Visual Arts (Comprehensive) Version: 2010-2011


 
Scholastic Area that Course Is Active In: Visual Arts

Strand: Meaning and Creative Thinking


 
VAHSVAMC1
Engages in the creative process, imagines new ideas by using mental and visual imagery, conceptualizes these ideas by using artistic language and contextual understandings in assessing learning, and develops a personal artistic voice that gives unique form to these concepts.
Element: VAHSVAMC1.a
Identifies artistic styles of a range of contemporary and past artists.
Element: VAHSVAMC1.b
Recognizes personal motivations and interests.
Element: VAHSVAMC1.c
Identifies a personal viewpoint.
Element: VAHSVAMC1.d
Selects self-assessment standards.
Element: VAHSVAMC1.e
Identifies themes and interests to which they are drawn.
Element: VAHSVAMC1.f
Identifies preferred materials and working methods.
 

 
VAHSVAMC2
Finds and solves problems through open-ended inquiry, the consideration of multiple options, weighing consequences, and assessing results.
Element: VAHSVAMC2.a
Uses sketchbook journal to research and experiment with artistic conventions to communicate ideas.
Element: VAHSVAMC2.b
Generates more than one solution to a single artistic problem and assesses merits of each.
Element: VAHSVAMC2.c
Analyzes, in both written and oral form, the implications of artistic decisions.
Element: VAHSVAMC2.d
Solves artistic problems through discussion and interaction with peers.
Element: VAHSVAMC2.e
Supports peers though informal, on-going critique of words in-progress.
Element: VAHSVAMC2.f
Recognizes and develops art making as a risk-taking process that incorporates existing knowledge, brainstorming, planning, and discovery of unexpected connections.
 

 
VAHSVAMC3
Cultivates critical thinking and logical argumentation in aesthetics.
Element: VAHSVAMC3.a
Discusses aesthetic issues, such as what is beauty? What affects my personal aesthetic?
Element: VAHSVAMC3.b
Writes, reflects, and revises throughout the course a personal answer to the question, what is art?
Element: VAHSVAMC3.c
Identifies the ideas and values reflected in the art of past and present cultures.
Element: VAHSVAMC3.d
Explores ideas and values reflected in the way the student's current culture(s) define and use art.
Element: VAHSVAMC3.e
Researches and analyzes the work of an artist and writes about how the artist's style contributes to the meaning of the work.
 

 
VAHSVAMC4
Analyzes the origins of one's own ideas in relation to community, culture, and the world.
Element: VAHSVAMC4.a
Compares and contrasts the works of a wide range of contemporary and past artists.
Element: VAHSVAMC4.b
Identifies values and practices in his or her community culture and world that inform art.
Element: VAHSVAMC4.c
Reflects on how his or her personal experience in community, culture, and the world inform his or her work.
Element: VAHSVAMC4.d
Identifies the values and contributions of diverse peers, cultures, and communities.
 

Strand: Contextual Understanding


 
VAHSVACU1
Articulates ideas and universal themes from diverse cultures of the past and present.
Element: VAHSVACU1.a
Identifies how the issues of time, place, and culture are reflected in selected art works.
Element: VAHSVACU1.b
Discusses how understanding the original context of an artwork affects a viewer's connection with and interpretation of the artwork.
Element: VAHSVACU1.c
Recognizes art, art styles and artists and writes and talks about them from a wide range of perspectives, including culture context, formalist, expressionist, conceptual, functional, and technical.
Element: VAHSVACU1.d
Discusses the importance of art in daily life (personal significance, social commentary, self-expression, spiritual expression, planning, recording history, for beauty's sake, and marketing/advertising).
Element: VAHSVACU1.e
Supports, with examples from history, the assertion that humanity has an innate need to create or make their world a more beautiful place.
Element: VAHSVACU1.f
Compares and contrasts works from theories of art: Formalism (Structuralism), Imitationalismm (Realism), Emotionalism (Expressionism), and Functionalism (Utilitarian).
Element: VAHSVACU1.g
Discusses the role of art in at least two historical cultures; compares and contrasts to art today.
Element: VAHSVACU1.h
Discusses the role of art and artifacts as a visual record of humankind's history and a vehicle for gaining understanding of another culture.
 

