North Dakota Visual Arts Content Standards - Weebly
North Dakota Visual Arts Content StandardsGrades K-12March 2018North Dakota Department of Public InstructionKirsten Baesler, State Superintendent600 E Boulevard Avenue,Dept. 201 Bismarck,North Dakota 58505-0440www.nd.gov/dpi1
Arts Content Standards Writing TeamChristine BallengerSolheim Elementary School, BismarckRhonda HeldeHazen Public School, HazenAutumn BennettCavalier Public School, CavalierJohn LeTellier, Jr.Valley City State University, Valley CityMarlene BiondoRoosevelt Elementary School, DickinsonAaron MichelsDes Lacs High School, United School District, Des LacsCameron BrownBeulah Public School, BeulahDenese OdegaardFargo Public Schools, FargoColleen (Kelly) CallahanValley City High School, Valley CityDean OppRed River High School, Grand ForksLisa DullumFreedom Elementary School, West FargoMari RasmussenDickinson State University, BismarckHeidi EckartHillsboro High School, HillsboroBrad SherwoodGrand Forks Public School, Grand ForksRebecca EngelmanND Council of the Arts, BismarckJolene WahlCentral Middle School, Devils Lake2
Project Support StaffAnn EllefsonAcademic SupportND Department of Public Instruction600 East Boulevard Ave,11th Floor, Dept. 201 Bismarck, ND 58505-0440701-328-2488 (phone) 701-328-4770 (fax)Kathleen DempseyFacilitatorNorth Central Comprehensive Center at McREL International4601 DTC Blvd, Suite 500Denver, CO 80237303.632.56343
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Visual Arts IntroductionThe North Dakota visual arts content standards articulate the knowledge and activities that students should know and be able to do related to the visual arts. Framed within theprocesses of creating, performing, responding and connecting, the visual arts standards use the same eleven anchor standards consistent with all the arts standards, but specificto the visual arts. Along with understandings of the tradition of the visual arts as a human expression through history and across cultures, the standards include understandingsof the various media, techniques, and processes. Drawing, painting, sculpture, printmaking, ceramics, photography and the other areas of the visual arts are addressed.The visual arts standards, as the other standards, were developed, under the guidance of the State Superintendent, with technical assistance from McRel International, and by adiverse team of North Dakota educators composed of representation from elementary, secondary and higher education.The purpose of the standards is to provide a framework from which educators, community members, and stakeholders of North Dakota can support and implement the arts intothe curriculum for kindergarten through twelfth-grade students. The interest of the team was to develop a working document that would both serve to articulate expectations forlearning, but also to initiate collaborations among those involved with the education of the state’s youth. Their intended use is for all those involved in the education and supportof young people, whether they are art teachers, classroom teachers, visual arts professionals or other stakeholders involved in the arts.Basic to the development of the standards is an understanding of the importance the arts serve in being human. As young people in North Dakota explore their world through thevarious academic disciplines in formal and informal education, the arts must be an integral element. The arts serve as a vehicle for understanding the other disciplines, informthem and allow children and youth to express themselves and their learning in ways that go beyond the traditional modes of testing. As we move towards goals of greater freedomof expression and innovation in education in North Dakota, the arts can be a guiding light for all content areas. They can be a thread that creates cohesion and meaning and tiescontent areas together.Essential components to standards for the arts is an understanding of artistic literacy. Artistic literacy is the knowledge and understanding required to participate authentically inthe arts. It involves the ability to create, perform, produce, present and respond in the different content areas. It involves an understanding of the artistic processes that go deeperas knowledge and experience increases.While the overall goal of the committee was to articulate the essential elements of what North Dakota children and youth should know and be able to do related to the arts,exemplary standards from other states, the National Coalition for Core Arts Standards, along with the previous North Dakota standards were used in the review process. Research,best practice, and educational legislation was considered in the review process. The document was also further revised through a public review process, allowing for input from abroader group of citizens and individuals interested in the arts and education.7
