I. Understanding and Applying Media, Techniques, and Processes
Creative Expression. Students will develop and expand their knowledge of visual arts media, techniques, and processes in order to express ideas creatively in their artworks.
Aesthetic Perception/Creative Expression. Students will demonstrate a knowledge of the elements and principles of design and show an aesthetic awareness of the visual and tactile qualities in the environment that are found in works of art.
Creative Expression/Aesthetic Valuing. Students will use a variety of subjects, symbols, and ideas in creating original artwork and will evaluate the use of these elements in the artworks of others.
Historical and Cultural Perception. Students will demonstrate a knowledge of artists, art history, and world cultures and will understand how the visual arts reflect, record, and shape cultures.
Historical and Cultural Perception/Aesthetic Valuing. Students will use thorough analysis, interpretation, and judgment to make informed responses to their own artworks and those of others.
Historical and Cultural Perception. Students will demonstrate a knowledge of the connections among the content of visual arts, other disciplines, and everyday life.
Visual Arts Standards for the Individual Grade Levels
Grades PreK–K
I. Understanding and Applying Media, Techniques, and Processes
Students will
A. Begin to identify differences among media, techniques, and processes used in the visual arts.
B. Use a variety of media, techniques, and processes to communicate ideas, experiences, and stories through their artworks.
C. Use art materials and tools in a safe and responsible manner.
II. Using Knowledge of Structures and Functions
Students will
A. Identify some elements and principles of design in the visual arts.
B. Use some elements and principles of design to communicate ideas through their artworks.
III. Choosing and Evaluating a Range of Subject Matter, Symbols, and Ideas
Students will
A. Create artworks that express their personal experiences.
B. Describe their personal responses to various subjects, symbols, and ideas in artworks.
IV. Understanding the Visual Arts in Relation to History and Cultures
Students will
A. Begin to identify specific artworks and styles as belonging to particular artists, cultures, periods, and places.
B. Begin to identify a variety of artworks, artists, and visual arts materials that exist in their community.
V. Reflecting upon and Assessing the Merits of Their Work and the Work of Others
Students will
A. Identify some purposes for creating artworks.
Students will
B. Begin to identify connections between the visual arts and content areas across the curriculum.
Grades 3–5
I. Understanding and Applying Media, Techniques, and Processes
Students will
A. Describe how different media, techniques, and processes evoke different responses in the viewer of an artwork.
B. Use a variety of media, techniques, and processes to communicate ideas, experiences, and stories through their artworks.
C. Use art materials and tools in a safe and responsible manner.
II. Using Knowledge of Structures and Functions
Students will
A. Describe, both orally and in writing, how the various elements and principles of design function to evoke different responses in the viewer of an artwork.
B. Select and use various elements and principles of design to communicate personal ideas in their artworks.
III. Choosing and Evaluating a Range of Subject Matter, Symbols, and Ideas
Students will
A. Select and use subject matter, symbols, and ideas to communicate meaning through their artworks.
B. Evaluate how particular choices of subject matter, symbols, and ideas function to communicate meaning in their own artworks and those of others.
IV. Understanding the Visual Arts in Relation to History and Cultures
Students will
A. Identify specific artworks and styles as belonging to particular artists, cultures, periods, and places.
B. Identify a variety of artworks, artists, and visual arts materials that exist in South Carolina.
C. Describe how history, culture, and the visual arts can influence one another.
V. Reflecting upon and Assessing the Merits of Their Work and the Work of Others
Students will
A. Describe how an artist’s experiences can influence the development of his or her artworks.
B. Analyze their own artworks and those of others and describe improvements that could be made.
C. Distinguish between personal preference and the objective analysis of artworks.
VI. Making Connections between Visual Arts and Other Disciplines
Students will
A. Compare and contrast characteristics of the visual arts and other arts disciplines.
B. Identify connections among the visual arts, other arts disciplines, and content areas across the curriculum.
C. Recognize career opportunities in the visual arts.
Grades 6–8
Students will
A. Describe how different media, techniques, and processes evoke different responses in the viewer of an artwork.
B. Select and apply the most effective media, techniques, and processes to communicate their experiences and ideas through their artworks.
C. Use art materials and tools in a safe and responsible manner.
Students will
A. Analyze and describe, using the appropriate vocabulary, the composition of a particular artwork with regard to the elements and principles of design that it manifests.
B. Create artworks by using elements and principles of design that are appropriate for good composition and for the communication of the particular ideas.
Students will
A. Use visual metaphors and symbols in an artwork to convey meaning.
B. Analyze and describe the relationships among subjects, themes, and symbols in communicating intended meaning through their own artworks and in interpreting the artworks of others.
Students will
A. Compare and contrast the characteristics of artworks from various cultures and historical periods.
B. Compare and contrast a variety of artworks, artists, and visual arts materials that exist in South Carolina.
C. Analyze, describe, and demonstrate how factors of time and place such as climate, resources, ideas, and technology influence visual characteristics that give meaning and value to a work of art.
