Visual+Arts+Standards

__//**GEORGIA STANDARDS - VISUAL ARTS **//__

** KINDERGARTEN VISUAL ARTS ** Children enter kindergarten with a wide variety of life experiences and abilities. A broad range of artistic experiences helps kindergarten students develop fine motor skills, conceptual understanding, and idea building. Drawing is a natural inclination that precedes the development of writing. The drawing abilities of kindergarteners range from organized scribbles to symbolic representations of the world around them. As kindergarten students begin to explore visual representation, they develop personalized schema to portray subjects that are personally significant such as self, family, animals, and familiar objects. Kindergarten students also explore ideas, stories, and fantasy through drawing. Kindergarten students need opportunities to develop ideas, express imagination, and explore a variety of media and techniques. Students enjoy sharing stories about their artistic creations and often embellish details in the telling. Learning to participate as an exhibiting artist-presenter and as a respectful audience member becomes the basis for the development of the critique process. The visual arts provide natural connections for kindergarten students to explore many concepts from other academic disciplines. Development of a basic understanding of the elements of art—color, line, shape, space, and texture—provides a sensory foundation for vocabulary development and scaffolding other learning concepts. ** MEANING and CREATIVE THINKING ** The student engages in the creative process, open-ended inquiry, problem-solving, and aesthetic understanding through development and examination of his or her own art works and the art works of others (National Standards 2 &3). The student develops creativity, critical-thinking, perceptual awareness, and problem solving skills. The student considers the critical questions of art, making effort toward constructing meaning as art is encountered and produced. Evidence may be documented through mapping, diagrams, journal-keeping, brain-storming lists, project development and conversations. VAKMC.1 Engages in the creative process to generate and visualize ideas. a. Participates in group brainstorming activity to generate ideas. b. Verbally expresses individual ideas, thoughts, and feelings. Georgia Department of Education Kathy Cox, State Superintendent of Schools Georgia Performance Standards  Fine Arts – Visual Arts Education June 18, 2009  Page 16 of 97 VAKMC.2 Formulates personal responses. a. Generates visual images by manipulating art materials. b. Mentally recalls and produces visual images (e.g., people, places, animals, things, locations, events, actions) using a variety of art materials. c. Makes connections between visual images and personal experiences. d. Expresses individual ideas, thoughts, and feelings through drawing. VAKMC.3 Selects and uses subject matter, symbols, and/or ideas to communicate meaning. a. Uses pictures to tell a story. b. Understands that symbols can convey different kinds of meaning. c. Looks at objects and thinks about ideas in relationship to one another and observes relationships in works of art. ** CONTEXTUAL UNDERSTANDING ** The student understands the visual arts in relation to history and culture (National Standard 4). The student recognizes the impact of art on history and different cultures, and how history and culture have influenced art. The student plans for and participates in a variety of activities that promote personal engagement in the study of art history and culture. VAKCU.1 Identifies artists and offers ideas about what art is and who artists are. a. Recognizes self as an artist. b. Identifies artists in his/her community. c. Understands own ideas as unique to him/her. VAKCU.2 Views and discusses selected artworks. a. Talks about artworks of significant artists that have recognizable subjects and themes. b. Discusses art from a variety of world cultures. c. Recognizes the unique contributions of Georgia artists and art forms. d. Points out clues in selected artworks that determine time and place. Georgia Department of Education Kathy Cox, State Superintendent of Schools Georgia Performance Standards  Fine Arts – Visual Arts Education June 18, 2009  Page 17 of 97 ** PRODUCTION ** The student creates artworks by applying media, techniques, and processes to formulate and express his or her ideas and conceptual understandings (National Standard 1). Experiencing the role of the artist, each student applies media, techniques, and processes developing basic skills and increasing confidence. Through experience in a range of art processes, use of a variety of materials, and development of a repertoire of techniques, the student begins to relate process, material, and technique to the communication of ideas. Media/techniques should include, but are not limited to, drawing, painting, sculpture, ceramics, fiber arts, printmaking, and digital media art techniques. The student should be engaged in well-rounded studio art experiences. VAKPR.1 Creates artworks based on personal experience and selected themes. a. Creates artworks to express individual ideas, thoughts, and feelings from memory, imagination, and observation. b. Creates artworks emphasizing one or more elements of art (e.g., color, line, shape, form, texture). c. Combines materials in new and inventive ways to make a finished work of art. VAKPR.2 Understands and applies media, techniques, and processes of two-dimensional works of art (e.g., drawing, painting, printmaking, mixed media) using tools and materials in a safe and appropriate manner to develop skills. a. Attempts to fill the space in an art composition. b. Creates drawings with a variety of media (e.g., pencils, crayons, pastels). c. Draws a variety of lines (e.g., straight, curved, angled, broken, thick, and thin) and shapes (e.g., geometric, organic/free form shapes). d. Creates lines with a variety of media and art tools (e.g., pencils, crayons, scissors, paint brushes, found objects). e. Creates paintings with a variety of media (e.g., finger-paint, tempera, watercolor). f. Uses color to express thoughts, feelings, and ideas. g. Mixes colors to make new colors. h. Explores printmaking using a variety of stamping techniques. (e.g., thumbprints, cardboard, sponge, found objects) i. Uses an awareness of pattern and texture to create a print. j. Develops manual dexterity through craft techniques (e.g., collage, stitchery, weaving) Georgia Department of Education Kathy Cox, State Superintendent of Schools Georgia Performance Standards  Fine Arts – Visual Arts Education June 18, 2009  Page 18 of 97 VAKPR.3 Understands and applies media, techniques, and processes of three-dimensional works of art (e.g., ceramics, sculpture, crafts, and mixed-media) using tools and materials in a safe and appropriate manner to develop skills. a. Makes pots and/or forms using pinch construction. b. Incorporates texture into a design. c. Employs simple construction techniques. d. Recognizes form as not flat. e. Demonstrates that shapes can be put together to make new shapes or forms. f. Creates composition using traditional and/or contemporary craft materials and methods (e.g., paper sculpture, found object, sculpture, jewelry). VAKPR.4 Participates in appropriate exhibition(s) of artworks. a. Develops title for finished work. b. Views and discusses displayed artwork. ** ASSESSMENT and REFLECTION ** The student critiques works of art while reflecting upon and assessing the characteristics and merits of his or her artwork and the artwork of others (National Standard 5). The student describes and assesses materials, techniques, and processes used to complete a finished artwork. The student demonstrates the ability to reflect upon and interpret the construction of meaning in his or her own artwork and the artwork of others. Interacting with peers, the student expresses a personal viewpoint and offers constructive criticism. VAKAR.1 Discusses his or her own artwork and the artwork of others. a. Shows an interest in art. b. Describes his or her artwork, revealing media subject and story. c. Compares and contrasts artworks based on subject, theme, and/or elements. d. Expresses preference for one of two or three artworks (reproductions). e. Uses art terms with emphasis on the elements of art: space, line, shape, form, color, value, texture. f. Identifies and names lines (e.g., straight, curved, broken, zigzag, spiral, scalloped, thick and thin). g. Recognizes organic