The standards include anchor standards that express overall expectations across grade level with performance standards articulated by grade level. The anchor standards areclustered around the processes of: Creating Performing/Presenting/Producing Responding ConnectingEach Anchor Standard includes Enduring Understandings and Essential Questions that address important concepts and ideas implicit in the standards.Performance standards articulate the anchor standards from kindergarten through eighth grade with three levels for high school. Although the progression of standards is set upin a linear manner, once the standards reach the high school level, they are not course-based, but rather skill based.The document also includes a glossary, which is indicated by being underlined and bold font.8
Key Features of this DocumentArtistic Processes are the cognitive and physical actions by which arts learning and making are realized. These processes define and organize the link between the art and the learner. The artsprocesses are Create, Perform/Produce/Present, Respond, and Connect.Anchor Standards describe the general knowledge and skill that teachers expect students to demonstrate throughout their education and the arts. These serve as the tangible educationalexpression of artistic literacy.Enduring Understandings are statements summarizing important ideas and processes that are central to a discipline and have lasting value beyond the classroom. They synthesize whatstudents should come to understand as a result of studying a particular content area. Enduring understandings should also enable students to make connections to other disciplines beyond thearts.Essential Questions guide students as they uncover enduring understandings. They are questions that encourage, hint at, even demand transfer beyond the particular topic in which studentsfirst encounter them. Therefore, essential questions should recur over the years to promote conceptual connections and curriculum coherence.Process Components are the actions artists carry out as they complete each artistic process. These play a key role in generating enduring understandings and grade/course standards.Standards are discipline-specific (dance, media arts, music, visual arts, theatre), grade-by-grade or course-by-course articulations of student achievement.Process ComponentsArtistic Process(Create, Perform, Respond,Connect)Anchor Standards(Many per artistic process)Enduring UnderstandingsEssential Questions(Overarching Concepts)Standards(Specific to Grade or Course)9
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Visual Arts CreatingAnchor Standard #1: Generate and conceptualize artistic ideas and work.Investigate - Plan - MakeEnduring Understanding: Artists use creativity, collaboration, and innovative thinking in developing essential life skills while pursuing creative art making goals.KStandardGrade 1StandardGrade 2StandardGrade 3StandardGrade 4StandardGrade 5StandardGrade 6StandardGrade 7StandardGrade 8StandardHS Level 1StandardHS Level 2StandardHS Level 3StandardVA:Cr1.KEngage inexploration andimaginativeplay withmaterials inresponse to anartistic problem.VA:Cr1.1Use observationandinvestigation inpreparation formaking a workof art.VA:Cr1.2Brainstormmultipleapproaches toart with variousmaterials andtools to explorepersonalinterests ordesign problem.VA:Cr1.3Elaborate on animaginative ideausing resources,tools, andtechnologies toinvestigatepersonal ideasthrough the artmaking process.VA:Cr1.4Brainstormmultipleapproaches toa creative artor designproblem that isrelevant.VA:Cr1.5Combinediverseconcepts andartistic methodsto choose anapproach andcreate anartwork.VA:Cr1.6Formulate anartisticinvestigation ofpersonallyrelevant contentand concepts forcreating art.VA:Cr1.7Apply anddevelopmethods ofcriteria to guidemaking a workof art.VA:Cr1.8Investigate anddocument thecreative processvisually and/orverbally intraditional or newmedia.VA:Cr1.HS1Use multipleapproaches tobegin andshape creativeendeavorsusingcontemporaryart practices.VA:Cr1.HS2Choose from arange ofmaterials andmethods oftraditional andcontemporaryartistic practicesto plan works ofart and design.VA:Cr1.HS3Choosematerials andmethods oftraditional andcontemporaryartistic practicesto visualize andhypothesize togenerate plansfor ideas andthemes forcreating art thatcan affect socialchange.Essential Question(s):What conditions, attitudes, and behaviors support creativity and innovative thinking?What factors prevent or encourage people to take creative risks?How does collaboration expand the creative process?How does knowing the contexts histories and traditions of art forms help us create works of art and design?Bold and underlined words are found in the glossary at the end of this document.12
