Grade 7 Fine Arts Next Gen Standards

Compare and contrast the movement characteristics or qualities found in a variety of dance genres. Discuss how they differ from one's own personal movement characteristics and qualities, and how different perspectives can be communicated through movement.

Research the historical development of a dance genre or style. Use knowledge gained from the research to create a dance study that evokes the essence of the genre or style. Share the study with peers as part of a lecture demonstration that tells the story of the historical journey of the chosen genre or style. Document the process of research and application.

Compare, contrast, and discuss dance works or practices performed by people in various localities or communities. Formulate possible reasons why similarities and differences developed in relation to the ideas and perspectives important to each social group. Analyze the effect of each dance work or practice, if any, on its context.

Compare a variety of stimuli (e.g. music/sound, dance exemplars, literary forms, notation, natural phenomena, personal experiences/recall, world news, or social issues) and make selections to expand movement vocabulary and artistic expression for choreography.

Explore the elements of dance in various movement vocabularies to express an artistic intent in choreography. Explain and discuss the choices made, using genre-specific dance terminology.

Use a variety of choreographic devices (e.g. counterpoint, solo vs. group, accumulation)and dance structures (e.g. theme and variation) with some teacher support to develop a dance study with a clear artistic intent. Articulate reasoning for movement, music and structural choices. Observe and describe peers' choreographic process.

Determine artistic criteria to choreograph a dance study that communicates personal or cultural meaning. Articulate how the artistic criteria inform the choreographic process.

Explore the possibilities of producing dance in a variety of venues and for different audiences, using production terminology to explain how production elements (e.g. music, props, costumes, lights, set, video) are handled in different situations. Analyze the impact of production and non-production professionals on the presentation of a dance.

Evaluate possible revisions of dance compositions and reconsider artistic criteria, based on self-reflection, and peer and teacher feedback. Explain rationale for choices and how they clarify artistic intent.

Investigate a recognized system of documentation to record a dance sequence by using words, symbols, or media technologies.

Expand movement vocabulary of spatial patterns/designs (floor and air). Incorporate and modify shapes and spatial elements from different dance genres and styles for interest and contrast.

Vary dance phrasing by using accents and timing variations within a phrase to add interest kinesthetically, rhythmically, and visually.

Compare and contrast movement characteristics from a variety of dance genres or styles. Examine the relationship between the movement dynamics, energy, and music. Discuss specific characteristics and determine what dancers must do to perform them clearly.

Embody technical dance skills (e.g. functional alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement, weight shifts, flexibility/range of motion). Apply somatic strategies to facilitate the performance of dance skills.

Employ healthful practices in dance and everyday life (e.g. good nutrition, adequate sleep, safe warm-ups). Discuss benefits of practices and how choices enhance performance.

Collaborate with peers to practice and refine dances. Develop group performance expectations, based upon observation and analyses (e.g. view live or recorded professional dancers, and collaboratively develop group performance expectations in response to information gained from observations).

Recommend and implement various ways to adapt movements to a performance space. Document the process and progress over time in writing and in other media. Use performance etiquette and performance practices during class, rehearsal and performance. Post-performance, receive, record, and reflect upon notes from the choreographer, and apply corrections to future performances.

Explore, devise, and select solutions to adopt to interaction with production elements (e.g. music/sound, props, costumes, sets, lighting) to enhance the performance of a dance. Analyze the effects of various dancer interactions with production elements to intensify and heighten the artistic performance of a work, using dance and production terminology.

Compare, contrast, and analyze recurring patterns of movement, the organization of choreographic devices, and their relationships (e.g. transitions, contrasts) in a dance. Articulate how the dance is constructed.

Compare and contrast how the elements of dance are used in a variety of genres, styles, or cultural movement practices. Use terminology specific to the dance form or practice.

Speculate on the possible meanings of a dance. Explain how these meanings are expressed by the elements of dance, use of body, dance technique, dance structure, and context. Use genre-specific dance terminology.

Compare artistic intent, content, and context from dances to examine the characteristics of genres, styles, or cultural movement practices. Based on the comparison, refine artistic criteria, using genre-specific dance terminology.

Performing

Societal, cultural, historical, and community contexts both influence and are influenced by dance.

Refine and complete artistic work.

Responding

Organize and develop artistic ideas and work.

Choreographers are inspired by a variety of sources to convey concepts and ideas through movement for artistic expression.

