-solving strategies that promote fluency, flexibility, elaboration, and originality
D.12.6
Know about the history, public art, and unique architecture of their cultural community
Know about artists and designers, such as architects, furniture designers, critics, preservationists, museum curators, and gallery owners, in their community
Explain how the environment influences the look and use of art, architecture, and design
Use basic concepts in art, such as “form follows function,”“destruction of the box,” “less is more,”balance, symmetry, integrity, authenticity, and originality
Know common language in art, such as abstraction, representation, impressionism, reproduction, serigraphy, sculpture, graphic design, construction, and aesthetics
D.12.6 Apply problem-solving strategies that promote fluency, flexibility, elaboration, and originality
ART AND DESIGN COMMUNICATING E: VISUAL COMMUNICATION AND EXPRESSION
Content Standard
Students in Wisconsin will produce quality images and objects that effectively communicate and express ideas using varied media, techniques, and processes.
Rationale:
Images and objects (cars, appliances, clothing, furniture, buildings, works of art, etc.) carry meanings and communicate ideas, Designers, graphic artists, architects, and other artists use a variety of processes to communicate ideas. Students need to learn how to read images and understand the meanings carried by objects.
E.12.1 Communicate ideas by producing sophisticated studio art forms, such as drawings, paintings, prints, sculpture, jewelry, fibers, and ceramics
E.12.2 Communicate ideas by producing advanced design art forms, such as graphic design, product design, architecture, landscape, and media arts, such as film, photography, and multimedia
E.12.3 Communicate ideas by producing popular images and objects, such as folk art, traditional arts and crafts, popular arts, mass media, and consumer products
E.12.4 Communicate ideas by producing advanced visual communication forms useful in everyday life, such as sketches, diagrams, graphs, plans, and models
E.12.5 Continue to use the visual arts to express ideas that can't be expressed by words alone
E.12.2 Communicate ideas by producing advanced design art forms, such as graphic design, product design, architecture, landscape, and media arts, such as film, photography, and multimedia
E.12.3 Communicate ideas by producing popular images and objects, such as folk art, traditional arts and crafts, popular arts, mass media, and consumer products
E.12.4 Communicate ideas by producing advanced visual communication forms useful in everyday life, such as sketches, diagrams, graphs, plans, and models
E.12.5 Continue to use the visual arts to express ideas that can't be expressed by words alone
F. VISUAL MEDIA AND TECHNOLOGY
Content Standard
Students in Wisconsin will understand the role of, and be able to use, computers, video, and other technological tools and equipment.
Rationale:
We live in a visual and technological world where people are constantly confronted with complex print and media works. These images and artworks are created by designers and artists highly skilled in the use of computers, video, and other technological tools. Careers in areas such as multimedia design and the film industry are rich and growing. Art education teaches students how to understand and create with new technologies.
F.12.1
F.12.2
F.12.3
F.12.4
F.12.5
F.12.6
F.12.7
F.12.8
Make informed judgments about mass media, such as magazines, television, computers, and films
Understand visual techniques used in mass media Interpret visual messages in advertisements, news, and entertainment programs Recognize stereotyping in visual media Understand the effects of production techniques on viewers' perceptions Use a range of media techniques to create art Apply a working knowledge of media production systems Revise media productions based on personal reflection and audience response
F.12.2
F.12.3
F.12.4
F.12.5
F.12.6
F.12.7
F.12.8
Make informed judgments about mass media, such as magazines, television, computers, and films
Understand visual techniques used in mass media Interpret visual messages in advertisements, news, and entertainment programs Recognize stereotyping in visual media Understand the effects of production techniques on viewers' perceptions Use a range of media techniques to create art Apply a working knowledge of media production systems Revise media productions based on personal reflection and audience response
ART AND DESIGN THINKING
G. ART AND DESIGN CRITICISM
Content Standard
Students in Wisconsin will interpret visual experiences, such as artwork, designed objects, architecture, movies, television, and multimedia images, using a range of subject matter, symbols, and ideas.
Rationale:
People throughout history have recorded experiences in a variety of visual forms, including fine art, folk art, designed objects, movies, television, and multimedia images, that document their time and heritage. Students will need more experiences in these areas to be prepared for the highly technological world in which they will live and work, and to understand artistic images of other times and cultures.
G.12.1 G.12.2 G.12.3
G.12.4
Use visual images as tools for thinking and communicating Know how to find the meanings in artwork
Interpret more complex meanings in challenging works of art, including media arts
Create works of art that have complex meanings
G.12.4
Use visual images as tools for thinking and communicating Know how to find the meanings in artwork
Interpret more complex meanings in challenging works of art, including media arts
Create works of art that have complex meanings
H. VISUAL THINKING
Content Standard
Students in Wisconsin will develop perception, visual discrimination, and media literacy skills to become visually educated people.
Rationale:
Students able to analyze problems and arrive at new solutions do so because they have the ability to use visual images to communicate ideas. Because of the visual nature of mass media today, students need to understand images and communicate visually. The world is full of visual images and symbols, and students need to develop the ability to understand them.
