Riada American School

Visual Arts Scope and Sequence









1.Understands and applies media, techniques, and processes related to the visual arts

Visual Arts

Standard 1.Understands and applies media, techniques, and processes related to the visual arts

Visual Arts

Standard 1 : Understands and applies media, techniques, and processes related to the visual arts

Reference code: AE,33

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level Pre-K (Grade Pre-K)
   1. Experiments with a variety of color, textures, and shapes
Visual Arts 
 Standard 1.Understands and applies media, techniques, and processes related to the visual arts
  
TopicArtistic skills and techniques
   Level Pre-K (Grade Pre-K)
  Benchmark 1.Experiments with a variety of color, textures, and shapes
   Vocabulary terms
A.  color
B.  texture
C.  shape
  Knowledge/skill statements
  1. Experiments with a variety of colors in art   
  2. Experiments with a variety of textures in art   
  3. Experiments with a variety of shapes in art   


Citation Log: BP(CE,122;​FE,28;​TE;​UE,120)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Creates three-dimensional structures and arrangements using concrete materials or manipulatives (e.g., blocks)
Visual Arts 
 Standard 1.Understands and applies media, techniques, and processes related to the visual arts
  
TopicArtistic communication and expression
   Level Pre-K (Grade Pre-K)
  Benchmark 2.Creates three-dimensional structures and arrangements using concrete materials or manipulatives (e.g., blocks)
   Vocabulary terms
A.  three-dimensional structure
B.  three-dimensional arrangement
  Knowledge/skill statements
  1. Creates three-dimensional structures   
  2. Creates three-dimensional arrangements   
  3. Creates enclosures and spaces   


Citation Log: BP(CE,122;​UE,120)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Uses a variety of basic art materials (e.g., paints, crayons, clay, pencils) to create works of art and express ideas and feelings
Visual Arts 
 Standard 1.Understands and applies media, techniques, and processes related to the visual arts
  
Topics1. Artistic skills and techniques; 2. Artistic communication and expression
   Level Pre-K (Grade Pre-K)
  Benchmark 3.Uses a variety of basic art materials (e.g., paints, crayons, clay, pencils) to create works of art and express ideas and feelings
   Vocabulary terms
A.  basic art material
B.  paint
C.  crayon
D.  clay
E.  pencil
F.  expressing ideas with art
G.  expressing feelings with art
H.  creating art
  Knowledge/skill statements
  1. Uses basic art materials to express ideas   
  2. Uses basic art materials to express feelings   
  3. Uses basic art materials to create art   
  4. Paints to express their ideas and feelings    
  5. Draws with crayons to express their ideas and feelings    
  6. Sculpts with clay to express their ideas and feelings    
  7. Draws with pencils to express their ideas and feelings    


Citation Log: BP(CE,122;​HE,96,97;​HSE,19;​TE;​ZE,80)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Knows the names of a basic of colors
Visual Arts 
 Standard 1.Understands and applies media, techniques, and processes related to the visual arts
  
TopicArtistic terms and concepts
   Level Pre-K (Grade Pre-K)
  Benchmark 4.Knows the names of a basic of colors
   Vocabulary terms
A.  color
B.  naming colors
  Knowledge/skill statements
  1. Knows the color red   
  2. Knows the color blue   
  3. Knows the color green   
  4. Knows the color yellow   
  5. Identifies age-appropriate colors   


Citation Log: BD(CE,122;​UE,120)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level II (Grade K-4)
   1. Knows the differences between art materials (e.g., paint, clay, wood, videotape), techniques (e.g., overlapping, shading, varying size or color), and processes (e.g., addition and subtraction in sculpture, casting and constructing in making jewelry)
Visual Arts 
 Standard 1.Understands and applies media, techniques, and processes related to the visual arts
  
Topics1. Artistic skills and techniques; 2. Art materials
   Level II (Grade K-4)
  Benchmark 1.Knows the differences between art materials (e.g., paint, clay, wood, videotape), techniques (e.g., overlapping, shading, varying size or color), and processes (e.g., addition and subtraction in sculpture, casting and constructing in making jewelry)
   Vocabulary terms
A.  art material
B.  art technique
C.  art process
  Knowledge/skill statements
  1. Knows examples of art materials    
  2. Knows examples of art techniques   
  3. Knows examples of art processes   
  4. Knows that paint can be an art material   
  5. Knows that clay can be an art material   
  6. Knows that wood can be an art material   
  7. Knows that a videotape can be an art material   
  8. Knows that overlapping is an art technique   
  9. Knows that shading is an art technique   
  10. Knows that varying size is an art technique   
  11. Knows that varying color is an art technique   
  12. Knows that addition and subtraction is an art technique in sculpture    
  13. Knows that casting and constructing is an art technique in jewelry making   


