VISUAL ARTS GRADE LEVEL EXPECTATIONS
VISUAL ARTS GRADE LEVEL EXPECTATIONSFINE ARTS AREAS:DA: DanceMA: Media ArtsMU: MusicTH: TheatreVA: Visual ArtsSecondary Music Areas:E – Traditional and Emerging EnsemblesT – Music TechnologyC – Composition & Music TheoryH – Harmonizing InstrumentsThe following coding system should be used to reference the GLEs:STRANDS:Conceiving and developing new artistic ideas and work.Cr CreatePr Perform (Dance, Music, Theatre)/ Realizing artistic ideas and work through interpretation and presentation.Present (Media Arts, Visual Arts)Realizing, interpreting and sharing artistic work.Understanding and evaluating how the arts convey meaningRe RespondRelating artistic ideas and work with personal meaning and external context.Cn ConnectBIG IDEAS:Use the numeral preceding the Big IdeaCONCEPTS/PROCESS COMPONENT:Use the capital letter designationExample: The Music GLE “Improvise rhythmic and melodic patterns and musical ideas for a specific purpose,” can be found in the Create strand (Cr),under the first Big Idea – Generate and conceptualize artistic ideas and work (1), in the concept/process component Imagine (A), in grade 2. Therefore,the code for that particular GLE is: MU:Cr1A.2a.April 2019
Foundations of Artistic LiteracyArtistic literacy is the knowledge and understanding required to participate authentically in the arts. Fluency in the language(s) of the arts is the abilityto create, perform/present, respond, and connect through symbolic and metaphoric forms that are unique to the arts. It is embodied in specificphilosophical foundations and lifelong goals that enable an artistically literate person to transfer arts knowledge, skills, and capacities to other subjects,settings, and contexts.What it means to be artistically literateArtistic Literacy is a necessary life and learning skill for all the citizens of our increasingly complex global society. Through the process of engaging the arts, studentsmay develop “Artistic Literacy”––the ability to encode and decode (“read” and “write”) aesthetic wisdom that is expressed and received in symbolic and metaphoricforms that are unique to the arts. Artistic Literacy is not limited only to appreciating and practicing the arts; it is a vital life skill for citizens of our 21st Century world.Artistic Literacy allows us to read, write, and understand the symbols and metaphors in which so many current messages are encoded—messages that run the gamut ofhuman activity from advertising, to politics, to religion. In doing this, the language of the arts helps to break down cultural barriers to knowledge and allows us to crosspersonal and cultural borders leading to better understanding of our self and others.Artistically Literate Citizens will:1. Use a variety of artistic media, symbols and metaphors to independently create and perform work that expresses and communicates theirown ideas, and are able to respond by analyzing and interpreting the artistic communications of others.2. Find at least one arts discipline in which they develop sufficient competence to continue active involvement in creating, performing, andresponding to art as an adult.3. Know and understand artwork from varied historical periods and cultures, and actively seek and appreciate diverse forms and genres ofartwork of enduring quality/significance. They also seek to understand relationships among the arts, and cultivate habits of searching for andidentifying patterns, relationships between the arts and other knowledge.4. Find joy, inspiration, peace, intellectual stimulation, meaning, and other life-enhancing qualities through participation in all of the arts.5. Seek artistic experience and support the arts in their local, state, national, and global communities.April 2019
