Illinois Learning Standards
Stage C - Fine Arts—Visual Arts
Students who meet the standard understand the sensory
elements, organizational principles, and expressive qualities
of the arts.
- Distinguish between continuous and broken lines in a given
art work (e.g., Jackson Pollack).
- Describe line direction (e.g., horizontal, vertical, diagonal).
- Give examples of organic (free-form, natural) and person-made
shapes in the visual environment.
- Select examples of neutral colors found in nature (e.g.,
clouds, tree bark, rocks).
- Recognize the difference between warm and cool colors.
- Match given texture to surfaces and objects.
- Distinguish among foreground, middle ground, and background.
- Identify the horizon line in a given art work.
- Describe symmetrical and asymmetrical balance.
- Recognize the mood or emotion in two or more art works
with the same subject (e.g., dragons, cats, weather, ocean).
- Classify a group of art works according to subject (e.g.,
portrait, landscape, still life).
Students who meet the standard understand the similarities,
distinctions, and connections in and among the arts.
- Compare sensory elements, organizational principles, and
expressive qualities shared among several art forms that
express a similar idea (e.g. beginning, middle, and end
in music, dance, and drama).
- Compare the use of sound, movement, action, or visual
images to express similar ideas (e.g., subject matter such
as night, ocean; emotions/moods such as sad, scary).
Students who meet the standard understand processes,
traditional tools, and modern technologies used in the arts.
- Match the material, tools, and processes used in painting,
drawing, and constructing.
- Compare the use of 2-D and 3-D tools and materials in
creating art works.
- Explain how to use and care for art making tools and media
when creating 2-D or 3-D work.
- Demonstrate the safe and responsible use of materials
and tools when creating 2-D or 3-D work.
- Identify photos, paintings, weavings, prints, ceramics,
Students who meet the standard can apply skills
and knowledge necessary to create and perform in one or more
of the arts.
- Select and skillfully use a variety of materials, mixed
media, and tools to create a composition containing subject
matter (e.g., figures, landscape, still life).
- Create a composition expressing a personal idea from observation,
research, or imagination.
- Demonstrate additive and subtractive processes when creating
3-D objects in a variety of materials.
- Create the illusion of depth in a 2-D art work (e.g.,
overlap, size change, placement).
- Construct a plan for a work of art using research.
Students who meet the standard can analyze how the
arts function in history, society and everyday life.
- Distinguish between appropriate and inappropriate audience
- React to performances/ art works in a respectful, constructive,
and supportive manner.
- Match the types of occupations with their art form (e.g.,
actor, director, playwright, designer with drama).
- Compare ways the arts are used in a celebration (e.g.,
masks, costumes, banners, songs, dances).
- List the things that artists make or do when they communicate
through the arts (e.g., pictures, songs, advertisements,
stories, movements, buildings).
- Point out ways the arts are used for personal time and
enrichment (e.g., concerts, plays, exhibits, broadcasts,
social dances, choirs, lessons).
- Describe occupations that are related to the arts (e.g.,
photographer, illustrator, composer, playwright, choreographer,
Students who meet the standard understand how the
arts shape and reflect history, society and everyday life.
- Identify cultural characteristics of a work of art.
- Describe how the arts inform viewers about people and
events from history.
- Name significant artists in dance, drama, music, or visual
Return to Fine Arts Classroom
Assessments and Performance Descriptors