Visual Arts CreatingAnchor Standard #2: Organize and develop artistic ideas and work.InvestigateEnduring Understandings:A. Artists use the elements of art and principles of design to experiment with forms, structures, materials, concepts, media, and art making processes.B. Artists balance experimentation and safety, freedom and responsibility while developing and creating artworks.C. People create and interact with objects, places, and design that define, shape, enhance, and empower their lives and communities.KStandardGrade 1StandardGrade 2StandardGrade 3StandardGrade 4StandardVA:Cr2.KCreate art thatrepresentsnatural uild skills invarious mediaand approachesto art making.VA:Cr2.1Explore usesof materials,tools, andeverydayobjects tocreate worksof art.VA:Cr2.2Experiment withvariousmaterials, toolsand/orrepurposeobjects toexplorepersonalinterests in awork of art ordesign.VA:Cr2.3Create artworkusing a varietyof artisticprocesses andmaterials byconstructingrepresentations,diagrams, ormaps of placesthat are part ofeveryday life.VA:Cr2.4Apply researchto art makingfor the .Grade 5StandardVA:Cr2.5Experimentand developskills inmultiple ons.Grade 6StandardVA:Cr2.6Design orredesignobjects, places,or systems thatcommunicateneeds of diverseusers whiletrying newideas,materials,methods, andapproaches.Grade 7StandardVA:Cr2.7Demonstratepersistence indeveloping skillswith variousmaterials,methods, andapproaches increating works ofart that clearlycommunicatesinformation orideas.Grade 8StandardHS Level 1StandardHS Level 2StandardHS Level 3StandardVA:Cr2.8Demonstrate awillingness toinnovate, andtake risks todevelop ideas,that emerge inthe process of artwhile consideringfair use,intellectualproperty, andcopyrights.VA:Cr2.HS1Engage inmaking aspontaneouswork of artthat maytransform theperception andexperience of aparticularplace and itsimpact on theenvironment.VA:Cr2.HS2Design orredesign projectsin response tocontemporaryissues thatdemonstrate anawareness ofethicalimplications ofmaking anddistributingcreative works.VA:Cr2.HS3Experiment,plan, anddemonstrateworks of art thatexploremeaningful ideasand themeswhich enhance,or show howsome worksinhibit orempowerpeople's lives.Essential Question(s):How do artists learn from trial and error?What safety concerns and responsibilities come with the freedom to create?How do artists determine whether a particular direction in their work is effective?How do artists create works of art that effectively communicate through the use of the elements and principles of design?How do artists determine goals for designing or redesigning objects, places, or systems?Bold and underlined words are found in the glossary at the end of this document.13
Visual Arts CreatingAnchor Standard #3: Refine and complete artistic work.Reflect - Refine - ContinueEnduring Understanding: Artist develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time.KStandardGrade 1StandardGrade 2StandardVA:Cr3.KExplain theartistic processwhile making art.VA:Cr3.1Use artvocabulary todescribechoices whilecreating art.VA:Cr3.2Discuss andreflect with peersabout choicesmade in creatingartwork.Grade 3StandardVA:Cr3.3Elaborate onartwork byadding detailsto enhancemeaning.Grade 4StandardVA:Cr3.4Revise artworkin progress onthe basis ofinsights gainedthroughdiscussion.Grade 5StandardVA:Cr3.5Create artiststatementsusing artvocabulary todescribepersonalchoices inmaking art.Grade 6StandardVA:Cr3.6Reflect onwhetherpersonalartworkconveys theintendedmeaning andreviseaccordingly.Essential Question(s):What role does persistence play in revising, refining, and developing work?How do artists grow and become accomplished in art forms?How does collaboratively reflecting on a work help us experience it more completely?Bold and underlined words are found in the glossary at the end of this document.14Grade 7StandardGrade 8StandardHS Level 1StandardHS Level 2StandardHS Level 3StandardVA:Cr3.7Reflect on andexplain importantinformation aboutpersonal artworkin an artiststatement oranother format.VA:Cr3.8Apply relevantcriteria toexamine, reflecton, and planrevisions for awork of art ordesign in progress.VA:Cr3.HS1Apply relevantcriteria fromtraditional andcontemporaryculturalcontexts toexamine,reflect on, andplan revisionsfor works ofart and designin progress.VA:Cr3.HS2Engage inconstructivecritique withpeers, thenreflect on, reengage, revise,and refine worksof art and designin response topersonal artisticvision.VA:Cr3.HS3Reflect on, reengage, revise,and refine worksof art or designconsideringrelevanttraditional andcontemporaryas well aspersonal artisticvision.
