Illinois Learning Standards
Stage H - Fine Arts—Visual Arts
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,
- Demonstrate an understanding of formal/linear perspective
(e.g., horizontal lines, vanishing point, one/two point
- Identify the role of a specific color scheme in an art
- 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
- 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.
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
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
- Evaluate the significance of special effects in 2-D art
work (e.g., embossing, wet-wet, scriffito, pointillism).
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,
- 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.
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,
- 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
- Investigate occupations that are related to the arts industry
(e.g., record producers, museum lecturers, gallery owners,
box office administrators, wardrobe designers).
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.
Return to Fine Arts Classroom
Assessments and Performance Descriptors