Dancers use the body-mind principles and develop the body as an instrument for artistry and artistic expression.

Creating

Perceive and analyze artistic work.

Dance is perceived and analyzed to comprehend its compositional structure.

Select, analyze, and interpret artistic work for presentation.

Apply criteria to evaluate artistic work.

Convey meaning through the presentation of artistic work.

Meaningful interpretations of dance consider artistic intent, style, genre, the elements of dance, technique, structure, and context.

Relate and synthesize knowledge and personal experiences to inspire and inform artistic work.

Criteria for evaluating dance vary across genres, styles, and cultures.

Connecting

Dance performance is an interaction between performers, production elements, and audience that heightens and amplifies artistic expression.

Personal experiences, knowledge, and contexts are integrated and synthesized to interpret and create dance.

The elements of dance, dance structures, and choreographic structures serve as both a foundation and a departure point for choreographers.

Choreographers analyze, evaluate, refine, and document their work to communicate meaning.

Investigate ways that artistic work is influenced by societal, cultural, and historical context and, in turn, how artistic ideas shape cultures past, present, and future.

Generate and conceptualize artistic ideas and work.

Interpret meaning in artistic work.

Space, time, and energy are basic elements of dance.

Develop and refine artistic techniques and work for presentation.

Design, implement, and reflect on a strategy for expanding one's knowledge of unfamiliar music

Relate music to personal accomplishments and experiences.

Express and/or share an original musical idea or emotion by using technological resources.

Describe how sound is created on a variety of instruments and other sound sources.

Perform folk music from a variety of cultures, including some in foreign languages, and explain the music's role(s) and meaning in its culture of origin.

Identify the cultural, social, and political uses for music.

Explore the skills and knowledge necessary to pursue a musical role in the community.

Generate rhythmic and melodic phrases over given or generated harmonic accompaniments within AB and ABA forms, and describe connection to purpose and context.

Organize and/or demonstrate developed musical ideas for arrangements or compositions that express unity and variety (such as in AB or ABA form) and convey expressive intent.

Use standard notation and/or audio/video recording to combine, sequence, and document musical phrases.

Evaluate, refine, and document revisions to music, applying criteria and feedback (related to areas such as style and form), and explain the rationale for changes.

Present the final version of their documented composition, song, or arrangement, using craftsmanship and originality to demonstrate unity and variety, and convey expressive intent.

Apply established and collaboratively developed criteria for selecting music of contrasting styles for a program (from teacher-or student-provided options) with a specific purpose and/or context and discuss expressive qualities.

Explain and demonstrate the structure of contrasting pieces of music selected for performance and how elements of music are used.

When analyzing selected music, use grade-level standard notation to read and identify musical symbols and functions, as appropriate to the musical tradition.

Explain how social, cultural and historical contexts inform performances and result in different musical choices.

Demonstrate contrasting pieces of music that show elements of music and expressive qualities (such as dynamics, tempo, timbre, articulation/style, and phrasing) that convey intent and are appropriate to the context.

Discuss and apply established and collaboratively developed criteria and feedback to evaluate the accuracy and expressiveness of performances.

Identify and apply appropriate rehearsal strategies and show readiness to present.

Respond appropriately to aural and visual cues.

Perform music with stylistic expression, technical accuracy, interpretation, and/or culturally authentic practices.

Perform appropriately for the audience, venue, context, genre, and style, demonstrating performance decorum.

Respond appropriately to aural and visual cues.

Select and compare how contrasting musical works (from teacher-or student-provided options) connect to and are influenced by specific interests, experiences, purposes, or contexts.

Compare how the elements of music and expressive qualities relate to the structure of contrasting pieces.

Identify and compare the context of music from a variety of genres, cultures, and historical periods.

Describe a personal interpretation of contrasting works and explain how creators and performers' application of the elements of music and expressive qualities, within genres, cultures, and historical periods, conveys expressive intent.

Apply established and collaboratively developed criteria to evaluate musical works and performances, citing evidence, explaining appropriateness to the context.

Organize and develop artistic ideas and work.

The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.

Musicians judge expression and technique in prepared performances by using criteria that vary across time, place, and culture. The context and how a work is presented influence the audience response.

Investigate ways that artistic work is influenced by societal, cultural, and historical context and, in turn, how artistic ideas shape cultures past, present, and future.

Select, analyze, and interpret artistic work for presentation.

Responding

Develop and refine artistic techniques and work for presentation.

