| At the end of kindergarten, most students will: |
At the end of grade 3, most students will: |
At the end of the elementary art program (Grade 6), most students will: |
At the end of the junior high/middle school art program, most students will: |
By the end of a four-year high school program, most students will: |
| Organize ideas from the environment (e.g., by using the five senses and identifying colors, textures, and forms) to identify ideas for compositions |
Identify principles such as emphasis, pattern, balance, proportion, and unity in artworks and consider them in identifying inspirations for artworks |
Identify art elements (e.g., color, texture, form, line, and space) and art principles (e.g., emphasis, pattern, and rhythm) and use them when planning and evaluating artworks |
Use art vocabulary to discuss visual environments and describe the process of selecting ideas, topics, and themes of artworks |
Use and understand an extensive vocabulary of one visual arts medium and use it to describe in detail the selection of ideas, topics, and themes of artworks |
| Draw shapes; combine more than two geometric forms in drawing and construction; draw persons; use a variety of art media, such as markers, crayons, paints, and clay |
Create artworks in more than one media using a variety of colors, forms, and lines |
Integrate ideas, feelings, and other information in artworks, using a variety of media |
Create two- and three-dimensional artworks after generating a variety of imaginative visual ideas, using media of choice |
Create artworks that investigate formal qualities of art and explore personal content, using selected media |
| Describe their artworks |
Express ideas about simple subjects, ideas, and stories in artwork |
Identify and compare stories and ideas in artworks |
Compare content in artworks from past, present, and world cultures; identify cultural dimensions and influences in artworks |
Evaluate artworks in terms of past influences and potential impact of the works on artists of the future |
| State preferences and rationales |
Share ideas about art; demonstrate respect for others’ opinions; explain reasons for preferences in personal artwork |
Identify ideas in artworks; interpret intent, ideas, and moods in original art work; justify personal preferences |
Make intellectual selections and decisions based on intent to construct or interpret meaning |
Recognize personal strengths and weaknesses and plan strategies for future artistic development |
