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Colorado Art Standards (High School)

Content Area: Visual Arts
Grade Level Expectations: High School
Standard: 1. Observe and Learn to Comprehend

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

Concepts and skills students master:

1. Visual art has inherent characteristics and expressive features

Evidence Outcomes 21st Century Skill and Readiness Competencies
Students Can:

  1. Demonstrate skills that utilize the characteristics and expressive features of art and design to communicate meaning (DOK 1-3)
  2. Investigate and articulate the value of the characteristics and expressive features of art and design in diverse and disparate works of art (DOK 1-3)
  3. Connect and compare visual art characteristics and expressive features of art and design in cultural contexts (DOK 1-3)
  4. Demonstrate a practiced ability to critically analyze the origins of art and design across all cultures (DOK 3-4)
Inquiry Questions:

  1. What are the ways to analyze and discuss works of art?
  2. What other ways are there to analyze and discuss works of art beyond the characteristics and expressive features of art and design?
  3. How do various cultures experience and define art?

Relevance & Application:

  1. Visual arts provide opportunities for making informed choices about material culture by employing visual literacy in society while recognizing urban, suburban, historical, and environmental influences.
  2. Rituals in creating cultural art solidify the foundational understanding of the identity and purpose of various cultures within society.
  3. New technologies and media allow for innovative ways to create new rituals with evolutionary characteristics.

Nature Of:

  1. Artists use close observation to understand objective reality.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

Concepts and skills students master:

2. Historical and cultural context are found in visual art

Evidence Outcomes 21st Century Skill and Readiness Competencies
Students Can:

  1. Analyze visual arts traditions (DOK 2-4)
  2. Discern the complexity of art and historical paradigms in cultural context (DOK 3)
  3. Debate divergent art histories and traditions (DOK 3-4)
  4. Research and document community art and architecture (DOK 1-3)
  5. Analyze innovation in art through historical and cultural context (DOK 2-4)
  6. Analyze the reasons to avoid replication, interpretation, or illustration of images or icons that are culturally sensitive such as kachina dolls, and Navajo sand painting (DOK 2-3)
Inquiry Questions:

  1. What is considered art?
  2. How does context affect works of art?
  3. Why would context matter when interpreting art?
  4. What is a culturally sensitive issue, and how does it impact works of art?

Relevance & Application:

  1. Interpreting visual art provides an ability to place contemporary art culture in a broader, historical context.
  2. Technology creates new interdisciplinary art forms that build on historical art forms.
  3. Innovators of the past were not highly valued, and it is only recently that society is recognizing their importance.

Nature Of:

  1. The new media of today creates the future of art.
  2. Respect for the art of cultures informs our diversity.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

Concepts and skills students master:

3. Art and design have purpose and function

Evidence Outcomes 21st Century Skill and Readiness Competencies
Students Can:

  1. Investigate and articulate the aims of disparate art practices and traditions (DOK 1-3)
  2. Research and document how the visual arts are manifested in contemporary society (DOK 1-3)
  3. Interpret the purposes of art across time, culture, and diversity, and be mindful of cultural sensitivities (DOK 4)
Inquiry Questions:

  1. What is the purpose of art?
  2. How do different cultures manifest the purposes of art?
  3. How can art make important contributions to society?

Relevance & Application:

  1. Visual arts provide an ability to discern the underlying intended and unintended purposes of art.
  2. Visual arts provide for the ability to discern multiple solutions to visual and spatial problems.
  3. Contemporary technologies have enabled the purpose of art to expand.

Nature Of:

  1. Investigating art ideas provides for alternative viewpoints and encourages divergent thinking about the reasons for the existence of art.

Content Area: Visual Arts
Grade Level Expectations: High School
Standard: 2. Envision and Critique to Reflect

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

Concepts and skills students master:

1. Reflective strategies are used to understand the creative process

Evidence Outcomes 21st Century Skill and Readiness Competencies
Students Can:

  1. Explain the process of critique using the progression of description, analysis, interpretation, and evaluation (DOK 1-2)
  2. Communicate and defend reasons for opinions about the intentions (successful or not) of a work of art (DOK 1-4)
  3. Compare and contrast the technical proficiency of artists to communicate ideas, emotions, and information (DOK 2-3)
  4. Provide examples of how critique may affect the creation or modification of an existing or new work of art (DOK 1-3)
  5. Make informed judgments about the relative merits of works of art using observation, description, analysis, interpretation, and evaluation (DOK 3-4)
Inquiry Questions:

  1. When is art criticism vital, and when is it beside the point?
  2. To what extent does a work of art depend on the artist’s point of view?
  3. To what extent does a work of art depend on the viewer’s point of view?

