Grade 4 Fine Arts IAS Standards

RELATE

Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

SYNTHESIZE

Synthesize and relate knowledge and personal experiences to make art.

Connecting

CRITIQUE

Apply criteria to evaluate artistic work.

INTERPRET

Interpret intent and meaning in artistic work.

ANALYZE

Perceive and analyze artistic work.

Responding

PRESENT

Convey meaning through the presentation of artistic work.

EMBODY

Develop and refine artistic techniques and work for presentation.

EXPRESS

Select, analyze, and interpret artistic work for presentation.

Performing

REVISE

Refine and complete artistic work.

Develop a dance study that expresses and communicates a main idea or emotion. Discuss the reasons for and effectiveness of the movement choices.

PLAN

Organize and develop artistic ideas and work.

EXPLORE

Generate and conceptualize artistic ideas and work.

Creating

Relate the main idea or content in a dance to other experiences. Explain how the main idea of a dance is similar to or different from one’s own experiences, relationships, ideas or perspectives.

Develop and research a question relating to a topic of study in school using multiple sources of references. Select key aspects about the topic and choreograph movements that communicate the information. Discuss what was learned from creating the dance, and describe how the topic might be communicated using another form of expression.

Select and describe movements in a specific genre or style and explain how the movements relate to the culture, society, historical period, or community from which the dance originated.

Identify ideas for choreography generated from a variety of stimuli.

Develop a movement problem and manipulate the elements of dance.

Manipulate or modify choreographic devices to expand movement possibilities and create a variety of movement patterns and structures. Discuss movement choices.

Revise movement based on peer feedback and self reflection to improve communication of artistic intent in a short dance study. Explain choices made in the process.

Depict the relationships between two or more dancers in a dance phrase by demonstrating spatial components of shape, personal and shared space, levels, direction, and pathway.

Make static and dynamic shapes with positive and negative space. Perform elevated shapes (jump shapes) with soft landings and movement sequences alone and with others, establishing relationships with other dancers through focus.

Accompany other dancers using a variety of percussive instruments and sounds. Develop the ability to count a phrase of movement with music. Respond in movement to even and uneven rhythms. Recognize and respond to tempo changes as they occur in dance and music.

Analyze movements and phrases for use of energy and dynamic changes, and use adverbs and adjectives to describe them. Based on the analysis, refine the phrases by incorporating a range of movement characteristics.

Continue developing and demonstrating fundamental dance skills (for example, alignment, coordination, balance, core support, kinesthetic awareness) and movement qualities when learning choreography; replicating and recalling patterns and sequences of locomotor and nonlocomotor movements.

Develop and execute techniques that extend movement range, build strength, and develop endurance. Explain the relationship between execution of technique, safe body-use, and healthful nutrition.

Coordinate phrases and timing with other dancers by cueing off each other and responding to stimuli cues (for example, music, text, or lighting). Reflect on feedback from others to inform personal dance performance goals.

Present a collaborative dance performance creating a formal performance space from an informal setting (for example, gymnasium or grassy area).

Identify, explore, and experiment with a variety of production elements to heighten the artistic intent and audience experience.

Find patterns of movement in dance works that create a style or theme.

Demonstrate and identify different dance styles within a genre or within a cultural movement practice.

Relate movements, ideas, and context to decipher meaning in a dance using basic dance terminology.

Discuss and demonstrate the characteristics that make a dance artistic and apply those characteristics to dances observed or performed in a specific genre, style, or cultural movement practice. Use basic dance terminology.

Advanced

Proficient

Intermediate

Beginning

CREATE

Create a varied repertoire of music by composing and arranging music with both traditional and nontraditional notation.

Advanced

Proficient

Intermediate

Beginning

TRANSFORM

Create a varied repertoire of music by representing audiated music.

Advanced

Proficient

Intermediate

Beginning

IMAGINE

Create a varied repertoire of music by improvising melodies, variations, and accompaniments.