shapes and names geometric shapes. h. Correctly names colors. i. Lists primary colors. j. Names geometric forms (e.g., spheres, cubes). k. Identifies relationships of placement in space (e.g., beside/overlapping, above/below, close/far, right/left, top/bottom, front/back, over/under). l. Identifies space as empty or crowded. m. Identifies texture as the way something feels. n. Names a variety of textures (e.g., smooth, rough, hard, soft). Georgia Department of Education Kathy Cox, State Superintendent of Schools Georgia Performance Standards  Fine Arts – Visual Arts Education June 18, 2009  Page 19 of 97  o. Identifies how elements of art communicate specific feeling. p. Describes how repeated colors, lines, shapes, forms, or textures make pattern in an artwork. VAKAR.2 Utilizes a variety of approaches to understand and critique works of art. a. Poses questions and gathers information from works of art. b. Reads meaning through interpretation of ideas, thoughts and feelings expressed in artwork. c. Connects life experience to artwork. ** CONNECTIONS ** The student makes connections to other disciplines and the world through the visual arts (National Standard 6). The student makes connections from the world of art to other areas of learning and personal endeavor. The student derives inspiration for art from a variety of content areas. The student informs study and production of art by integrating information and skills from other areas of knowledge and academic disciplines (e.g., math, reading, English Language Arts, social studies, science, music, dance, theater arts, world languages, career awareness, and technology into his or her artwork). VAKC.1 Applies information from other disciplines to enhance the understanding and production of artworks. a. Explores universal concepts (e.g., pattern, balance) and creates artworks inspired by ideas from literature, science, music, and/or math. b. Creates works of art inspired by universal themes (e.g., self, family, community, world). VAKC.2 Develops life skills through the study and production of art. a. Understands learning goals for artwork and evaluates when goals are met. b. Adapts to change. Georgia Department of Education Kathy Cox, State Superintendent of Schools Georgia Performance Standards  Fine Arts – Visual Arts Education June 18, 2009  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Page 20 of 97 ** GRADE 1 VISUAL ARTS ** By first grade, most children have developed a collection of symbols for objects in their environment such as a person, house, or tree. These symbols are highly individualized since they are the result of personal development. Children's symbols are unique and represent conceptual understanding rather than direct observation of their world. ** MEANING and CREATIVE THINKING ** The student engages in the creative process, open-ended inquiry, problem-solving, and aesthetic understanding through development and examination of his or her art works and the art works of others (National Standards 2 & 3). The student develops creativity, critical-thinking, perceptual awareness, and problem solving skills. The student considers the critical questions of art, making effort toward constructing meaning as art is encountered and produced. Evidence may be documented through diagrams, journal-keeping, brainstorming lists, project development, and conversations. VA1MC.1 Engages in the creative process to generate and visualize ideas. a. Recognizes and discusses how visual images can have multiple meanings. b. Generates multiple visual images. VA1MC.2 Formulates personal responses. a. Makes connections between visual images and personal experiences. b. Expresses individual ideas, thoughts, and feelings through drawing. c. Explores how meaning can change when images are revised. VA1MC.3 Selects and uses subject matter, symbols, and ideas to communicate meaning. a. Describes subjects in art works such as animals, people, places, and things. b. Examines common subjects and themes in selected artworks from own and other cultures, such as the world of play, foods, costumes, celebrations, communities, and nature. c. Understands that symbols and the qualities found in the elements of art (e.g., shapes and colors) can convey different kinds of meaning. d. Looks at objects and thinks about ideas in relationship to one another and observes relationships in works of art. <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Georgia Department of Education Kathy Cox, State Superintendent of Schools Georgia Performance Standards  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Fine Arts – Visual Arts Education June 18, 2009  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Page 21 of 97 ** CONTEXTUAL UNDERSTANDING ** The student understands the visual arts in relation to history and culture (National Standard 4). The student recognizes the impact of art on history and different cultures and how history and culture have influenced art. The student plans for and participates in a variety of activities that promote personal engagement in the study of art history and culture. VA1CU.1 Identifies artists as creative thinkers who make art and share ideas. a. Recognizes ways that artists are involved in communities (e.g., architects, painters, photographers, interior designers, educators, museum docents). b. Recognizes and associates selected artists with their individual works. VA1CU.2 Views and discusses selected artworks. a. Names subject and theme. b. Describes time and place. c. Identifies artist and culture. ** PRODUCTION ** The student creates artworks by applying media, techniques, and processes to formulate and express his or her own ideas and conceptual understandings (National Standard 1). Experiencing the role of the artist, each student applies media, techniques, and processes in order to develop basic skills and increase confidence. Through experience in a range of art processes, use of a variety of materials, and development of a repertoire of techniques, the student begins to relate process, material, and technique to communication of ideas. Media/techniques should include, but are not limited to, drawing, painting, sculpture, ceramics, fiber arts, printmaking, and digital art media techniques. The student should be engaged in well-rounded studio art experiences. VA1PR.1 Creates artworks based on personal experience and selected themes. a. Creates artworks to express individual ideas, thoughts, and feelings from memory, imagination, and observation. b. Creates artworks emphasizing one or more elements of art (e.g., color, line, shape, space, form, texture). c. Creates art works that attempt to fill the space of art composition. d. Makes choices in developing art compositions. e. Combines materials in new and inventive ways to make a finished work of art. <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Georgia Department of Education Kathy Cox, State Superintendent of Schools Georgia Performance Standards  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Fine Arts – Visual Arts Education June 18, 2009  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Page 22 of 97 VA1PR.2 Understands and applies media, techniques, and processes of two-dimensional works of art (drawing, painting, printmaking, mixed-media) using tools and materials in a safe and appropriate manner to develop skills. a. Creates drawings with a variety of media (e.g., pencils, crayons, pastels). b. Identifies lines and shapes in order to draw an object. c. Creates paintings with a variety of media (e.g., acrylic, tempera, watercolor). d. Mixes two primary colors to make a secondary color. e. Creates prints using a variety of stamping techniques (e.g., thumbprints, cardboard, sponges, found objects). f. Uses an awareness of shape, pattern, and texture to create a variety of print art. g. Develops manual dexterity though craft techniques (e.g., collage, stitchery, weaving). VA1PR.3 Understands and applies media, techniques, and processes of three-dimensional works of art (ceramics, sculpture, crafts, and mixed-media) using tools and materials in a safe and appropriate manner to develop skills. a. Uses clay techniques to create forms (e.g., modeling, rolling, pinching). b. Incorporates texture into ceramic artwork. c. Uses an awareness of form, pattern, and texture. d. Creates 3-dimensional composition using traditional and/or contemporary craft materials and methods (e.g., paper sculpture, found object assemblage, jewelry). VA1PR.4 Participates in appropriate exhibition(s) of