Students will
Students will
A. Compare and contrast the characteristics of works in two or more art forms that have similar subject matter, historical periods, or cultural contexts.
B. Compare and contrast concepts and subject matter found in the visual arts with those in other disciplines.
C. Identify visual arts careers and the knowledge and skills required for specific art careers.
Creative Expression. Students will develop and expand their knowledge of visual arts media, techniques, and processes in order to express ideas creatively in their artworks.
Students will
|
PreK–K |
1–2 |
3–5 |
6–8 |
9–12 |
9–12 Advanced |
|
A. Begin to identify differences among media, techniques, and processes used in the visual arts. |
A. Identify differences among media, techniques, and processes used in the visual arts. |
A. Describe how different media, techniques, and processes evoke different responses in the viewer of an artwork. |
A. Communicate ideas through the effective use of media, techniques, and processes in their artworks. |
A. Demonstrate mastery of at least one visual arts medium through the effective use of techniques and processes in the communication of ideas. |
|
|
B. Use a variety of media, techniques, and processes to communicate ideas, experiences, and stories through their artworks. |
B. Select and apply the most effective media, techniques, and processes to communicate their experiences and ideas through their artworks. |
B. Apply media, techniques, and processes with skill, confidence, and sensitivity sufficient to make their intentions observable in their artworks. |
B. Identify, define, and solve challenging visual arts problems independently. |
||
|
C. Use art materials and tools in a safe and responsible manner. |
C. Demonstrate the skillful, safe, and responsible application of a variety of media, tools, and equipment. |
||||
|
II. Using Knowledge of Structures and Functions Aesthetic Perception/Creative Expression. Students will demonstrate a knowledge of the elements and principles of design and show an aesthetic awareness of the visual and tactile qualities in the environment that are found in works of art. |
|||||
|
Students will |
|||||
|
PreK–K |
1–2 |
3–5 |
6–8 |
9–12 |
9–12 Advanced |
|
A. Identify some elements and principles of design in the visual arts. |
A. Identify elements and principles of design that are found in nature and those that have been created by human beings. |
A. Describe, both orally and in writing, how the various elements and principles of design function to evoke different responses in the viewer of an artwork. |
A. Analyze and describe, using the appropriate vocabulary, the composition of a particular artwork with regard to the elements and principles of design that it manifests. |
A. Identify and describe the interrelationships among the elements and principles of design that communicate a variety of artistic perspectives and purposes. |
A. Compare and contrast the structural organization of various artworks and defend their interpretation. |
|
B. Use some elements and principles of design to communicate ideas through their artworks. |
B. Use various elements and principles of design to communicate ideas through their artworks. |
B. Select and use various elements and principles of design to communicate personal ideas through their artworks. |
B. Create artworks by using elements and principles of design that are appropriate for good composition and for the communication of the particular ideas. |
B. Create artworks that use appropriate structures and functions to solve specific visual arts problems. |
B. Address specific visual arts problems by creating multiple solutions that demonstrate effective relationships between structural choices and artistic functions. |
|
|
C. Evaluate the effectiveness of artworks in terms of structure and function. |
||||
III. Choosing and Evaluating a Range of Subject Matter, Symbols, and Ideas
Creative Expression/Aesthetic Valuing. Students will use a variety of subjects, symbols, and ideas in creating original artwork and will evaluate the use of these elements in the artworks of others.
Students will
|
PreK–K |
1–2 |
3–5 |
6–8 |
9–12 |
9–12 Advanced |
|
A. Create artworks that express their personal experiences. |
A. Select and use subject matter, symbols, and ideas to communicate meaning through their artworks. |
A. Use visual metaphors and symbols in an artwork to convey meaning.
|
A. Make personal choices and formulate interpretations regarding symbols, subject matter, ideas, and expression in artworks. |
A. Analyze the origins of specific images and ideas and explain why these elements are of value in their own artworks and in those of others. |
|
|
B. Describe their personal responses to various subjects, symbols, and ideas in artworks. |
B. Evaluate how particular choices of subject matter, symbols, and ideas function to communicate meaning in their own artworks and those of others. |
B. Analyze and describe the relationships among subjects, themes, and symbols in communicating intended meaning through their own artworks and in interpreting the artworks of others. |
B. Use the appropriate art vocabulary and concepts to make and defend aesthetic judgments about the validity of the source and content of their own artworks and significant artworks of others. |
||
IV. Understanding the Visual Arts in Relation to History and Cultures
Visual Arts Heritage. Students will demonstrate a knowledge of artists, art history, and world cultures and will understand how the visual arts reflect, record, and shape cultures.