Create

Advanced

Proficient

Intermediate

Beginning

PERFORM

Perform a varied repertoire of music by playing instruments, alone and with others, from rote memory, and written notation.

Advanced

Proficient

Intermediate

Beginning

DEVELOP/PERFORM

Perform a varied repertoire of music by singing, alone and with others, from rote memory and written notation.

Perform

Advanced

Proficient

Intermediate

Beginning

INTERPRET/EXPRESS

Listen and respond to a varied repertoire of music by interpreting and expressing music through movement.

Advanced

Proficient

Intermediate

Beginning

UNDERSTAND/INFORM

Listen and respond to a varied repertoire of music by describing, interpreting, analyzing, and evaluating music and its elemental components.

Advanced

Proficient

Intermediate’

Beginning

RESPOND

Listen and respond to a varied repertoire of music by audiating music.

Listen/Respond

Advanced

Proficient

Intermediate

Beginning

EXPLORE

Connect with a varied repertoire of music by exploring the relationships between music and history and culture.

Advanced

Proficient

Intermediate

Beginning

APPLY/TRANSFER

Connect with a varied repertoire of music by exploring the relations between music, the other arts and disciplines outside the arts.

Advanced

Proficient

Intermediate

Beginning

EXPERIENCE/CONNECT

Connect with a varied repertoire of music by exploring the relationships between music and personal experience.

Connect

Imagine and predict how interests, knowledge, and skills relate to personal musical choices.

Utilize research and personally developed criteria to justify choices made when selecting music, citing knowledge of the music, and individual and ensemble purpose and context.

Consistently demonstrate and apply life skills developed in music studies and activities such as cooperation, effort, perseverance, and respect that transfer to other disciplines and contexts.

Demonstrate and explore how personal interests and skills relate to choices when performing music.

Identify and practice life skills developed in music studies and activities such as cooperation, effort, perseverance, and respect that transfer to other disciplines and contexts.

Identify and demonstrate individual preference for music that is performed and/or listened to in daily life.

Identify various uses of music in daily life and describe the characteristics that make music suitable for a specific use.

Explore and evaluate personal benefits of performing and/or listening to music and how each can enrich one's life.

Explore and describe the role of music and the arts in developing an empathic society through music that is performed and/or listened to in daily life.

Discuss and debate the nature of music appreciation and justify music's value to society.

Demonstrate ways in which the principles and subject matter of various disciplines outside the arts are interrelated within the performed music.

Recognize the characteristic elements of other art forms and analyze how they are combined with performed music.

Explore ways in which performed music connects with math, English/language arts, social studies, and science.

Discover, identify, and explore how performed music connects to other arts and humanities.

Explore and demonstrate ways in which performed music connects with math, English/language arts, social studies, and/or science.

Demonstrate and connect how the principles of performed music relate to other arts.

Explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated within the performed music.

Compare and describe how the characteristic elements of music and the other arts are used to depict and/or transform events, scenes, emotions, and/or ideas in performed music.

Consistently recognize and apply appropriate genre and style and understand composer and historical background information in performed music being studied.

Participate in an ensemble that demonstrates an understanding and appreciation of music throughout history, from various cultures and within the local community.

Prepare for careers in music.

Discuss and explore genre, style, composer, and historical background information in performed music.

Discuss the roles of various ensembles throughout history and discuss opportunities for participation in their own community.

Discuss opportunities of music careers.

Begin to demonstrate appropriate genre and style, while understanding composer, and historical background information in performed music.

Explore the roles of various ensembles throughout history, culture and opportunities for participation in the community.

Explore opportunities and preparation for careers in music.

Demonstrate and apply appropriate genre and style and understand historical background information in performed music being studied.

Research the roles of various ensembles throughout history, from various cultures and within the local community.

Research opportunities for careers in music.

Using traditional music notation, including common diacritical and expressive markings, students will accurately notate the rhythm, melody, harmonic structure, and form of three and four chord songs that are aurally perceived and/or audiation in Western and Non-Western music style.

