(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 artworks. The student is expected to:
(A) explore and communicate ideas drawn from life experiences
about self, peers, family, school, or community and from the imagination
as sources for original works of art;
(B) use appropriate vocabulary when discussing the
elements of art, including line, shape, color, texture, form, space,
and value, and the principles of design, including emphasis, repetition/pattern,
movement/rhythm, contrast/variety, balance, proportion, and unity;
(C) discuss the elements of art as building blocks
and the principles of design as organizers of works of art.
(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) integrate ideas drawn from life experiences to
create original works of art;
(B) create compositions using the elements of art and
principles of design; and
(C) produce drawings; paintings; prints; sculpture,
including modeled forms; and other art forms such as ceramics, fiber
art, constructions, mixed media, installation art, digital art and
media, and photographic imagery using a variety of art media and materials.
(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) compare content in artworks for various purposes
such as the role art plays in reflecting life, expressing emotions,
telling stories, or documenting history and traditions;
(B) compare purpose and content in artworks created
by historical and contemporary men and women, making connections to
(C) connect art to career opportunities for positions
such as architects, animators, cartoonists, engineers, fashion designers,
film makers, graphic artists, illustrators, interior designers, photographers,
and web designers; and
(D) investigate connections of visual art concepts
to other disciplines.
(4) Critical evaluation and response. The student responds
to and analyzes artworks of self and others, contributing to the development
of lifelong skills of making informed judgments and reasoned evaluations.
The student is expected to:
(A) evaluate the elements of art, principles of design,
intent, or expressive qualities in artworks of self, peers, and historical
and contemporary artists;
(B) use methods such as written or oral response or
artist statements to identify emotions found in collections of artworks
created by self, peers, and major historical or contemporary artists
in real or virtual portfolios, galleries, or art museums; and
(C) compile collections of personal artworks for purposes
of self-assessment or exhibition such as physical artworks, electronic
images, sketchbooks, or portfolios.