| (a) General requirements. Students may fulfill fine
arts and elective requirements for graduation by successfully completing
one or more of the following art courses: Art II, Drawing I, Painting
I, Printmaking I, Fibers I, Ceramics I, Sculpture I, Jewelry I, Photography
I, Design I, Digital Art and Media I, and Art and Media Communications
II (one credit per course). The prerequisite for each art course listed
in this subsection is one credit of Art, Level I.
(b) Introduction.
(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.
(c) 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) use visual comparisons to illustrate concepts
and ideas from direct observation, original sources, experiences,
narration, and imagination for original artworks;
(B) identify and apply the elements of art, including
line, shape, color, texture, form, space, and value, as the fundamentals
of art in personal artworks;
(C) identify and apply the principles of design, including
emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance,
proportion, and unity in personal artworks; and
(D) explore suitability of art media and processes
to express specific ideas such as content, meaning, message, appropriation,
and metaphor relating to visual themes of artworks 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 artwork using multiple solutions
from direct observation, original sources, experiences, and imagination
in order to expand personal themes that demonstrate artistic intent;
(B) apply design skills in creating practical applications,
clarifying presentations, and examining consumer choices in order
to make successful design decisions;
(C) use an understanding of copyright and public domain
to appropriate imagery constituting the main focal point of original
artwork when working from images rather than direct observation or
imagination;
(D) create original artwork to communicate thoughts,
feelings, ideas, or impressions;
(E) collaborate to create original works of art; and
(F) select from a variety of art media and tools to
communicate specific ideas in drawing, painting, printmaking, sculpture,
ceramics, fiber art, jewelry, mixed media, photography, and digital
art and media.
(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) examine selected historical periods or styles of
art to identify general themes and trends;
(B) analyze specific characteristics in artwork from
a variety of cultures;
(C) collaborate on community-based art projects; and
(D) examine and research career, entrepreneurial, and
avocational opportunities in art.
(4) Critical evaluation and response. The student responds
to and analyzes the 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) interpret, evaluate, and justify artistic decisions
in artwork by self, peers, and other artists such as that in museums,
local galleries, art exhibits, and websites;
(B) evaluate and analyze artwork 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
the artwork;
(C) use responses to artwork critiques to make decisions
about future directions in personal work;
(D) construct a physical or electronic portfolio by
evaluating and analyzing personal original artworks to provide evidence
of learning; and
(E) select and analyze original artwork, portfolios,
and exhibitions to form precise conclusions about formal qualities,
historical and cultural contexts, intentions, and meanings.
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