Visual Arts PresentingAnchor Standard #4: Select, analyze, and interpret artistic work for presentation.Enduring Understanding: Artists and other presenters consider various techniques, methods, venues, and criteria when analyzing, selecting, and curating objects artifacts, andartworks for preservation and presentation.SelectKStandardVA:P4.KSelect artobjects forpersonalportfolio anddisplay,explaining whythey werechosen.Grade 1StandardGrade 2StandardVA:P4.1Explain whysome objects,artifacts, andartwork arevalueddifferently bydifferentaudiences.VA:P4.2Categorizeartwork basedon a theme orconcept for anexhibit.Grade 3StandardGrade 4StandardGrade 5StandardGrade 6StandardGrade 7StandardGrade 8StandardHS Level 1StandardHS Level 2StandardHS Level 3StandardVA:P4.3Investigate anddiscusspossibilities andlimitations ofspaces,includingelectronic, forexhibitingartwork.VA:P4.4Describe howpast, present,and emergingtechnologiesimpact thepreservationandpresentationof artwork.VA:P4.5Define the rolesandresponsibilities ofa curator,explaining theskills andknowledgeneeded inpreserving,maintaining, andpresentingobjects, artifacts,and artwork.VA:P4.6Find similaritiesand differencesassociated withpreserving andpresenting twodimensional,threedimensional,and digitalformat artwork.VA:P4.7Compare andcontrast howtechnologies havechanged the wayartwork ispreserved,presented, andexperienced.VA:P4.8Develop and applycriteria forevaluating acollection ofartwork forpresentation.VA:P4.HS1Analyze, select,and curateartifactsand/orartworks forpresentationand discusspreservation.VA:P4.HS2Analyze, select,and critiquepersonal artworkfor a collection orportfoliopresentation andpreservation.VA:P4.HS3Critique, justify,and presentchoices in theprocess ofanalyzing,selecting,curating, andpresenting andpreservingartwork for aspecific exhibitor event.Essential Question(s):How are artworks cared for and by whom?What criteria, methods, and processes are used to select work for preservation or presentation?Why do people value objects, artifacts, and artworks, and select them for presentation?Bold and underlined words are found in the glossary at the end of this document.15
Visual Arts PresentingAnchor Standard #5: Develop and refine artistic techniques and work for presentation.Enduring Understanding: Artists, curators, and others consider a variety of factors and methods including evolving technologies when preparing and refining artwork fordisplay and or when deciding if and how to preserve and protect it.KStandardAnalyzeVA:P5.KExplain thepurpose of aportfolio orcollection.Grade 1StandardGrade 2StandardGrade 3StandardGrade 4StandardGrade 5StandardGrade 6StandardGrade 7StandardGrade 8StandardHS Level 1StandardVA:P5.1Ask and answerquestions such aswhere, when,why, and howartwork shouldbe prepared forpresentation orpreservation.VA:P5.2Describedifferentmaterials orartistictechniques forpreparingartwork forpresentation.VA:P5.3Identify exhibitspace andprepare worksof art 5.4Analyze thevariousconsiderationsfor presentingand protectingart in variouslocations, indooror outdoorsettings, intemporary orpermanentforms, and inphysical or digitalformats.VA:P5.5Develop alogicalargument forthe safe andeffective use ofmaterials andtechniques forpreparing andpresentingartwork.VA:P5.6Individually orcollaboratively,develop a planfor displayingworks of art,analyzing exhibitspace, the needsof the viewer,and the layout ofthe exhibit.VA:P5.7Based on criteria,evaluatemethods forpreparing andpresenting art.VA:P5.8Analyze andevaluate thereasons and waysan exhibition ispresented.VA:P5.HS1Collaborativelyprepare andpresentselected themebased artworkfor display, andformulateexhibitionnarratives forthe viewer.Essential Question(s):What methods and processes are considered when preparing artwork for presentation or preservation?How does refining artwork affect its meaning to the viewer?What criteria are considered when selecting work for presentation, a portfolio, or a collection?Bold and underlined words are found in the glossary at the end of this document.16HS Level 2StandardVA:P5.HS2Evaluate, select,and applymethods orprocessesappropriate todisplay artworkin a specificplace.HS Level 3StandardVA:P5.HS3Investigate,compare, andcontrastmethods forpreserving andprotecting art.