Apply criteria to evaluate artistic work.

Performers make interpretive decisions based on their understanding of context and expressive intent.

The multidimensional system of music allows us to uniquely express and reflect upon ideas, opinions, aesthetic values, and human sentience. Musicians draw upon universal themes, disciplinary and interdisciplinary understandings, and life experiences to inform their creative expressions.

Refine and complete artistic work.

Creating

Musicians' creative choices are influenced by their expertise, context, and expressive intent.

Performers' interest in and knowledge of musical works, understanding of their own technical skill, and the context of a performance influence the selection of repertoire.

Perceive and analyze artistic work.

Musicians' presentation of creative work is the culmination of a process of creation and communication

Performing

Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.

Convey meaning through the presentation of artistic work.

Interpret meaning in artistic work.

Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.

To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.

Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.

The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria.

Creating, performing, and analyzing music deepens our knowledge of ideas, informs our understanding of cultures, and helps us envision the future.

Generate and conceptualize artistic ideas and work.

Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance.

Musicians evaluate and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.

Relate and synthesize knowledge and personal experiences to inspire and inform artistic work.

Connecting

Select and combine personal interests, experiences, and resources to form new meaning in media artwork.

Research and demonstrate how, throughout time, media artwork and ideas have related to various social contexts, purposes, and values.

Identify creative and innovative ways media artists interpret and challenge issues affecting their culture and society.

Formulate a variety of media arts ideas and solutions by practicing collaborative creative processes.

Design, propose, and evaluate artistic ideas and production processes for media artwork considering expressive intent and resources.

Analyze and responsibly interact with media arts devices and media environments, considering fair use and copyright ethics, media literacy, and social media.

Organize multiple approaches, components, and techniques to create content that reflects an understanding of purpose, audience, or place.

Compare and contrast how multiple contents, forms, and processes convey perspectives and narratives in media artwork presentations.

Apply an expanding range of artistic tools and techniques, from traditional to innovative, to achieve an assigned purpose in presenting media artworks.

Evaluate formats and perform various roles in the presentation and/or distribution of media artwork, analyzing results and improvements by considering effects on personal growth.

Describe, compare, and analyze the qualities of and the relationships between the components of media artwork.

Describe, compare, and analyze how various forms, methods, and styles in media artwork interact with personal preferences in influencing and managing audience experience.

Analyze the intent and meaning of a variety of media artwork, using self-developed criteria.

Expand criteria and practice constructive feedback to evaluate media artwork and production processes, considering context.

Media arts ideas and works are shaped by the imagination, creative processes, artistic traditions, and experiences.

Apply criteria to evaluate artistic work.

Responding

Investigate ways that artistic work is influenced by societal, cultural, and historical context and, in turn, how artistic ideas shape cultures past, present, and future.

Media artwork is made to be shared. Media artists purposefully present and distribute media artworks for various contexts.

Skillful evaluation and critique are essential components of experiencing, appreciating, and producing media artwork.

Media artists plan, organize, and develop creative ideas, plans, and models into structures that can effectively realize artistic ideas.

Media artworks and ideas are better understood and produced by relating them to their purposes, values, cultures, and various contexts.

The reciprocal nature of creation and presentation of media artworks demands a wide range of skills and abilities to creatively solve problems and refine media artworks. Media artists require a range of skills and abilities to effectively present media artworks.

Connecting

Media artworks communicate and influence audience experiences.

Interpret meaning in artistic work.

Develop and refine artistic techniques and work for presentation.

Media artwork synthesize personal experiences to create meaning.

Relate and synthesize knowledge and personal experiences to inspire and inform artistic work.

Producing

Perceive and analyze artistic work.

Generating and solving artistic problems prepares people to navigate unforeseen challenges and to contribute to solutions within a society or culture.

Media artists balance experimentation and freedom with safety and responsibility while developing, creating, and sharing media artworks.

Refine and complete artistic work.

Convey meaning through the presentation of artistic work.

Creating

Identifying the qualities and characteristics of media artworks improves artistic appreciation and production.

Select, analyze and interpret artistic work for presentation.

Media artists intentionally integrate, analyze, and revise elements, principles and processes to improve the clarity, communication, and purpose of the media artwork.

Media artists integrate various forms and contents to present or share complex, unified media artworks.

Interpretation and appreciation require consideration of the intent, form, and context of media artwork.

Organize and develop artistic ideas and work.

