8/13/2014 Customize Handbook

http://nationalartsstandards.org/print/customize-handbook?bundle_name[2]=2&sm_vid_Process[1]=1&sm_vid_Process[2]=2&sm_vid_Process[3]=3&sm_vid_Proc 1/12
NATIONALCORE ARTSSTANDARDS
Your Custom Handbook
Understanding and Using the National Core Arts
Standards
The arts have always served as the distinctive vehicle for discovering who we are.
Providing ways of thinking as disciplined as science or math and as disparate as
philosophy or literature, the arts are used by and have shaped every culture and individual
on earth. They continue to infuse our lives on nearly all levelsgenerating a significant
part of the creative and intellectual capital that drives our economy. The arts inform our
lives with meaning every time we experience the joy of a well-remembered song,
experience the flash of inspiration that comes with immersing ourselves in an artists
sculpture, enjoying a sublime dance, learning from an exciting animation, or being moved
by a captivating play.
The central purposes of education standards are to identify the learning that we want for
all of our students and to drive improvement in the system that delivers that learning.
Standards, therefore, should embody the key concepts, processes and traditions of study
in each subject area, and articulate the aspirations of those invested in our schools
students, teachers, administrators, and the community at large. To realize that end goal,
these new, voluntary National Core Arts Standards are framed by artistic literacy, as
outlined in philosophical foundations, lifelong goals, and artistic processes; articulated as
anchor and performance standards that students should attain; and supported by
instructional resources, including model cornerstone assessments that illustrate how
literacy might be measured. The connective threads of this conceptual framework are
designed to be understood by all stakeholders and, ultimately, to ensure success for both
educators and students.
While broad in concept, the standards are also focused in a framework that delivers the
educational nuance of standards in only four artistic processes, bringing together what
artists do and what we want for our students. Within this simple and elegant structure,
decision-makers from teachers, to superintendents, to parents will be able to move
forward in the rich variety of approaches that have become part of the American
educational landscape.
The National Core Arts Standards are designed to guide the delivery of arts education in
8/13/2014 Customize Handbook
http://nationalartsstandards.org/print/customize-handbook?bundle_name[2]=2&sm_vid_Process[1]=1&sm_vid_Process[2]=2&sm_vid_Process[3]=3&sm_vid_Proc 2/12
the classroom with new ways of thinking, learning, and creating. The standards also inform
policy-makers about implementation of arts programs for the traditional and emerging
models and structures of education. As with other subject areas, a commitment to quality
education, equitable opportunities, and comprehensive expectations is embedded within
the new arts standards.
Visual Arts
Visual Arts include the traditional fine arts such as drawing, painting, printmaking,
photography, and sculpture; media arts including film, graphic communications,
animation, and emerging technologies; architectural, environmental, and industrial arts
such as urban, interior, product, and landscape design; folk arts; and works of art such as
ceramics, fibers, jewelry, works in wood, paper, and other materials. (National Art
Education Association)
The Visual Arts Standards provide learning progressions from Pre k-12. Please read the
conceptual framework narrative to learn more about the additional materials which
provide a context for the grade level visual arts Performance Standards. These include:
Philosophical Foundations and Lifelong Goals for Artistic Literacy;
Definitions of the artistic processes of Creating, Presenting, Responding, and
Connecting;
Anchor Standards which are common across all five of the arts disciplines.
The glossary provides definitions for those terms which the writing team felt would
benefit from explaining the context or point of view regarding the use of the term within
the standards.
1. The standards provide the foundation for visual art education for all students. The
standards support student-learning outcomes through big ideas enduring
understandings and essential questions. The concepts embedded in the standards reflect
the scope of learning the knowledge, skills, and understandings - taught through study
of the visual arts. By including all aspects of creating, presenting, responding, and
connecting in study of the visual arts, student learning through these standards explores
the full scope of what it means to be an artistically literate citizen. While presented
chronologically the processes are best designed and taught in a blended fashion to
support rich artistic skills and behaviors.
2. The standards provide ways to address the content of visual art education within the
school year. There are 15 Enduring Understandings with 15 correlated grade-by-grade
(preK-8 and three levels for high school) Performance Standards. Art educators will be
able to cluster group standards using more than one within a given instructional unit. The
Performance Standards offer a practical system for teachers to use to inform their
instruction.
