Elem+Art


 * Elementary Art Education**


 * Standard **

9.1.3 A Know and use the elements and principles of each art form to create works in the arts and humanities 9.1.5 A Know and use the elements and principles of each art form to create works in the arts and humanities
 * **What will student achievement of this performance standard look like?** 3-recognize and utilize the artistic elements of color, form/shape, line, and texture and principles of emphasis/focal point and repetition

5-recognize and utilize the artistic elements of color, form/shape, line, space, texture, and value and the principles of contrast, emphasis/focal point, movement/rhythm, repetition, and unity/harmony || Students will utilize the artistic elements (color, form/shape, line, space, texture, value) and principles (balance, contrast, emphasis/focal point, movement/rhythm, repetition, unity/harmony) to create a composition. ||
 * **How will you assess student achievement of this performance standard?** 3- Rubric addressing artistic elements of color, form/space, line, and texture, and artistic principles of emphasis/focal point and repetition

5- Rubric addressing artistic elements of color, form/shape, line, space, texture, and value and the principles of contrast, emphasis/focal point, movement/rhythm, repetition, and unity/harmony || Project-based assessment; Completed assignments will be graded using a rubric indicating both the artistic elements addressed (color, form/shape, line, space, texture, value) and artistic principles ( balance, contrast, emphasis/focal point, movement/rhythm, repetition, unity/harmony). || -shading -color wheel usage - 2-D design composition -spacial relations through still life drawing -texture plates and patterns -focal point placement via the "Rule of Thirds" -black and white; pen and ink; use of complimentary colors -repetitve use of imagery via printing
 * **What prior knowledge do students need to have to learn this performance standard?** || Material usage (various paint forms, colored pencil, graphite pencil, oil pastel, crayon, marker). ||
 * **What instructional activities can be used effectively to teach this performance standard?** || Demonstration of :

Scaffolding of project steps, Project Samples, Artist Reproductions, Classroom Discussion, Brainstorming Activities ||
 * **How long will it take your students to achieve this performance standard?** || Incorporated into each Unit/Lesson through the duration of the year. ||
 * **How will you ensure all students achieve this performance standard?** || Repetition of concepts incorporated in every lesson, Rubrics/Checklists indicating the use of all elements and principles. ||
 * **In which unit(s) will you teach this performance standard?** || Entire Course ||
 * Standard **

9.1.3 B Recognize, know, use and demonstrate a variety of appropriate art elements and principles to produce, review and revise original works in the arts 9.1.5 B Recognize, know, use and demonstrate a variety of appropriate art elements and principles to produce, review and revise original works in the arts

-rendering, modulated line, pencil level 8B-8H -observational drawing, contour/blind contour, imaginary composition, perspective, 2D design - tinting, toning, and shading, wet into wet, dry brush, impressionistic/expressionistic/realistic/abstract painting techniques, acrylic vs tempera vs watercolor, medium usage -score and slip, blending, clay tool usage, pinch pots, coil pots -ink tool usage and recognition (brayer, pallet, carving tools and numbers) rotational designs, various inking blocks (linoleum, styrofoam) -adhesives (tacky, elemers, rubber cement, hot glus, glue sticks) -technology use (powerpoint, photoshop, MS paint)
 * **What will student achievement of this performance standard look like?** || Students will utilize various art-producing methods (paint, draw, craft, sculpt, print, design for environment, communication, and multi-media) as a means of demonstrating the ability to produce, review, and revise original artworks. ||
 * **How will you assess student achievement of this performance standard?** || Project-based assessment; completed projects will be graded according to rubric developed determining specific attributes of each art-producing method and the level to which each composition is created following these criteria; drawing: pencil level, rendering; painting: acrylic vs tempera, tints, tones, and shades, wet into wet, dry brush, medium; craft: glue usage, material choice; sculpture: tools, attachment, media, score and slip; printing: tool usage, ink handling, material choice; design for environment: found object choice, recycled material usage; communication: story expression; multi-media: technology use, mixed media. ||
 * **What prior knowledge do students need to have to learn this performance standard?** || Material usage (paints, colored pencils, graphite pencils, oil pastel, crayon, marker, clay, ink, adhesives). ||
 * **What instructional activities can be used effectively to teach this performance standard?** || Demonstration/ practice of :

Scaffolding of project steps, Project Samples, Artist Reproductions, Classroom Discussion, Brainstorming Activities || Drawing: 9 weeks Painting: 9 weeks Printing: 9 weeks Sculpture: 2-3 week units Design for Environment: 2-3 week units Communitcation: 1 week unit and integration into other production units Multi-media: 2-3 week units || Standard taught in each corresponding production unit. ||
 * **How long will it take your students to achieve this performance standard?** || Incorporated into each specific production unit:
 * **How will you ensure all students achieve this performance standard?** || Rubrics/checklists indicating met criteria for each production method; classroom observation/correction if necessary ||
 * **In which unit(s) will you teach this performance standard?**
 * Standard **
 * Standard **

9.1.3 C Recognize and use fundamental vocabulary within each of the art forms 9.1.5 C Know and use fundamental vocabulary within each of the art forms -oral critiques -written critiques -rote repetition -brainstorming activities ||
 * **What will student achievement of this performance standard look like?** || Students will recognize and use fundamental vocabulary when working with and or discussing art forms/works. ||
 * **How will you assess student achievement of this performance standard?** || Assessment will occur vial oral critiques and/or general classroom discussion. Proper vocabulary will be utilized on a regular basis through verbal/written demonstration. ||
 * **What prior knowledge do students need to have to learn this performance standard?** || No prior knowledge is necessary (excluding information presented through previous lessons whereby continuation of those concepts are utilized) ||
 * **What instructional activities can be used effectively to teach this performance standard?** || In demonstrating/discussing activities and/or atrwork, proper vocabulary and art concepts will be used:
 * **How long will it take your students to achieve this performance standard?** || Incorporated into each Unit/Lesson through the duration of the year. ||
 * **How will you ensure all students achieve this performance standard?** || Repetition of concepts incorporated in every lesson; critiques/indications of likes/dislikes must contain appropriate vocabulary usage. ||
 * **In which unit(s) will you teach this performance standard?** || Entire Course ||
 * Standard **

9.1.3 D Use knowledge of varied styles within each art form through a perfomance or exhibition of unique work 9.1.5 D Describe and use knowledge of a specific style within each art form through a performance or exhibition of a unique work

-abstracting via Picasso; cubism, Mondrian, Dahli; surrealism, portraits in abstract proportion, 2D design, black and white ink design, Panamanian paper molas, rotational ink design, abstract letter design, found imagery, primary color/shape composition, monoprinting -impressionism via Monet, lack of contour, tape-out, Waterlilies, landscape portraiture, awtercolor usage, acrylic usage, impasto application, vague imagery -expressionism via Munch, El Greco; self-portrait via "The Scream," subjective compositions, story/mood conveyance through art work -realism via Courbet, Homer, Rockwell; still-life drawing, portraiture, observational production, blind contour, Alberti :" Art is a window to the world;" Renaissance painting, chiariscuro use, tenebrism
 * **What will student achievement of this performance standard look like?** || Students will exhibit knowlede of various artistitc styles (including, but not limited to, impressionism, expressionism, abstraction, and realism) though creation/exhibtion of corresponding art work. ||
 * **How will you assess student achievement of this performance standard?** || Project-based assessment; completed assignments will be graded according to rubric indicating various characteristics associated with each artisitc style (abstraction: nonrepresentational imagery; impressionism: vague, obscure imagery and brush strokes, lack of contour, use of muted color; expressionism: use of thick, bold lines, bold color choice, story-telling attributes; realism: representational imagery). ||
 * **What prior knowledge do students need to have to learn this performance standard?** || Material usage (various paint forms, colored pencil, graphite pencil, oil pastel, crayon, marker, ink, clay, adhesives). ||
 * **What instructional activities can be used effectively to teach this performance standard?** || Demonstration/Display/Discussion of:

Scaffolding of project steps, Project Samples, Artist Reproductions, Classroom Discussion, Brainstorming Activities || Abstraction: 9 week units Expressionism: 9 week units Impressionism : 9 week units Realism: 9 week units ||
 * **How long will it take your students to achieve this performance standard?** || Incorporated into each corresponding Unit/Lesson through the duration of the year.
 * **How will you ensure all students achieve this performance standard?** || Repetition of concepts incorporated in every lesson; rubrics/checklists indicating met criteria for each artistic style and its elements and principles; classroom observation/correction if necessary ||
 * **In which unit(s) will you teach this performance standard?** || Standard taught in each corresponding artistic style unit: abstraction, expressionism, impressionism, realism. ||
 * Standard **

9.1.3 E Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts 9.1.5 E Know and demonstrate how arts can communicate experience, stories, or emotions through the production of works in the arts

-color equated with mood/emotions -action poses via observational production -Expressionism characteristics -Keith Haring drawing/paintings
 * **What will student achievement of this performance standard look like?** || Students will create a variety of mixed media artworks demonstrating a knowledge of and ability to define objects, express emotions, illustrate actions, relate experiences, communicate experiences, stories, and emotions. ||
 * **How will you assess student achievement of this performance standard?** || Project-based assessment via teacher created rubric; written/oral critques explaining choices made ||
 * **What prior knowledge do students need to have to learn this performance standard?** || Material usage (various paint forms, colored pencil, graphite pencil, oil pastel, crayon, marker, ink, clay, adhesives). ||
 * **What instructional activities can be used effectively to teach this performance standard?** || Demonstration/Display/Discussion of:

Scaffolding of project steps, Project Samples, Artist Reproductions, Classroom Discussion, Brainstorming Activities || Expressionism Unit: 9 weeks ||
 * **How long will it take your students to achieve this performance standard?** || Incorporated into each corresponding Unit/Lesson through the duration of the year.
 * **How will you ensure all students achieve this performance standard?** || Repetition of concepts incorporated in every lesson; rubrics/checklists indicating met criteria for each artistic style; classroom observation/correction if necessary ||
 * **In which unit(s) will you teach this performance standard?** || Standard taught in each corresponding artistic style unit: expressionism ||
 * Standard **

9.1.3 F Identify works of others through a perfomance or exhibition 9.1.5 F Describe works of thers through perfomance or exhibition in two art forms
 * **What will student achievement of this performance standard look like?** 3- Identify artwork of famous artists through reproduction of said styles by other artists based on those studies

5- Describe and analyze works of others in 2 separate art forms || Students will demonstrate ability to identify and describe works of others through exhibition of work. || -abstracting via Picasso; cubism, Mondrian, Dahli; surrealism, portraits in abstract proportion, 2D design, black and white ink design, Panamanian paper molas, rotational ink design, abstract letter design, found imagery, primary color/shape composition, monoprinting -impressionism via Monet, lack of contour, tape-out, Waterlilies, landscape portraiture, awtercolor usage, acrylic usage, impasto application, vague imagery -expressionism via Munch, El Greco; self-portrait via "The Scream," subjective compositions, story/mood conveyance through art work -realism via Courbet, Homer, Rockwell; still-life drawing, portraiture, observational production, blind contour, Alberti :" Art is a window to the world;" Renaissance painting, chiariscuro use, tenebrism
 * **How will you assess student achievement of this performance standard?** || Project-based assessment via teacher created rubric; written/oral critques explaining choices made; compare/contrast diagrams indicating similarities/differences between artwork and studies of other artists. ||
 * **What prior knowledge do students need to have to learn this performance standard?** || Material usage (various paint forms, colored pencil, graphite pencil, oil pastel, crayon, marker, ink, clay, adhesives). ||
 * **What instructional activities can be used effectively to teach this performance standard?** || Demonstration/Display/Discussion of:

Scaffolding of project steps, Project Samples, Artist Reproductions, Classroom Discussion, Brainstorming Activities ||
 * **How long will it take your students to achieve this performance standard?** || Incorporated into each corresponding Unit/Lesson through the duration of the year. ||
 * **How will you ensure all students achieve this performance standard?** || Repetition of concepts incorporated in every lesson; rubrics/checklists indicating met criteria for each artistic style; classroom observation/correction if necessary ||
 * **In which unit(s) will you teach this performance standard?** || Entire Course ||
 * Standard **

9.1.3 G Recognize the function of rehearsals and practice sessions 9.1.5 G Identify the function and benefits of rehearsal and practice sessions
 * **What will student achievement of this performance standard look like?** 3- Recognize the purpose of rehearsal and practice sessions

5- Identify the function and benefits of rehearsal and practice sessions || Students will demonstrate an understanding of the importance and benefits of rehearsal and practice via repetetive use of elements/principles, production, production style, and media. || -cummulative sketch booking -repetitive use of production methods -cummulative portraiture
 * **How will you assess student achievement of this performance standard?** || Project-based assessment via teacher created rubric. ||
 * **What prior knowledge do students need to have to learn this performance standard?** || Material usage (various paint forms, colored pencil, graphite pencil, oil pastel, crayon, marker, ink, clay, adhesives). ||
 * **What instructional activities can be used effectively to teach this performance standard?** || Demonstration/Display/Discussion of:

Scaffolding of project steps, Project Samples, Artist Reproductions, Classroom Discussion, Brainstorming Activities ||
 * **How long will it take your students to achieve this performance standard?** || Incorporated into each corresponding Unit/Lesson through the duration of the year. ||
 * **How will you ensure all students achieve this performance standard?** || Repetition of concepts incorporated in every lesson; rubrics/checklists indicating met criteria for each artistic style; classroom observation/correction if necessary ||
 * **In which unit(s) will you teach this performance standard?** || Entire Course ||
 * Standard **

9.1.3 H Handle materials, equipment, and tools safely at work and performance spaces 9.1.5 H Use and maintain materials, equipment and tools safely at work and performance spaces
 * **What will student achievement of this performance standard look like?** 3- Identify materials used, identify issues of cleanliness related to the arts, recognize some mechanical/electircal equipment, recognize differences in selected physical space/environments, identify methods for storing materials in the arts