Use gesture, movement, and other visual representations to represent pitch and rhythm patterns, motifs, and short melodies that are aurally perceived and/or audiation.

Use gesture, movement, other visual representations, and both traditional and nontraditional music notation to represent pitch and rhythm patterns, motifs, and short melodies that are aurally perceived and/or audiation.

Using traditional music notation, including common diacritical and expressive markings, students will accurately notate rhythmic and melodic motifs and melodies that are aurally perceived and/or audiation.

Use standard and/or nontraditional notation to create songs in a variety of meters that include accurate chord progressions and melodic/rhythmic phrases.

Accurately arrange an advanced melody of their choice, including an accompaniment, and notate parts for their ensemble using traditional or electronic sources.

Create and share varied, personally-developed musical works (individually or as an ensemble) that address identified purposes and contexts.

Create and notate rhythms and melodies (four to eight measures) in simple and/or compound meters using either traditional or nontraditional notation.

Plan and arrange an accompaniment to a provided four measure melody which outlines a simple chord progression.

Create and share personally developed melodic and rhythmic ideas or motives (individually or as an ensemble) that demonstrate understanding of characteristics of music or texts studied in rehearsal.

Use standard and nontraditional notation to create simple rhythmic phrases, melodic phrases, and two-chord harmonic musical ideas.

Arrange a given part song by reassigning voice or instrumentation for each part using traditional or electronic sources.

Create and share personally developed melodies and rhythmic passages (individually or as an ensemble) that demonstrate understanding of characteristics of music or texts studied in rehearsal.

Use standard and nontraditional notation to create rhythmic phrases, melodic phrases, and harmonic sequences that involve chord progressions.

Arrange an intermediate melody and provide an accompaniment that demonstrates an effective beginning, middle, and ending using traditional or electronic sources.

Create and share personally developed arrangements, sections, and short compositions (individually or as an ensemble) that address identified purposes.

Share varied, personally developed musical works (individually or as an ensemble) that address identified purposes and contexts.

Improvise musical ideas for a variety of purposes and contexts.

Share personally developed melodic and rhythmic ideas or motives (individually or as an ensemble) that demonstrate understanding of characteristics of music or texts studied in rehearsal.

Improvise melodic and rhythmic ideas or motives that reflect the characteristic(s) of music or text(s) studied in rehearsal.

Share personally developed melodies, rhythmic passages, and arrangements (individually or as an ensemble) that address identified purposes.

Improvise ideas for melodies, rhythmic passages, and arrangements for specific purposes that reflect the characteristic(s) of music from a variety of historical periods studied in rehearsal.

Share personally developed arrangements, sections, and short compositions (individually or as an ensemble) that address identified purposes.

Improvise ideas for arrangements, sections, and short compositions for specific purposes that reflect the characteristic(s) of music from a variety of cultures studied in rehearsal.

Audiate and speak or sing music with a variety of voicings in multiple clefs, major and minor keys, and various meters using gesture and/or traditional music notation.

Audiate and perform major/three forms of minor scales, all intervals, advanced rhythmic and melodic patterns using gesture, traditional, and non-standard music notation.

Audiate and speak or sing music written in the clef appropriate for their own voice/instrument and in major keys, and simple or compound meter using gesture, and/or traditional music notation.

Audiate and perform basic scales, intervals, rhythmic and melodic patterns using gesture and/or traditional music notation.

Audiate and speak or sing music written in appropriate clefs, major and minor keys, and simple or compound meter using gesture and/or traditional music notation.

Audiate and perform intermediate level scales, intervals, rhythmic and melodic patterns using gesture and/or traditional music notation.

Audiate and speak or sing music written in appropriate clefs, major and minor keys, and simple or compound meter using gesture and/or traditional music notation.

Audiate and perform advanced scales, intervals, rhythmic and melodic patterns using gesture and/or traditional music notation.

Listen to ensembles performing appropriate repertoire. Describe and analyze instrumentation, texture, compositional devices, form, style, and genre.

