For a complete list of visual arts standards visit Alabama Department of Education.
(Numbers refer to specific content standards)
Produce
Students will:
1. Utilize the elements of art and principles of design and the structures of art to communicate personal ideas.
Examples #1 – Students will use watercolor crayons to create personal interpretations of traditional American landscape paintings from the 19th century).
Example #2 – Students will define objects in space by using one-point perspective and changes in relative size and scale.
2. Apply variety and unity in the production of two and three-dimensional works of art.
Example: Students will use compositional elements to create balance, symmetry, and spatial relationships in their landscapes.
Respond
3. Explain the elements of art and principles of design, including variety and unity in a work of art.
Example: Students will respond to inquiry-based questions and Visual Thinking Strategies when interpreting works of art, including the elements of art and principles of design.
4. Critique personal works of art orally or in writing according to specified criteria, including elements of art, principles of design, technical skill, and creativity.
Example: Students will respond to inquiry-based questions and Visual Thinking Strategies, such as, “What’s going on in this work of art?” to encourage critical thinking and responses to art.
Understand
5. Identify societal values, beliefs, and everyday experiences through works of art.
Example: Students will discuss the painting by George Henry Durrie, titled, Holidays in the Country, The Cidar Party to understand American society a decade before the Civil War.
6. Describe works of art according to the style of various cultures, times, and places.
Example: Culture: Edmonia Lewis, Marriage of Hiawatha; Time: Erastus Salisbury Field, Portrait of Bartlett Doten; Place: George Inness, Medfield.
Describe ways in which the subject matter of other disciplines is interrelated with the visual arts.
Social Studies: George Henry Durrie, Holidays in the Country, The Cidar Party and the events prior to the Civil War.
Language Arts: 5th grade literature for further study: My Side of the Mountain by Jean Craighead George, and Writing a Character Sketch.
Science: The optical effects of color and tonal values in Mark Rothko’s (Untitled), and Robin Rose’s Delirium.
7. Associate a particular artistic style with an individual artist.
Examples: Thomas Moran, Hudson River School; Childe Hassam, American Impressionism, George Inness, Luminism, Edmonia Lewis, Neo Classicism, Robert Henri, Ashcan School.
Oral and Visual Communication
12. Demonstrate eye contact, articulation, and appropriate voice intonation with expository presentations.
Use dramatizations with oral persuasive presentations
Use figurative language found in literature.
Example: In ARTWORKS, the Museum’s interactive gallery space, students will use gesture, movement, and role-playing to respond to installations (Hopper in Perspective, Color Me in Motion, Tannenbaum Interactive Screen)
13. Apply strategies of a skillful listener, including maintaining eye contact, attending to the listening task, and assigning meaning to the message.
Example: Docents will lead facilitated discussions about works of art using inquiry-based questions and Visual Thinking Strategies (VTS) to promote oral communication and expression. Docents will paraphrase and link student responses to foster collective participation and mutual cooperation.
Geometry
8. Identify regular polygons and congruent polygons.
Identifying angles as right, obtuse, acute, or straight
Classifying triangles as equilateral, isosceles, or scalene
Identifying figures that have rotational symmetry
Predicting the results of a flip (reflection), turn (rotation), or slide (translation)
Example: In Stuart Davis’s, Summer Twilight, the artist emphasizes the two-dimensional surface of the canvas to create a combination of angles, polygons, and two-side cubes.
10. Describe political, social, and economic events between 1803 and 1860 that led to the expansion of the territory of the United States. (e.g. Louisiana Purchase, Indian Removal Act, Texas-Mexican Wars, Mexican American War, Gold Rush of 1849).
Example: The Louisiana Purchase was a pivotal event that shaped the perception of America as a vast land of opportunity. The tour will include discussions of Thomas Moran’s Dusk Wings and (alternative) Frederic Church’s American Landscape, as an unspoiled land of opportunity.
12. Identify causes of the Civil War from the northern and southern viewpoints. (e.g. states’ rights, slave versus free states)
Example: Discuss Durrie’s Holiday in the Country, The Cidar Party, and connection to the “Free Soilers” and “Barn Burners.” Discuss their political positions and how they related to causes of the Civil War.
13. Identify social, political, and economic changes that occurred during Reconstruction (how women and African Americans were impacted; voting rights, education, etc.)
Example: Discuss Edmonia Lewis’s background as a woman of African American and Native American descent, and her struggle to become a sculptor in a racially divided society.