5- Describe some materials used, describe issues of cleanliness related to the arts, describe types of mechanical /electrical equipment usage, know how to work in selected phsiycal space/environments, describe methods for storing materials in the arts || Students will demonstrate the ability to use, handle, and maintain tools and equipment safely when creating artwork. || -paintbrush usage (dry brush, wet into wet, storage, cleaning) -pencil usage (lead softness, storage, erasers for various lead levels) -oil pastel usage (blending, sharpening, storage) -scissor use (cutting, scoring, cleaning, storage, holding, handling) -linoleum carving tools (carving away from fingers, holding, handling, knife level, positive/negatives space, cleaning) -craftsmanship - differences between various paints, oil pastels/cray-pas
 * **How will you assess student achievement of this performance standard?** || Teacher observation; rubrics/checklists indicating understanding of specific characteristics associated with tools and materials are being utilized and understood ||
 * **What prior knowledge do students need to have to learn this performance standard?** || Material usage (various paint forms, colored pencil, graphite pencil, oil pastel, crayon, marker, ink, clay, adhesives). ||
 * **What instructional activities can be used effectively to teach this performance standard?** || Demonstration/Display/Discussion of:

Scaffolding of project steps, Project Samples, Artist Reproductions, Classroom Discussion, Brainstorming Activities ||
 * **How long will it take your students to achieve this performance standard?** || Incorporated into each Unit/Lesson through the duration of the year. ||
 * **How will you ensure all students achieve this performance standard?** || Repetition of concepts incorporated in every lesson; rubrics/checklists indicating met criteria for each material/tool; classroom observation/correction if necessary ||
 * **In which unit(s) will you teach this performance standard?** || Entire Course ||
 * Standard **

9.1.3 I Identify arts events that take place in schools and in communities 9.1.5 I Describe arts events that take place in schools and in communities
 * **What will student achievement of this performance standard look like?** 3- Identify arts events that take place

5- Describe arts evens that take place || Students will demonstrate an ability to both identify and describe arts events that take place in schools and in communities || -high school, college, local exhibitions/shows -written/oral critiquing of art exhibitions -student-based showings -identification of local artists and mediums ||
 * **How will you assess student achievement of this performance standard?** || Written/oral critiques, classroom discussion, rubrics/checklists specifying particular information pertaining to each event ||
 * **What prior knowledge do students need to have to learn this performance standard?** || Material usage (various paint forms, colored pencil, graphite pencil, oil pastel, crayon, marker, ink, clay, adhesives). ||
 * **What instructional activities can be used effectively to teach this performance standard?** || Demonstration/Display/Discussion of:
 * **How long will it take your students to achieve this performance standard?** || Incorporated into each corresponding Unit/Lesson through the duration of the year through student exhibtion of work. ||
 * **How will you ensure all students achieve this performance standard?** || Discussion/written critiques of personal response to student/artist exhibitions ||
 * **In which unit(s) will you teach this performance standard?** || Entire Course ||
 * Standard **

9.1.3 J Know and use traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others 9.1.5 J Apply traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others - Contemporary technologies: CDs/software, audio/sound equipment, polymers, clays, board-mixers, photographs, recorders
 * **What will student achievement of this performance standard look like?** 3- Traditional technologies: charcoal, pigments, clay, needle/thread, quill pens, stencils, tools for wood carving, looms, stage equipment

5- Traditional technologies: ceramic/wooden tools, earthen clays, masks, intruments, folk shoes, etching tools, folk looms -Conptemporary technologies: color fills on computers, texture methods on computers, fonts/point systens, animation techniques, video teleconferencing, internet access, library computer card catalogues. || Students will demonstrate an ability to know, use, and apply both traditional and contemporary technologies in creating and exhibiting artworks. || -clay use (score and slip, clay tools) -charcoal, graphite, colored pigments (blending, tinting, toning, shading) -pen and ink 2D design -stencil creation -etching (positive/negative space, ething tools, plate creation) -folk art (weaving, stitching, sewing) -photoshop, internet research, font creation, graphic design, MS Paint ||
 * **How will you assess student achievement of this performance standard?** || Project-based assessment; rubrics indicating the completion of an assignment using a specific technology and following the rules/principles that govern that technology. ||
 * **What prior knowledge do students need to have to learn this performance standard?** || Material usage (various paint forms, colored pencil, graphite pencil, oil pastel, crayon, marker, ink, clay, adhesives). ||
 * **What instructional activities can be used effectively to teach this performance standard?** || Demonstration/Display/Discussion of:
 * **How long will it take your students to achieve this performance standard?** || Incorporated into each corresponding Unit/Lesson through the duration of the year through student exhibtion of work. ||
 * **How will you ensure all students achieve this performance standard?** || Repetition of concepts incorporated in every lesson; rubrics/checklists indicating met criteria for each material/tool; classroom observation/correction if necessary ||
 * **In which unit(s) will you teach this performance standard?** || Entire Course ||
 * Standard **

9.1.3 K Know and use traditional and contemporary technologies for furthering knowledge and understanding in the humanities 9.1.5 K Apply traditional and contemporary technology in furthering knowledge and understanding in the humanties -clay use (score and slip, clay tools) -charcoal, graphite, colored pigments (blending, tinting, toning, shading) -pen and ink 2D design -stencil creation -etching (positive/negative space, ething tools, plate creation) -folk art (weaving, stitching, sewing) -photoshop, internet research, font creation, graphic design, MS Paint
 * **What will student achievement of this performance standard look like?** || Students will demonstrate an ability to further knowledge in the humanities via computer-based art production/research and experiementation of various art materials/tools. ||
 * **How will you assess student achievement of this performance standard?** || Project-based assessment; rubrics indicating the completion of an assignment using a specific technology and following the rules/principles that govern that technology. ||
 * **What prior knowledge do students need to have to learn this performance standard?** || Material usage (various paint forms, colored pencil, graphite pencil, oil pastel, crayon, marker, ink, clay, adhesives). ||
 * **What instructional activities can be used effectively to teach this performance standard?** || Demonstration/Display/Discussion of:

Exploration of various media and methods will be encouraged ||
 * **How long will it take your students to achieve this performance standard?** || Incorporated into each Unit/Lesson through the duration of the year. ||
 * **How will you ensure all students achieve this performance standard?** || Repetition of concepts incorporated in every lesson; rubrics/checklists indicating met criteria for each material/tool; classroom observation/correction if necessary ||
 * **In which unit(s) will you teach this performance standard?** || Entire Course ||
 * Standard **

9.2.3 A Explain the historical, cultural and social context of an individual work in the arts 9.2.5 A Explain the historical, cultural and social context of an individual work in the arts -artists (Van Gogh, Kandinsky, Monet, Picasso, Seurat, Chagall, Mondrian, Guisseppe, Matisse, Klimt, Warhol, Haring, O'Keeffe) and reproductions of work -eras and time periods in conjunction with specific artistic styles (impressionism, expressionism, abstraction, realism, renaissance, baroque) -self-interpretation of expressionistic paintings -environmental influences on life and art ||
 * **What will student achievement of this performance standard look like?** || Students will demonstrate the ability to explain the historical, cultural, and social contexts of an artwork via written/oral critiques. ||
 * **How will you assess student achievement of this performance standard?** || Assessment will occur via oral critiques and/or general classroom discussion. Proper vocabulary will be utilized on a regular basis through verbal/written demonstration. ||
 * **What prior knowledge do students need to have to learn this performance standard?** || No prior knowledge is necessary (excluding information presented through previous lessons whereby continuation of those concepts are utilized) ||
 * **What instructional activities can be used effectively to teach this performance standard?** || Demonstration/Display/Discussion of:
 * **How long will it take your students to achieve this performance standard?** || Incorporated into each Unit/Lesson through the duration of the year. ||
 * **How will you ensure all students achieve this performance standard?** || Repetition of concepts incorporated in every lesson; written/oral critiques. ||
 * **In which unit(s) will you teach this performance standard?** || Entire Course ||