Justify interpretations of the expressive intent and meaning of musical works by comparing and synthesizing varied researched sources, including reference to other art forms

Develop and justify evaluations of music, programs of music, and performances based on criteria, personal decision-making, research, and understanding of contexts.

Listen to ensembles performing appropriate repertoire. Describe style and genre, and compositional devices.

Explore interpretations of the expressive intent and meaning of musical works, referring to the elements of music, contexts, and (when appropriate) the setting of the text.

Using established criteria, recognize the structure and context of music.

Listen to ensembles performing appropriate repertoire. Explore instrumentation, compositional devices, form, style, and/or genre.

Explain interpretations of the expressive intent and meaning of musical works, citing as evidence the treatment of the elements of music, contexts, (when appropriate) the setting of the text, and personal research.

Recognize and describe works and performances based on personally or collaboratively developed criteria, including analysis of the structure and context.

Listen to ensembles performing appropriate repertoire. Identify and describe instrumentation, texture, compositional devices, form, style, and genre.

Explain and support interpretations of the expressive intent and meaning of musical works citing as evidence the treatment of the elements of music, contexts, (when appropriate) the setting of the text, and varied researched sources.

Evaluate works and performances based on research as well as personally and collaboratively developed criteria, including analysis and interpretation of the structure and context.

Express rhythmic patterns, melodic contour, harmonic progression, and expressive elements in a variety of meters and tonalities and demonstrate them through movement, body percussion, and/or conducting.

Express differences in musical sounds that are higher or lower, faster or slower, louder or softer, and demonstrate them through movement, body percussion, and/or conducting.

Express rhythmic patterns in a variety of meters and demonstrate them through movement, body percussion, and/or conducting.

Express rhythmic patterns, melodic contour, and harmonic progression in a variety of meters and tonalities and demonstrate them through movement, body percussion, and/or conducting.

Choral and Instrumental: Be able to explain proper vocal technique including good breath control, pitch, diction (choral only), tone quality, and posture.

Choral and Instrumental: Appropriate to the ensemble, students will sing advanced musical selections, scales, and intervals using note names, solfège, syllables, or numbers and demonstrate sight reading at an appropriate level.

Choral and Instrumental: Sing expressively with attention to blend, balance, dynamics, phrasing, and articulation.

Choral: Demonstrate consistently the concepts of vocal health within warm-ups, breathing exercises, and appropriate repertoire.

Choral: Consistently and accurately sing alone or in ensembles, accompanied by an a cappella, historical and contemporary repertoire from Western and non-Western traditions in a variety of languages, and using traditional and nontraditional notation.

Choral and Instrumental: Begin to demonstrate proper vocal technique including good breath control, pitch, diction (choral only), tone quality, and posture.

Choral and Instrumental: Appropriate to the ensemble, students will sing beginning musical selections, scales, and intervals using note names, solfège, syllables, or numbers and demonstrate sight reading at an appropriate level.

Choral and Instrumental: Begin to sing expressively with attention to blend, balance, dynamics, phrasing, and articulation.

Choral: Explore, using proper vocal technique and expand vocal range through warm-ups, breathing exercises, and appropriate repertoire.

Choral: Sing literature representing a variety of vocal styles expressively, utilizing appropriate dynamic contrast, phrasing, and articulation alone or in ensembles, from a score and from memory.

Choral and Instrumental: Demonstrate and begin to identify proper vocal technique including good breath control, pitch, diction (choral only), tone quality, and posture.

Choral and Instrumental: Sing intermediate musical selections, scales, and intervals using note names, solfège, syllables, or numbers and demonstrate sight reading at an appropriate level.

Choral and Instrumental: Sing expressively with attention to blend, balance, dynamics, phrasing, and articulation.

Choral: Demonstrate, using proper vocal technique and expand vocal range through warm-ups, breathing exercises, and appropriate repertoire.

Choral: Sing alone or in ensembles, historical and contemporary repertoire accompanied from Western and non-Western traditions and a cappella and with movement or body percussion when appropriate, to enhance authentic performance.