Things to consider:These grade level expectations are conceptual in nature, based on artistic processes, and provide the structure to support literacy in Dance, Media Arts, Music, Theatreand Visual Arts over the course of a lifetime. Philosophical Foundations and Lifelong Learning Expectations frame learning in the arts beyond school experiences to workand life experiences.Philosophical foundations and lifelong goalsThe philosophical foundations and lifelong goals establish the basis for the new GLEs and illuminate artistic literacy by expressing the overarching common values andexpectations for learning in arts education across the five arts disciplines.Philosophical FoundationLifelong GoalsThe Arts as CommunicationIn today’s multimedia society, the arts are the media, and therefore provide powerfulArtistically literate citizens use a variety of artistic media, symbols and metaphors toand essential means of communication. The arts provide unique symbol systems and independently create and perform work that expresses and communicates their own ideas,metaphors that convey and inform life experience (i.e., the arts are ways of knowing).and are able to respond by analyzing and interpreting the artistic communications ofothers.The Arts as Creative Personal RealizationParticipation in each of the arts as creators, performers, and audience membersenables individuals to discover and develop their own creative capacity, therebyproviding a source of lifelong satisfaction.Artistically literate citizens find at least one arts discipline in which they develop sufficientcompetence to continue active involvement in creating, performing, and responding to artas an adult.The Arts as Culture, History, and ConnectorsThroughout history the arts have provided essential means for individuals andArtistically literate citizens know and understand artwork from varied historical periods andcommunities to express their ideas, experiences, feelings, and deepest beliefs. Each cultures, and actively seek and appreciate diverse forms and genres of artwork of enduringdiscipline shares common goals, but approaches them through distinct media andquality/significance. They also seek to understand relationships among the arts, andtechniques. Understanding artwork provides insights into individuals’ own and others’ cultivate habits of searching for and identifying patterns, relationships between the arts andcultures and societies, while also providing opportunities to access, express, andother knowledge.integrate meaning across a variety of content areas.Arts as Means to WellbeingParticipation in the arts as creators, performers, and audience members (responders)enhances mental, physical, and emotional wellbeing.Artistically literate citizens find joy, inspiration, peace, intellectual stimulation, meaning,and other life-enhancing qualities through participation in all of the artsThe Arts as Community EngagementThe arts provide means for individuals to collaborate and connect with others in an Artistically literate citizens seek artistic experience and support the arts in their local, state,enjoyable inclusive environment as they create, prepare, and share artwork that bringnational, and global communities.communities togetherPortions of this work are based on the National Core Arts Standards (http://nationalartsstandards.org/). Copyright 2015 National Coalition for Core Arts Standards/All Rights Reserved—Rights Administered by SEADAE. Sectionshighlighting anchor and performance standards, enduring understandings, and essential questions.April 2019
Process ComponentsEach big idea is supported by a process component, an enduring understanding, and an essential question. These additional features should benefit educational leadersand teachers as they consider curricular models and structure lessons aligned to the GLEs. Grade Level Expectations describe more specifically what students shouldknow and be able to do in each area of the fine arts and are expressed as measurable outcomes across the grades pre-kindergarten to eighth grade and into high schoolat three levels of proficiency.Process components are the actions artists carry out as they complete each artistic process. Students’ ability to carry out these operational verbs empowers them towork through the artistic process independently. The process components played a key role in generating enduring understandings and performance standards, andserve as the action verbs that collectively build toward the artistic processes. Process components and their definitions are presented among supplemental resources.In the final presentation of standards individual arts disciplines have placed differing levels of emphasis on the process components. Music standards, in particular,place process components in a central role. Visual arts standards, on the other hand, place greater emphasis on enduring understandings and essential questions.April 2019