3. The standards emphasize deep learning in the visual arts creating higher expectations
8/13/2014 Customize Handbook
http://nationalartsstandards.org/print/customize-handbook?bundle_name[2]=2&sm_vid_Process[1]=1&sm_vid_Process[2]=2&sm_vid_Process[3]=3&sm_vid_Proc 3/12
and support college, career and citizenship readiness for all students. The performance
standards offer learning progressions for students. Embedded in the standards are ideas
about how arts learning can be broadened and deepened to support students in making
meaning of their lives and their world. Essential questions are provided for teachers as
thought starters promoting inquiry based teaching and learning. They support
communicating and learning in art by providing language needed for students and
stakeholders alike.
4. The standards provide opportunities for educators to reflect on their practice. The visual
arts performance standards are fundamentally grounded in collective beliefs about what
constitutes effective teaching and learning. Individual educators are encouraged to
review and use the standards in achieving the goal of continuous improvement.
Whether it means updating curriculum or adapting an individual art lesson or curriculum
unit, the new visual arts standards inspire and support the ways in which art educators
keep their teaching fresh and dynamic.
For more information please access the resources link.
We partner with the National Art Education Association.
Model Cornerstone Assessments:
Grade 2
Grade 5
Grade 8
High School: Proficient
High School: Accomplished
High School: Advanced
Additional Resources:
Inclusion Guidelines
Visual Arts/Connecting
#VA:Cn10.1
Process Component: Section 13
Anchor Standard: Synthesize and relate knowledge and personal experiences to make art.
Grade Hs proficient
VA:Cn10.1.HSI
Document the process of developing ideas from early stages to fully elaborated ideas.
Grade Hs accomplished
8/13/2014 Customize Handbook
http://nationalartsstandards.org/print/customize-handbook?bundle_name[2]=2&sm_vid_Process[1]=1&sm_vid_Process[2]=2&sm_vid_Process[3]=3&sm_vid_Proc 4/12
VA:Cn10.1.HSII
Utilize inquiry methods of observation, research, and experimentation to explore
unfamiliar subjects through art-making.
Grade Hs advanced
VA:Cn10.1.HSIII
Synthesize knowledge of social, cultural, historical, and personal life with art-making
approaches to create meaningful works of art or design.
Visual Arts/Connecting
#VA:Cn11.1
Process Component: Section 14
Anchor Standard: Relate artistic ideas and works with societal, cultural, and historical
context to deepen understanding.
Grade Hs proficient
VA:Cn11.1.HSI
Document the process of developing ideas from early stages to fully elaborated ideas.
Grade Hs accomplished
VA:Cn11.1.HSII
Utilize inquiry methods of observation, research, and experimentation to explore
unfamiliar subjects through art-making.
Grade Hs advanced
VA:Cn11.1.HSIII
Synthesize knowledge of social, cultural, historical, and personal life with art-making
approaches to create meaningful works of art or design.
Visual Arts/Creating
#VA:Cr1.1
Process Component: Investigate, Plan, Make
Anchor Standard: Generate and conceptualize artistic ideas and work.
8/13/2014 Customize Handbook
http://nationalartsstandards.org/print/customize-handbook?bundle_name[2]=2&sm_vid_Process[1]=1&sm_vid_Process[2]=2&sm_vid_Process[3]=3&sm_vid_Proc 5/12
Grade Hs proficient
VA:Cr1.1.HSI
Use multiple approaches to begin creative endeavors.
Grade Hs accomplished
VA:Cr1.1.HSII
Individually or collaboratively formulate new creative problems based on students
existing artwork.
Grade Hs advanced
VA:Cr1.1.HSIII
Visualize and hypothesize to generate plans for ideas and directions for creating art and
design that can affect social change.
Visual Arts/Creating
#VA:Cr1.2
Process Component: Section 2
Anchor Standard: Generate and conceptualize artistic ideas and work.
Grade Hs proficient
VA:Cr1.2.HSI
Shape an artistic investigation of an aspect of present-day life using a contemporary
practice of art or design.
Grade Hs accomplished
VA:Cr1.2.HSII
Choose from a range of materials and methods of traditional and contemporary artistic
practices to plan works of art and design.