 * Standard **

9.2.3 B Relate works in the arts chronologically to historical events (e.g. 10,000 B.C. to present) 9.2.5 B Relate works in the arts chronologically to historical events (e.g. 10,000 B.C. to present) -artists (Van Gogh, Kandinsky, Monet, Picasso, Seurat, Chagall, Mondrian, Guisseppe, Matisse, Klimt, Warhol, Haring, O'Keeffe) and reproductions of work -eras and time periods in conjunction with specific artistic styles (impressionism, expressionism, abstraction, realism, renaissance, baroque) ||
 * **What will student achievement of this performance standard look like?** || Students will demonstrate the ability to relate works in the arts chronologically to historical events via timelines and reproduction of artworks in an artistic style representatitive of historical events. ||
 * **How will you assess student achievement of this performance standard?** || Assessment will occur via blank timelines whereby students will identify specific historical events impacting artistic styles and movements. ||
 * **What prior knowledge do students need to have to learn this performance standard?** || Prior knowledge necessary is that which is accrued throughout the discussion of historical events impacting artistic movements through the duration of the year. ||
 * **What instructional activities can be used effectively to teach this performance standard?** || Demonstration/Display/Discussion of:
 * **How long will it take your students to achieve this performance standard?** || Incorporated into each Unit/Lesson through the duration of the year. ||
 * **How will you ensure all students achieve this performance standard?** || Repetition of concepts incorporated in every lesson; written/oral critiques. ||
 * **In which unit(s) will you teach this performance standard?** || Entire Course ||
 * Standard **

9.2.3 C Relate works in the arts to varying styles adn genre and to the periods in which they were created (e.g. Bronze Age, Ming Dynasty, Renassaissance, Classical, Modern, Post-Modern, Contemporary, Furturistic, others). 9.2.5 C Relate works in the arts to varying styles adn genre and to the periods in which they were created (e.g. Bronze Age, Ming Dynasty, Renassaissance, Classical, Modern, Post-Modern, Contemporary, Furturistic, others). -artists (Van Gogh, Kandinsky, Monet, Picasso, Seurat, Chagall, Mondrian, Guisseppe, Matisse, Klimt, Warhol, Haring, O'Keeffe) and reproductions of work -eras and time periods in conjunction with specific artistic styles (impressionism, expressionism, abstraction, realism, renaissance, baroque. bronze age, ming dynasty, classical, modern, post-modern, contemporary, futuristic) -ceramics, frescos, decorative art (filigree) ||
 * **What will student achievement of this performance standard look like?** || Students will demonstrate the ability to distinguish various art styles and movements to the specific eras in which they were created via creation of artworks of a similiar style and labeling of the style/genre they represent. ||
 * **How will you assess student achievement of this performance standard?** || Project-based assessment; rubrics indicating the particular era/genre for which the artwork represents accompanied with characteristics including time period, media, and techniques will be used. ||
 * **What prior knowledge do students need to have to learn this performance standard?** || Prior knowledge necessary is that which is accrued throughout the discussion of historical events impacting artistic movements through the duration of the year. ||
 * **What instructional activities can be used effectively to teach this performance standard?** || Demonstration/Display/Discussion of:
 * **How long will it take your students to achieve this performance standard?** || Incorporated into each Unit/Lesson through the duration of the year. ||
 * **How will you ensure all students achieve this performance standard?** || Repetition of concepts incorporated in every lesson; written/oral critiques. ||
 * **In which unit(s) will you teach this performance standard?** || Entire Course ||
 * Standard **

9.2.3 D Analyze a work of art from its historical and cultural perspective 9.2.5 D Analyze a work of art from its historical and cultural perspective -artists (Van Gogh, Kandinsky, Monet, Picasso, Seurat, Chagall, Mondrian, Guisseppe, Matisse, Klimt, Warhol, Haring, O'Keeffe) and reproductions of work -eras and time periods in conjunction with specific artistic styles (impressionism, expressionism, abstraction, realism, renaissance, baroque. bronze age, ming dynasty, classical, modern, post-modern, contemporary, futuristic) -ceramics, frescos, decorative art (filigree) ||
 * **What will student achievement of this performance standard look like?** || Students will demonstrate the ability to recognize the cultural and historical perspectives behind an artwork via written/oral critiques of the work. ||
 * **How will you assess student achievement of this performance standard?** || Written/oral critiques of an artwork; rubric of said critiques indicating the era, and historical/cultural background influencing work of that time period. ||
 * **What prior knowledge do students need to have to learn this performance standard?** || Prior knowledge necessary is that which is accrued throughout the discussion of historical events impacting artistic movements through the duration of the year. ||
 * **What instructional activities can be used effectively to teach this performance standard?** || Demonstration/Display/Discussion of:
 * **How long will it take your students to achieve this performance standard?** || Incorporated into each Unit/Lesson through the duration of the year. ||
 * **How will you ensure all students achieve this performance standard?** || Repetition of concepts incorporated in every lesson; written/oral critiques. ||
 * **In which unit(s) will you teach this performance standard?** || Units whereby an art historical premise is the focus. ||


 * Standard **

9.2.3 E Analyze how historical events and culture impact forms, techniques and purposes of works in the arts (e.g. Gilbert and Sullivan Operattas) 9.2.5 E Analyze how historical events and culture impact forms, techniques and purposes of works in the arts (e.g. Gilbert and Sullivan Operattas) -artists (Van Gogh, Kandinsky, Monet, Picasso, Seurat, Chagall, Mondrian, Guisseppe, Matisse, Klimt, Warhol, Haring, O'Keeffe, Bertolli) and reproductions of work -eras and time periods in conjunction with specific artistic styles (impressionism, expressionism, abstraction, realism, renaissance, gothic, baroque. bronze age, ming dynasty, classical, modern, post-modern, contemporary, futuristic) -ceramics, frescos, columns, architecture, illuminations ||
 * **What will student achievement of this performance standard look like?** || Students will demonstrate the ability to understand ways in which historical events and culture impact forms, techniques and purposes of artwork via recreation of famous works known to have a meaning other than that which serves a decorative purpose (ie. architecture, columns, religious interpretations, illuminations). ||
 * **How will you assess student achievement of this performance standard?** || Project-based assessment; rubrics indicating the particular era/genre for which the artwork represents accompanied with characteristics including time period, media, and techniques will be used. ||
 * **What prior knowledge do students need to have to learn this performance standard?** || Prior knowledge necessary is that which is accrued throughout the discussion of historical events impacting artistic movements through the duration of the year. ||
 * **What instructional activities can be used effectively to teach this performance standard?** || Demonstration/Display/Discussion of:
 * **How long will it take your students to achieve this performance standard?** || Incorporated into each corresponding "recreation" Unit/Lesson through the duration of the year. ||
 * **How will you ensure all students achieve this performance standard?** || Repetition of concepts incorporated in every corresponding lesson; written/oral critiques. ||
 * **In which unit(s) will you teach this performance standard?** || Units whereby an art historical premise is the focus. ||