Students will
|
PreK–K |
1–2 |
3–5 |
6–8 |
9–12 |
9–12 Advanced |
|
A. Begin to identify specific artworks and styles as belonging to particular artists, cultures, periods, and places. |
A. Identify specific artworks and styles as belonging to particular artists, cultures, periods, and places. |
A. Compare and contrast the characteristics of artworks from various cultures and historical periods. |
A. Describe how the subject matter, symbols, and ideas in various artworks are related to history and culture.
|
A. Analyze and interpret artworks, as critics, historians, and artists, to determine relationships among form, context, and purposes. |
|
|
B. Begin to identify a variety of artworks, artists, and visual arts materials that exist in their community. |
B. Identify a variety of artworks, artists, and visual arts materials that exist in their community. |
B. Identify a variety of artworks, artists, and visual arts materials that exist in South Carolina. |
B. Compare and contrast a variety of artworks, artists, and visual arts materials that exist in South Carolina. |
B. Explain how a variety of artworks, artists, and visual arts materials represent and reflect the history and culture of South Carolina.
|
B. Analyze, evaluate, and interpret characteristics of the visual arts that exist across time and among diverse cultural and ethnic groups. |
|
|
C. Describe how history, culture, and the visual arts can influence one another. |
C. Analyze, describe, and demonstrate how factors of time and place such as climate, resources, ideas, and technology influence visual characteristics that give meaning and value to a work of art. |
C. Describe the function and explore the meaning of specific artworks from various cultures, periods, and regions of the world. |
||
V. Reflecting upon and Assessing the Merits of Their Work and the Work of Others
Aesthetic Valuing/Visual Arts Heritage. Students will use thorough analysis, interpretation, and judgment to make informed responses to their own artworks and those of others.
Students will
|
PreK–K |
1–2 |
3–5 |
6–8 |
9–12 |
9–12 Advanced |
|
A. Identify some purposes for creating artworks. |
A. Identify various purposes for creating artworks. |
A. Describe how an artist’s experiences can influence the development of his or her artworks. |
A. Compare various of purposes for creating artworks. |
A. Analyze the intention of the artist in a particular work and justify their interpretation of that intention. |
A. Correlate viewer responses to artworks with various artistic techniques for communicating meanings, ideas, and intentions. |
|
|
B. Compare and contrast the expressive qualities in nature with those found in artworks. |
B. Analyze their own artworks and those of others and describe improvements that could be made. |
B. Use descriptive, interpretive, and evaluative statements to make informed aesthetic judgments about their own artworks and those of others. |
B. Make complex descriptive, interpretive, and evaluative judgments about their own artworks and those of others. |
B. Use complex descriptors and analogies to explain how visual and tactile qualities are perceived aesthetically. |
|
|
C. Distinguish between personal preference and the objective analysis of artworks. |
C. Analyze, interpret, and evaluate their visual preferences in their own artworks, in nature, and in artworks from various cultures and historical periods. |
C. Formulate criteria for interpreting and evaluating their own artworks and those of others |
||
|
|
D. Collect, maintain, and exhibit a portfolio of personal artwork. |
D. Present and defend a portfolio of personal artwork. |
|||
VI. Making Connections between Visual Arts and Other Disciplines
Visual Arts Heritage/Integration. Students will demonstrate a knowledge of the connections among the content of visual arts, other disciplines, and everyday life.
Students will
|
PreK–K |
1–2 |
3–5 |
6–8 |
9–12 |
9–12 Advanced |
|
|
A. Distinguish between utilitarian and nonutilitarian art. |
A. Compare and contrast characteristics of the visual arts and other arts disciplines. |
A. Compare the characteristics of works in two or more art forms that have similar subject matter, historical periods, or cultural contexts. |
A. Compare the materials, technologies, media, and processes of the visual arts with those of other arts. |
A. Compare concepts and techniques in the visual arts with those in other disciplines and express the connections either orally, in writing, or in a work of art. |
|
B. Begin to identify connections between the visual arts and content areas across the curriculum. |
B. Identify connections between the visual arts and content areas across the curriculum. |
B. Identify connections among the visual arts, other arts disciplines, and content areas across the curriculum. |
B. Compare and contrast concepts and subject matter found in the visual arts with those in other disciplines. |
B. Compare and contrast issues and themes in the visual arts with those in the humanities or the sciences. |
|
|
|
C. Recognize career opportunities in the visual arts. |
C. Identify visual arts careers and the knowledge and skills required for specific art careers. |
C. Identify specific visual and performing arts careers and describe the knowledge and skills required for these careers. |
||
Visual Arts Glossary
aesthetic/aesthetically. Of or pertaining to the standards on which judgments are made about the beauty or creative merit of a work of art. Aesthetic awareness and perception can be both intellectual and emotional.
analysis/analyze. The process of a dividing a whole into its component parts and examining the relationships between and among them.
art history. The field of study that identifies and classifies works of art in cultural and chronological contexts.
elements and principles of design. Color, shape, space, line, form, texture, emphasis, balance, proportion, movement, unity, variety, contrast, pattern/repetition in artworks.
expression. The act of putting thoughts or feelings into images in works of art.
interpretation/interpret/interpretive. The process of explaining, clarifying, or decoding the meaning of a work of visual art.
subjects/subject matter. The particular aspects of the human condition—the object, circumstance, event, experience, or entity—that the artist focuses upon and elucidates in a work of art.
technique. A way of using creative materials and approaches to achieve a desired artistic result.