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Statement
of Philosophy
for the
Visual Arts
Visual
Arts Standards in linear format
Visual
Arts Standards
in chart format
Return to AERO+ home
Visual
art helps us to ask deep questions about humanity. It fills
a need in us that transcends age, ethnicity and geography.
Knowledge of the arts liberates and shapes our capacity
for expression; it enriches our lives and creates cultural
bonds. Art teaches us how to handle ambiguity and lends
an understanding that in life there is not always one answer.
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Visual
art is a bridge we cross to deeper understanding of attributes
that are intrinsic to humans, such as imagination and the
instinct to create. We believe that the need for expression
in the visual arts is basic to all people and common to all
cultures and times. Therefore, understanding and capacity
in visual art is essential to being an educated person.
We have created this document to serve the community of visual arts teachers
and their students in international schools around the world, no matter
the size of the schools or their visual arts programs. The AERO Visual
Arts standards were developed in a collaborative effort that brought
together teachers and administrators from ten schools, listed below.
The process for development of the AERO Visual Arts standards was simple,
but the conversations that resulted were profound. We met as a team three
times, debating and collaborating about what it was most essential that
students know and be able to do in the visual arts. Our aim was to craft
benchmarks that left as much flexibility for local curriculum as possible,
while maintaining clear, high expectations for student learning and skill.
In between our meetings, we took the conversation back to our schools
so we could involve our full arts faculties in the discussions. We are
grateful to our colleagues at home for their support and guidance in
this project. We are also deeply appreciative of the State Department’s
Office of Overseas Schools (in particular, Regional Education Officer
Bea Cameron) and David Chojnacki for seeing the need to include the visual
arts as a key feature of a strong liberal arts education and for funding
this project.
Faculty
and administration from the following schools developed
the AERO Visual Arts standards:
American Community School, Beirut
American Cooperative School – Tunis
American International School – Riyadh
Cairo American College
Carlucci American International School of Lisbon
Carol Morgan School (Dominican Republic)
International School Yangon
Rabat American School
The American International School of Muscat
Walworth Barbour American International School (Tel Aviv)
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Printer
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1.
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CREATING
ART: Use the creative processes and the language of art to
communicate through a variety of media
and techniques. |
To meet this standard, students will:
1.1 Use the creative process to plan, organize and problem solve.
By the end of grade 2:
a.
Use observations and experiences, both spontaneously and deliberately,
to plan and create art.
By
the end of grade 5:
a.
Self-assess choices and adjustments when planning and creating
art
By the end of grade 8:
a.Reflect
upon and revise various plans to organize ideas and materials and
apply deliberate approaches in creating art
By the end of grade 12:
a.
Follow a systematic investigation of formal and conceptual issues
when creating art and building a portfolio.
1.2
Understand and use the language of art: the elements of art and principles
of design.
By
the end of grade 2:
a. Identify
the elements of art and begin to apply principles of design
By
the end of grade 5:
a.
Manipulate the elements of art and the principles of design
to create art.
By
the end of grade 8:
a. Purposefully
apply the elements of art and principles of design to express
an intended idea.
By
the end of grade 12:
a. Demonstrate
proficiency in the use of the elements of art and principles
of design with a variety of media and techniques.
b. Apply the elements of art and principles of design in thoughtful
and inventive ways to convey personal meaning
1.3
Apply visual awareness to the creative process
By
the end of grade 2:
a.
Create art that reflects personal observation and
experience
By
the end of grade 5:
a. Create
art through purposeful observation that reflects introspection
b. Create art through purposeful, reflective observation
By
the end of grade 8:
a. Use
personal interpretation of observations to create art
b. Use a variety of media, innovative combinations, and subjects.
By
the end of grade 12:
a.
Create art that demonstrates evidence of refined observation
to transform and represent external and affective themes.
1.4
Develop skills and craftsmanship with materials, tools and techniques
By
the end of grade 2:
a.
Purposefully experiment with materials and techniques
to produce a range of artwork.
By
the end of grade 5:
a.
Demonstrate confidence and skill with a variety
of materials and techniques to create art.
By
the end of grade 8:
a. Create
works of art that reflect refinement of technique and confidence
in execution
By
the end of grade 12:
a.
Use tools, techniques and processes proficiently
b. Purposefully select tools, techniques, and processes
that best represent subject, theme, and concepts.
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2.
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HISTORICAL
AND CULTURAL CONTEXT: Understand how art has shaped and preserved
history and culture. |
To meet this standard, students will:
2.1 Understand how history and culture have influenced art
By the end of grade 2:
a.
Recognize that all cultures produce art.
b. Understand that art transcends time.
By
the end of grade 5:
a. Relate works of art to a particular time period
b. Understand that culture and historical events influence art
By the end of grade 8:
a. Identify
artists and artistic movements within a specific time period.
b. Compare and contrast artworks from different cultures and historical
periods
By the end of grade 12:
a.
Critically analyze the context and function of specific art objects,
artists, and art movements within varied cultures, times, and places
b. Know that the roles of artists have changed over time and throughout
cultures.
2.2
Understand how art has influenced and defined history and culture
By
the end of grade 2:
a.
Identify and compare art that is used in cultural celebrations.
By
the end of grade 5:
a.
Recognize
that art objects, motifs, and styles define cultural identity.
By
the end of grade 8:
a.
Identify influences of art and artists on cultural and historical
events
b. Identify examples and discuss how visual art is used to shape
people’s ideas and opinions.