Relevance & Application:

  1. The critical process leads to informed judgments regarding the relative merits of works of art.
  2. The critical process developed through the arts also is found in all other disciplines such as scientific inquiry, mathematical problem-solving, and music and literary critique.
  3. Fluency in the critical process in art develops an innate ability to investigate and persevere.
  4. Artists may work independently or collaboratively in a variety of virtual or concrete environments.

Nature Of:

  1. Comprehending the intentions of art leads to understanding how meaning is made.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

Concepts and skills students master:

2. A personal philosophy of art is accomplished through use of sophisticated language and studio art processes

Evidence Outcomes 21st Century Skill and Readiness Competencies
Students Can:

  1. Articulate and defend a personal philosophy of art using informed criteria (DOK 3-4)
  2. Document and apply investigations into a range of traditional and nontraditional studio practices to personal expression (DOK 1-4)
  3. Compare and contrast the technical proficiency of artists to communicate ideas, emotions, and information (DOK 2-3)
Inquiry Questions:

  1. What is old, and what is new in any work of art?
  2. How and why is art used as a vehicle for communication?

Relevance & Application:

  1. Breaking accepted norms often gives rise to new forms of artistic expression.
  2. Using current technology for personal expression opens new opportunities for varied modes of communication.
  3. Articulating a personal philosophy creates individual identification in one’s own works of art.
  4. Interpreting the world through art, artists seek to represent concepts through a range of styles and approaches.

Nature Of:

  1. Culture affects self-expression, whether we realize it.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

Concepts and skills students master:

3. Interpretation is a means for understanding and evaluating works of art

Evidence Outcomes 21st Century Skill and Readiness Competencies
Students Can:

  1. Analyze and interpret philosophies of Western and non-Western art (DOK 2-4)
  2. Demonstrate fluency in using critique vocabulary to assess personal works of art and the others’ works of art (DOK 3)
  3. Recognize and debate diverse approaches to creating art across time and culture (DOK 3-4)
  4. Interpret how meaning in works of art is related to the materials and processes chosen by the artist (DOK 1-3)
Inquiry Questions:

  1. How do underlying structures unconsciously guide the creation of art works?

Relevance & Application:

  1. Art reflects the history and culture in which it is created.
  2. Innovation and critical reasoning results from utilizing known structures and identifying ways to stretch boundaries.
  3. Using current technologies to research diverse approaches from around the globe and applying them to new artistic styles creates a merging of ideas.

Nature Of:

  1. Every artist has a style, just as every artistic period has a style.

Content Area: Visual Arts
Grade Level Expectations: High School
Standard: 3. Invent and Discover to Create

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

Concepts and skills students master:

1. Demonstrate competency in traditional and new art media, and apply appropriate and available technology to express ideas

Evidence Outcomes 21st Century Skill and Readiness Competencies
Students Can:

  1. Articulate ideas that can be expressed in traditional, advanced, and evolving media (DOK 1-2)
  2. Investigate and document a wide range of traditional, advanced, and evolving media used in creating images that communicate ideas (DOK 1-3)
  3. Create works of art representing traditional subject matter that use new media (DOK 3-4)
  4. Create works of art representing personal narratives that use new media (DOK 1-4)
Inquiry Questions:

  1. How can information be shared artistically?
  2. How does creating art differ from viewing art?
  3. What differentiates art-making technologies?

Relevance & Application:

  1. Skills in art and design are employed to create three-dimensional animation, film, gaming, and environmental graphic design.
  2. The identification of personal narratives in art and the translation of their meaning using new media allows for the development of the personal, self-direction skills necessary to be an artist.
  3. The translation of media allows for the development of skills to work within the commercial art environment.
  4. Through new technologies, studio skills have evolved beyond the traditional skills, and yet can still rely on the foundational structures to create new skills.

Nature Of:

  1. Though the artist’s imagination and intuition drive the work, great art and design require skills and discipline to turn notions into a quality product.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

Concepts and skills students master:

2. Assess and produce art with various materials and methods

Evidence Outcomes 21st Century Skill and Readiness Competencies
Students Can:

  1. Skillfully use a variety of techniques and media to create works of art (DOK 1-4)
  2. Discern and articulate the quality of personal works of art using a variety of reflective processes (DOK 1-4)
  3. Demonstrate collaboration to create works of art (DOK 1-2)
  4. Create works of art that speak to personal artistic opinion in response to cultural contexts (DOK 3-4)
  5. Skillfully create and exhibit one’s own works of art (DOK 1-4)
Inquiry Questions:

  1. How are the characteristics and expressive features of art and design used to create art?
  2. How can an artist create works of art through combining, expanding, and sequencing?
  3. What problem-solving skills are employed in making works of art?

