Stage H - Fine Arts--Visual Arts
Descriptors
25A - Students who meet the standard understand the sensory
elements, organizational principles, and expressive qualities
of the arts.
- Demonstrate an understanding of creation of illusion of
space (e.g., overlapping; variations in size, placement,
value).
- Demonstrate an understanding of formal/linear perspective
(e.g., horizontal lines, vanishing point, one/two point
perspective).
- Identify the role of a specific color scheme in an art
work.
- Describe the elements and principles that create harmony.
- Identify the elements and principles that convey meaning
in a work of art.
- Describe elements and principles that unify a work of
art.
- Evaluate the visual qualities of symbols that create meaning
in works of art.
- Critique a work of art using appropriate language in a
positive, constructive manner.
25B - Students who meet the standard understand the similarities,
distinctions, and connections in and among the arts.
- Compare and contrast works of art in two or more art forms
that share similar artistic components, themes or subject
matter (e.g., self-portrait to monologue or solo) using
the appropriate artistic component (i.e., elements, principles,
expressive ideas; tools, processes, technologies; creative
processes) vocabulary.
26A - Students who meet the standard understand processes,
traditional tools, and modern technologies used in the arts.
- Differentiate between 2-D, 3-D, and time arts.
- Describe and/or demonstrate how special effects in the
visual arts are created through the use of a tool, technology,
or process (e.g., film, video, computer programs).
- Demonstrate processes that create special effects (e.g.,
scratch knife/ scratch board, gouge/printing block, painting/palette
knife).
- Evaluate the significance of special effects in 2-D art
work (e.g., embossing, wet-wet, scriffito, pointillism).
26B - Students who meet the standard can apply skills
and knowledge necessary to create and perform in one or more
of the arts.
- Use a variety of materials and processes to create functional
and decorative art work (e.g., mosaics, murals, clay pottery,
weavings, paintings).
- Use linear and aerial/atmospheric perspective to create
the illusion of 3-dimensionality in a 2-dimensional artwork.
- Create a performance art work incorporating the use of
computer or video.
- Use 2-D or 3-D materials to create an abstract work.
- Create an art work based on a plan incorporating research
and problem solving.
27A - Students who meet the standard can analyze how the
arts function in history, society and everyday life.
- Demonstrate good audience behavior and evaluate the behavior
of self and others.
- Describe how audience behavior changes a product or performance.
- Analyze how the arts function in ceremonies (e.g., Olympics,
political conventions).
- Analyze how various arts are used to persuade and promote
ideas (e.g., political conventions, campaigns, advertising).
- Analyze how the artist in each of the arts uses technology
creatively.
- Investigate occupations that are related to the arts industry
(e.g., record producers, museum lecturers, gallery owners,
box office administrators, wardrobe designers).
27B - Students who meet the standard understand how the
arts shape and reflect history, society and everyday life.
- Analyze how a particular art work (e.g., social dance,
political cartoons, protest songs, films) influenced society
in a given time period.
- Analyze how the works of a particular artist (e.g., playwright,
composer, computer artist, choreographer) shape or reflect
a given time period or event.
- Describe the influences of at least two artists (dance,
drama, music or visual art) on their times.
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