Visual Arts PresentingAnchor Standard #6: Convey meaning through the presentation of artistic work.ShareEnduring Understanding: Objects, artifacts, and artworks collected, preserved, or presented either by artists, museums, or other venues communicate meaning and a record ofsocial, cultural, and political experiences resulting in the cultivating of appreciation and understanding.KStandardGrade 1StandardGrade 2StandardGrade 3StandardGrade 4StandardGrade 5StandardGrade 6StandardVA:P6.KExplain what anart museum isand how itdiffers fromother buildings.VA:P6.1Identify theroles andresponsibilitiesof employeesand visitors ofmuseums andother artvenues.VA:P6.2Analyze how artexhibited insideand outside ofschools (such asin museums,galleries, virtualspaces, andother venues)contributes tocommunities.VA:P6.3Explain how andwhere differentcultures recordand illustratestories andhistory throughart.VA:P6.4Compare andcontrastpurposes ofart museums,galleries, andother venues,with thetypes ofexperiencesthey provide.VA:P6.5Cite evidence asto how an exhibitin an art museumor other venuecommunicates aspecific message.VA:P6.6Explain andprovideevidence of howmuseums orother venuesreflect acommunity’shistory andvalues.Grade 7StandardVA:P6.7Compare andcontrast viewingand experiencingcollections andexhibitions indifferent venues.Grade 8StandardHS Level 1StandardVA:P6.8Analyze why andhow an exhibitionor collection mayinfluence ideas,beliefs, andexperiences.VA:P6.HS1Analyze anddescribe theimpact that anexhibition orcollection hason personalawareness ofsocial, cultural,or politicalbeliefs andunderstanding.Essential Question(s):What is an art museum?How does the presenting and sharing of objects, artifacts, and artworks influence and shape ideas, beliefs, and experiences?How do objects, artifacts, and artworks collected, preserved, or presented, cultivate appreciation and understanding?Bold and underlined words are found in the glossary at the end of this document.17HS Level 2StandardVA:P6.HS2Make, explain,and justifyconnectionsbetween artistsor artwork andsocial, cultural,and politicalhistory.HS Level 3StandardVA:P6.HS3Curate acollection ofobjects, artifacts,or artwork toimpact theviewer’sunderstanding ofsocial, cultural,and/or politicalexperiences.
Visual Arts RespondingAnchor Standard #7: Perceive and analyze artistic work.PerceiveEnduring Understanding: Visual imagery influences understanding of and responses to the world.KStandardGrade 1StandardVA:R7.KIdentify uses ofart within one’spersonalenvironment.VA:R7.1Select anddescribeartwork thatillustrates dailylife comparingdifferentimages thatrepresent thesame subject.Grade 2StandardVA:R7.2Describe visualcharacteristicsand expressiveproperties ofthe naturalworld andconstructedenvironments.Grade 3StandardGrade 4StandardGrade 5StandardGrade 6StandardGrade 7StandardGrade 8StandardHS Level 1StandardHS Level 2StandardHS Level 3StandardVA:R7.3Speculateaboutprocesses anartist uses tocreate a workof art and themessagebehind theimage.VA:R7.4Compare andanalyzeresponses toa work of artbefore andafter workingin similarmedia.VA:R7.5Compare one'sowninterpretation ofa work of artwith theinterpretation ofothers taking intoconsiderationother cultures.VA:R7.6Explain how aperson’saesthetic choicesare influenced byculture, people’semotions, ideas,andenvironment.VA:R7.7Compare andcontrast contextsand media inwhich viewersencounter imagesthat influenceideas, emotions,and actions.VA:R7.8Analyze how themethod of display,location, andviewer’sexperiencesinfluence how of anartwork isperceived andvalued.VA:R7.HS1Hypothesizeand analyzeways in whichvisual imageryinfluencesperception andunderstandingof culturalexperiences.VA:R7.HS2Evaluate theeffectivenessof an image orimages toinfluenceideas, feelings,and behaviorsof specificaudiences.VA:R7.HS3Investigate howresponses to artdevelop overtime based onknowledge ofand experiencewith art and life.Essential Question(s):What is an image?How do life experiences influence the way you relate to art?How does learning about art impact how we perceive the world?What can we learn from our responses to art?Where and how do we encounter images in our world?How do images influence our views of the world?Bold and underlined words are found in the glossary at the end of this document.18