Fine Arts - VISUAL ARTSCREATE1. Generate and conceptualize artistic ideas and work.Enduring Understanding: Creativity and innovative thinking are essential life skills that can be developed.Essential Question: What conditions, attitudes, and behaviors support creativityand innovative thinking? What factors prevent or encourage people to take creative risks? Howdoes collaboration expand the creative process?A.Grade PreKGrade KVA:Cr1A.pkVA:Cr1A.kGrade 1Grade 2Grade 3Grade 4Grade 5Grade 6VA:Cr1A.8HS Proficient HS Accomplished HS A.5VA:Cr1A.IIVA:Cr1A.IIIEngagecollaboratively inexplorationandimaginativeplay withmaterials.Brainstorm,collaboratively, multipleapproachesto an art ordesignproblem.Elaborate onanimaginativeideaBrainstormmultipleapproachesto a creativeart or designproblemCombineideas togenerate aninnovativeidea for artmaking.Combineconceptscollaboratively to generateinnovativeideas forcreating art.Applymethods toovercomecreativeblocks.Documentearly stagesof thecreativeprocessvisuallyand/orverbally intraditional ornew media.Use multipleapproachesto begincreativeendeavors.Individually orcollaborativelyformulate newcreativeproblems basedon student'sexisting artwork.Visualize andhypothesizeto generateplans forideas anddirections forcreating artand designthat canaffect .5VA:Cr1.1.6VA:Cr1.1.7VA:Cr1.1.8VA: Cr1.1.IVA: Cr1.1.IIVA: .14.51.1:1.23.14.2ContentStandardsFA1FA1FA1FA1 FA2FA1FA1FA1 FA2FA1FA1 FA2FA1 FA2FA1FA1 FA2FA1 FA2Play & IdeationVA:Cr1A.7Grade 8Engage in self- Engage indirected play explorationwithandmaterialsimaginativeplay withmaterials.1VA:Cr1A.6Grade 7VA:Cr1A.IDraft Mar 2019
Fine Arts - VISUAL ARTSCREATE1. Generate and conceptualize artistic ideas and work.Enduring Understanding: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.Essential Question: How does knowing the contexts histories, & traditions of art forms help us create works of art & design? Why do artists follow or break from established traditions?How do artists determine what resources are needed to formulate artistic investigations.B.Grade PreKGrade KVA:Cr1B.pkVA:Cr1B.kGrade 1Grade 3Grade 4Grade 5Grade 6Grade 7Grade 8HS Proficient HS Accomplished HS IEngage in self- Engagedirected,collaborativelcreativey in creativemakingart-making inresponse toan eparationfor making awork of art.Make art ordesign withvariousmaterials andtools toexplorepersonalinterests,questions,and curiosity.Applyknowledge ofavailableresources,tools, andtechnologiesto investigatepersonalideas throughthe artmakingprocess.Collaboratively set goalsand createartwork thatis meaningfuland haspurpose tothe makers.Identify anddemonstratediversemethods ofartisticinvestigationto choose anapproach forbeginning awork of art.Formulate anartisticinvestigationof personallyrelevantcontent forcreating art.Developcriteria toguide makinga work of artor design tomeet anidentifiedgoal.Collaboratively shape anartisticinvestigationof an aspectof presentday life usingacontemporary practice ofart or design.Shape anartisticinvestigationof an aspectof presentday life usingacontemporary practice ofart or design.Choose from arange ofmaterials andmethods oftraditionalcontemporaryartistic practicesto plan works ofart and design.Choose froma range ofmaterials andmethods oftraditionalandcontemporary artisticpractices,following orbreakingestablishedconventions,to plan themaking ofmultipleworks of artand designbased on atheme, idea,or 11.24.5; 1 FA2FA1FA1FA1 FA2FA1FA1 FA2FA1 FA2FA1FA1 FA2FA1 FA2InvestigationVA:Cr1B.1Grade 22Draft Mar 2019