Generate and conceptualize artistic ideas and work.

Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.

Design, implement, and reflect on a strategy for expanding one's knowledge of unfamiliar music.

With teacher guidance, identify the musical qualities that give persuasive music (such as soundtracks, commercials, protest songs) its effect on the perspectives and beliefs of the listener.

Describe effective strategies for reaching a musical goal that is of importance to you.

Express and share an original musical idea or emotion using instrumental resources.

Explore the skills and knowledge necessary to pursue vocational and avocational opportunities in the musical community.

Identify the cultural, social, and political uses for music.

Explain ways in which music is used to inform or change the beliefs, values, or behaviors of an individual or of a society.

Generate melodic and rhythmic phrases that exhibit cohesiveness within forms (such as AB, ABA, song form) over given chord progressions.

Generate chordal accompaniments for teacher-provided or self-composed melodies.

Select, develop, and arrange rhythmic, melodic, and harmonic ideas to generate multi-chord accompaniments to melodies with simple forms (such as AB or ABA), and melodic phrases over specified chord progressions to express intent.

Use standard notation or recording technology to document drafts of musical ideas.

Apply teacher-provided and collaboratively developed criteria to evaluate and refine drafts of melodies (created over specified chord progressions or AB/ABA forms) and two to three chord accompaniments to short or simple melodies.

Explain the rationale for changes, based on evaluation criteria.

Share completed multi-chord accompaniments to teacher-provided or self-composed melodies and melodic phrases (created over specified chord progressions or AB/ABA forms).

Demonstrate and explain expressive intent, and development and organization of musical ideas, based on evaluation criteria and craftsmanship.

Apply teacher-and collaboratively developed criteria to explain and demonstrate how a repertoire of music representing contrasting styles is selected (from teacher-or student-provided options), based on personal interest, knowledge, personal and others' technical skills, and the purpose and/or context of the performance(s).

Identify and compare prominent elements of music (such as form and harmony) in a repertoire of music representing contrasting styles.

Use aural skills and standard notation (rhythmic, melodic, and harmonic) when analyzing selected music.

Explain how elements of music and social, cultural, and/or historical context(s) inform prepared or improvised performance(s).

Demonstrate and explain how intent and consideration of the social, cultural, and/or historical performance context(s) are conveyed through interpretive decisions and elements of music (such as form and harmony) in a repertoire of music representing contrasting styles.

Apply self-reflection and teacher-provided and collaboratively developed criteria to evaluate prepared or improvised ensemble and personal performances.

Implement rehearsal strategies to address challenges, refine technical accuracy and elements of music (such as form and harmony), show improvement over time, and determine when the music is ready to perform.

Respond appropriately to aural and visual cues.

Perform a repertoire of prepared or improvised music representing contrasting styles, alone or with others, with expression, technical accuracy, and appropriate interpretation.

Demonstrate performance decorum (such as stage presence and behavior) and audience etiquette appropriate for the context, venue, genre, and style.

Respond appropriately to aural and visual cues.

Demonstrate and compare, using teacher-developed criteria, how selected music (from teacher-or student-provided options) connects to and is influenced by interest, purpose, or personal experience.

Demonstrate and describe, giving examples, how the elements of music are manipulated in musical selections.

Identify how social, cultural, and/or historical context informs a response.

Identify and explain how the expressive qualities; elements of music; and social, cultural, and/or historical context influence performers' interpretations to reflect expressive intent.

Explain how interest, experiences, and personal, social, and/or historical contexts affect evaluation, and apply these in interpreting a varied repertoire of music.

The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria.

To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.

The multidimensional system of music allows us to uniquely express and reflect upon ideas, opinions, aesthetic values, and human sentience. Musicians draw upon universal themes, disciplinary and interdisciplinary understandings, and life experiences to inform their creative expressions.

Performing

Investigate ways that artistic work is influenced by societal, cultural, and historical context and, in turn, how artistic ideas shape cultures past, present, and future.

Refine and complete artistic work.

Responding

Relate and synthesize knowledge and personal experiences to inspire and inform artistic work.

Musicians' creative choices are influenced by their expertise, context, and expressive intent.

Organize and develop artistic ideas and work.

Interpret meaning in artistic work.

Connecting

Performers' interest in and knowledge of musical works, understanding of their own technical skill, and the context of a performance influence the selection of repertoire.

Apply criteria to evaluate artistic work.

Select, analyze, and interpret artistic work for presentation.

Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance.

Musicians' presentation of creative work is the culmination of a process of creation and communication

Develop and refine artistic techniques and work for presentation.

Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.

Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.

Performers make interpretive decisions based on their understanding of context and expressive intent.

Perceive and analyze artistic work.

Musicians evaluate and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.

The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.

Creating

Generate and conceptualize artistic ideas and work.

Creating, performing, and analyzing music deepens our knowledge of ideas, informs our understanding of cultures, and helps us envision the future.

The quality and effectiveness of a performance is based on criteria that vary across time, place, and cultures.

Convey meaning through the presentation of artistic work.

Describe effective strategies for reaching a musical goal that is of importance to you.

Design, implement, and reflect on a strategy for expanding one's knowledge of unfamiliar music.

With teacher guidance, identify the musical qualities that give persuasive music (such as soundtracks, commercials, protest songs) its effect on the perspectives and beliefs of the listener.

Generate melodic, rhythmic, and timbral ideas, based on characteristic(s) of music or text(s) studied in rehearsal.

Select from and develop previously generated ideas into musical patterns that demonstrate particular content of music or texts studied in rehearsal.

Preserve drafts of creative work through standard notation and/or recording technology.

Select varied repertoire to study (from teacher-or student-provided options) based on music literacy, an understanding of formal design in the music, context, and the technical skill of the individual and ensemble.

Use teacher and student feedback to develop strategies that address technical challenges to refine performances.

Respond appropriately to specific aural and visual cues (such as phrasing, expression, and articulations).

Describe how understanding context and the way that the elements of music are manipulated informs the response to music.

Perceive and analyze artistic work.

The multi-dimensional system of music allows us to uniquely express and reflect upon ideas, opinions, aesthetic values, and human sentience. Musicians draw upon universal themes, disciplinary and interdisciplinary understandings, and life experiences to inform their creative expressions.

The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.

Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.

Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.

Develop and refine artistic techniques and work for presentation.

Select, analyze, and interpret artistic work for presentation.

Generate and conceptualize artistic ideas and work.

Connecting

Responding

To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.

Relate and synthesize knowledge and personal experiences to inspire and inform artistic work.

Musicians' creative choices are influenced by their expertise, context, and expressive intent.

Performing

Organize and develop artistic ideas and work.

Performers' interest in and knowledge of musical works, understanding of their own abilities, and the context for a performance influence the selection of repertoire.

Explain reasons for selecting music (from teacher-or student-provided options) by citing characteristics found in the music and connections to interest, purpose, and context.

Perceive and analyze artistic work.

Theater artists work to discover different ways of communicating meaning.

Interpret meaning in artistic work.

Connecting

Responding

Convey meaning through the presentation of artistic work.

Investigate ways that artistic work is influenced by societal, cultural, and historical context and, in turn, how artistic ideas shape cultures past, present, and future.

The essence of theater is storytelling.

Theater artists apply criteria to investigate, explore, and assess drama and theater work.

Refine and complete artistic work.

Understanding of theatrical experiences is deepened through reflection.

Theater artists critically inquire into the ways others have thought about and created theatrical processes and productions to inform their own work.

Theater artists deliberately interrelate their creative process with the world around them.

Theater artists allow awareness of relationships between self and others to influence and inform their work.

Creating

Theater artists share and present stories, ideas, and envisioned worlds to explore the human experience.

Apply criteria to evaluate artistic work.

Organize and develop artistic ideas and work.

Generate and conceptualize artistic ideas and work.

Select, analyze, and interpret artistic work for presentation.

Theater artists' interpretations of drama or theater work are influenced by personal experiences and aesthetics.

Develop and refine artistic techniques and work for presentation.

Theater artists develop personal processes and skills for a performance or design.

Relate and synthesize knowledge and personal experiences to inspire and inform artistic work.

Theater artists refine their work and practice their craft through rehearsal and active participation.

Performing

Creativity is a foundation of theatrical practice.

Incorporate multiple perspectives and diverse community ideas in a drama or theater work.

Incorporate music, dance, art, and media to strengthen the meaning and conflict in a drama or theater work with a particular cultural, global, or historical context.

Research and discuss how a playwright might have intended a drama or theater work to be produced.

Examine artifacts from a time period and place to better understand performance and design choices.

Investigate multiple perspectives and solutions to staging challenges.

Explain and present solutions to design challenges in a drama or theater work.