Citation Log: BD(AE,33;​CE,125,128;​NE,80)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Knows how different materials, techniques, and processes cause different responses from the viewer
Visual Arts 
 Standard 1.Understands and applies media, techniques, and processes related to the visual arts
  
Topics1. Artistic skills and techniques; 2. Art materials
   Level II (Grade K-4)
  Benchmark 2.Knows how different materials, techniques, and processes cause different responses from the viewer
   Vocabulary terms
A.  art material
B.  art process
C.  art technique
D.  viewer response
  Knowledge/skill statements
  1. Knows how different materials cause different responses from the viewer   
  2. Knows how different techniques cause different responses from the viewer   
  3. Knows how different processes cause different responses from the viewer   


Citation Log: BD(AE,33;​NE,81)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Knows how different media (e.g., oil, watercolor, stone, metal), techniques, and processes are used to communicate ideas, experiences, and stories
Visual Arts 
 Standard 1.Understands and applies media, techniques, and processes related to the visual arts
  
Topics1. Artistic skills and techniques; 2. Art materials; 3. Artistic communication and expression
   Level II (Grade K-4)
  Benchmark 3.Knows how different media (e.g., oil, watercolor, stone, metal), techniques, and processes are used to communicate ideas, experiences, and stories
   Vocabulary terms
A.  art media
B.  art technique
C.  art process
D.  communicating ideas
E.  communicating experiences
F.  communicating stories
  Knowledge/skill statements
  1. Knows how different media are used to communicate ideas, experiences, and stories   
  2. Knows how different techniques are used to communicate ideas, experiences, and stories   
  3. Knows how different processes are used to communicate ideas, experiences, and stories   
  4. Knows how oil can be used to communicate ideas, experiences, and stories   
  5. Knows how watercolor can be used to communicate ideas, experiences, and stories   
  6. Knows how stone can be used to communicate ideas, experiences, and stories   
  7. Knows how metal can be used to communicate ideas, experiences, and stories   


Citation Log: BD(AE,34;​CE,137-138;​IMI,11;​NE,80,81)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Uses art materials and tools in a safe and responsible manner
Visual Arts 
 Standard 1.Understands and applies media, techniques, and processes related to the visual arts
  
Topics1. Artistic skills and techniques; 2. Art materials
   Level II (Grade K-4)
  Benchmark 4.Uses art materials and tools in a safe and responsible manner
   Vocabulary terms
A.  safe use of art materials
B.  safe use of art tools
  Knowledge/skill statements
  1. Uses art materials in a safe and responsible manner   
  2. Uses art tools in a safe and responsible manner   


Citation Log: BP(AE,34;​IMI,11;​NE,80)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level III (Grade 5-8)
   1. Understands what makes different art media, techniques, and processes effective (or ineffective) in communicating various ideas
Visual Arts 
 Standard 1.Understands and applies media, techniques, and processes related to the visual arts
  
Topics1. Artistic skills and techniques; 2. Art materials; 3. Artistic communication and expression
   Level III (Grade 5-8)
  Benchmark 1.Understands what makes different art media, techniques, and processes effective (or ineffective) in communicating various ideas
   Vocabulary terms
A.  effective communication of ideas
B.  ineffective communication of ideas
  Knowledge/skill statements
  1. Understands what makes different art media effective in communicating various ideas   
  2. Understands what makes different art media ineffective in communicating various ideas   
  3. Understands what makes different art techniques effective in communicating various ideas   
  4. Understands what makes different art techniques ineffective in communicating various ideas   
  5. Understands what makes different art media processes effective in communicating various ideas   
  6. Understands what makes different art media processes ineffective in communicating various ideas   


Citation Log: BD(AE,50;​IMI,11;​NE,83)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Knows how the qualities and characteristics of art media, techniques, and processes can be used to enhance communication of experiences and ideas
Visual Arts 
 Standard 1.Understands and applies media, techniques, and processes related to the visual arts
  