Choral and Instrumental: Demonstrate, identify, and apply proper vocal technique including good breath control, pitch, diction (choral only), tone quality, and posture.

Choral and Instrumental: Appropriate to the ensemble, students will sing medium advanced musical selections, scales, and intervals using note names, solfège, syllables, or numbers and demonstrate sight reading at an appropriate level.

Choral and Instrumental: Sing expressively with attention to blend, balance, dynamics, phrasing, and articulation.

Choral: Explore the concepts of vocal health and how they affect singing through warm-ups, breathing exercises, and appropriate repertoire.

Choral: Accurately sing alone or in ensembles, accompanied by an a cappella historical and contemporary repertoire from Western and non-Western traditions in a variety of languages, and using traditional and nontraditional notation.

Consistently play and monitor correct posture, characteristic tone quality, accurate tuning and intonation, good breath support, proper bowing, and/or correct hand position.

Examine, evaluate, and critique, using music reading skills where appropriate, how the structure and context impact and inform prepared and improvised performances.

Play musical selections with accurate pitch, articulation, rhythm, and appropriate tempo, dynamics, and balance in advanced level music and demonstrate sight reading at an appropriate level.

Instrumental: Consistently and accurately play alone or in ensembles historical and contemporary repertoire from Western and non-Western traditions using traditional and nontraditional notation.

Play and become aware of correct posture, characteristic tone quality, accurate tuning and intonation, good breath support, proper bowing, and/or correct hand position.

Demonstrate, using music reading skills where appropriate, how knowledge of formal aspects in musical works inform prepared or improvised performances.

Play musical selections with accurate pitch, articulation, rhythm, and appropriate tempo, dynamics, and balance with beginning level music and demonstrate sight reading at an appropriate level.

Instrumental: Play literature representing a variety of styles expressively, utilizing appropriate dynamic contrast, phrasing, and articulation alone or in ensembles, from a score and from memory.

Play and identify correct posture, characteristic tone quality, accurate tuning and intonation, good breath support, proper bowing, and/or correct hand position.

Demonstrate, using music reading skills where appropriate, how compositional devices employed and theory-based and structural aspects of musical works impact and inform prepared or improvised performances.

Play musical selections with accurate pitch, articulation, rhythm, and appropriate tempo, dynamics, and balance in moderate level music and demonstrate sight reading at an appropriate level.

Instrumental: Play alone or in ensembles, historical and contemporary repertoire from Western and non-Western traditions.

Play and demonstrate correct posture, characteristic tone quality, accurate tuning and intonation, good breath support, proper bowing, and/or correct hand position.

Document and demonstrate, using music reading skills where appropriate, how compositional devices employed and theory based and structural aspects of musical works may impact and inform prepared and improvised performances.

Play musical selections with accurate pitch, articulation, rhythm, and appropriate tempo, dynamics, and balance in medium-advanced level music and demonstrate sight reading at an appropriate level.

Instrumental: Accurately play alone or in ensembles historical and contemporary repertoire from Western and non-Western traditions using traditional and nontraditional notation.

CREATE

Create a varied repertoire of music by composing and arranging music with both traditional and nontraditional notation.

TRANSFORM

Create a varied repertoire of music by representing audiated and aurally perceived music.

IMAGINE

Create a varied repertoire of music by improvising melodies, variations, and accompaniments.

Create

PERFORM

Perform a varied repertoire of music by playing instruments, alone and with others, from rote memory and written notation.

DEVELOP/PERFORM

Perform a varied repertoire of music by singing, alone and with others, from rote memory and written notation.

Perform

INTERPRET/EXPRESS

Listen and respond to a varied repertoire of music by interpreting and expressing music through movement.

UNDERSTAND/INFORM

Listen and respond to a varied repertoire of music by describing, interpreting, analyzing, and evaluating music and its elemental components.

RESPOND

Listen and respond to a varied repertoire of music by audiating music.

Listen/Respond

EXPLORE

Connect with a varied repertoire of music by exploring the relationships between music and history and culture.