Envision and describe the inner thoughts and objectives of a character.

Examine and justify original ideas and artistic choices, based on critical analysis, historical, and cultural context.

Inhabit a role and respect the roles of others in preparing or devising a drama or theater work.

Demonstrate focus and concentration in the rehearsal process.

Develop effective physical and vocal traits of characters.

Consider multiple planned technical design elements during the rehearsal process.

Consider various staging choices to enhance the story.

Use various character objectives in a drama or theater work.

Participate in a variety of acting exercises and acting techniques that can be applied in a rehearsal.

Choose a variety of technical elements that can be applied to a theatrical design.

Participate in rehearsals for a drama or theater work that will be shared with an audience.

Compare recorded personal and peer reactions to artistic choices.

Explain how artists make choices based on personal experience.

Evaluate how personal aesthetics can be used to discuss a theatrical experience.

Explain preferences, using supporting evidence and criteria to evaluate a drama or theater work.

Explore the aesthetics of technical elements.

Identify how the intended purpose of a drama or theater work targets a specific audience.

Artists and designers balance experimentation and freedom with safety and responsibility while developing and creating artwork.

Creating

Select, analyze and interpret artistic work for presentation.

Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.

Artists, collectors, curators, and other arts professionals consider a variety of criteria when analyzing and selecting objects, artifacts, and artwork for presentation and preservation.

Artists and designers experiment with forms, structures, materials, concepts, media, and artmaking approaches.

Works of art and design embody and influence the needs, desires, beliefs, traditions, and values of people within a culture.

Artists, curators, and other arts professionals engage appropriate methods and resources when preparing artwork for presentation and preservation.

People evaluate art, based on various criteria.

Visual imagery influences understanding of and responses to the world.

Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, and the world.

Develop and refine artistic techniques and work for presentation.

Convey meaning through the presentation of artistic work.

People create, respond to, and interact with objects and places in ways that define, shape, enhance, and empower their lives.

Interpret meaning in artistic work.

Objects, artifacts, and artworks collected, preserved, or presented communicate meaning and function as a record of social, cultural, and political experiences; resulting in the cultivating of appreciation and understanding.

Creativity and innovative thinking are essential life skills that can be developed.

Through artmaking, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.

People gain insight into meanings of artwork by engaging in a process of art criticism.

Generate and conceptualize artistic ideas and work.

Investigate ways that artistic work is influenced by societal, cultural, and historical context and, in turn, how artistic ideas shape cultures past, present, and future.

Artists and designers develop excellence through practice and constructive critique; and reflecting on, revising, and refining work over time.

Connecting

Generating and solving artistic problems prepares people to contribute to innovative solutions within a society or culture.

Responding

Organize and develop artistic ideas and work.

Apply criteria to evaluate artistic work.

Refine and complete artistic work.

Perceive and analyze artistic work.

Presenting

Relate and synthesize knowledge and personal experiences to inspire and inform artistic work.

Design a work of art inspired by a place where people gather in the community.

Investigate different ways that art and design can establish, reflect, and reinforce group identity.

Identify and explore roles and responsibilities of artists and designers within a community or culture.

Apply strategies to overcome creative blocks.

Develop criteria to guide making a work of art or design to meet an identified goal.

Demonstrate persistence in developing skills with various materials, methods, and artmaking approaches in creating works of art or design.

Demonstrate conservation, care, and clean-up of art materials, tools, and equipment. n, care, and clean-up of art materials, tools, and equipment in the art classroom.

Demonstrate ethical responsibility when using, posting, and sharing images and materials through technology.

Apply visual organizational strategies to design and produce a work of art or design that clearly communicates information or ideas.

Reflect on and explain important information about personal artwork, in an artist statement of in another format.

Compare and contrast how technologies have changed the way that artwork is preserved, presented, and experienced.

Individually or collaboratively, develop a visual plan for displaying works of art, analyzing exhibit space, the needs of the viewer, and the layout of the exhibit.

Compare and contrast viewing and experiencing collections and exhibitions in different venues.

Explain how a person's artistic choices are influenced by culture and environment, and affect the visual image that one environments conveys to others.

Analyze multiple ways that images influence specific audiences.

Interpret ideas and mood in art by analyzing artmaking approaches, characteristics of form and structure relevant contextual information, subject matter, and use of media.

Compare and explain the differences between a personal criteria-based evaluation of an artwork and an established criteria-based evaluation of an artwork.