Fine Arts - VISUAL ARTSCREATE2. Organize and develop artistic ideas and work.Enduring Understanding: Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches.Essential Question: How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trialand error?A.Grade KGrade 1Grade 2Grade 3Grade 4Grade 5Grade 6Grade 7Grade IVA:Cr2A.IIIUsa a variety Throughof art-making experimentatitoolson, build skillsin variousmedia andapproachesto artmaking.Explore usesof materialsand tools tocreate worksof art ordesign.Experimentwith variousmaterials andtools toexplorepersonalinterests in awork of art ordesignCreatepersonallysatisfyingartwork usinga variety ofartisticprocesses andmaterials.Explore andinvent artmakingtechniquesandapproaches.Experimentand developskills inmultiple monstrateopenness intrying newideas,materials,methods, andapproaches inmaking worksof art anddesign.Demonstrative persistencein developingskills withvariousmaterials,methods, andapproaches increatingworks of artor design.Demonstratewillingness toexperiment,innovate, andtake risks topursue ideas,forms andmeaningsthat emergein the processof art-makingor designing.Engage inmaking awork of art imentation,practice andpersistence,demonstrateacquisition ofskills andknowledge in achosen art form.Experiment,plan, andmakemultipleworks of artand designthat explore apersonallymeaningfultheme, idea,or Cr2.1.6VA:Cr2.1.7VA:Cr2.1.8VA: Cr2.1.IVA: Cr2.1.IIVA: Cr2.1.IIIProcessStandards2.5, tentStandardsFA1FA 1FA1FA1 FA2FA1FA1FA1FA1 FA2FA1 FA2FA1 FA2FA1FA1 FA2FA1 FA2Skill AcquisitionGrade PreKVA:Cr2A.pk3HS Proficient HS Accomplished HS AdvancedDraft Mar 2019
Fine Arts - VISUAL ARTSCREATE2. Organize and develop artistic ideas and work.Enduring Understanding: Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks.Essential Question: How do artists and designers care for & maintain materials, tools, & equipment? Why is it important for safety & health to understand & follow correct proceduresin handling materials & tools? What responsibilities come with the freedom to create?B.Grade KGrade 1Grade 2Grade 3Grade 4Grade 5Grade 6Grade 7Grade ISharematerialswith othersIdentify safeand non-toxicart materials,tools andequipment.Demonstratesafe andproperproceduresfor usingmaterials,tools andequipmentwhile makingart.Demonstratesafeproceduresfor using andcleaning arttools,equipment,and studiospaces.Demonstrateanunderstanding of the safeand proficientuse ofmaterials,tools, andequipmentfor a varietyof artisticprocesses.When makingworks of art,utilize andcare formaterials,tools, andequipment ina mannerthat preventsdanger tooneself andothers.Demonstratequalitycraftsmanshipthrough carefor and use ofmaterials,tools, andequipment.Explainenvironmental implicationsofconservation,care, andclean-up ofart materials,tools andequipment.Demonstrative awarenessof ethicalresponsibilityto oneselfand otherswhen postingand sharingimages andothermaterialsthrough theInternet,social media,and othercommunication formats.Demonstrateawareness ofpractices,issues, andethics ofappropriation, fair use,copyright,open source,and creativecommons asthey apply tocreatingworks of artand design.Explain howtraditionaland nontraditionalmaterials mayimpacthuman healthand theenvironmentanddemonstratesafe handlingof materials,tools andequipment.Demonstrateawareness ofethicalimplications ofmaking anddistributingcreative work.Demonstrateunderstanding of theimportance ofbalancingfreedom andresponsibilityin the use ofimages,materials,tools, andequipment inthe creationandcirculation ofcreative .2.6VA:Cr2.2.7VA:Cr2.2.8VA: Cr2.2.IVA: Cr2.2.IIVA: FA1FA1FA1FA1FA1FA1FA1FA1FA1Safety & EthicsGrade PreK4HS Proficient HS Accomplished HS AdvancedVA:Cr2B.IIVA:Cr2B.IIIDraft Mar 2019