 * Standard **

9.2.3 F Know and apply appropriate vocabulary used between social studies and the arts and humanities 9.2.5 F Know and apply appropriate vocabulary used between social studies and the arts and humanities

-artists (Van Gogh, Kandinsky, Monet, Picasso, Seurat, Chagall, Mondrian, Guisseppe, Matisse, Klimt, Warhol, Haring, O'Keeffe, Bertolli, Caves of Lascaux) and reproductions of work -eras and time periods in conjunction with specific artistic styles (impressionism, expressionism, abstraction, realism, renaissance, gothic, baroque. bronze age, ming dynasty, classical, modern, post-modern, contemporary, futuristic) -ceramics, frescos, columns, architecture, illuminations -visuals of concepts properly displayed portraying both artistic and historical sense of vocabulary for each period ||
 * **What will student achievement of this performance standard look like?** || Students will demonstrate the ability to use proper vocabulary when discussing conjunctions between historical art and social studies. ||
 * **How will you assess student achievement of this performance standard?** || Written/oral critiques of an artwork and its conjunction with social studies, rubrics indicating specific use of correct terminology in affiliation with historical studies. ||
 * **What prior knowledge do students need to have to learn this performance standard?** || Prior knowledge necessary is that which is accrued throughout the discussion of historical events impacting artistic movements through the duration of the year. ||
 * **What instructional activities can be used effectively to teach this performance standard?** || Demonstration/Display/Discussion of:
 * **How long will it take your students to achieve this performance standard?** || Incorporated into each corresponding Unit/Lesson through the duration of the year. ||
 * **How will you ensure all students achieve this performance standard?** || Repetition of concepts incorporated in every corresponding lesson; written/oral critiques. ||
 * **In which unit(s) will you teach this performance standard?** || Units whereby an art historical permise is the focus. ||
 * Standard **

9.2.3 G Relate works in the arts to geographic regions: Africa, Asia, Australia, Central America, Europe, North America, South America 9.2.5 G Relate works in the arts to geographic regions: Africa, Asia, Australia, Central America, Europe, North America, South America

- African art-emphasis on 3D imagry, sculpture, masks, use of human figure, abstraction, use of bright colors -Asian art- use of pocelain, pottery, calligraphy, mandalas, asian character writing -Australian art- aboriginal artwork, body painting, rock painting, bark painting, stone engraving, use of natural colors, symbolism -Central American art- muralism, religious-inspired paintings/sculptures -European Art- Medieval movement, renaissance, mannerism, baroque, roccoco, Eqyptian art, Greek architecture -North American Art- Native American jewlery/paintings/architecture/clothing/weaving -South American Art -eras and time periods in conjunction with specific artistic styles (impressionism, expressionism, abstraction, realism, renaissance, gothic, baroque. bronze age, ming dynasty, classical, modern, post-modern, contemporary, futuristic) -ceramics, frescos, columns, architecture, illuminations -visuals of concepts properly displayed portraying both artistic and historical sense of vocabulary for each period ||
 * **What will student achievement of this performance standard look like?** || Students will demonstrate the ability to recognize an artwork's geographic area of completion or influence. ||
 * **How will you assess student achievement of this performance standard?** || Written/oral critiques of an artwork and its geographic area of completion or influence, rubrics indicating specific use of correct geographical area and attributes equated with said area depicting the work's origination. ||
 * **What prior knowledge do students need to have to learn this performance standard?** || Prior knowledge necessary is that which is accrued throughout the discussion of historical events impacting artistic movements through the duration of the year. ||
 * **What instructional activities can be used effectively to teach this performance standard?** || Demonstration/Display/Discussion of:
 * **How long will it take your students to achieve this performance standard?** || Incorporated into each corresponding Unit/Lesson through the duration of the year. ||
 * **How will you ensure all students achieve this performance standard?** || Repetition of concepts incorporated in every corresponding lesson; written/oral critiques. ||
 * **In which unit(s) will you teach this performance standard?** || Entire Course ||


 * Standard **

9.2.3 I Identify, explain and analyze philosophical beliefs as they relate to works in the arts (e.g., classical architecture) 9.2.5 I Identify, explain and analyze philosophical beliefs as they relate to works in the arts (e.g., classical architecture)


 * **What will student achievement of this performance standard look like?** || Students will demonstrate the ability to identify, explain and analyze philosophical beliefs in affiliation with artistic styles. ||
 * **How will you assess student achievement of this performance standard?** || Written/oral critiques of an artwork; rubrics indicating use of varying artisitc elements and principles; project-based assessment ||
 * **What prior knowledge do students need to have to learn this performance standard?** || Prior knowledge necessary is that which is accrued throughout the discussion of historical events impacting artistic movements through the duration of the year. ||
 * **What instructional activities can be used effectively to teach this performance standard?** || Demonstration/Display/Discussion of:

-classical/gothic/romanesque/renaissance architecture, painting, sculpture -religious-inspirations -roccoco decorative style -artists (Van Gogh, Kandinsky, Monet, Picasso, Seurat, Chagall, Mondrian, Guisseppe, Matisse, Klimt, Warhol, Haring, O'Keeffe, Bertolli, Caves of Lascaux) and reproductions of work -eras and time periods in conjunction with specific artistic styles (impressionism, expressionism, abstraction, realism, renaissance, gothic, baroque. bronze age, ming dynasty, classical, modern, post-modern, contemporary, futuristic) -ceramics, frescos, columns, architecture, illuminations -visuals of concepts properly displayed portraying both artistic and historical sense of vocabulary for each period ||
 * **How long will it take your students to achieve this performance standard?** || Incorporated into each corresponding Unit/Lesson. Approx. 20 weeks ||
 * **How will you ensure all students achieve this performance standard?** || Repetition of concepts incorporated in every corresponding lesson; written/oral critiques; replication projects; individual expression assignments ||
 * **In which unit(s) will you teach this performance standard?** || Each of the 4 artistic-style Units: Impressionism, Expressionism, Abstractionism, Realism ||


 * Standard **

9.2.3 J Identify, explain and analyze historical and cultural differences as they relate to works in the arts (e.g. works by Michalangelo) 9.2.5 J Identify, explain and analyze historical and cultural differences as they relate to works in the arts (e.g. works by Michalangelo)
 * **What will student achievement of this performance standard look like?** || Students will demonstrate the ability to identify, explain and analyze cultural and historical differences in relation to artwork created during that time period. ||
 * **How will you assess student achievement of this performance standard?** || Written/oral critiques of an artwork; rubrics indicating use of varying artisitc elements and principles; project-based assessment ||
 * **What prior knowledge do students need to have to learn this performance standard?** || Prior knowledge necessary is that which is accrued throughout the discussion of historical events impacting artistic movements through the duration of the year. ||
 * **What instructional activities can be used effectively to teach this performance standard?** || Demonstration/Display/Discussion of:

-classical/gothic/romanesque/renaissance architecture, painting, sculpture -religious-inspirations -roccoco decorative style -artists (Van Gogh, Kandinsky, Monet, Picasso, Seurat, Chagall, Mondrian, Guisseppe, Matisse, Klimt, Warhol, Haring, O'Keeffe, Bertolli, Caves of Lascaux) and reproductions of work -eras and time periods in conjunction with specific artistic styles (impressionism, expressionism, abstraction, realism, renaissance, gothic, baroque. bronze age, ming dynasty, classical, modern, post-modern, contemporary, futuristic) -ceramics, frescos, columns, architecture, illuminations -visuals of concepts properly displayed portraying both artistic and historical sense of vocabulary for each period ||
 * **How long will it take your students to achieve this performance standard?** || Incorporated into each corresponding Unit/Lesson. Approx. 20 weeks ||
 * **How will you ensure all students achieve this performance standard?** || Repetition of concepts incorporated in every corresponding lesson; written/oral critiques; replication projects; individual expression assignments ||
 * **In which unit(s) will you teach this performance standard?** || Each of the 4 artistic-style Units: Impressionism, Expressionism, Abstractionism, Realism ||
 * Standard **

9.2.3 K Identify, explain and analyze traditions as they relate to works in the arts 9.2.5 K Identify, explain and analyze traditions as they relate to works in the arts
 * **What will student achievement of this performance standard look like?** || Students will demonstrate the ability to identify, explain and analyze traditions in relation to artwork created during that time period. ||
 * **How will you assess student achievement of this performance standard?** || Written/oral critiques of an artwork; rubrics indicating use of varying artisitc elements and principles; project-based assessment ||
 * **What prior knowledge do students need to have to learn this performance standard?** || Prior knowledge necessary is that which is accrued throughout the discussion of historical events impacting artistic movements through the duration of the year. ||
 * **What instructional activities can be used effectively to teach this performance standard?** || Demonstration/Display/Discussion of:

-classical/gothic/romanesque/renaissance architecture, painting, sculpture -religious-inspirations -roccoco decorative style -artists (Van Gogh, Kandinsky, Monet, Picasso, Seurat, Chagall, Mondrian, Guisseppe, Matisse, Klimt, Warhol, Haring, O'Keeffe, Bertolli, Caves of Lascaux) and reproductions of work -eras and time periods in conjunction with specific artistic styles (impressionism, expressionism, abstraction, realism, renaissance, gothic, baroque. bronze age, ming dynasty, classical, modern, post-modern, contemporary, futuristic) -ceramics, frescos, columns, architecture, illuminations -visuals of concepts properly displayed portraying both artistic and historical sense of vocabulary for each period ||
 * **How long will it take your students to achieve this performance standard?** || Incorporated into each corresponding Unit/Lesson. Approx. 20 weeks ||
 * **How will you ensure all students achieve this performance standard?** || Repetition of concepts incorporated in every corresponding lesson; written/oral critiques; replication projects; individual expression assignments ||
 * **In which unit(s) will you teach this performance standard?** || Each of the 4 artistic-style Units: Impressionism, Expressionism, Abstractionism, Realism ||
 * Standard **

9.2.3 L Identify, explain and analyze common themes, forms and techniques from works in the arts 9.2.5 L Identify, explain and analyze common themes, forms and techniques from works in the arts
 * **What will student achievement of this performance standard look like?** || Students will demonstrate the ability to identify, explain and analyze common themes, forms and techniques in relation to artwork created during that time period. ||
 * **How will you assess student achievement of this performance standard?** || Written/oral critiques of an artwork; rubrics indicating use of varying artisitc elements and principles; project-based assessment ||
 * **What prior knowledge do students need to have to learn this performance standard?** || Prior knowledge necessary is that which is accrued throughout the discussion of historical events impacting artistic movements through the duration of the year. ||
 * **What instructional activities can be used effectively to teach this performance standard?** || Demonstration/Display/Discussion of:

-classical/gothic/romanesque/renaissance architecture, painting, sculpture -religious-inspirations -roccoco decorative style -artists (Van Gogh, Kandinsky, Monet, Picasso, Seurat, Chagall, Mondrian, Guisseppe, Matisse, Klimt, Warhol, Haring, O'Keeffe, Bertolli, Caves of Lascaux) and reproductions of work -eras and time periods in conjunction with specific artistic styles (impressionism, expressionism, abstraction, realism, renaissance, gothic, baroque. bronze age, ming dynasty, classical, modern, post-modern, contemporary, futuristic) -ceramics, frescos, columns, architecture, illuminations -visuals of concepts properly displayed portraying both artistic and historical sense of vocabulary for each period -Millet's "The Gleaners" ||
 * **How long will it take your students to achieve this performance standard?** || Incorporated into each corresponding Unit/Lesson. Approx. 20 weeks ||
 * **How will you ensure all students achieve this performance standard?** || Repetition of concepts incorporated in every corresponding lesson; written/oral critiques; replication projects; individual expression assignments ||
 * **In which unit(s) will you teach this performance standard?** || Each of the 4 artistic-style Units: Impressionism, Expressionism, Abstractionism, Realism ||
 * Standard **

9.3.3 A Recognize critical processes used in the examination of works in the arts and humanities (compare and contrast, analyze, interpret, form and test hypotheses, evaluate/form judgments) 9.3.5 A Identify critical processes in the examination of works in teh arts and humanities (compare and contrast, analyze, interpret, form and test hypotheses, evaluate/form judgments) -Visual displays of each of the five critical examination techniques -Step-by-step demonstration of each of the five techniques using various different artworks -Written/oral critiques of each other's work using the five techniques -Written/oral critiques of famous artworks using the five techniques ||
 * **What will student achievement of this performance standard look like?** || Students will demonstrate the ability to identify and recognize the critical processes used un examination of an artwork including compare and contrast, analyze, interpret, form and test hypotheses, evaluate/form judgments. ||
 * **How will you assess student achievement of this performance standard?** || Written/oral critiques of an artwork; rubrics indicating a use of the five critical examination techniques, compare and contrast, analyze, interpret, form and test hypotheses, evaluate/form judgments. ||
 * **What prior knowledge do students need to have to learn this performance standard?** || Prior knowledge necessary is that which is accrued throughout the year in conjunction with critical examination techniques. ||
 * **What instructional activities can be used effectively to teach this performance standard?** || Demonstration/Display/Discussion of:
 * **How long will it take your students to achieve this performance standard?** || Incorporated into each corresponding Unit/Lesson. ||
 * **How will you ensure all students achieve this performance standard?** || Repetition of concepts incorporated in every corresponding lesson; written/oral critiques; replication projects; individual expression assignments ||
 * **In which unit(s) will you teach this performance standard?** || Each of the 4 artistic-style Units: Impressionism, Expressionism, Abstractionism, Realism ||