Visual Arts RespondingAnchor Standard #8: Interpret intent and meaning in artistic work.AnalyzeEnduring Understanding: People gain insights into meanings of artworks by engaging in the process of art criticism.KStandardGrade 1StandardGrade 2StandardGrade 3StandardGrade 4StandardGrade 5StandardGrade 6StandardGrade 7StandardGrade 8StandardHS Level 1StandardHS Level 2StandardHS Level 3StandardVA:R8.KIdentify subjectmatter anddetails in theartwork.VA:R8.1Categorizesubject matterand identifycharacteristicsof a work ofart.VA:R8.2Describe themood suggestedby a work of art.VA:R8.3Discuss the useof media tocreate subjectmatter,characteristicsof form, andmood in awork of art.VA:R8.4Interpret artby referring tocontextualinformationand analyzingrelevantsubjectmatter,characteristicsof form, anduse of media.VA:R8.5Interpret art byanalyzingcharacteristics ofform andstructure,contextualinformation,subject matter,visual elements,and use of mediato identify ideasand moodconveyed.VA:R8.6Interpret art bydistinguishingbetween relevantand non-relevantcontextualinformation andanalyzing subjectmatter,characteristics ofform andstructure, anduse of media toidentify ideas andmood conveyed.VA:R8.7Interpret art byanalyzing artmaking processes,the characteristicsof form andstructure, relevantcontextualinformation,subject matter,and use of mediato identify ideasand moodconveyed.VA:R8.8Interpret art byanalyzing how theinteraction ofsubject matter,characteristics ofform and structure,use of media, artmaking processes,and relevantcontextualinformationcontributes tounderstandingmessages or ideasand moodconveyed.VA:R8.HS1Interpret anartwork orcollection ofworks,supported byrelevant andsufficientevidence foundin the work andits variouscontexts.VA:R8.HS2Identify typesof contextualinformationuseful in theprocess ofconstructinginterpretationsof an artworkor collection ofworks.VA:R8.HS3Analyze differinginterpretationsof an artwork orcollection ofworks in orderto select anddefend aplausible criticalanalysis.Essential Question(s):How can the viewer "read" a work of art as text?What is the value of engaging in the process of art criticism?How does knowing and using visual art vocabularies help us understand and interpret works of art?Bold and underlined words are found in the glossary at the end of this document.19
Visual Arts RespondingAnchor Standard #9: Apply criteria to evaluate artistic work.InterpretEnduring Understanding: People evaluate art based on various criteria.KStandardGrade 1StandardGrade 2StandardGrade 3StandardGrade 4StandardGrade 5StandardVA:R9.KExplain reasonsfor selecting apreferredartwork.VA:R9.1Classifyartwork basedon differentreasons forpreferences.VA:R9.2Use learned artvocabulary toexpresspreferencesabout theartwork.VA:R9.3Evaluate anartwork basedon givencriteria.VA:R9.4Apply one setof criteria toevaluatemore thanone work ofart.VA:R9.5Recognizedifferences incriteria used toevaluate worksof art dependingon styles, genres,and media aswell as historicaland culturalcontexts.Grade 6StandardVA:R9.6Develop andapply relevantcriteria toevaluate a workof art.Essential Question(s):How and why might criteria vary?How does one determine criteria to evaluate a work of art?How is a personal preference different from an evaluation?Bold and underlined words are found in the glossary at the end of this document.20Grade 7StandardGrade 8StandardHS Level 1StandardHS Level 2StandardHS Level 3StandardVA:R9.7Compare andcontrast anevaluation of anartwork based onpersonal criteriaand establishedcriteria.VA:R9.8Create a convincingand logicalargument tosupport anevaluation of art.VA:R9.HS1Establishrelevant criteriain order toevaluate a workof art orcollection ofworks.VA:R9.HS2Determine therelevance ofcriteria usedby others toevaluate awork of art orcollection ofworks.VA:R9.HS3Constructevaluations of awork of art orcollection ofworks based ondiffering sets ofcriteria.