Topics1. Artistic skills and techniques; 2. Art materials; 3. Artistic communication and expression
   Level III (Grade 5-8)
  Benchmark 2.Knows how the qualities and characteristics of art media, techniques, and processes can be used to enhance communication of experiences and ideas
   Vocabulary terms
A.  enhancing communication of experiences
B.  enhancing communication of ideas
  Knowledge/skill statements
  1. Knows how the qualities and characteristics of art media can be used to enhance communication of experiences and ideas   
  2. Knows how the qualities and characteristics of art techniques can be used to enhance communication of experiences and ideas   
  3. Knows how the qualities and characteristics of art processes can be used to enhance communication of experiences and ideas   


Citation Log: BD(AE,50;​IAI,5;​IMI,11)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level IV (Grade 9-12)
   1. Applies media, techniques, and processes with sufficient skill, confidence, and sensitivity that one’s intentions are carried out in artworks
Visual Arts 
 Standard 1.Understands and applies media, techniques, and processes related to the visual arts
  
Topics1. Artistic skills and techniques; 2. Artistic communication and expression
   Level IV (Grade 9-12)
  Benchmark 1.Applies media, techniques, and processes with sufficient skill, confidence, and sensitivity that one’s intentions are carried out in artworks
   Vocabulary terms
A.  creating art with skill
B.  creating art with confidence
C.  creating art with sensitivity
D.  carrying out one’s intentions
  Knowledge/skill statements
  1. Applies media with sufficient skill, confidence, and sensitivity that one’s intentions are carried out in artworks   
  2. Applies techniques with sufficient skill, confidence, and sensitivity that one’s intentions are carried out in artworks   
  3. Applies processes with sufficient skill, confidence, and sensitivity that one’s intentions are carried out in artworks   


Citation Log: BP(AE,69;​CI,153;​IAI,5;​NE,87)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Understands how the communication of ideas relates to the media, techniques, and processes one uses
Visual Arts 
 Standard 1.Understands and applies media, techniques, and processes related to the visual arts
  
Topics1. Artistic skills and techniques; 2. Art materials; 3. Artistic communication and expression
   Level IV (Grade 9-12)
  Benchmark 2.Understands how the communication of ideas relates to the media, techniques, and processes one uses
   Vocabulary terms
A.  relationship between communication and art media
B.  relationship between communication and art techniques
C.  relationship between communication and art processes
  Knowledge/skill statements
  1. Understands how the communication of ideas relates to the media one uses   
  2. Understands how the communication of ideas relates to the techniques one uses   
  3. Understands how the communication of ideas relates to the processes one uses   


Citation Log: BD(AE,69;​CI,152;​IMI,11;​NE,86)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
2.Knows how to use structures (e.g., sensory qualities, organizational principles, expressive features) and functions of art

Visual Arts

Standard 2.Knows how to use structures (e.g., sensory qualities, organizational principles, expressive features) and functions of art

Visual Arts

Standard 2 : Knows how to use structures (e.g., sensory qualities, organizational principles, expressive features) and functions of art

Reference code: AE,34

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level Pre-K (Grade Pre-K)
   1. Not appropriate for this level
Visual Arts 
 Standard 2.Knows how to use structures (e.g., sensory qualities, organizational principles, expressive features) and functions of art
  
Topic
   Level Pre-K (Grade Pre-K)
  Benchmark 1.Not appropriate for this level
    


Citation Log: (none)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level II (Grade K-4)
   1. Knows the differences among visual characteristics (e.g., color, texture) and purposes of art (e.g., to convey ideas)
Visual Arts 
 Standard 2.Knows how to use structures (e.g., sensory qualities, organizational principles, expressive features) and functions of art
  
Topics1. Form and aesthetics; 2. Purpose and meaning of art; 3. Sensory characteristics and emotive response
   Level II (Grade K-4)
  Benchmark 1.Knows the differences among visual characteristics (e.g., color, texture) and purposes of art (e.g., to convey ideas)
   Vocabulary terms
A.  visual characteristics of art
B.  purpose of art
  Knowledge/skill statements
  1. Knows visual characteristics of art   
  2. Knows that color is a visual characteristic of art   
  3. Knows that texture is a visual characteristic of art   
  4. Knows that art has a purpose   
  5. Knows that one purpose of art is to convey ideas   


Citation Log: BD(AE,34;​IMI,11;​NE,80)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Understands how different compositional, expressive features (e.g., evoking joy, sadness, anger), and organizational principles (e.g., repetition, balance, emphasis, contrast, unity) cause different responses
Visual Arts 
 Standard 2.Knows how to use structures (e.g., sensory qualities, organizational principles, expressive features) and functions of art
  