Grade Hs advanced
VA:Cr1.2.HSIII
Choose from a range of materials and methods of traditional and contemporary artistic
8/13/2014 Customize Handbook
http://nationalartsstandards.org/print/customize-handbook?bundle_name[2]=2&sm_vid_Process[1]=1&sm_vid_Process[2]=2&sm_vid_Process[3]=3&sm_vid_Proc 6/12
practices, following or breaking established conventions, to plan the making of multiple
works of art and design based on a theme, idea, or concept.
Visual Arts/Creating
#VA:Cr2.1
Process Component: Section 3
Anchor Standard: Organize and develop artistic ideas and work.
Grade Hs proficient
VA:Cr2.1.HSI
Engage in making a work of art or design without having a preconceived plan.
Grade Hs accomplished
VA:Cr2.1.HSII
Through experimentation, practice, and persistence, demonstrate acquisition of skills and
knowledge in a chosen art form.
Grade Hs advanced
VA:Cr2.1.HSIII
Experiment, plan, and make multiple works of art and design that explore a personally
meaningful theme, idea, or concept.
Visual Arts/Creating
#VA:Cr2.2
Process Component: Section 4
Anchor Standard: Organize and develop artistic ideas and work.
Grade Hs proficient
VA:Cr2.2.HSI
Explain how traditional and non-traditional materials may impact human health and the
environment and demonstrate safe handling of materials, tools, and equipment.
Grade Hs accomplished
VA:Cr2.2.HSII
8/13/2014 Customize Handbook
http://nationalartsstandards.org/print/customize-handbook?bundle_name[2]=2&sm_vid_Process[1]=1&sm_vid_Process[2]=2&sm_vid_Process[3]=3&sm_vid_Proc 7/12
Demonstrate awareness of ethical implications of making and distributing creative work.
Grade Hs advanced
VA:Cr2.2.HSIII
Demonstrate understanding of the importance of balancing freedom and responsibility in
the use of images, materials, tools, and equipment in the creation and circulation of
creative work.
Visual Arts/Creating
#VA:Cr2.3
Process Component: Section 5
Anchor Standard: Organize and develop artistic ideas and work.
Grade Hs proficient
VA:Cr2.3.HSI
Collaboratively develop a proposal for an installation, artwork, or space design that
transforms the perception and experience of a particular place.
Grade Hs accomplished
VA:Cr2.3.HSII
Redesign an object, system, place, or design in response to contemporary issues.
Grade Hs advanced
VA:Cr2.3.HSIII
Demonstrate in works of art or design how visual and material culture defines, shapes,
enhances, inhibits, and/or empowers people's lives.
Visual Arts/Creating
#VA:Cr3.1
Process Component: Section 6
Anchor Standard: Refine and complete artistic work.
Grade Hs proficient
8/13/2014 Customize Handbook
http://nationalartsstandards.org/print/customize-handbook?bundle_name[2]=2&sm_vid_Process[1]=1&sm_vid_Process[2]=2&sm_vid_Process[3]=3&sm_vid_Proc 8/12
VA:Cr3.1.HSI
Apply relevant criteria from traditional and contemporary cultural contexts to examine,
reflect on, and plan revisions for works of art and design in progress.
Grade Hs accomplished
VA:Cr3.1.HSII
Engage in constructive critique with peers, then reflect on, re-engage, revise, and refine
works of art and design in response to personal artistic vision.
Grade Hs advanced
VA:Cr3.1.HSIII
Reflect on, re-engage, revise, and refine works of art or design considering relevant
traditional and contemporary criteria as well as personal artistic vision.
Visual Arts/Presenting
#VA:Pr.4.1
Process Component: Section 15
Anchor Standard: Select, analyze and interpret artistic work for presentation.
Grade Hs proficient
VA:Pr.4.1.HSI
Analyze, select, and curate artifacts and/or artworks for presentation and preservation.
Grade Hs accomplished
VA:Pr.4.1.HSII
Analyze, select, and critique personal artwork for a collection or portfolio presentation.
Grade Hs advanced
VA:Pr.4.1.HSIII
Critique, justify, and present choices in the process of analyzing, selecting, curating, and
presenting artwork for a specific exhibit or event.
Visual Arts/Presenting
8/13/2014 Customize Handbook
http://nationalartsstandards.org/print/customize-handbook?bundle_name[2]=2&sm_vid_Process[1]=1&sm_vid_Process[2]=2&sm_vid_Process[3]=3&sm_vid_Proc 9/12
#VA:Pr5.1
Process Component: Section 7
Anchor Standard: Develop and refine artistic techniques and work for presentation.
Grade Hs proficient
VA:Pr5.1.HSI
Analyze and evaluate the reasons and ways an exhibition is presented.
Grade Hs accomplished
VA:Pr5.1.HSII
Evaluate, select, and apply methods or processes appropriate to display artwork in a
specific place.
Grade Hs advanced
VA:Pr5.1.HSIII
Investigate, compare, and contrast methods for preserving and protecting art.
Visual Arts/Presenting
#VA:Pr6.1
Process Component: Section 8
Anchor Standard: Convey meaning through the presentation of artistic work.
Grade Hs proficient
VA:Pr6.1.HSI
Analyze and describe the impact that an exhibition or collection has on personal
awareness of social, cultural, or political beliefs and understandings.
Grade Hs accomplished
VA:Pr6.1.HSII
Make, explain, and justify connections between artists or artwork and social, cultural, and
political history.
8/13/2014 Customize Handbook
http://nationalartsstandards.org/print/customize-handbook?bundle_name[2]=2&sm_vid_Process[1]=1&sm_vid_Process[2]=2&sm_vid_Process[3]=3&sm_vid_Pro 10/12
Grade Hs advanced
VA:Pr6.1.HSIII
Curate a collection of objects, artifacts, or artwork to impact the viewers understanding of
social, cultural, and/or political experiences.
Visual Arts/Responding
#VA:Re7.1
Process Component: Section 9
Anchor Standard: Perceive and analyze artistic work.
Grade Hs proficient
VA:Re7.1.HSI
Hypothesize ways in which art influences perception and understanding of human
experiences.
Grade Hs accomplished
VA:Re7.1.HSII
Recognize and describe personal aesthetic and empathetic responses to the natural world
and constructed environments.
Grade Hs advanced
VA:Re7.1.HSIII
Analyze how responses to art develop over time based on knowledge of and experience
with art and life.
Visual Arts/Responding
#VA:Re7.2
Process Component: Section 10
Anchor Standard: Perceive and analyze artistic work.
Grade Hs proficient
VA:Re7.2.HSI
Analyze how ones understanding of the world is affected by experiencing visual imagery.
8/13/2014 Customize Handbook
http://nationalartsstandards.org/print/customize-handbook?bundle_name[2]=2&sm_vid_Process[1]=1&sm_vid_Process[2]=2&sm_vid_Process[3]=3&sm_vid_Pro 11/12
Grade Hs accomplished
VA:Re7.2.HSII
Evaluate the effectiveness of an image or images to influence ideas, feelings, and
behaviors of specific audiences.
Grade Hs advanced
VA:Re7.2.HSIII
Determine the commonalities within a group of artists or visual images attributed to a
particular type of art, timeframe, or culture.
Visual Arts/Responding
#VA:Re8.1
Process Component: Section 11
Anchor Standard: Interpret intent and meaning in artistic work.
Grade Hs proficient
VA:Re8.1.HSI
Interpret an artwork or collection of works, supported by relevant and sufficient evidence
found in the work and its various contexts.
Grade Hs accomplished
VA:Re8.1.HSII
Identify types of contextual information useful in the process of constructing
interpretations of an artwork or collection of works.
Grade Hs advanced
VA:Re8.1.HSIII
Analyze differing interpretations of an artwork or collection of works in order to select and
defend a plausible critical analysis.
Visual Arts/Responding
#VA:Re9.1
8/13/2014 Customize Handbook
http://nationalartsstandards.org/print/customize-handbook?bundle_name[2]=2&sm_vid_Process[1]=1&sm_vid_Process[2]=2&sm_vid_Process[3]=3&sm_vid_Pro 12/12
Process Component: Section 12
Anchor Standard: Apply criteria to evaluate artistic work.
Grade Hs proficient
VA:Re9.1.HSI
Establish relevant criteria in order to evaluate a work of art or collection of works.
Grade Hs accomplished
VA:Re9.1.HSII
Determine the relevance of criteria used by others to evaluate a work of art or collection
of works.
Grade Hs advanced
VA:Re9.1.HSIII
Construct evaluations of a work of art or collection of works based on differing sets of
criteria.