 
VAHSVACU2
Demonstrates an understanding of how art history impacts the creative process of art making.
Element: VAHSVACU2.a
Develops a repertoire of contemporary and historical art exemplars.
Element: VAHSVACU2.b
Creates art work that explores ideas, issues, and events from current and past cultures.
 

Strand: Production


 
VAHSVAPR1
Uses formal qualities of art (elements and principles) to create unified composition and communicate meaning.
Element: VAHSVAPR1.a
Uses a viewfinder to develop compositions.
Element: VAHSVAPR1.b
Uses principles of design to organize elements to communicate meaning and unified compositions concepts, such as activating negative space, visual weight, paths of movement, non-centered focal point, dominance and subordination of design elements, and variety within repetition.
Element: VAHSVAPR1.c
Uses thumbnail sketches and visual/verbal notes to plan compositions.
Element: VAHSVAPR1.d
Discusses and applies concepts, such as activating negative space, visual weight, paths of movement, non-centered focal point, and variety within repetition.
 

 
VAHSVAPR2
Understands and applies media, techniques, and processes in drawing.
Element: VAHSVAPR2.a
Creates contour drawings from observation.
Element: VAHSVAPR2.b
Uses value to model geometric forms with rendering, hatching/cross-hatching.
Element: VAHSVAPR2.c
Combines contour and value in drawing from direct observation.
Element: VAHSVAPR2.d
Uses one-and two-point perspective to draw cubes, rectangles, and related objects from observation and analyzes use of one and two-point perspective in famous artwork (landscaping, interiors, and still-life).
Element: VAHSVAPR2.e
Uses gesture drawing to portray animate/inanimate subjects and to show mass and movement, quick sketches, and expressive mark-making.
Element: VAHSVAPR2.f
Uses mark-making in a conscious way in drawing.
 

 
VAHSVAPR3
Understands and applies media, techniques, and processes in color/painting.
Element: VAHSVAPR3.a
Applies color theory (hue, value, intensity) and color schemes (monochromatic, analogous, complementary, split-complementary, and traidic) to express emotion and create unity.
Element: VAHSVAPR3.b
Reviews primary, secondary, and tertiary hues.
Element: VAHSVAPR3.c
Uses color relationships such as monochromatic, warm/cool, complementary, analogous, and spilt-complementary to achieve visual unity and/or intent of work.
Element: VAHSVAPR3.d
Demonstrates understanding of the dark/light value quality of specific colors.
Element: VAHSVAPR3.e
Demonstrates understanding of the intensity of color.
Element: VAHSVAPR3.f
Lightens and darkens color with tints/shades.
Element: VAHSVAPR3.g
Understands and applies warm/cool versions of the same hue.
Element: VAHSVAPR3.h
Understands and applies impact of juxtaposing various colors.
Element: VAHSVAPR3.i
Uses mark-making in a conscious way in painting.
Element: VAHSVAPR3.j
Analyzes how color communicates meaning in personal and famous artworks.
 

 
VAHSVAPR4
Understands and applies media, techniques, and processes in three-dimensional art.
Element: VAHSVAPR4.a
Translates 2-D sketches into 3-D form.
Element: VAHSVAPR4.b
Communicates meaning in 3-D media.
Element: VAHSVAPR4.c
Compares and contrasts sculpture-in-the-round, high relief, bas relief, and additive and subtractive processes.
Element: VAHSVAPR4.d
Understands and practices safe handling of art media and tools.
 

 
VAHSVAPR5
Creates artwork reflecting a range of concepts, ideas, and subject matter.
Element: VAHSVAPR5.a
Keeps a visual/verbal journal.
Element: VAHSVAPR5.b
Brainstorms multiple solutions before beginning artwork.
Element: VAHSVAPR5.c
Creates sketches/artwork from formalist, emotionalist, and realist approaches.
Element: VAHSVAPR5.d
Uses symbolic representation in work.
Element: VAHSVAPR5.e
Works to find individual voice (creativity within guidelines); understands that creativity is problem-solving within given parameters.
Element: VAHSVAPR5.f
Explores digital media as a tool for art production.
Element: VAHSVAPR5.g
Uses concepts/ideas from other disciplines as inspiration for artwork.
Element: VAHSVAPR5.h
Demonstrates proper care and safe use of tools and materials.
 