Fine Arts - VISUAL ARTSCREATE2. Organize and develop artistic ideas and work.Enduring Understanding: People create and interact with objects, places, and design that define, shape, enhance, and empower their lives.Essential Question: How do objects, places, and design shape lives and communities? How do artists and designers determine goals for designing or redesigningobjects, places, or systems? How do artists and designers create works of art or design that effectively communicate?C.Grade KGrade 1Grade 2Grade 3Grade 4Grade 5Grade 6Grade 7Grade ICreate andtell about artthatcommunicates a storyabout afamiliar placeor objectCreate artthatrepresentsnatural andconstructedenvironments.Identify andclassify usesof , orother visualmeans.Repurposeobjects tomakesomethingnew.Individually orcollaboratively constructrepresentations, diagrams,or maps ofplaces thatare part ofeveryday life.Document,describe, fy,describe, andvisuallydocumentplaces and/orobjects ofpersonalsignificance.Design orredesignobjects,places, orsystems thatmeet theidentifiedneeds ofdiverse users.Apply visualorganizationalstrategies todesign andproduce awork of art,design, ormedia thatclearlycommunicates informationor ideas.Select,organize, anddesign imagesand words tomake visuallyclear andcompellingpresentations.Collaboratively develop aproposal foraninstallation,artwork, orspace designthattransformstheperceptionandexperience ofa particularplace.Redesign aobject, system,place, or designin response tocontemporaryissues.Demonstratein works ofart or designhow visualand d/orempowerspeople's 2.3.6VA:Cr2.3.7VA:Cr2.3.8VA: Cr2.3.IVA: Cr2.3.IIVA: Cr2.3.IIIProcessStandards2.1, A2FA2Creating Interactions with ArtGrade PreK5HS Proficient HS Accomplished HS AdvancedVA:Cr2C.IIVA:Cr2C.IIIDraft Mar 2019
Fine Arts - VISUAL ARTSCREATE3. Refine and complete artistic work.Enduring Understanding: Artist and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time.Essential Question: What role does pers
Visual arts standards, on the other hand, place greater emphasis on enduring understandings and essential questions. April . 2019. Fine Arts - VISUAL ARTS. A. Grade PreK Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 HS Proficient HS Accomplished HS Advanced
Teacher of Grade 7 Maths What do you know about a student in your class? . Grade 7 Maths. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade 3 Grade 2 Grade 1 Primary. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 . Learning Skill
Grade 4 NJSLA-ELA were used to create the Grade 5 ELA Start Strong Assessment. Table 1 illustrates these alignments. Table 1: Grade and Content Alignment . Content Area Grade/Course in School Year 2021 – 2022 Content of the Assessment ELA Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Grade C Grade A Level C1 Cambridge English Scale *IELTS is mapped to, but will not be reported on the Cambridge English Scale C2 C1 B1 A2 A1 Below A1 Independent user Pr oficient user Basic user Grade A Grade B Grade C Level B2 Grade B Grade C Grade A Grade B Grade C Grade A Level B1 Level A2 B1 Preliminary B2 First C1 Advanced Grade A Grade B .
Visual arts is a vehicle through which people make meaning of the complexities of life and make connections between themselves and others. Visual arts offers enjoyment and delight, and stimulates imagination. Visual arts provides a common thread of understanding across generations. In short, visual arts describes, defi nes, and
Math Course Progression 7th Grade Math 6th Grade Math 5th Grade Math 8th Grade Math Algebra I ELEMENTARY 6th Grade Year 7th Grade Year 8th Grade Year Algebra I 9 th Grade Year Honors 7th Grade Adv. Math 6th Grade Adv. Math 5th Grade Math 6th Grade Year 7th Grade Year 8th Grade Year th Grade Year ELEMENTARY Geome
Music Grade Level Expectations 10. Rev. 2/15/2011 . 2. Develop and apply instrumental music skills to perform and communicate through the arts . C. Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grades 6-8 Grades 9-12 . Repertoire. Perform a varied repertoire of music including instrumental accompaniments representing diverse cultures, genres .
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 .
MySQL Quick Start Guide This guide will help you: Add a MySQL database to your account. Find your database. Add additional users. Use the MySQL command-line tools through ssh. Install phpMyAdmin. Connect to your database using PHP. You’ll also find links to further information that will help you make the most of your database. Customer Support MySQL Quick Start Guide Page 1 Contents .