 * Standard **

9.3.3 B Know that works in the arts can be descirbed by using the arts elements, principles and concepts 9.3.5 B Describe works in the arts comparing similar and contrasting characteristics -Visual displays of each of the five critical examination techniques -Step-by-step demonstration of each of the five techniques using various different artworks -Written/oral critiques of each other's work using the five techniques -Written/oral critiques of famous artworks using the five techniques -Visual displays of the elements, principles, and concepts of art ||
 * **What will student achievement of this performance standard look like?** || Students will demonstrate the ability to compare, contrast, and describe the elements, principles, concepts, and characteristics in an an artwork. ||
 * **How will you assess student achievement of this performance standard?** || Written/oral critiques of an artwork; rubrics indicating a use of the elements, principles, and concepts; rubrics indicating a use of the five critical examination techniques in describing an artwork using the elements and principles. ||
 * **What prior knowledge do students need to have to learn this performance standard?** || Prior knowledge necessary is that which is accrued throughout the year in conjunction with critical examination techniques and the elements, principles, and concepts of art. ||
 * **What instructional activities can be used effectively to teach this performance standard?** || Demonstration/Display/Discussion of:
 * **How long will it take your students to achieve this performance standard?** || Incorporated into each corresponding Unit/Lesson. ||
 * **How will you ensure all students achieve this performance standard?** || Repetition of concepts incorporated in every corresponding lesson; written/oral critiques; replication projects; individual expression assignments ||
 * **In which unit(s) will you teach this performance standard?** || Each of the 4 artistic-style Units: Impressionism, Expressionism, Abstractionism, Realism ||
 * Standard **

9.3.3 C Know classification skills with materials and processes used to create works in the arts 9.3.5 C Classify works in the arts by forms in which they are found -Visual displays of each of the five critical examination techniques -Step-by-step demonstration of each of the five techniques using various different artworks -Written/oral critiques of each other's work using the five techniques -Written/oral critiques of famous artworks using the five techniques -architecture, 2D design, 3D design, painting, sculpture ||
 * **What will student achievement of this performance standard look like?** || Students will demonstrate the ability to recogonize the materials and processes used to create an artwork; as well as to classify an artwork according to said characteristics. ||
 * **How will you assess student achievement of this performance standard?** || Written/oral critiques of an artwork ||
 * **What prior knowledge do students need to have to learn this performance standard?** || Prior knowledge necessary is that which is accrued throughout the year in conjunction with critical examination techniques. ||
 * **What instructional activities can be used effectively to teach this performance standard?** || Demonstration/Display/Discussion of:
 * **How long will it take your students to achieve this performance standard?** || Incorporated into each corresponding Unit/Lesson. ||
 * **How will you ensure all students achieve this performance standard?** || Repetition of concepts incorporated in every corresponding lesson; written/oral critiques; replication projects; individual expression assignments ||
 * **In which unit(s) will you teach this performance standard?** || Each of the 4 artistic-style Units: Impressionism, Expressionism, Abstractionism, Realism ||


 * Standard **

9.3.3 D Explain the meanings in the arts and humanities through individual works and the works of others using a fundamental vocabulary of critical response 9.3.5 D Compare similar and contrasting important aspects of works in the arts and humanities based on a set of guidelines using a comprehesive vocabulary of critical response -Visual displays of each of the five critical examination techniques -Step-by-step demonstration of each of the five techniques using various different artworks -Written/oral critiques of each other's work using the five techniques -Written/oral critiques of famous artworks using the five techniques ||
 * **What will student achievement of this performance standard look like?** || Students will demonstrate the ability to explain the meanings of and compare/contrast important aspects of art works using vocabulary associated with critical examination. ||
 * **How will you assess student achievement of this performance standard?** || Written/oral critiques of an artwork; rubrics indicating a use of the five critical examination techniques, compare and contrast, analyze, interpret, form and test hypotheses, evaluate/form judgments. ||
 * **What prior knowledge do students need to have to learn this performance standard?** || Prior knowledge necessary is that which is accrued throughout the year in conjunction with critical examination techniques. ||
 * **What instructional activities can be used effectively to teach this performance standard?** || Demonstration/Display/Discussion of:
 * **How long will it take your students to achieve this performance standard?** || Incorporated into each corresponding Unit/Lesson. ||
 * **How will you ensure all students achieve this performance standard?** || Repetition of concepts incorporated in every corresponding lesson; written/oral critiques; replication projects; individual expression assignments ||
 * **In which unit(s) will you teach this performance standard?** || Each of the 4 artistic-style Units: Impressionism, Expressionism, Abstractionism, Realism ||
 * Standard **

9.3.3 E Recognize and identify types of critical analysis in the arts and humanities (contextual criticism, formal criticism, intuitive criticism) 9.3.5 E Describe and use the types of critical analysis in the arts and humanities (contextual criticism, formal criticism, intuitive criticism) -Visual displays of each of the five critical examination techniques -Step-by-step demonstration of each of the five techniques using various different artworks -Written/oral critiques of each other's work using the five techniques -Written/oral critiques of famous artworks using the five techniques ||
 * **What will student achievement of this performance standard look like?** || Students will demonstrate the ability to identify and examine an artwork using the 3 forms of criticisim, contextual, formal and intuitive. ||
 * **How will you assess student achievement of this performance standard?** || Written/oral critiques of an artwork; rubrics indicating a use of the five critical examination techniques, compare and contrast, analyze, interpret, form and test hypotheses, evaluate/form judgments and the form of criticisim to which they belong and indicate. ||
 * **What prior knowledge do students need to have to learn this performance standard?** || Prior knowledge necessary is that which is accrued throughout the year in conjunction with critical examination techniques. ||
 * **What instructional activities can be used effectively to teach this performance standard?** || Demonstration/Display/Discussion of:
 * **How long will it take your students to achieve this performance standard?** || Incorporated into each corresponding Unit/Lesson. ||
 * **How will you ensure all students achieve this performance standard?** || Repetition of concepts incorporated in every corresponding lesson; written/oral critiques; replication projects; individual expression assignments ||
 * **In which unit(s) will you teach this performance standard?** || Each of the 4 artistic-style Units: Impressionism, Expressionism, Abstractionism, Realism ||
 * Standard **

9.3.3 F Know how to recognize and identify similar and different characteristics among works in the arts 9.3.5 F Know how to recgonize the process of criticism in identifying and analyzing characteristics among works in the arts -Visual displays defining concepts of contextual, formal, and intuitive criticism -Visual displays of each of the five critical examination techniques -Step-by-step demonstration of each of the five techniques using various different artworks -Written/oral critiques of each other's work using the five techniques -Written/oral critiques of famous artworks using the five techniques ||
 * **What will student achievement of this performance standard look like?** || Students will demonstrate the ability to identify and recognize varying characteristics among art works through analyzation via the critical examination techniques ||
 * **How will you assess student achievement of this performance standard?** || Written/oral critiques of an artwork; rubrics indicating a use of the five critical examination techniques ||
 * **What prior knowledge do students need to have to learn this performance standard?** || Prior knowledge necessary is that which is accrued throughout the year in conjunction with critical examination techniques. ||
 * **What instructional activities can be used effectively to teach this performance standard?** || Demonstration/Display/Discussion of:
 * **How long will it take your students to achieve this performance standard?** || Incorporated into each corresponding Unit/Lesson. ||
 * **How will you ensure all students achieve this performance standard?** || Repetition of concepts incorporated in every corresponding lesson; written/oral critiques; replication projects; individual expression assignments ||
 * **In which unit(s) will you teach this performance standard?** || Each of the 4 artistic-style Units: Impressionism, Expressionism, Abstractionism, Realism ||
 * Standard **

9.3.3 G Know and demonstrate what a critic's position or opnion is related to works in the arts and humanities 9.3.5 G Describe a critic's position or opinion about selected works in the arts and humanities -Visual displays defining concepts of contextual, formal, and intuitive criticism -Visual displays of each of the five critical examination techniques -Step-by-step demonstration of each of the five techniques using various different artworks -Written/oral critiques of each other's work using the five techniques -Written/oral critiques of famous artworks using the five techniques ||
 * **What will student achievement of this performance standard look like?** || Students will demonstrate the ability to know and describe a critic's position/opinion is of an artwork via the forms of criticism accompanied with the critical techniques ||
 * **How will you assess student achievement of this performance standard?** || Written/oral critiques of an artwork; rubrics indicating a use of the five critical examination techniques ||
 * **What prior knowledge do students need to have to learn this performance standard?** || Prior knowledge necessary is that which is accrued throughout the year in conjunction with critical examination techniques. ||
 * **What instructional activities can be used effectively to teach this performance standard?** || Demonstration/Display/Discussion of:
 * **How long will it take your students to achieve this performance standard?** || Incorporated into each corresponding Unit/Lesson. ||
 * **How will you ensure all students achieve this performance standard?** || Repetition of concepts incorporated in every corresponding lesson; written/oral critiques; replication projects; individual expression assignments ||
 * **In which unit(s) will you teach this performance standard?** || Each of the 4 artistic-style Units: Impressionism, Expressionism, Abstractionism, Realism ||


 * Standard **

9.4.3 A Know how to respond to a philosophical statement about works in the arts and humanities 9.4.5 A Identify uses of expressive symbols that show philosophical meanings in works in the arts and humanities -Visual displays defining concepts of aesthetics -Classroom discussions of "what is beautiful?" -Written analysis of an individual's definition of beauty -Comparisons of abstract artist's work throughout history -Worksheets whereby students dictate "What's important" to them -Artwork inspired by a particular artist's opinion of philosophical view of the world ||
 * **What will student achievement of this performance standard look like?** || Students will demonstrate the ability to both respond to philosophical statements in art and identify expressive symbols depicting philosophical meaning behind an artwork. ||
 * **How will you assess student achievement of this performance standard?** || Written/oral critiques of an artwork, classroom discussions of aesthetics, worksheets ||
 * **What prior knowledge do students need to have to learn this performance standard?** || Prior knowledge necessary is that which is accrued throughout the year in conjunction with critical examination techniques. ||
 * **What instructional activities can be used effectively to teach this performance standard?** || Demonstration/Display/Discussion of:
 * **How long will it take your students to achieve this performance standard?** || Incorporated into each corresponding Unit/Lesson. ||
 * **How will you ensure all students achieve this performance standard?** || Repetition of concepts incorporated in every corresponding lesson; written/oral critiques; replication projects; individual expression assignments ||
 * **In which unit(s) will you teach this performance standard?** || Each of the 4 artistic-style Units: Impressionism, Expressionism, Abstractionism, Realism ||
 * Standard **

9.4.3 B Know how to communicate an informed individual opnion about the meaning of works in the arts 9.3.5 B Investigate and communicate multiple philosophical views about works in the arts -Visual displays defining concepts of aesthetics -Classroom discussions of "what is beautiful?" -Written analysis of an individual's definition of beauty -Comparisons of abstract artist's work throughout history -Worksheets whereby students dictate "What's important" to them -Artwork inspired by a particular artist's opinion of philosophical view of the world -Journaling -Sketching ||
 * **What will student achievement of this performance standard look like?** || Students will demonstrate the ability to know how to communicate an individual opinion as well as recognize the opinions/philosophical views of others. ||
 * **How will you assess student achievement of this performance standard?** || Written/oral critiques of an artwork; classroom discussions of aesthetics, worksheets ||
 * **What prior knowledge do students need to have to learn this performance standard?** || Prior knowledge necessary is that which is accrued throughout the year in conjunction with critical examination techniques. ||
 * **What instructional activities can be used effectively to teach this performance standard?** || Demonstration/Display/Discussion of:
 * **How long will it take your students to achieve this performance standard?** || Incorporated into each corresponding Unit/Lesson. ||
 * **How will you ensure all students achieve this performance standard?** || Repetition of concepts incorporated in every corresponding lesson; written/oral critiques; replication projects; individual expression assignments ||
 * **In which unit(s) will you teach this performance standard?** || Each of the 4 artistic-style Units: Impressionism, Expressionism, Abstractionism, Realism ||


 * Standard **

9.4.3 C Recgonize that the environment of the observer influences individual aesthetic responses to works in the arts 9.3.5 C Identify the attributes of various audiences' environments as they influence individual aesthetic response -Visual displays defining concepts of aesthetics -Classroom discussions of "what is beautiful?" -Written analysis of an individual's definition of beauty -Comparisons of abstract artist's work throughout history -Worksheets whereby students dictate "What's important" to them -Artwork inspired by a particular artist's opinion of philosophical view of the world -Journaling -Sketching -Museums vs. photos/prints of famous work ||
 * **What will student achievement of this performance standard look like?** || Students will demonstrate the ability to understand that environment effects the way an obervers appreciates an artwork and what characteristics of that environment cause this effect. ||
 * **How will you assess student achievement of this performance standard?** || Written/oral critiques of an artwork; classroom discussions of aesthetics, worksheets ||
 * **What prior knowledge do students need to have to learn this performance standard?** || Prior knowledge necessary is that which is accrued throughout the year in conjunction with critical examination techniques. ||
 * **What instructional activities can be used effectively to teach this performance standard?** || Demonstration/Display/Discussion of:
 * **How long will it take your students to achieve this performance standard?** || Incorporated into each corresponding Unit/Lesson. ||
 * **How will you ensure all students achieve this performance standard?** || Repetition of concepts incorporated in every corresponding lesson; written/oral critiques; replication projects; individual expression assignments ||
 * **In which unit(s) will you teach this performance standard?** || Each of the 4 artistic-style Units: Impressionism, Expressionism, ||
 * Standard **

9.4.3 D Recognize that choices made by artists regarding subject matter and themes communicate ideas through works in the arts and humanities 9.3.5 D Explain choices made regarding media, technique, form, subject matter and themes that communicate the artist's philosophy within a work in the arts and humanities -Visual displays defining concepts of aesthetics -Classroom discussions of "what is beautiful?" -Written analysis of an individual's definition of beauty -Comparisons of abstract artist's work throughout history -Worksheets whereby students dictate "What's important" to them -Artwork inspired by a particular artist's opinion of philosophical view of the world -Journaling -Sketching ||
 * **What will student achievement of this performance standard look like?** || Students will demonstrate the ability to recognize and explain an artist's choice in material, technique, subject matter, and theme. ||
 * **How will you assess student achievement of this performance standard?** || Written/oral critiques of an artwork; classroom discussions of aesthetics and philosphical views, worksheets ||
 * **What prior knowledge do students need to have to learn this performance standard?** || Prior knowledge necessary is that which is accrued throughout the year in conjunction with critical examination techniques. ||
 * **What instructional activities can be used effectively to teach this performance standard?** || Demonstration/Display/Discussion of:
 * **How long will it take your students to achieve this performance standard?** || Incorporated into each corresponding Unit/Lesson. ||
 * **How will you ensure all students achieve this performance standard?** || Repetition of concepts incorporated in every corresponding lesson; written/oral critiques; replication projects; individual expression assignments ||
 * **In which unit(s) will you teach this performance standard?** || Each of the 4 artistic-style Units: Impressionism, Expressionism, ||