| Art Grade 8 | ||
| STANDARD | SKILLS and CONCEPTS | VOCABULARY |
| Standard 1: Students
understand the significance of visual art in relation to historical, social,
political, spiritual, environmental, technological, and economic
issues. |
8.1.1 Analyze who, what, when, where, and why a work was made; and the relationship of a work of art to the historical, environmental, technological, and political contexts of the culture in which it was created. | |
| 8.1.2 Analyze how the function of art in our society has changed over time. | functional/sculptural | |
| 8.1.3 Identify ways in which artists from culturally diverse backgrounds have used personal iconography and life experiences in their artwork | ||
| Standard 2: Students
recognize significant works of Western and non-Western art and understand the
chronological development of art movements. |
8.2.1 Identify and be familiar with a range of works from Western and non-Western cultures identifying culture, style, and aspects from the historical context of the work. | art history, symbols |
| 8.2.2 Identify common stylistic features from art of one culture or time period. | ||
| 8.2.3 Understand the relationship of chronology to the development of styles throughout art history and match works to approximate time periods or events in history. | ||
| Standard 3: Students
describe, analyze, and interpret works of art and artifacts. |
8.3.1 Analyze artist’s use of sensory, formal, technical, and expressive properties in a work of art. | artistic styles |
| 8.3.2 Construct meaning and support well-developed interpretations of the work with personal response, research, and properties found in the work. | ||
| 8.3.3 Expand on and use appropriate art vocabulary. | ||
| Standard 4: Students
identify and apply criteria to make informed judgements about art. |
8.4.1 Identify and define the role of the art critic | criteria |
| 8.4.2 Apply criteria in making informed judgements about works of art and defend these judgements. | ||
| Standard 5: Students
reflect on and discuss art theories and aesthetic issues concerning the
meaning and significance of art. |
8.5.1 Demonstrate thoughtful reflection, identify problems or puzzles in art, form hypotheses, and judge the adequacy of alternative hypotheses. | |
| 8.5.2 Analyze and defend positions on the nature of art and aesthetic issues such as forgery, censorship, beauty, and definitions of art. | ||
| Standard 6: Students
theorize about art and make informed judgements. |
8.6.1 Understand that artists have different philosophies when creating art; and identify and discriminate between works made from different philosophies. | |
| 8.6.2 Present logical defense of personal viewpoints or preferences in art. | ||
| 8.6.3 Identify the role of the aesthetician. | ||
| Standard 7: Students
observe, select, and utilize a range of subject matter, symbols, and ideas in
their work. |
8.7.1 Create works of art based on sensitive observation from real life and personal experience. | |
| 8.7.2 Demonstrate ability to utilize personal interests, current events, experiences, imagery, media, or methods as sources for expanding their artwork. | subject matter | |
| 8.7.3 Utilize themes and symbols that demonstrate knowledge of contexts, values, and aesthetics to communicate intended meaning in their work. | artistic themes | |
| Standard 8: Students
understand and apply elements and principles of design effectively in their
work. |
8.8.1 Apply art elements and principles in their work to effectively communicate their ideas. | art elements: line, shape, color, texture, value, space, form; principles of design: balance, rhythm, movement, proportion, emphasis, pattern, unity, variety |
| 8.8.2 Identify and discriminate between types of shape (geometric and organic), colors (primary, secondary, warm, cool, complementary, intermediates, neutrals, tints, tones, shades, and values), lines (characteristics, quality), textures (tactile and visu | ||
| Standard 9: Students
develop and apply skills using a variety of two dimensional and three
dimensional media, tools, and processes to create works that communicate
personal meaning. |
8.9.1 Selectively utilize the visual characteristics and expressive features of a given medium to enhance meaning in their work. | self-expression, medium, media |
| 8.9.2
Demonstrate appropriate use of different media, techniques, and processes to
communicate themes and ideas in their work including: DRAWING: Media: pencils, colored pencils, markers, ink, chalks, crayons, oil pastels, charcoals Processes: contour |
||
| SCULPTURE/ARCHITECTURE/JEWELRY: Media: paper, papier-mâché, clay, plaster, fiber cardboard, wood paper, foil, found objects, beads, sand, balsa, wire, foam, copper, foam core Processes: carving, additive, subtractive, modeling, constructing, casting, en |
||
| 8.9.3 Demonstrate safe and proper use, care, and storage of media, materials, and equipment. | ||
| Standard 10: Students
reflect on, revise, and refine work using problem solving and critical
thinking skills. |
8.10.1 Demonstrate evidence of reflection, thoughtfulness, and care in the completion of work | |
| 8.10.2 Examine and establish criteria for judging excellence in work and revise and refine work through analysis, synthesis, peer critique, and self-evaluation utilizing established criteria. | ||
| 8.10.3 Demonstrate respect for their work and the work of others. | ||
| Standard 11: Students
recognize a variety of art-related professions and careers in our
society. |
8.11.1 Identify a wide variety of professions related to art such as: fashion designers, advertisers, web designers, interior designers/decorators, landscape designers, architects. | |
| 8.11.2 Identify components of professional art portfolios. | ||
| Standard 12: Students
understand how art experiences affect daily life and identify opportunities
for involvement in the arts. |
8.12.1 Analyze ways experiences in the arts connect to other life experiences. | |
| 8.12.2 Examine and critique art at local museums, galleries, performance centers, or exhibitions in the community. | Northern Indiana Arts Association (NIAA) | |
| 8.12.3 Identify ways one can become actively involved in supporting the arts locally and nationally. | ||
| Standard 13: Students
identify and make connections between knowledge and skill in art and all
other subject areas such as humanities, sciences, and technology. |
8.13.1 Analyze connections between the use of skills and processes in art (problem solving, critical thinking, observational skills) and other subject areas, and analyze how integration of disciplines enhances learning. | |
| 8.13.2 Create works (artwork, debates, critiques, journals) that communicate in-depth knowledge gained through the power of integrated study. | ||
| Standard 14: Students
understand the connections between many art forms including dance, theater,
music, visual arts, and media arts. |
8.14.1 Analyze how the various art forms are integrated to clearly communicate an idea. | |
| 8.14.2 Create an integrated work of art incorporating processes, skills, or sign systems of another art form. | digital photography, Adobe Photoshop | |