 
VAHSVAPR6
Keeps a visual/verbal sketchbook journal, consistently throughout the course, to collect, develop, and preserve ideas in order to produce works of art around themes of personal meaning.
Element: VAHSVAPR6.a
Creates sketches/artwork from formalist, emotionalist, and realist appproaches.
Element: VAHSVAPR6.b
Writes reflections on work, idea generation, and skills progress.
Element: VAHSVAPR6.c
Analyzes and critiques works of art-personal, peers, and professional.
Element: VAHSVAPR6.d
Makes visual/verbal connections.
Element: VAHSVAPR6.e
Practices direct observation and reactions in words, images, and symbols.
Element: VAHSVAPR6.f
Records artistic research.
Element: VAHSVAPR6.g
Collects, develops, and preserves personal ideas and thoughts.
Element: VAHSVAPR6.h
Records inspirational images, words, thoughts, and ideas.
Element: VAHSVAPR6.i
Maintains notes and class information.
Element: VAHSVAPR6.j
Plans artwork.
Element: VAHSVAPR6.k
Practices technique.
Element: VAHSVAPR6.l
Experiments with media, technique, and color-use as a process journal.
Element: VAHSVAPR6.m
Identifies emerging personal, artistic voice.
 

 
VAHSVAPR7
Develops a portfolio of artwork for the course.
Element: VAHSVAPR7.a
Self-evaluates progress and completes work using criteria such as composition, craftsmanship, technical skill, meeting goals of work, and progress over time.
 

 
VAHSVAPR8
Plans and presents appropriate exhibition of own artwork.
Element: VAHSVAPR8.a
Observes the preparation of art for the purpose of displaying own work.
Element: VAHSVAPR8.b
Prepares own artwork to be exhibited in the classroom and school community.
 

Strand: Assessment and Reflection


 
VAHSVAAR1
Makes written and oral critiques of own works of art.
Element: VAHSVAAR1.a
Reflects on the artistic process (through journal-keeping, refletive writingm and dicussion).
Element: VAHSVAAR1.b
Reviews portfolio to identify growth over the course of the class, mastery of skills and techniques, strongest works and what makes them strong, areas needing improvement, and effective comminication of thoughts and ideas.
Element: VAHSVAA1.c
Self-evaluates in progress and complete work using criteria such as composition, craftsmanship, technical skills, meeting goals of work, and progress over time.
Element: VAHSVAA1.d
Sets high standards for craftsmanship and skill mastery in own artwork.
Element: VAHSVAAR1.e
Revises artwork based on input from the critique process.
 

 
VAHSVAAR2
Critiques artwork of others individually and in group settings.
Element: VAHSVAAR2.a
Provides respectful and constructive criticism to peers in formal class critiques.
Element: VAHSVAAR2.b
Develops skills to provide informal feedback to peers on work in process as part of a community of learners.
Element: VAHSVAAR2.c
Uses established criteria to analyze specific strenghs and weaknesses of art works based on the ways technique and compositon are used to convey meaning.
Element: VAHSVAAR2.d
Analyzes how formal qualities (elements/principles) are used to communicate meaning.
Element: VAHSVAAR2.e
Discusses the connection between intent and viewer's interpretation-active participation by viewer to bring personal experience to the interpretation.
Element: VAHSVAAR2.f
Discusses content in artwork and how it is communicated; "reads" artwork and shares interpretations and personal responses to representational, abstract and non-objective artwork.
Element: VAHSVAAR2.g
Verbalizes personal reactions to artwork; develops descriptive vocabulary including adjectives, analogies, and metaphors.
 