Relevance & Application:

  1. The use of current technology as an adjunct to creating art opens the door to creating new works, and discovering lost works of art.
  2. Visual arts rely on reflective processes to create new and evolved works of art through introspection, collaboration, global connection, experimentation, and research.

Nature Of:

  1. The visual arts serve multiple functions such as enlightenment, education, therapy, and entertainment.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

Concepts and skills students master:

3. Make judgments from visual messages

Evidence Outcomes 21st Century Skill and Readiness Competencies
Students Can:

  1. Compare and contrast the analytical processes used to interpret works of art and images of mass media (DOK 2-3)
  2. Interpret similarities and differences in artistic decision making (DOK 1-3)
  3. Discuss and debate how society has come to value some works of art over others (DOK 3-4)
Inquiry Questions:

  1. Why is one type of visual image or object considered to be more important than another?
  2. How is value assigned to art?
  3. How does visual imagery used in mass media correlate with art?

Relevance & Application:

  1. Understanding the use of branding in marketing helps to use art to make purchase decisions.
  2. Interpreting visual messages in advertisements, news, and entertainment helps to make informed decisions.
  3. Recognizing stereotyping in visual media helps to change norms.
  4. Recognizing that current technology plays a role in understanding visual culture clears the way to new thinking in art-making.

Nature Of:

  1. The artistic process can lead to unforeseen or unpredictable outcomes.

Content Area: Visual Arts
Grade Level Expectations: High School
Standard: 4. Relate and Connect to Transfer

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

Concepts and skills students master:

1. The work of art scholars impacts how art is viewed today

Evidence Outcomes 21st Century Skill and Readiness Competencies
Students Can:

  1. Research and debate viewpoints found in a variety of resources that focus on and discuss visual art and design (DOK 3-4)
  2. Discern the value of works of art based on historical significance, craftsmanship, cultural context, and originality using appropriate, domain-specific terminology that honors sensitive traditions (DOK 3-4)
Inquiry Questions:

  1. What constitutes art? According to whom?
  2. Why create?
  3. How does beauty influence the quality of life?

Relevance & Application:

  1. Manipulating and analyzing various criticisms from existing and historical art scholars allows students to identify how art can elicit varying opinions.
  2. Providing knowledge and relevance of artistic and cultural history can help to bring about alternative views of previous and contemporary societies.
  3. Giving context and new thinking to works of art, scholars hold the knowledge of the past and present.

Nature Of:

  1. Informed opinions about art are debated, but not necessarily resolved.
  2. Investigating diverse cultures and their viewpoints leads to a more knowledgeable society.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

Concepts and skills students master:

2. Communication through advanced visual methods is a necessary skill in everyday life

Evidence Outcomes 21st Century Skill and Readiness Competencies
Students Can:

  1. Use sketches, plans, and models to create and/or design a functioning work of art (DOK 3-4)
  2. Explain the personal influences shape the creation of functioning art (DOK 2-3)
Inquiry Questions:

  1. Why do artists produce preliminary plans?
  2. How does material culture influence artistic decisions?
  3. What informs the look of our material culture?

Relevance & Application:

  1. Understanding the cultural influences in functional design such as architecture and furniture creates comprehension of trends and patterns in society.
  2. Knowing the role of artists and designers in creating our built environment and material culture identifies the contemporary societal role that artists possess.
  3. Shaping our understanding of new media gives us insight to the understanding of material culture.

Nature Of:

  1. Artists and designers are important creators of our material culture.
  2. Cultural traditions influence the creation of material culture.

Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)

Concepts and skills students master:

3. Art is a lifelong endeavor

Evidence Outcomes 21st Century Skill and Readiness Competencies
Students Can:

  1. Compare and contrast the roles of artists and designers in historical and contemporary context (DOK 2-3)
  2. Research the range of careers available to artists such as museum curation, automobile design, gaming design, medical illustration, and photojournalism (DOK 1-2)
  3. Outline required training for one’s individual career goals (DOK 2)
Inquiry Questions:

  1. How and why is art used as a vehicle for communication?
  2. To what extent does good design integrate form with function?
  3. How is art used in everyday life?

Relevance & Application:

  1. Integrating and connecting knowledge and skills in art to other fields of study gives a broader understanding of the roles that artists play in society.
  2. Using job placement technology to research the range of careers available for personal career development provide insight into the many levels of visual art skills that are valued in today’s workforce such as graphic design and software design skills in marketing, forensics, medicine, and video game design.

Nature Of:

  1. Artists and designers make important contributions to society.


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