By
the end of grade 12:
a. Understand
how societies throughout history have used imagery to define and
promote political, social, and cultural agendas
b. Understand the persuasive power images have in shaping/reinforcing
the culture/society’s identity
c. Understand how commercial and media images shape contemporary
and traditional cultures.
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3.
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PERCEPTION
AND EVALUATION: Using the language of art, students critically
analyze, derive meaning from, and evaluate artwork. |
To meet this standard, students will:
3.1 Describe art works using the language of art.
By the end of grade 2:
a.Use
the senses to make observations about works of art
b. Use basic art concepts and vocabulary when making observations.
By
the end of grade 5:
a.
Use the vocabulary of art to compare and contrast works of art
By the end of grade 8:
a. Use
the vocabulary of art to describe, explain, and classify the information
in works of art
By the end of grade 12:
a.
Use appropriate art vocabulary to articulate how the elements
of art and principles of design communicate relationships within
works of art.
3.2
Describe art works using the language of art.
By
the end of grade 2:
a. Communicate
ideas and feelings about works of art
b. Use basic art concepts and vocabulary when communicating ideas
and feelings about work
By
the end of grade 5:
a.
Communicate and support interpretations of works of art.
b. Interpret a work of art in light of the context in which it
was created.
By
the end of grade 8:
a.
Ask relevant questions about works of art.
b. Analyze and communicate well-supported interpretations of art
work showing an informed point of view
By
the end of grade 12:
a.
Pose informed and challenging questions about art work
b. Communicate interpretations of art works, supported by an understanding
of the artist’s purpose.
c. Interpret works of art, taking into consideration artist’s
purpose and the historic and social context of the work.
d. Demonstrate an informed curiosity that challenges conventional
interpretations of works of art.
3.3 Judge and evaluate art works using the language of art
By
the end of grade 2:
a.
Evaluate works of art based on personal points of view
.
b. Use basic art concepts and vocabulary when evaluating works
of art.
By
the end of grade 5:
a.
Use external criteria to judge and evaluate works of art.
b. Use art concepts and vocabulary to generate personal criteria
for evaluating works of art.
c. Use art concepts and vocabulary to reflect upon works of art.
By
the end of grade 8:
a. Make
insightful judgments about works of art, using an extensive range
of art terms and concepts.
b. Generate and apply criteria to evaluate and critique the merit
and significance of works of art.
c. Thoughtfully select, organize, and reflect upon works of art
for a portfolio.
By
the end of grade 12:
a.
Communicate in-depth critiques of the merit and significance
of works of art, using social, cultural, historical and/or contextual
relationships.
b. Generate and apply criteria to select works for a portfolio
that reflects artistic growth and achievement.
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4.
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4.
CONNECTIONS: Make connections between art, personal experience,
and the world. To meet this standard, students will: |
4.1
Make connections to other curricular areas
By the end of grade 2:
a. Identify
art concepts that cross disciplines (e.g., pattern, shape, scale,
form, balance, repetition, rhythm)
b. Demonstrate understanding of the relationship between words and
images by applying text to images and images to text.
By
the end of grade 5:
a.
Use artwork to communicate and enhance understanding of concepts
in other subject areas (e.g., science, English language arts,
mathematics, social studies).
By the end of grade 8:
a.
Understand how the arts can increase understanding in other
curricular areas and how other curricular areas can increase
capacity in visual art.
By the end of grade 12:
a.
Synthesize knowledge of visual art and other curricular areas
in order to enhance products and/or performance in each area.
4.2
Make connections between visual art and the performing arts
By
the end of grade 2:
a.
Identify the different forms of the arts.
b. Understand what the
arts have in common.
c. Be aware that the arts can relate
and combine for one purpose.
By
the end of grade 5:
a.
Describe the contributions of art forms and of artists in a
multidisciplinary work of art.
By
the end of grade 8:
a.
Understand that multidisciplinary works
of art (e.g., musical theater, film, MTV) are more
than the sum of their parts.
b. Compare the media, materials and processes (e.g.,
perceiving, responding, creating and communicating)
used in visual art with those used in other arts
disciplines.
By
the end of grade 12:
a.
Synthesize knowledge of visual art and other
art forms in order to enhance products and/or performance
in the arts.
4.3
Make personal connections with visual art
By
the end of grade 2:
a.
Describe how art enriches people’s lives.
By
the end of grade 5:
a.
Understand the ways in which we incorporate
art into our lives (e.g., creating, collecting, appreciating)
By
the end of grade 8:
a.
Understand how art contributes to self-expression.
b. Understand how and why knowledge of the arts
is fundamental to our appreciation of our world
and who we are.
c. Understand how art is a universal language for
expression and can transcend cultural barriers.
By
the end of grade 12:
a.
Understand how art can foster growth and
continuous personal enrichment.
4.4 Make connections between the study of art and art careers.
By
the end of grade 2:
a.
Identify products that artists design and make and the careers
of those who make them.
By
the end of grade 5:
a.
Identify art professions that require a portfolio for employment
(e.g., architect, photographer, graphic designer and book illustrator).
By
the end of grade 8:
a.
Understand the discipline that is necessary to pursue a career
in art.
b. Understand the contributions that artists make and the importance
of these contributions to society.
By
the end of grade 12:
a.
Understand the habits of mind and the characteristics of
the professional artist (e.g., taking risks, capacity to observe,
self discipline, organization).
b. Identify the experience, education and training needed for
various careers in art.
c. Identify portfolio requirements for employment in various
art professions (e.g., architect, photographer, graphic designer
and book illustrator).
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