APPLY/TRANSFER

Connect with a varied repertoire of music by exploring the relationships between music, the other arts, and disciplines outside the arts.

EXPERIENCE/CONNECT

Connect with a varied repertoire of music by exploring the relationships between music and personal experience.

Connect

Demonstrate and explore how personal interests and skills relate to choices when creating, performing, and responding to music.

Identify and practice life skills developed in music studies and activities, such as cooperation, effort, perseverance, and respect, that transfer to other disciplines and contexts.

Discover, identify, and explore how music connects to language arts, mathematics, and/or science.

Discover, identify, and explore how music connects to other arts and humanities.

Identify, explore, and perform music associated with historical periods and connect to state, regional, and national events.

Compare and contrast contemporary American music with various world cultures through live or recorded authentic performances.

Recognize and describe various roles of musicians in society.

Demonstrate the rhythm, melody, and form of an audiation and/or aurally perceived song through traditional and/or nontraditional notation.

Plan, notate, and perform rhythmic speech compositions with text, including performance indicators such as tempo and dynamics.

Create, notate, and perform songs in a variety of meters.

Plan, arrange, and perform accompaniments to given melodies within specific guidelines.

Improvise independently and cooperatively successive melodic phrases to create a song.

Improvise single-line melodic and rhythmic variations of learned songs by singing and using instruments.

Improvise rhythmic, melodic, and harmonic accompaniments to songs using pitched and unpitched classroom instruments and/or electronic sound sources.

Audiate and accurately speak or sing from notated music familiar and unfamiliar rhymes and songs with varied forms, tempi, meters, and tonalities.

Define expressive music terms and apply them to selected musical examples.

Develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply these criteria to performances.

Use conducting and other types of movement to demonstrate rhythmic patterns and simple and compound meters.

Demonstrate changes in melodic contour and simple harmonic progression through movement.

Identify and express age appropriate music concepts including form, phrasing, expressive qualities, and timbre through movement in listening examples, singing games, and/or simple folk dances.

Sing in groups and independently while demonstrating appropriate breath control, pitch, diction, tone quality, and posture.

Sing songs from diverse cultures with sensitivity, accurate use of languages, appropriate movement, and/or appropriate use of dynamics, phrasing, and articulation.

Sing unison and two-part songs, partner songs, and rounds, a cappella and with varied accompaniment.

Perform appropriately for a variety of audiences while following the cues of a conductor.

Play pitched and unpitched percussion, keyboard, string, and/or wind instruments using correct techniques for producing sound.

Play melodic, rhythmic, and chordal patterns at a consistent tempo.

Play melodies, accompaniments, and ensemble parts of various styles and cultures on instruments expressively with correct rhythms, tempi, and dynamics.

Perform appropriately for a variety of audiences while following the cues of a conductor.

Responding

Perceive and analyze artistic work.

Identify artistic choices made in a theatre work through participation and observation.

Interpret intent and meaning in artistic work.

Interpret

Compare and contrast multiple personal experiences when participating in or observing a theatrical work.

Compare and contrast the qualities of characters in a drama/theatre work through physical characteristics and prop or costume design choices that reflect cultural perspectives.

Identify and discuss physiological changes connected to emotions in theatrical work.

Apply criteria to evaluate artistic work.

Evaluate

Propose a plan to evaluate theatrical work.

Investigate how technical elements may support a theme or idea in a theatrical work.

Observe how a character’s choices impact an audience’s perspective in a theatrical work.

Connecting

Synthesize and relate knowledge and personal experiences to make art.

Empathize

Identify the ways theatre work reflects the perspectives of a community or culture.

Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Interrelate

Respond to community and social issues and incorporate other content areas in theatrical work.

Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Research

Investigate cross-cultural approaches to storytelling in theatrical work.

Compare the theatre conventions of a given time period with those of the present.

Creating

Generate and conceptualize artistic ideas and work.

Envision/Conceptualize

Articulate the visual details of imagined worlds, and improvised stories that support the given circumstances in a theatrical work.