artworks. a. Assigns a title that describes his or her finished work of art. b. Signs a finished work of art. ** ASSESSMENT and REFLECTION ** The student critiques works of art, reflecting upon and assessing the characteristics and merits of his or her artwork and the artwork of others (National Standard 5). The student describes and assesses materials, techniques, and processes used to complete a finished artwork. The student demonstrates the ability to reflect upon and interpret the construction of meaning in his or her own artwork as well as the artwork of others. Interacting with peers, the student expresses a personal viewpoint and offers constructive criticism. <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Georgia Department of Education Kathy Cox, State Superintendent of Schools Georgia Performance Standards  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Fine Arts – Visual Arts Education June 18, 2009  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Page 23 of 97 VA1AR.1 Discusses his or her artwork and the artwork of others. a. Shows an interest in art. b. Demonstrates a respect for art forms and art objects. c. Describes own artwork, revealing subject matter and story. d. Expresses feelings in response to examining artworks. e. Identifies and compares specific elements and principles of art and how these contribute to communicating specific feelings. f. Uses art terminology with emphasis on the elements of art: line, shape, form, color, space, texture. g. Identifies lines as outlines or edges of shapes and forms. h. Recognizes how media and techniques affect line qualities. i. Differentiates between geometric shapes and organic shapes. j. Indentifies primary colors and secondary colors on the color wheel. k. Names geometric forms (e.g., spheres, cubes, cylinders, cones, rectangular prisms). l. Recognizes that forms have different sides and occupy space. m. Observes and identifies positive and negative space. n. Identifies texture by feel and sight. o. Names and describes a variety of textures by feel and by sight. p. Describes how repeated colors, lines, shapes, forms, or textures can make a pattern in an artwork. VA1AR.2 Uses a variety of approaches to understand and critique works of art. a. Examines two artworks identifying similarities and differences. b. Expresses and explains preference for one of two or three artworks. ** CONNECTIONS ** The student makes connections to other disciplines and the world through the visual arts (National Standard 6). The student makes connections from the world of art to other areas of learning and personal endeavor. The student derives inspiration for art from a variety of content areas. The student informs study and production of art by integrating information and skills from other areas of knowledge and academic disciplines (e.g., math, reading, English Language Arts, social studies, science, music, dance, theater arts, world languages, career awareness, and technology into his or her artwork). <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Georgia Department of Education Kathy Cox, State Superintendent of Schools Georgia Performance Standards  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Fine Arts – Visual Arts Education June 18, 2009  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Page 24 of 97 VA1C.1 Applies information from other disciplines to enhance the understanding and production of artworks. a. Explores universal concepts (e.g., pattern, balance) and creates artworks inspired by ideas from literature, science, music, and/or math. b. Creates works of art inspired by universal themes (e.g., self, family, community, world). VA1C.2 Develops life skills through the study and production of art. a. Understands learning goals for artwork and evaluates when goals are met. b. Adapts to change. <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Georgia Department of Education Kathy Cox, State Superintendent of Schools Georgia Performance Standards  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Fine Arts – Visual Arts Education June 18, 2009  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Page 25 of 97 ** GRADE 2 VISUAL ARTS ** Children at this stage are inclined to draw what they know, not what they see. Symbols become progressively more detailed. The use of base-lines and sky-lines is a common drawing strategy at this age. Children make art for enjoyment and personal expression. ** MEANING and CREATIVE THINKING ** The student engages in the creative process, open-ended inquiry, problem-solving, and aesthetic understanding through development and examination of his or her art works and the art works of others (National Standards 2 & 3). The student develops creativity, critical-thinking, perceptual awareness and problem solving skills. The student considers the critical questions of art, making effort toward constructing meaning as art is encountered and produced. Evidence may be documented through mapping, diagrams, journal-keeping, brainstorming lists, project development, and conversations. VA2MC.1 Engages in the creative process to generate and visualize ideas. a. Generates visual images in response to //open-ended// prompts, themes, and narratives. VA2MC.2 Formulates personal responses. a. Produces multiple interpretations for an object or image. b. Revises artwork in response to unanticipated insights and discoveries. VA2MC.3 Selects and uses subject matter, symbols, and ideas to communicate meaning. a. Discusses uses of symbols and cultural icons in artwork. b. Mentally envisions what cannot be directly observed (e.g., depicting imaginary worlds, fantastic machines, unusual creatures). c. Generates new images and meaning by using visual analogy and metaphor (e.g., seeing a cloud as an animal). d. Observes how the visual relationship of objects and ideas affects meaning and/or significance. <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Georgia Department of Education Kathy Cox, State Superintendent of Schools Georgia Performance Standards  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Fine Arts – Visual Arts Education June 18, 2009  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Page 26 of 97 ** CONTEXTUAL UNDERSTANDING ** The student understands the visual arts in relation to history and culture (National Standard 4). The student recognizes the impact of art on history and different cultures and how history and culture have influenced art. The student plans for and participates in a variety of activities that promote personal engagement in the study of art history and culture. VA2CU.1 Identifies artists as creative thinkers who make art and share their ideas. a. Recognizes unique contributions of contemporary and historical Georgia artists and art forms. b. Creates artwork that explores ideas, issues, and events from current and past cultures. VA2CU.2 Views and discusses selected artworks. a. Names subject and theme. b. Uses context clues to identify time and place. c. Theorizes and suggests how culture and environment provide inspiration for creating artworks. d. Recognizes media and technique. e. Observes and discusses simple perspective techniques (e.g., diminishing size, overlapping, placement on the picture plane). ** PRODUCTION ** The student creates artworks by applying media, techniques, and processes to formulate and express ideas and conceptual understandings (National Standard 1). Experiencing the role of the artist, each student applies media, techniques, and processes to develop basic skills, and increase confidence. Through experience in a range of art processes, use of a variety of materials, and development of a repertoire of techniques, the student relates process, material and technique to communication of ideas. Media/techniques should include, but are not limited to drawing, painting, sculpture, ceramics, fiber arts, printmaking, and digital media art techniques. The student should be engaged in well-rounded studio art experiences. VA2PR.1 Creates artworks based on personal experience and selected themes. a. Creates artworks to express individual ideas, thoughts, and feelings from memory, imagination, and observation. b. Creates artworks emphasizing one or more elements of art (e.g., space, line, shape, form, color, value, texture) and principles of design (e.g., balance, repetition). c. Combines materials in new and inventive ways to make a finished work of art. <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Georgia Department of Education Kathy Cox, State Superintendent of