Alaska K–6 visual art standards

a. Engage in exploration and imaginative use of materials (example: cause and effect).

a. Using experimentation, build skills in various media and approaches to art-making.

b. Observe safe practices with art materials, tools, and equipment.

c. Create art that represents natural and constructed environments. effectively?

a. Explain the process and/or subject matter of personal artwork.

b. Engage collaboratively in creative art-making in response to an artistic problem. artworks. and communities?

a. Identify reasons for saving and displaying objects, artifacts, and artwork. presentation, and/or production collection?

a. Explain why artists and others keep art, and what they might do to keep it safe (such as a folder, portfolio, on the wall). appreciation and understanding.

a. Explain what an art museum is; distinguish how it is different from other buildings.

a. Identify various types (such as drawing, painting, sculpture, architecture, etc.) of art.

b. Describe what an image represents.

a. Interpret art by identifying subject matter and describing relevant details. experience it more completely?

a. Explain reasons for selecting a preferred artwork.

a. Identify times, places, and reasons students make art (school, home, community, play).

a. Collaboratively engage in exploration and imaginative use of materials.

b. Use careful observation in preparation for making a work of art.

a. Explore uses of materials, tools, approaches (such as using art elements, applying artistic ideas from diverse cultures, etc.) to create works of art or design.

b. Demonstrate safe and proper procedures for using materials, tools, and equipment.

c. Identify and classify uses of everyday objects through drawings, diagrams, sculptures, or other visual means.

a. Use art vocabulary to describe choices.

a. Explain why some objects, artifacts, and artwork are valued over others.

a. Explain the purpose of a portfolio or collection (such as keeping artworks safe, reviewing artworks later, deciding which artworks are best, etc.).

a. Identify the roles and responsibilities of people who work in and visit museums and other art venues.

a. Select and describe the subject matter of art (such as artworks that illustrate life experiences of one’s self and others).

b. Compare images that represent the same subject matter.

a. Interpret art by categorizing subject matter and identifying elements and basic principles.

a. Classify artwork based on different reasons for preferences (favorite color, favorite subject, etc.).

a. Create works of art about events in home, school, cultural or community life.

a. Compare cultural uses (such as honoring people, remembering events, etc.) of artwork from different time periods and places.

a. Collaboratively brainstorm multiple approaches to an art or design problem (such as celebrations, cross-curriculum projects, school events, etc.).

b. Make art or design to explore personal interests, questions, and curiosity.

a. Experiment with various materials, tools, and approaches (such as using elements and principles of design, applying artistic ideas from diverse cultures, etc.) to explore personal interests in a work of art or design.

b. Demonstrate safe procedures for using materials, tools, equipment, and studio spaces.

c. Repurpose objects to make something new.

a. With peers, discuss and reflect about choices made in creating artwork.

a. Categorize artworks based on a theme or concept.

a. Distinguish between different materials or artistic techniques for preparing artwork for presentation and preservation (such as mounted on construction paper, elevated on a base, hung from the ceiling, adding a label with name/title).

a. Analyze how art exhibited inside and outside of schools contributes to communities.

a. Use art-specific vocabulary to describe aesthetic characteristics of one’s natural world and constructed environments.

b. Compare images based on expressive properties (such as Albrecht Durer’s calm “Hare,” the energetic Energizer Bunny, the silly Bugs Bunny, etc.).

a. Interpret art by identifying the mood suggested by a work of art by describing relevant subject matter, elements, and principles.

a. Use art-specific vocabulary to express preferences about artwork.

a. Develop a work of art based on observations of environmental surroundings.

a. Recognize that responses to art change depending on knowledge of the time and place in which it was made (eg., compare initial responses to ones formed after study of context).

a. Brainstorm and elaborate on an imaginative idea. (example: artwork based on a story or fantasy)

b. Apply knowledge of available resources, tools, and technologies to investigate personal ideas or cultural background through the art-making process.

a. Create artwork using a variety of artistic processes, materials, and approaches (such as using elements and principles of design, applying artistic ideas from diverse cultures, etc.).

b. Demonstrate an understanding of the safe and proficient use of materials, tools, and equipment.

c. Individually or collaboratively construct representations, diagrams, or maps of places that are part of your personal or cultural life.

a. Enhance visual information by adding details in an artwork.

a. Investigate and discuss possibilities and limitations of spaces for exhibiting artwork.

a. Identify appropriate exhibit space and prepare works of art for presentation (such as a counter space, bulletin board, display case, media center, etc.) and write an artist statement (such as a descriptive sentence).

a. Identify and explain how (and where) different cultures record and illustrate stories and preserve history through art.

a. Use art-specific vocabulary to speculate about processes (such as texture marks in clay, pasted paper in a collage, brush marks in a painting) an artist used to create a work of art.

b. Determine and discuss messages communicated by an image (such as a deer in Native American petroglyphs, animal crossing signs, John Deere logo, etc.).

a. Interpret art by referring to contextual information (eg., artist’s life, times) and analyzing relevant subject matter, elements, principles, and use of media.

a. Distinguish one’s preference for an artwork from one’s evaluation of that artwork. (“I like it,” is a preference while “It is good because....” is an evaluation).

a. Create a work of art that reflects community or cultural traditions.

a. Through observation, infer information about time, place, culture in which a work of art was created (examine genre scenes, cultural references, portraits from different eras, etc.).

a. Independently brainstorm multiple approaches to a creative art or design problem.