Visual Arts ConnectingAnchor Standard #10: Synthesize and relate knowledge and personal experiences to make art.Enduring Understanding: Through making art, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.SynthesizeKStandardVA:Cn10.KCreate art thattells a storyabout apersonalexperience.Grade 1StandardGrade 2StandardGrade 3StandardGrade 4StandardGrade 5StandardGrade 6StandardGrade 7StandardGrade 8StandardHS Level 1StandardHS Level 2StandardHS Level 3StandardVA:Cn10.1Identifyopportunitiesand reasonsstudents makeart outside ofschool.VA:Cn10.2Create works ofart about eventsin home, school,or communitylife.VA:Cn10.3Develop a workof art based onobservations ofsurroundings.VA:Cn10.4Create works ofart that reflectcommunityculturaltraditions.VA:Cn10.5Apply formalandconceptualvocabulariesof art anddesign to viewsurroundingsin new waysthroughmaking art.VA:Cn10.6Generate acollection ofideas reflectingcurrentinterests andconcerns thatcould beinvestigated inmaking art.VA:Cn10.7Discuss andinvestigate placesand times in whichpeople gather tomake andexperience art ordesign in thecommunity.VA:Cn10.8Make artcollaborativelyto reflect onand reinforcepositive aspectsof groupidentity.VA:Cn10.HS1Document theprocess ofdevelopingideas from earlystages to fullyelaboratedideas.VA:Cn10.HS2Utilize inquirymethods ofobservation,research, andexperimentationto exploreunfamiliarsubjects throughart making.VA:Cn10.HS3Synthesizeknowledge ofsocial, cultural,historical, andpersonal lifewith art makingprocesses tocreatemeaningfulworks of art ordesign.Essential Question(s):How does engaging in creating art enrich people's lives?How does making art attune people to their surroundings?How do people contribute to awareness and understanding of their lives and the lives of their communities through art-making?Bold and underlined words are found in the glossary at the end of this document.21
Visual Arts ConnectingAnchor Standard #11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.Enduring Understanding: People develop ideas and understandings of society, culture, and history through their interactions with an analysis of art.KStandardRelateVA:Cn11.KIdentify apurpose of anartwork.Grade 1StandardVA:Cn11.1Describe thereasons thatpeople fromdifferentplaces andtimes havemade art.Grade 2StandardGrade 3StandardGrade 4StandardGrade 5StandardGrade 6StandardGrade 7StandardVA:Cn11.2Compare andcontrast culturaluses of artworkfrom differenttimes andplaces.VA:Cn11.3Identify howresponses to artchangedepending onknowledge ofthe time andplace in which itwas bout time,place, andculture in whicha work of artwas created.VA:Cn11.5Identify howart is used toinform orchange beliefs,values, orbehaviors of anindividual orsociety.VA:Cn11.6Analyze how artreflectschanging times,
The North Dakota visual arts content standards articulate the knowledge and activities that students should know and be able to do related to the visual arts. Framed within the processes of creating, performing, responding and connecting, the visual arts standards use the same eleven anchor standards consistent with all the arts standards, but .
The North Dakota Arts Content Standards (2019) articulate what students are expected to know and apply when creating, presentingresponding and connecting to the arts. Framed within four Artistic , Processes (Create, Perform/Produce/Present, Respond, and Connect), the arts standards use a set of eleven anchor standards common to all five arts .
by March 1887. Sioux Falls was home to both the conference office and the Tract Society (renamed the Book and Bible House in 1924).10 South Dakota Conference (1889-1895) From 1889, when the Dakota Territory became the States of North and South Dakota, until 1895, the Dakota Conference was known as the South Dakota Conference.
Presenting (Visual Arts): Interpreting and sharing artistic work. Performing (Dance, Music and Theatre) /Producing (Media Arts)/Presenting (Visual Arts) Responding: Understanding and evaluating how the arts convey meaning. Connecting: Relating artistic ideas and work with personal meaning and external context.
the visual and performing arts program at your child's school, key resources for getting started are provided. The arts learning examples in this guide are based on the Visual and Performing Arts Framework for California Public Schools, the California Visual and Performing Arts Content Standards and the National Core Arts Standards. While .
2014 – 2015. 2 2014-2015 ARTS CONCENTRATIONS AT DURHAM SCHOOL OF THE ARTS ARTS: Music ARTS: Theatre Arts ARTS: Dance ARTS: Visual Arts ARTS: CTE ARTS: Writing . portfolio to Scholastic Art & Writing Awards _ Newspaper Journalism *Completer Options 1) Editor or Co-Editor . AP Art History - 54487X0Y Writing Through Literature 2-10272YW2 .
GENERAL INFORMATION . FOR PROVIDERS. NORTH DAKOTA MEDICAID . AND OTHER MEDICAL ASSISTANCE PROGRAMS . Published by: Medical Services Division . North Dakota Department of Human Services . 600 E. Boulevard Avenue, Dept. 325 . Bismarck, North Dakota 58505 . January 2021
Oct 05, 2009 · North Dakota Fishing Waters (not including the Missouri River System) The following includes most of the public fishing waters in North Dakota, listed alphabetically by county. If unsure of the location of a county or the code number, refer to the map on pages 50 and 51 which lists
Genes Sequence of bases in a DNA molecule Carries information necessary for producing a functional product, usually a protein molecule or RNA Average gene is 3000 bases long 31 . 32 . Genes Instruction set for producing one particular molecule, usually a protein Examples fibroin, the chief component of silk triacylglyceride lipase (enzyme that breaks down dietary fat) 33 .