Schools Georgia Performance Standards  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Fine Arts – Visual Arts Education June 18, 2009  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Page 27 of 97 VA2PR.2 Understands and applies media, techniques, and processes of two-dimensional art processes (drawing, painting, printmaking, mixed-media) using tools and materials in a safe and appropriate manner to develop skills. a. Creates drawings with a variety of media (e.g., pencils, crayons, pastels). b. Creates landscape with a horizon line. c. Creates paintings with a variety of media (e.g., tempera, watercolor). d. Mixes colors intentionally to create specific new colors. e. Mixes white with colors to create tints and black with colors to create shades (values). f. Creates prints using mono-printing or relief techniques. g. Develops craft techniques (e.g., collage, stitchery, weaving). VA2PR.3 Understands and applies media, techniques, and processes of three-dimensional works of art (ceramics, sculpture, crafts, and mixed-media) using tools and materials in a safe and appropriate manner to develop skills. a. Creates ceramic objects incorporating basic additive method. b. Creates sculpture using a variety of materials and methods (e.g., papier-mâché, paper sculpture, assemblage, found objects). c. Creates composition using traditional and/or contemporary craft methods (e.g., weaving, stitchery, and jewelry). VA2PR.4 Participates in appropriate exhibition(s) of artworks. a. Writes a title that describes his or her finished work of art. b. Writes an artist’s statement by reflecting on finished artwork. c. Signs a finished work of art. d. Views displayed artwork. ** ASSESSMENT and REFLECTION ** The student critiques works of art, reflecting upon and assessing the characteristics and merits of his or her own artwork and the artwork of others (National Standard 5). The student describes and assesses materials, techniques, and processes used to complete a finished artwork. The student demonstrates the ability to reflect upon and interpret the construction of meaning in his or her own artwork and the artwork of others. Interacting with peers, the student expresses a personal viewpoint and offers constructive criticism. <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Georgia Department of Education Kathy Cox, State Superintendent of Schools Georgia Performance Standards  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Fine Arts – Visual Arts Education June 18, 2009  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Page 28 of 97 VA2AR.1 Discusses his or her artwork and the artwork of others. a. Demonstrates a respect for art forms and art objects. b. Identifies the differences between photographs, paintings, drawings and sculptures. c. Uses art terminology with emphasis on the elements of art: line, shape, form, color, space, and texture. d. Differentiates horizontal, vertical, and diagonal lines. e. Uses art terminology with emphasis on the principles of design: contrast, rhythm/movement, and pattern/repetition. f. Recognizes that lines can show rhythm and movement. g. Demonstrates that shape/forms can have balance (e.g., symmetrical, asymmetrical). h. Identifies geometric and non-geometric shapes and forms in artwork. i. Describes colors as warm or cool. j. Identifies value as the lightness or darkness of a color. k. Distinguishes between 2-D shapes and 3-D forms. l. Explains how space is either positive or negative. m. Identifies symmetrical (formal) and radial balance in artworks and in nature. n. Distinguishes between the textures of materials, such as fabric, yarn, paper, clay, and found objects. o. Recognizes that texture can be visual and/or tactile. p. Describes how repeated colors, lines, shapes, forms, or textures can make a pattern in an artwork. VA2AR.2 Uses a variety of approaches to understand and critique works of art. a. Describes his or her artwork, revealing subject, story, and intention. b. Discusses and compares his or her definition of art with that of others. c. Compares and contrasts artworks based on subject, theme, and/or elements. d. Expresses preference for one of two or three artworks. ** CONNECTIONS ** The student makes connections to other disciplines and the world through the visual arts (National Standard 6). The student makes connections from the world of art to other areas of learning and personal endeavor. The student derives inspiration for art from a variety of content areas. The student informs study and production of art by integrating information and skills from other areas of knowledge and academic disciplines (e.g., math, reading, English Language Arts, social studies, science, music, dance, theater arts, world languages, career awareness, and technology). <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Georgia Department of Education Kathy Cox, State Superintendent of Schools Georgia Performance Standards  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Fine Arts – Visual Arts Education June 18, 2009  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Page 29 of 97 VA2C.1 Applies information from other disciplines to enhance the understanding and production of artworks. a. Explores and creates art inspired by ideas from literature, science, music, and/or math. b. Creates works of art inspired by universal themes (e.g., self, family, community, world). VA2C.2 Develops life skills through the study and production of art. a. Manages goals and time. b. Adapts to change. c. Works in teams. d. Guides and leads others. <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Georgia Department of Education Kathy Cox, State Superintendent of Schools Georgia Performance Standards  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Fine Arts – Visual Arts Education June 18, 2009  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Page 30 of 97 ** GRADE 3 VISUAL ARTS ** Self-criticism is common and drawing is often less spontaneous among third graders when compared to earlier stages. In student drawings, objects no longer stand on a baseline or overlap. Beginning use of perspective and awareness of shading develops. ** MEANING and CREATIVE THINKING ** The student engages in the creative process, open-ended inquiry, problem-solving, and aesthetic understanding through development and examination of his or her own art works and the art works of others (National Standards 2 & 3). The student develops creativity, critical-thinking, perceptual awareness and problem solving skills. The student considers the critical questions of art, making effort toward constructing meaning as art is encountered and produced. Evidence may be documented through diagrams, journal-keeping, brainstorming lists, project development, and conversations. VA3MC.1 Engages in the creative process to generate and visualize ideas. a. Creates a series of thumbnail sketches to alter visual images, such as magnifying, reducing, repeating or combining them in unusual ways, to change how they are perceived and interpreted. b. Formulates visual ideas by using a variety of resources (books, magazines, and Internet). VA3MC.2 Formulates personal responses to visual imagery. a. Uses a sketchbook for planning and self-reflection. b. Responds to big ideas, universal themes, and symbolic images to produce images with richer and more personal meaning. VA3MC.3 Selects and uses subject matter, symbols, and ideas to communicate meaning. a. Generates different viewpoints for making and interpreting a visual image. b. Develops open-ended themes/topics in unique and innovative ways (e.g., modifying or combining visual images). c. Observes how visual relationship of objects and ideas (e.g., contrast, proportion, placement) affects appearance and how arrangements may affect meaning and/or significance. <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Georgia Department of Education Kathy Cox, State Superintendent of Schools Georgia Performance Standards  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Fine Arts – Visual Arts Education June 18, 2009  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Page 31 of 97 ** CONTEXTUAL UNDERSTANDING ** The student understands the visual arts in relation to history and culture (National Standard 4). The student recognizes the impact of art on history and different cultures and how history and culture have influenced art. The student plans for and participates in a variety of activities that promote personal engagement in the study of art history and culture. VA3CU.1 