Visualize and design technical elements that support the story and given circumstances in a theatrical work.

Imagine how a character might move to support the story and given circumstances in a theatrical work.

Organize and develop artistic ideas and work.

Develop

Collaborate to devise original ideas for a theatrical work by asking questions about characters and plots.

Make and discuss group decisions and identify responsibilities required to present a theatrical work to peers.

Refine and complete artistic work.

Rehearse

Revise and improve an improvised or scripted theatrical work through repetition and collaborative review.

Develop physical and vocal exercise techniques for an improvised or scripted theatrical work.

Collaborate on solutions for design and technical problems that arise in rehearsal for a theatrical work.

Performing

Select, analyze, and interpret artistic work for presentation.

Select

Make physical choices to develop a character in a theatrical work.

Modify the dialogue and action to change the story in a theatrical work.

Develop and refine artistic techniques and work for presentation.

Prepare

Practice selected exercises that can be used in a group setting for a theatrical work.

Propose the use of technical elements in a theatrical work.

Convey meaning through the presentation of artistic work.

Share/Present

Share small-group theatrical work, with peers as audience.

People develop ideas and understandings of society, culture, and history through interactions with and analysis of art.

INTERRELATE

Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Through art-making, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.

SYNTHESIZE

Synthesize and relate knowledge and personal experiences to make art.

Connecting

People evaluate art based on various criteria.

INTERPRET

Apply criteria to evaluate artistic work.

People gain insights into the meanings of artworks by engaging in the process of art criticism.

ANALYZE

Interpret intent and meaning in artistic work.

Visual imagery influences and 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, the natural world, and constructed environments.

PERCEIVE

Perceive and analyze artistic work.

Responding

Objects, artifacts, and artworks collected, preserved, or presented either by artists, museums, or other venues communicate meaning and a record of social, cultural, and political experiences resulting in the cultivating of appreciation and understanding.

SHARE/PRESENT

Convey meaning through the presentation of artistic work.

Artists, curators, and others consider a variety of factors and methods including evolving technologies when preparing and refining artwork for display and or when deciding if and how to preserve and protect it.

PREPARE

Develop and refine artistic techniques and work for presentation.

Artists and other presenters consider various techniques, methods, venues, and criteria when analyzing, selecting, and curating objects, artifacts, and artworks for preservation and presentation.

SELECT

Select, analyze, and interpret artistic work for presentation.

Presenting

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

REFLECT/REFINE/CONTINUE

Refine and complete artistic work.

People create and interact with objects, places, and designs that define, shape, enhance, and empower their lives.

Artists and designers balance experimentation, safety, freedom, and responsibility while developing and creating artworks.

Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches.

INVESTIGATE

Organize and develop artistic ideas and work.

INVESTIGATE/PLAN/MAKE

Generate and conceptualize artistic ideas and work.

Creating

Create works of art that reflect community and/or cultural traditions.

Through observation, infer information about the time, place, and culture in which a work of art was created.

Brainstorm multiple approaches to a creative art or design problem.

Collaboratively set goals and create artwork that is meaningful and has purpose to the makers.

Explore and invent art-making techniques and approaches.

When making works of art, utilize and care for materials, tools, and equipment in a manner that prevents danger to oneself and others.

Document, describe, and represent regional constructed environments.

Revise artwork in progress based on insights gained through peer discussion.

Analyze how past, present, and emerging technologies have impacted the preservation and presentation of artwork.

Analyze the various considerations for presenting and protecting art in various locations, such as indoor or outdoor settings, temporary or permanent forms, and physical and/or digital formats.

Compare and contrast purposes of art museums, art galleries, and other venues, as well as the types of personal experiences they provide.

Compare responses to a work of art before and after working in similar media.

Analyze components in visual imagery that convey messages.

Interpret art by referring to contextual information and analyzing relevant subject matter, characteristics of form, and use of media.

Apply one set of criteria to evaluate more than one work of art.

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

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