Produce
Students will:
1. Utilize the elements of art and principles of design and the structures of art to communicate personal ideas.
Examples #1 – Students will use watercolor crayons to create personal interpretations of traditional American landscape paintings from the 19th century).
Example #2 – Students will define objects in space by using one-point perspective and changes in relative size and scale.
2. Apply variety and unity in the production of two and three-dimensional works of art.
Example: Students will use compositional elements to create balance, symmetry, and spatial relationships in their landscapes.
Respond
3. Explain the elements of art and principles of design, including variety and unity in a work of art.
Example: Students will respond to inquiry-based questions and Visual Thinking Strategies when interpreting works of art, including the elements of art and principles of design.
4. Critique personal works of art orally or in writing according to specified criteria, including elements of art, principles of design, technical skill, and creativity.
Example: Students will respond to inquiry-based questions and Visual Thinking Strategies, such as, “What’s going on in this work of art?” to encourage critical thinking and responses to art.
Understand
5. Identify societal values, beliefs, and everyday experiences through works of art.
Example: Students will discuss the painting by George Henry Durrie, titled, Holidays in the Country, The Cidar Party to understand American society a decade before the Civil War.
6. Describe works of art according to the style of various cultures, times, and places.
Example: Culture: Edmonia Lewis, Marriage of Hiawatha; Time: Erastus Salisbury Field, Portrait of Bartlett Doten; Place: George Inness, Medfield.
Describe ways in which the subject matter of other disciplines is interrelated with the visual arts.
Social Studies: George Henry Durrie, Holidays in the Country, The Cidar Party and the events prior to the Civil War.
Language Arts: 5th grade literature for further study: My Side of the Mountain by Jean Craighead George, and Writing a Character Sketch.
Science: The optical effects of color and tonal values in Mark Rothko’s (Untitled), and Robin Rose’s Delirium.
7. Associate a particular artistic style with an individual artist.
Examples: Thomas Moran, Hudson River School; Childe Hassam, American Impressionism, George Inness, Luminism, Edmonia Lewis, Neo Classicism, Robert Henri, Ashcan School.
Oral and Visual Communication
12. Demonstrate eye contact, articulation, and appropriate voice intonation with expository presentations.
Use dramatizations with oral persuasive presentations
Use figurative language found in literature.
Example: In ARTWORKS, the Museum’s interactive gallery space, students will use gesture, movement, and role-playing to respond to installations (Hopper in Perspective, Color Me in Motion, Tannenbaum Interactive Screen)
13. Apply strategies of a skillful listener, including maintaining eye contact, attending to the listening task, and assigning meaning to the message.
Example: Docents will lead facilitated discussions about works of art using inquiry-based questions and Visual Thinking Strategies (VTS) to promote oral communication and expression. Docents will paraphrase and link student responses to foster collective participation and mutual cooperation.
Geometry
8. Identify regular polygons and congruent polygons.
Identifying angles as right, obtuse, acute, or straight
Classifying triangles as equilateral, isosceles, or scalene
Identifying figures that have rotational symmetry
Predicting the results of a flip (reflection), turn (rotation), or slide (translation)
Example: In Stuart Davis’s, Summer Twilight, the artist emphasizes the two-dimensional surface of the canvas to create a combination of angles, polygons, and two-side cubes.
10. Describe political, social, and economic events between 1803 and 1860 that led to the expansion of the territory of the United States. (e.g. Louisiana Purchase, Indian Removal Act, Texas-Mexican Wars, Mexican American War, Gold Rush of 1849).
Example: The Louisiana Purchase was a pivotal event that shaped the perception of America as a vast land of opportunity. The tour will include discussions of Thomas Moran’s Dusk Wings and (alternative) Frederic Church’s American Landscape, as an unspoiled land of opportunity.
12. Identify causes of the Civil War from the northern and southern viewpoints. (e.g. states’ rights, slave versus free states)
Example: Discuss Durrie’s Holiday in the Country, The Cidar Party, and connection to the “Free Soilers” and “Barn Burners.” Discuss their political positions and how they related to causes of the Civil War.
13. Identify social, political, and economic changes that occurred during Reconstruction (how women and African Americans were impacted; voting rights, education, etc.)
Example: Discuss Edmonia Lewis’s background as a woman of African American and Native American descent, and her struggle to become a sculptor in a racially divided society.
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