 
VAHSVAAR3
Develops multiple strategies for responding to and reflecting on artworks.
Element: VAHSVAAR3.a
Employs specific art vocabulary, accurately and routinely, to critique art in dicussion and writing.
Element: VAHSVAAR3.b
Evaluates artwork using diverse criteria.
Element: VAHSVAAR3.c
Interprets and evaluates artworks through thoughtful discussion and speculation about the mood, theme, processes, and intentions of those who created the works, such as using "Visual Thinking Skills" or Feldman's Art criticism process.
Element: VAHSVAAR3.d
Uses a variety of approaches, in his or her visual journal, to explore and find personal connections to artworks.
 

Strand: Connections


 
VAHSVAC1
Applies information from other disciplines to enhance the understanding and production of artworks.
Element: VAHSVAC1.a
Uses inspiration from other disciplines to influence idea developement in art.
Element: VAHSVAC1.b
Understands how knowledge of art enriches and enhances learning in other core dispciplines.
Element: VAHSVAC1.c
Makes interdisciplinary connections, applying art skills, knowledge, and habits of mind to improve understanding in other disciplines.
Element: VAHSVAC1.d
Develops the abiltiy to integrate visual and verbal skills to communicate.
Element: VAHSVAC1.e
Identifies visual choices as a part of life.
Element: VAHSVAC1.f
Describes and discusses the importance of aesthetic experiences in daily life.
 

 
VAHSVAC2
Develops 21st century life and work skills and habits of mind for success through the study and production of art.
Element: VAHSVAC2.a
Manages goals and time.
Element: VAHSVAC2.b
Directs own learning.
Element: VAHSVAC2.c
Guides and leads others.
Element: VAHSVAC2.d
Works in diverse teams.
Element: VAHSVAC2.e
Adapts to change.
Element: VAHSVAC2.f
Uses current technology as a tool.
 

 
VAHSVAC3
Utilizes a variety of resources to see how artistic learning extends beyond the walls of the classroom.
Element: VAHSVAC3.a
Discusses how study in art benefits one's future as an avocation (making, collecting, volunteering); in art-related careers; and in non-art careers and life skills (application of higher order thinking skills valued by business such as tolerance for ambiguity, judgement in the absence of explicit rules, finding structure in apparent disorder, etc.).
Element: VAHSVAC3.b
Accesses resources such as museums, Internet, visiting artists, galleries, community arts organizations, and visual culture to research art in the world around them.
Element: VAHSVAC3.c
Identifies various art related careers and post-secondary options.
Element: VAHSVAC3.d
Draws inspiration for artowrk from the world and resources outside the traditional classroom.
 

Select Authors

Hold the Ctrl key to select
more than one name

Close | Save

Edit Unit Overview

The Unit Overview is a clear, concise, focused synopsis of the unit and includes interesting, succinct descriptions of the learning activities in support of the objectives.

Close | Save

Edit Subquestions

The Guiding Sub-questions are related, relevant, and connected to exploring the Essential Question. They are higher level questions and are specific enough to guide the work of the unit. (Subquestions must be entered one at a time and updated . . . they are numbered automatically.)

Close | Save

Edit Assessment Plan

Begin writing a unit by establishing what you want students to know and be able to do and planning how you will know "what they know". This Assessment Plan is a general plan (specific assessment instruments are in the teaching procedures); this section should both help you to plan and to give teachers an idea of the varied types of assessment that will be used in the unit. Be sure to include informal checks of understanding, student self-assessment, and authentic assessment. Include pre and post assessment.

Close | Save

Edit Keywords

Enter critical vocabulary necessary to the Unit..

Close | Save

Edit Classroom Preparation

Classroom preparation for implementation includes notes on preparing the classroom (i.e. ideas for organization, flexible grouping, technologies needed, etc.).

Close | Save

Edit Preparation for Students

Preparation for students includes notes on preparing the learner such as possible misconceptions students may have, ideas of pre-exposure for learners, and prerequisite lessons. It includes ideas for accelerated learning.

Close | Save

Edit Unit Resources

Unit Resources include general, global resources that might include bookmarks, books, periodicals, media and software. URLs need to be provided for each resource to identify a source from which it can be obtained. Resources might include those purchased as part of an adoption. More specific resources will be referenced within the teaching procedures.

Close | Save

Edit Teaching Procedures

Description Coming Soon

Close | Save

Edit Comments

Description Coming Soon

Close | Save