Investigates and discovers the personal relationship of artist to community, culture, and world through making and studying art. a. Recognizes the unique contributions of contemporary and historical Georgia artists and art forms. b. Discovers personal relationship to community, culture, and world though making and studying art. VA3CU.2 Views and discusses selected artworks. a. Names subject and theme. b. Uses context clues to identify time and place. c. Identifies artist and culture. d. Recognizes media and technique. e. Discusses the purpose of art in various cultures (e.g., aesthetic, utilitarian). ** PRODUCTION ** The student creates artworks by applying media, techniques, and processes to formulate and express his or her ideas and conceptual understandings (National Standard 1). Experiencing the role of the artist, each student applies media, techniques, and processes to develop basic skills and increase confidence. Through experience in a range of art processes, use of a variety of materials, and development of a repertoire of techniques, the student relates process, material, and technique to the communication of ideas. Media/techniques should include, but are not limited to, drawing, painting, sculpture, ceramics, fiber arts, printmaking, and digital media art techniques. The student should be engaged in well-rounded studio art experiences. <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Georgia Department of Education Kathy Cox, State Superintendent of Schools Georgia Performance Standards  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Fine Arts – Visual Arts Education June 18, 2009  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Page 32 of 97 VA3PR.3 Creates artworks based on personal experience and selected themes. a. Creates artworks to express individual ideas, thoughts, and feelings from memory, imagination, and observation. b. Creates artworks emphasizing one or more elements of art (e.g., color, line, shape, form, texture). c. Creates art emphasizing one or more principles of design (balance, proportion, rhythm, emphasis, unity, contrast). d. Combines materials in new and inventive ways to make a finished work of art. VA3PR.2 Understands and applies media, techniques, and processes of two-dimensional art processes (drawing, painting, printmaking, mixed-media) using tools and materials in a safe and appropriate manner to develop skills. a. Creates drawings with a variety of media (e.g., pencils, crayons, pastel). b. Draws lines with varied weights and in varied ways. c. Uses directional lines (vertical, horizontal, diagonal). d. Creates landscape with foreground, middle ground, background. e. Achieves distance through diminishing sizes and placement of objects higher on the page. f. Creates paintings with a variety of media (e.g., tempera, watercolor). g. Creates prints using mono-printing and relief techniques. VA3PR.3 Understands and applies media, techniques, and processes of three-dimensional works of art (ceramics, sculpture, crafts, and mixed-media) using tools and materials in a safe and appropriate manner to develop skills. a. Creates ceramic objects incorporating the additive method using score and slip. b. Creates sculpture using a variety of methods (e.g., papier-mâché, cutting, folding, found objects). c. Makes decisions about surface treatment of sculpture or ceramic form. d. Creates composition using traditional and/or contemporary craft methods (e.g.,      weaving, stitchery, jewelry). VA3PR.4 Participates in appropriate exhibition(s) of artworks. a. Prepares artwork for exhibition by writing a title, statement, and signature on his or      her finished work of art. b. Participates in an art exhibit. <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Georgia Department of Education Kathy Cox, State Superintendent of Schools Georgia Performance Standards  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Fine Arts – Visual Arts Education June 18, 2009  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Page 33 of 97 ** ASSESSMENT and REFLECTION ** The student critiques works of art, reflecting upon and assessing the characteristics and merits of his or her own artwork and the artwork of others (National Standard 5). The student describes and assesses materials, techniques, and processes used to complete a finished artwork. The student demonstrates the ability to reflect upon and interpret the construction of meaning in his or her own artwork and the artwork of others. Interacting with peers, the student expresses a personal viewpoint and offers constructive criticism. VA3AR.1 Discusses his or her artwork and the artwork of others. a. Describes how size, colors, lines, shapes, and textures are organized in artwork to create a focus or center of interest (emphasis). b. Demonstrates a respect for art forms and art objects. c. Uses art terminology with emphasis on the elements of art: line, shape, form, color, space, texture. d. Uses art terminology with emphasis on the principles of design. (e.g., balance, proportion, rhythm, emphasis, unity, contrast). e. Recognizes that lines can be used to suggest movement, feelings, sounds, and ideas. f. Points to descriptive, directional, and expressive lines in artworks. g. Explains how texture (implied and actual) is used in two-dimensional shapes and three-dimensional forms. h. Identifies intermediate and complementary colors, tints, and shades of colors. i. Recognizes value as the lightness and darkness of a color. j. Distinguishes between 2-D shapes and 3-D forms. k. Recognizes the division of picture plane into foreground, middle ground, and background. l. Describes how negative and positive space is related. m. Recognizes and compares symmetrical and asymmetrical balance in artworks. VA3AR.2 Uses a variety of approaches to understand and critique works of art. The student-- a. Distinguishes between original artwork and reproductions. b. Describes his/her artwork revealing subject, story, and intention. c. Compares and contrasts artworks based on subject, theme, and/or elements and principles of art. d. Expresses preference for one of two or three artworks and gives reasons why. e. Discusses how the elements and principles of design contribute to the composition in an artwork. <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Georgia Department of Education Kathy Cox, State Superintendent of Schools Georgia Performance Standards  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Fine Arts – Visual Arts Education June 18, 2009  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Page 34 of 97 ** CONNECTIONS ** The student makes connections to other disciplines and the world through the visual arts (National Standard 6). The student makes connections from the world of art to other areas of learning and personal endeavor. The student derives inspiration for art from a variety of content areas. The student informs study and production of art by integrating information and skills from other areas of knowledge and academic disciplines (e.g., math, reading, English Language Arts, social studies, science, music, dance, theater arts, world languages, career awareness, and technology). VA3C.1 Applies information from other disciplines to enhance the understanding and production of artworks. a. Makes interdisciplinary connections, applying art skills and knowledge to improve understanding in other disciplines. b. Creates works of art inspired by universal themes (e.g., self, family, community, world). VA3C.2 Develops life skills through the study and production of art. a. Manages goals and time. b. Adapts to change. c. Works in teams. d. Guides and leads others. e. Directs own learning. f. Demonstrates persistence. <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Georgia Department of Education Kathy Cox, State Superintendent of Schools Georgia Performance Standards  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Fine Arts – Visual Arts Education June 18, 2009  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Page 35 of 97 ** GRADE 4 VISUAL ARTS ** The fourth grade marks the start of increased realism in a student’s work of art. At age nine or ten, many children exhibit greater visual awareness of the things around them. As a result, they become increasingly conscious of details and proportion in what they are drawing. They typically include elaborate hairstyles, jewelry, and logos in their portrait drawings. People are also drawn in action poses and costumes. At this stage, there is an increased concern for making artwork look ―right,‖ and students may quickly become frustrated and disappointed. Students begin to show depth in their drawing, with overlapping and diminishing size. Students also incorporate greater awareness of symbolism and meaning in works of art (visual metaphor and expressive imagery). ** MEANING and CREATIVE THINKING ** The student engages in the creative process, open-ended inquiry, problem-solving, and aesthetic understanding through development and examination of his or her own art works and the art works of others (National Standards 2 & 3). The student develops creativity, critical-thinking, perceptual awareness, and problem solving skills. The student considers the critical questions of art, making effort toward constructing meaning as art is encountered and produced. Evidence may be documented through diagrams, journal-keeping, brainstorming lists, project development, and in the course of conversations. VA4MC.1 Engages in the creative process to generate and visualize ideas. a. Creates a series of thumbnail sketches to alter visual images (e.g., magnifying, reducing, repeating, or combining them in unusual ways) to change how they are perceived and interpreted. b. Formulates visual ideas by using a variety of resources (e.g., books, magazines, Internet). VA4MC.2 Formulates personal responses to visual imagery. a. Uses a sketchbook for planning and self-reflection. b. Responds to big ideas, universal themes, and symbolic images to produce images with richer, more personal meaning. c. Self-monitors by asking questions before, during, and after art production to reflect upon and guide the artistic process. <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Georgia Department of Education Kathy Cox, State Superintendent of Schools Georgia Performance Standards  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Fine Arts – Visual Arts Education June 18, 2009  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Page 36 of 97 VA4MC.3 Selects and uses subject matter, symbols, and/or ideas to communicate meaning. a. Generates different viewpoints for making and interpreting a visual image. b. Develops visual images by combining or modifying open-ended themes/topics in unique and innovative ways. c. Observes how the visual relationship of objects and ideas (juxtaposition) affects contrast and/or proportion and how placement may affect meaning and/or significance. ** CONTEXTUAL UNDERSTANDING ** The student understands the visual arts in relation to history and culture (National Standard 4). The student recognizes the impact of art on history and different cultures and how history and culture have influenced art. The student plans for and participates in a variety of activities that promote personal engagement in the study of art history and culture. VA4CU.1 Investigates and discovers the personal relationship of artist to the community, the culture, and world through making and studying art. a. Recognizes the unique contributions of contemporary and historical Georgia artists and art forms. b. Explores and articulates ideas and universal themes from diverse cultures of the past and present. VA4CU.2 Views and discusses selected artworks. a. Identifies elements, principles, themes, and/ or time period in a work of art. b. Discusses how social events inspire art from a given time period. ** PRODUCTION ** The student creates artworks by applying media, techniques, and processes to formulate and express his or her ideas and conceptual understandings (National Standard 1). Experiencing the role of the artist, each student applies media, techniques, and processes to develop basic skills and increase confidence. Through experience in a range of art processes, use of a variety of materials, and development of a repertoire of techniques, the student relates process, material, and technique to the communication of ideas. Media/techniques should include, but are not limited to drawing, painting, sculpture, ceramics, fiber arts, printmaking, and digital. The student should be engaged in well-rounded studio art experiences. <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Georgia Department of Education Kathy Cox, State Superintendent of Schools Georgia Performance Standards  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Fine Arts – Visual Arts Education June 18, 2009  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Page 37 of 97 VA4PR.1 Creates artworks based on personal experience and selected themes. a. Interprets visually the big ideas (community, identity, nature, justice, conflict) and broad themes (mother and child, love, war, loss, family) in open-ended ways that resonate with personal meaning. b. Makes design decisions as the result of conscious, thoughtful planning and choices. c. Communicates values, opinions, or personal insights through an original work of art. d. Generates artworks to express individual ideas, thoughts, and feelings from memory and/or imagination. e. Creates representational art works from direct observation (e.g., landscape, still life, portrait.) f. Produces artworks emphasizing one or more elements of art (e.g., space, line, shape, form, color, value, texture) g. Combines materials in new and inventive ways to make a finished work of art. VA4PR.2 Understands and applies media, techniques, and processes of two-dimensional art processes (drawing, painting, printmaking, mixed-media) using tools and materials in a safe and appropriate manner to develop skills. a. Produces drawings with a variety of media (e.g., pencils, crayons, pastels, and charcoal). b. Creates contour drawing. c. Uses shading (changes in value) to create depth and model form. d. Captures movement in artworks, such as gesture drawings. e. Creates paintings with a variety of media (e.g., tempera, watercolor, acrylic). f. Mixes and uses color schemes (analogous, monochromatic, complementary, neutral). g. Creates a series of numbered prints. h. Creates art works using available technology (e.g., computer, scanner, camera, digital/video recorder). VA4PR.3 Understands and applies media, techniques, and processes of three-dimensional works of art (ceramics, sculpture, crafts, and mixed-media) using tools and materials in a safe and appropriate manner to develop skills. a. Creates 3-D artwork that demonstrates a design concept: open or closed form, proportion, balance, color scheme, and movement. b. Creates ceramic objects using hand-building methods (e.g., pinch, coil, slab,) clay processing techniques (e.g., wedge, score and slip) and surface design (e.g., stamping, relief carving, glazing, burnishing) c. Creates sculpture/3-dimensional form using selected method/technique (e.g., papier-mâché, paper sculpture, assemblage, found object sculpture). <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Georgia Department of Education Kathy Cox, State Superintendent of Schools Georgia Performance Standards  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Fine Arts – Visual Arts Education June 18, 2009  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Page 38 of 97 VA4PR.4 Plans and participates in appropriate exhibition(s) of artworks. a. Prepares artwork for exhibition by writing a title, statement, and signature on his or her finished work of art. b. Chooses artwork to be displayed. c. Attends art exhibits in the school and/or local community. ** ASSESSMENT and REFLECTION ** The student critiques works of art, reflecting upon and assessing the characteristics and merits of his or her own artwork and the artwork of others (National Standard 5). The student describes and assesses materials, techniques, and processes used to complete a finished artwork. The student demonstrates the ability to reflect upon and interpret the construction of meaning in his or her own artwork and the artwork of others. Interacting with peers, the student expresses and validates a personal viewpoint and offers constructive criticism. VA4AR.1 Develops and maintains an individual portfolio of artworks. a. Distinguishes between complete and incomplete artworks. b. Identifies strengths, interests, and areas for improvement as a creator, interpreter, and viewer of art. VA4AR.2 Uses a variety of approaches to understand and critique works of art. a. Develops multiple strategies for responding to and reflecting on artworks (e.g., formal and informal art criticism techniques). b. Explains features of a work, including media, subject matter, and formal choices, that influence meaning. c. Distinguishes among representational art, abstract art, and non-objective art forms. d. Interprets and evaluates artworks through thoughtful discussion and speculation about the mood, theme, and intentions of those who created a work of art. e. Demonstrates how shape/form can have radial balance or symmetrical balance. f. Writes about art for an audience and captures the feelings represented in words. VA4AR.3 Explains how selected elements and principles of design are used in an artwork to convey meaning and how they affect personal responses to and evaluation of the artwork. a. Uses art terminology with emphasis on the elements of art: space, line, shape, form, color, value, texture. b. Uses art terminology with emphasis on the principles of design: balance, proportion, rhythm, emphasis, unity, and contrast. c. Recognizes spatial concepts that show depth in art works (e.g., overlapping, placement, size, color, detail) and uses them in a work of art. <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Georgia Department of Education Kathy Cox, State Superintendent of Schools Georgia Performance Standards  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Fine Arts – Visual Arts Education June 18, 2009  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Page 39 of 97 <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;"> d. Explains how artists use a variety of lines and color values within an artwork to achieve three-dimensional effects (e.g., dimensional line, shading techniques). e. Discusses properties of color (e.g., hue, intensity, value), color schemes (e.g., neutral, complementary, analogous, monochromatic, triadic) and properties of color and how they are used in a work of art. f. Demonstrates how contrast can be used in a work of art to create emphasis. g. Explains the use of positive and negative space in composition. h. Describes how repeated colors, lines, shapes, forms, or textures can create pattern and show movement in an artwork. i. Demonstrates how the relationship of size between objects affects scale and proportion in a work of art. j. Uses adjectives to describe texture. ** CONNECTIONS ** The student makes connections to other disciplines and the world through the visual arts (National Standard 6). The student makes connections from the world of art to other areas of learning and personal endeavor. The student derives inspiration for art from a variety of content areas. The student informs study and production of art by integrating information and skills from other areas of knowledge and academic disciplines (e.g., math, reading, English Language Arts, social studies, science, music, dance, theater arts, world languages, career awareness, and technology). VA4C.1 Applies information from other disciplines to enhance the understanding and production of artworks. a. Makes interdisciplinary connections applying art skills, knowledge to improve understanding in other disciplines. b. Researches, describes, and discusses various art-related careers (e.g., art historian, art critic, curator, web designer, game designer, fine artist). c. Describes and discusses design in daily life (e.g., clothing, houses, cars, furniture). VA4C.2 Develops life skills through the study and production of art. a. Manages goals and time. b. Adapts to change. c. Works in teams. d. Guides and lead others. e. Directs own learning. f. Demonstrates persistence. <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Georgia Department of Education Kathy Cox, State Superintendent of Schools Georgia Performance Standards  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Fine Arts – Visual Arts Education June 18, 2009  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Page 40 of 97 ** GRADE 5 VISUAL ARTS ** This stage, marked by caution and self-criticism, is the most critical stage of artistic development. Students show interest in detail, perspective, subtle use of color, and art techniques. Their interest in art moves from solely one of personal expression to consciously improving the quality of visual forms. A student’s artwork is inspired by visual stimuli, subjective experiences, and interpretations drawn from imagination or from observation. At this level, students are interested in learning how things work and desire more in-depth information about the concepts, skills, and strategies practiced in earlier grades. ** MEANING and CREATIVE THINKING ** The student engages in the creative process, open-ended inquiry, problem-solving, and aesthetic understanding through development and examination of his or her own art works and the art works of others (National Standards 2 & 3). The student develops creativity, critical-thinking, perceptual awareness, and problem solving skills. The student considers the critical questions of art, making effort toward constructing meaning as art is encountered and produced. Evidence may be documented through diagrams, journal-keeping, brainstorming lists, project development, and conversation. VA5MC.1 Engages in the creative process to generate and visualize ideas. a. Creates a series of thumbnail sketches to alter visual images (e.g., magnifying, reducing, repeating or combining them in a variety of ways) to change how they are perceived and interpreted. b. Formulates visual ideas by using a variety of resources (e.g., books, magazines, Internet). c. Develops fluency, flexibility, and elaboration of ideas in the development of a work of art. VA5MC.2 Formulates personal responses to visual imagery. a. Uses a sketchbook for planning and self-reflection. b. Responds to big ideas, universal themes, and symbolic images to produce images with richer, more personal meaning. c. Applies images from a variety of sources (e.g., personal experience, social and/or academic interests, books, visual resources, popular culture) and transforms them in free and open-ended ways. d. Explores and invents artistic conventions (styles, techniques) to connect and express visual ideas. <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Georgia Department of Education Kathy Cox, State Superintendent of Schools Georgia Performance Standards  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Fine Arts – Visual Arts Education June 18, 2009  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Page 41 of 97 VA5MC.3 Selects and uses subject matter, symbols, and/or ideas to communicate meaning. a. Generates different viewpoints for making and interpreting a visual image. b. Develops visual images by combining or modifying open-ended themes/topics in unique and innovative ways. c. Observes how the visual relationship of objects and ideas (juxtaposition) affects contrast and/or proportion and how the placement may affect meaning and/or significance. ** CONTEXTUAL UNDERSTANDING ** The student understands the visual arts in relation to history and culture (National Standard 4). The student recognizes the impact of art on history and different cultures and how history and culture have influenced art. The student plans for and participates in a variety of activities that promote personal engagement in the study of art history and culture. VA5CU.1 Investigates and discovers personal relationship to community, culture, and the world through creating and studying art. a. Recognizes the unique contributions of contemporary and historical artists and art forms. b. Explores and articulates ideas, themes, and events from diverse cultures of the past and present. VA5CU.2 Views and discusses selected artworks. a. Identifies elements, principle, themes, and/ or time period in a work of art. b. Investigates how art history shapes contemporary life. c. Discusses how social events inspire art from a given time period. ** PRODUCTION ** The student creates artworks by applying media, techniques, and processes to formulate and express his or her own ideas and conceptual understandings (National Standard 1). Experiencing the role of the artist, each student selects media, techniques, and processes, analyzes what makes them effective or not effective in communicating ideas, and reflects upon the effectiveness of the choices. Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of experiences and ideas. Media/techniques should include, but are not limited to, drawing, painting, sculpture, ceramics, fiber arts, printmaking, and digital. The student should be engaged in well-rounded studio art experiences. <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Georgia Department of Education Kathy Cox, State Superintendent of Schools Georgia Performance Standards  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Fine Arts – Visual Arts Education June 18, 2009  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Page 42 of 97 VA5PR.1 Creates artworks based on personal experience and selected themes. a. Interprets visually the big ideas (community, identity, nature, justice, conflict) and broad themes (mother and child, love, war, loss, family) in open-ended ways that resonate with personal meaning. b. Makes design decisions as the result of conscious, thoughtful planning and choices. c. Communicates values, opinions, or personal insights through an original work of art. d. Generates artworks to express individual ideas, thoughts, and feelings from memory and/or imagination. e. Creates representational art works from direct observation (e.g., landscape, still life, portrait.) f. Produces artworks emphasizing one or more elements of art (e.g. color, line shape form, texture). g. Combines materials in new and inventive ways to make a finished work of art. VA5PR.2 Understands and applies media, techniques, and processes of two-dimensional art processes (drawing, painting, printmaking, mixed-media) using tools and materials in a safe and appropriate manner to develop skills. a. Creates drawings with a variety of media (e.g., pencils, crayons, pastels, and charcoal). b. Draws images from careful observation. c. Produces drawings that emphasize proportion and/or distortion. d. Creates drawings using a variety of techniques (e.g., linear perspective, contour line, gesture line). e. Creates paintings with a variety of media (e.g., acrylic, tempera, watercolor). f. Uses color schemes in a work of art (analogous, monochromatic, complementary, neutral, tertiary). g. Creates an edition of prints. h. Creates art works using available technology (e.g., computers, cameras, digital/video recorder). VA5PR.3 Understands and applies media, techniques, and processes of three-dimensional works of art (e.g., ceramics, sculpture, crafts, mixed-media) using tools and materials in a safe and appropriate manner to develop skills. a. Creates 3-D artwork that demonstrates a design concept: open or closed form, proportion, balance, color scheme, and movement. b. Creates ceramic objects demonstrating refinement of the additive or subtractive method. (e.g., pinch method, coil method, relief) and techniques (e.g., score and slip, wedging, slab method, surface texture). c. Creates sculpture using a variety of methods (e.g., papier-mâché, cutting, folding, found objects). d. Creates compositions using traditional and/or contemporary craft methods (e.g., weaving, stitchery, batik, jewelry, book arts). <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Georgia Department of Education Kathy Cox, State Superintendent of Schools Georgia Performance Standards  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Fine Arts – Visual Arts Education June 18, 2009  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Page 43 of 97 VA5PR.4 Plans and participates in appropriate exhibition(s) of artworks. a. Prepares artwork for exhibition by writing a title, statement and signature on his or her finished work of art. b. Chooses artwork to be displayed. c. Attends art exhibits in the school and/or local community. ** ASSESSMENT and REFLECTION ** The student critiques works of art, reflecting upon and assessing the characteristics and merits of own artwork and artwork of others (National Standard 5). The student describes and assesses materials, techniques, and processes used to complete a finished artwork. The student compares multiple purposes for creating works of art. The student demonstrates the ability to reflect upon and interpret the construction of meaning in own artwork and the artwork of others. Interacting with peers, the student expresses and validates a personal viewpoint and offers constructive criticism. VA5AR.1 Develops and maintains an individual portfolio of artworks. a. Distinguishes between complete and incomplete artworks. b. Develops strengths, interests, and areas for improvement as a creator, interpreter, and viewer of art. VA5AR.2 Uses a variety of approaches to understand and critique works of art. a. Develops multiple strategies for responding to and reflecting on artworks (e.g., formal and informal art criticism techniques). b. Explains features of a work, including media, subject matter, and formal choices, that influence meaning. c. Distinguishes between representational, abstract art and non-objective forms. d. Analyzes and assesses an artist’s intent by looking past the superficial and readily apparent meaning in an artwork and scrutinizing not only what is present but what is missing. e. Interprets and evaluates artworks through thoughtful discussion and speculation about the mood, theme, and intentions of those who created a work of art. f. Writes about art for an audience and captures the feelings represented in words. VA5AR.3 Explains how selected principles of design are used in an artwork to convey meaning and how they affect personal responses to and evaluation of the artwork. a. Uses art terms with emphasis on the elements of art: line, shape, form, color, space, value, texture. b. Uses art terms with emphasis on the principles of design: balance, proportion, rhythm, emphasis, unity, contrast. <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Georgia Department of Education Kathy Cox, State Superintendent of Schools Georgia Performance Standards  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Fine Arts – Visual Arts Education June 18, 2009  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Page 44 of 97 <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;"> c. Describes how line can be used to show shape, movement, and space. d. Explains how the relationship of size between objects affects the scale and proportion in a work of art. e. Recognizes aerial and linear perspective techniques in a work of art. f. Describes how repeated colors, lines, shapes, forms, or textures can show movement in an artwork. g. Discusses the effect of color properties (hue, intensity, and value) and color schemes (analogous, monochromatic, complementary) on the composition. h. Identifies the use of light to show texture, shape and form. i. Describes how changes in light affect the perception of color. j. Explains how warm and cool colors create space in a work of art. (e.g., warm forward/ cool recedes). k. Identifies emphasis in a composition by the amount of contrasts in hues (colors), intensity (brightness), and value (dark-light). l. Differentiates relief sculpture and sculpture in the round. m. Examines how artists use linear perspective (one- and two-point), atmospheric perspective, overlapping, size variation, and placement in the picture plane to achieve depth in artworks. n. Analyzes proportion in artworks as the relationship of one part to another or to the whole. o. Explains that negative space is the area that surrounds an object. p. Describes how textures, real or implied, affect an artwork. ** CONNECTIONS ** The student makes connections to other disciplines and the world around him or her through the visual arts (National Standard 6). The student compares the characteristics of works in two or more art forms that share similar subject matter, historical periods, or cultural context. The student describes ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts. VA5C.1 Applies information and processes from other disciplines to enhance the understanding and production of artworks. a. Makes interdisciplinary connections applying art skills, knowledge, and ideas to improve understanding in other disciplines. b. Researches, describes, and discusses various art-related careers (e.g., art historian, art critic, curator, web designer, game designer, fine artist). c. Describes and discusses design in daily life (e.g., clothing, houses, cars, furniture). d. Identifies how and why skills (e.g., observation, perception, imagination) impact art and enhance non-art endeavors. <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Georgia Department of Education Kathy Cox, State Superintendent of Schools Georgia Performance Standards  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Fine Arts – Visual Arts Education June 18, 2009  <span style="font-family: 'Calibri','sans-serif'; font-size: 9pt;">Page 45 of 97 VA5C.2 Develops life skills through the study and production of art. a. Manages goals and time. b. Adapts to change. c. Works in teams. d. Guides and leads others. e. Directs own learning. f. Demonstrates persistence.