b. Collaboratively set goals and create artwork that is meaningful and has purpose to the makers (individual or shared group).

a. Develop technical skills and explore art-making approaches (such as using elements and principles of design, applying artistic norms of diverse cultures, etc.).

b. Utilize and care for and safe use of materials, tools, and equipment. Practice safe and responsible digital posting/sharing with awareness of image ownership.

c. Describe, and visually represent regional constructed environments.

a. Revise artwork in progress on the basis of insights gained through peer discussion and self reflection.

a. Analyze the various considerations for presenting and protecting art (such as the work of indigenous peoples in archeological sites or museums, indoor or outdoor public art in various settings, other art in temporary or permanent forms both in physical or digital formats, etc.).

a. Compare and discuss purposes of exhibiting art in virtual museums, art museums, art galleries, community art centers, or other venues (such as school lobbies, bulletin boards, local businesses, etc.).

a. Use art-specific vocabulary to compare personal responses to a work of art before and after working in similar media.

b.Analyze components (eg., elements and principles in design, visual traditions of various indigenous peoples, etc.) in imagery that convey messages.

a. Interpret art by referring to contextual information and by analyzing relevant subject matter, use of media, elements and principles, and/or artistic norms of culture within which the artwork is made.

a. Evaluate an artwork based on given criteria (such as realism, usefulness, expressiveness, formal excellence, craftsmanship, etc.).

a. Create a work of art that reflects or is inspired by the natural and/or man-made environment from a new perspective.

a. Identify how art is used to inform or change beliefs, values, or behaviors of an individual or society (eg., how community murals can reflect concerns of a neighborhood, how an advertising image can be persuasive in terms of a social issue etc.).

a. Combine ideas to generate an innovative concept

b. Identify diverse methods of artistic investigation in selecting an approach for beginning a work of art.

a. Develop skills in multiple artmaking techniques and experiment with approaches (such as using elements and principles of design, applying artistic norms of diverse cultures, etc.) through practice.

b. Demonstrate quality craftsmanship through care for and use of materials, tools, and equipment.

c. Describe and visually document places and/or objects of personal significance.

a. Using art vocabulary, create artist’s statements to describe personal choices. PRESENT

a. Analyze similarities and differences associated with presenting two-dimensional, three-dimensional, and digital artwork (such as hanging on wall, placing on pedestal, lighting, video display monitor, space to walk around a sculpture, etc.).

a. Develop a logical explanation for safe and effective use of materials and techniques for preparing and presenting artwork (such as debating or writing about the care and transportation of personal artwork, care of family heirlooms, unprotected Native American petroglyphs, etc.).

a. Cite evidence about how an exhibition in a museum or other venue (such as school lobby, bulletin board, local business, etc.) presents ideas and provides information about a specific concept or topic. RESPOND

a. Use art-specific vocabulary to compare how artworks made in different cultures reflect the times and places in which they were made.

b. Identify and analyze cultural associations suggested by visual imagery (eg., skulls and skeletons used in Day of the Dead festivals, guardian totems in Haida culture, broken chain as symbol of freedom, etc.).

a. Distinguish between relevant and non-relevant contextual information (eg., artist’s life and times) to support interpretation of the mood, message, or meaning of that artwork.

a. Recognize differences in criteria used to evaluate works of art depending on styles (eg., Cubist, Anasazi, Aleut, etc.), genres (eg., portrait, still life, landscape, etc.), and media. CONNECT

a. Generate a collection of ideas reflecting current interests, concerns that could be investigated in art making.

a. Analyze how art reflects changing times, traditions, resources, and cultural uses (such as a comparison of an Egyptian tomb fresco, and Tlingit totems and masks).

a. Collaboratively combine concepts to generate innovative ideas.

b. Formulate an artistic investigation of personally or culturally relevant content for creating art.

a. Demonstrate openness in trying new ideas, materials, methods, and approaches (such as using elements and principles of design, applying artistic norms of diverse cultures, addressing social issues in contemporary art, etc.) in making works of art and design.

b. Reinforce quality craftsmanship and explain environmental implications of conservation, care, and cleanup of art materials, tools, and equipment.

c. Design or redesign objects or places (such as eating utensils, clothing, wheelchair-friendly nature trails, etc.) that meet the identified needs of diverse users.

a. Reflect on whether personal artwork conveys the intended meaning and revise accordingly.

a. Define the roles and responsibilities of museum professionals (such as museum educator, curator, security guard, conservator, docent, exhibition designer, etc.). Explain the skills and knowledge needed in maintaining and presenting objects, artifacts, and artwork.

a. Individually or collaboratively, develop a visual plan (such as a mock gallery in a box, floor plan, etc.) for displaying works of art (such as analyzing exhibit space, identifying the needs of the viewer, planning for the security and protection of the artwork, etc.).

a. Assess, explain, and provide evidence of how museums or other venues reflect history and values of a community.

a. Use art-specific vocabulary to identify how artworks/artifacts made in different cultures reveal the lives and values of the people living at that time and place.

b. Analyze ways that visual characteristics and cultural associations suggested by images influence ideas, emotions, and actions (eg., white is associated with European weddings and with mourning in some Asian cultures).

a. Interpret art by analyzing elements and principles of design, visual characteristics of diverse cultures, and other visual characteristics, contextual information (eg., artist’s life, times), subject matter, and use of media to identify ideas and mood.

a. Develop apply relevant historical and cultural criteria (eg., canon of proportions for ancient Greek art, etc.) to evaluate a work of art.