- By the end of grade 12 students will:
H.12.1. Interpret complex patterns and forms by drawing them - H.12.2 Know how human eyes work to see subtle changes in light, color, textures, and surfaces
- H.12.3 Use careful observation to draw, paint, and sculpt from life
- H.12.4 Create two-dimensional plans to make three-dimensional models
- H.12.5 Make and interpret maps, charts, and plans
- H.12.6 Be critical viewers and producers of mass-media images
- ART AND DESIGN UNDERSTANDING
I. PERSONAL AND SOCIAL DEVELOPMENT
Content Standard
Students in Wisconsin will use their senses and emotions through art and design to develop their minds and to improve social relationships.
Rationale:
Arts education integrates sensory and emotional development with the overall intellectual development of students. Our senses bring complex information into our brains and feeling is just as important as reasoning in shaping our minds. Emotional intelligence will affect how students perform in school and in life.
Content Standard
Students in Wisconsin will use their senses and emotions through art and design to develop their minds and to improve social relationships.
Rationale:
Arts education integrates sensory and emotional development with the overall intellectual development of students. Our senses bring complex information into our brains and feeling is just as important as reasoning in shaping our minds. Emotional intelligence will affect how students perform in school and in life.
By the end of grade 12 students will:
- I.12.1 Use art to understand their own and others' emotions
- I.12.2 Make art that explores a variety of emotions
- I.12.3 Compare and contrast feelings in a work of art
- I.12.4 Look at art and compare their feelings with those of the artist and others
- I.12.5 Understand and recognize that art reflects the history and culture in which it was created
- I.12.6 Create art that expresses deep feelings
- I.12.7 Work independently, collaboratively, and with deep concentration when creating works of art
J. CULTURAL AND AESTHETIC UNDERSTANDING
Content Standard
Students in Wisconsin will reflect upon the nature of art and design and meaning in art and culture.
Rationale:
Reflection about art introduces big questions such as: What is Art? and, Why do people around the world and throughout the ages make art? Students learn to speak, read, write, and think about the nature of art through dialogue and personal reflection. Reflection about art allows students to make informed aesthetic judgments.
- By the end of grade 12 students will:
- J.12.1 Understand the purposes and functions of art
- J.12.2 Choose materials and techniques to influence the expressive quality of art
- J.12.3 Identify ways different cultures think about art
- J.12.4 Identify ways philosophers think about art
- J.12.5 Understand their own ideas about the purposes and meanings of art
- J.12.6 Know the value of art as a basic part of being human
- J.12.7 Understand and apply art criticism and aesthetic knowledge in art and design
- J.12.8 Know concepts of beauty in different cultures
- J.12.9 Identify the differences between original artworks, reproductions, and copies
- J.12.10 Reflect and talk about works of art
- J.12.1 Understand the purposes and functions of art
ART AND DESIGN CREATING K. MAKING CONNECTIONS
Content Standard
Students in Wisconsin will make connections among the arts, other disciplines, other cultures, and the world of work.
Rationale:
Fields of knowledge and disciplines are intimately connected. Fragmentation of knowledge prevents people from absorbing the vast information that shapes their lives. The arts help students integrate knowledge and experience and to become better thinkers, problem solvers, creators, communicators, and citizens.
- By the end of grade 12 students will:
- K.12.1 Connect their knowledge and skills in art to other areas, such as the humanities, sciences, social studies, and technology
- K.12.2 Invent new artistic forms to communicate ideas and solutions to problems
- K.12.3 Apply what they know about the nature of life, nature, the physical world, and the human condition to their understanding and creation of art
- K.12.4 Continue to use a variety of tools, such as more sophisticated application of words, numbers, sounds, movements, images, objects, emotions, technology, and spaces, to help understand and communicate about the visual world
- K.12.1 Connect their knowledge and skills in art to other areas, such as the humanities, sciences, social studies, and technology
30 WISCONSIN’S MODEL ACADEMIC STANDARDS
- K.12.5 Know about a range of art activities, such as museum curation, historic preservation, collecting, and writing about art and design
- K.12.6 Know the similarities and differences of world cultures by studying their fine arts: music, dance, theatre, literature, and architecture
L. VISUAL IMAGINATION AND CREATIVITY
Content Standard
Students in Wisconsin will use their imaginations and creativity to develop multiple solutions to problems, expand their minds, and create ideas for original works of art and design.
Rationale:
Imagination allows people to explore connections to the world, develop conceptual thought processes, and learn to use metaphors to arrive at original ideas. Art helps children become more creative, deal with complexity and ambiguity, be more flexible, solve problems in creative ways, use higher order thinking skills, and take risks.
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- By the end of grade 12 students will:
- L.12.1 Use their knowledge, intuition, and experiences to develop ideas for artwork
- L.12.2 Continue to develop a base of knowledge and skills from which to create new ideas
- L.12.3 Use personal traits, such as independent thinking, courage, integrity, insight, and dedication, in creating quality art and design
- L.12.4 Use the knowledge of nature and works of art as sources for new ideas
- L.12.1 Use their knowledge, intuition, and experiences to develop ideas for artwork
WISCONSIN’S MODEL ACADEMIC STANDARDS 33
- L.12.5 Develop a personal style in art and design that reflects who they are
- L.12.6 Understand that art is created by people with different world views, expresses diverse ideas, and changes over time
- L.12.7 Imagine complex situations from a variety of challenging points of view
- By the end of grade 12 students will: