(1) The fine arts incorporate the study of dance, music,
theatre, and the visual arts to offer unique experiences and empower
students to explore realities, relationships, and ideas. These disciplines
engage and motivate all students through active learning, critical
thinking, and innovative problem solving. The fine arts develop cognitive
functioning and increase student academic achievement, higher-order
thinking, communication, and collaboration skills, making the fine
arts applicable to college readiness, career opportunities, workplace
environments, social skills, and everyday life. Students develop aesthetic
and cultural awareness through exploration, leading to creative expression.
Creativity, encouraged through the study of the fine arts, is essential
to nurture and develop the whole child.
(2) Four basic strands--foundations: observation and
perception; creative expression; historical and cultural relevance;
and critical evaluation and response--provide broad, unifying structures
for organizing the knowledge and skills students are expected to acquire.
Each strand is of equal value and may be presented in any order throughout
the year. Students rely on personal observations and perceptions,
which are developed through increasing visual literacy and sensitivity
to surroundings, communities, memories, imaginings, and life experiences,
as sources for thinking about, planning, and creating original artworks.
Students communicate their thoughts and ideas with innovation and
creativity. Through art, students challenge their imaginations, foster
critical thinking, collaborate with others, and build reflective skills.
While exercising meaningful problem-solving skills, students develop
the lifelong ability to make informed judgments.
(3) Statements that contain the word "including" reference
content that must be mastered, while those containing the phrase "such
as" are intended as possible illustrative examples.
(b) Knowledge and skills.
(1) Foundations: observation and perception. The student
develops and expands visual literacy skills using critical thinking,
imagination, and the senses to observe and explore the world by learning
about, understanding, and applying the elements of art, principles
of design, and expressive qualities. The student uses what the student
sees, knows, and has experienced as sources for examining, understanding,
and creating original artworks. The student is expected to:
(A) identify and illustrate ideas from direct observation,
original sources, imagination, personal experiences, and communities
such as family, school, cultural, local, regional, national, and international;
(B) compare and contrast the elements of art, including
line, shape, color, texture, form, space, and value, as the fundamentals
of art in personal artworks using vocabulary accurately;
(C) compare and contrast the principles of design,
including emphasis, repetition/pattern, movement/rhythm, contrast/variety,
balance, proportion, and unity, in personal artworks using vocabulary
(D) understand and apply the expressive properties
of artworks such as appropriation, meaning, narrative, message, and
symbol using art vocabulary accurately.
(2) Creative expression. The student communicates ideas
through original artworks using a variety of media with appropriate
skills. The student expresses thoughts and ideas creatively while
challenging the imagination, fostering reflective thinking, and developing
disciplined effort and progressive problem-solving skills. The student
is expected to:
(A) create original artworks that express a variety
of ideas based on direct observations, original sources, and personal
experiences, including memory, identity, imagination, and the community;
(B) apply the art-making process to solve problems
and generate design solutions;
(C) apply technical skills effectively using a variety
of materials to produce artworks, including drawings, paintings, prints,
sculptures/modeled forms, ceramics, fiber art, photographic imagery,
and digital art and media; and
(D) use an understanding of copyright and public domain
to appropriate imagery when working from sources rather than direct
observation or imagination.
(3) Historical and cultural relevance. The student
demonstrates an understanding of art history and culture by analyzing
artistic styles, historical periods, and a variety of cultures. The
student develops global awareness and respect for the traditions and
contributions of diverse cultures. The student is expected to:
(A) analyze ways that global, cultural, historical,
and political issues influence artworks;
(B) analyze selected artworks to determine contemporary
relevance in relationship to universal themes such as belief, cultural
narrative, life cycles, the passage of time, identity, conflict, and
(C) compare and contrast relationships that exist between
a society's art and its music, literature, and architecture; and
(D) identify career and avocational choices in art
such as various design, museum, and fine arts fields.
(4) Critical evaluation and response. The student responds
to and analyzes artworks of self and others, contributing to the development
of the lifelong skills of making informed judgments and reasoned evaluations.
The student is expected to:
(A) create written or oral responses about personal
or collaborative artworks addressing purpose, technique, organization,
judgment, and personal expression;
(B) analyze original artworks using a method of critique
such as describing the artwork, analyzing the way it is organized,
interpreting the artist's intention, and evaluating the success of
(C) develop a portfolio that demonstrates progress;
(D) investigate and explore original artworks in a
variety of venues outside of the classroom such as museums, galleries,
or community art; and
(E) demonstrate an understanding of and apply proper