Topics1. Form and aesthetics; 2. Sensory characteristics and emotive response; 3. Artistic communication and expression
   Level II (Grade K-4)
  Benchmark 2.Understands how different compositional, expressive features (e.g., evoking joy, sadness, anger), and organizational principles (e.g., repetition, balance, emphasis, contrast, unity) cause different responses
   Vocabulary terms
A.  expressive features of art
B.  organizational principles of art
C.  responding to art
  Knowledge/skill statements
  1. Understands how different expressive features of art cause different responses   
  2. Understands how different features of art can evoke joy   
  3. Understands how different features of art can evoke sadness   
  4. Understands how different features of art can evoke anger   
  5. Understands how different organizational principles cause different responses   
  6. Understands how the principle of repetition can cause a different response   
  7. Understands how the principle of balance can cause a different response   
  8. Understands how the principle of emphasis can cause a different response   
  9. Understands how the principle of contrast can cause a different response   
  10. Understands how the principle of unity can cause a different response   


Citation Log: BD(AE,34;​CI,141;​IAI,5;​IMI,11;​NE,81)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Uses visual structures and functions of art to communicate ideas
Visual Arts 
 Standard 2.Knows how to use structures (e.g., sensory qualities, organizational principles, expressive features) and functions of art
  
Topics1. Sensory characteristics and emotive response; 2. Form and aesthetics; 3. Artistic communication and expression
   Level II (Grade K-4)
  Benchmark 3.Uses visual structures and functions of art to communicate ideas
   Vocabulary terms
A.  visual structures of art
B.  function of art
C.  communicating ideas
  Knowledge/skill statements
  1. Uses visual structures of art to communicate ideas   
  2. Uses functions of art to communicate ideas   


Citation Log: BP(AE,34;​IMI,22)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level III (Grade 5-8)
   1. Knows some of the effects of various visual structures (e.g., design elements such as line, color, shape; principles such as repetition, rhythm, balance) and functions of art
Visual Arts 
 Standard 2.Knows how to use structures (e.g., sensory qualities, organizational principles, expressive features) and functions of art
  
Topics1. Form and aesthetics; 2. Artistic skills and techniques
   Level III (Grade 5-8)
  Benchmark 1.Knows some of the effects of various visual structures (e.g., design elements such as line, color, shape; principles such as repetition, rhythm, balance) and functions of art
   Vocabulary terms
A.  effects of visual structures
B.  effects of art functions
  Knowledge/skill statements
  1. Knows some of the effects of various visual structures of art   
  2. Knows some of the effects of various functions of art   
  3. Knows some of the effects of design elements such as line, color, shape   
  4. Knows some of the effects of art principles such as repetition, rhythm, balance   


Citation Log: BD(AE,50;​CI,146;​IAI,5;​IMI,11;​NE,86)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Understands what makes various organizational structures effective (or ineffective) in the communication of ideas
Visual Arts 
 Standard 2.Knows how to use structures (e.g., sensory qualities, organizational principles, expressive features) and functions of art
  
Topics1. Artistic communication and expression; 2. Artistic skills and techniques; 3. Evaluation and interpretation of art
   Level III (Grade 5-8)
  Benchmark 2.Understands what makes various organizational structures effective (or ineffective) in the communication of ideas
   Vocabulary terms
A.  effective organizational structure
B.  ineffective organizational structure
  Knowledge/skill statements
  1. Understands what makes various organizational structures effective in the communication of ideas   
  2. Understands what makes various organizational structures ineffective in the communication of ideas   


Citation Log: BD(AE,50;​IAI,5;​IMI,16,22;​NE,83)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Knows how the qualities of structures and functions of art are used to improve communication of one’s ideas
Visual Arts 
 Standard 2.Knows how to use structures (e.g., sensory qualities, organizational principles, expressive features) and functions of art
  
Topics1. Artistic communication and expression; 2. Artistic skills and techniques
   Level III (Grade 5-8)
  Benchmark 3.Knows how the qualities of structures and functions of art are used to improve communication of one’s ideas
   Vocabulary terms
A.  improving communication of ideas
  Knowledge/skill statements
  1. Knows how the structure of art is used to improve the communication of one’s ideas   
  2. Knows how the function of art is used to improve the communication of one’s ideas   


Citation Log: BD(AE,50;​IAI,5;​IMI,22)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level IV (Grade 9-12)
   1. Understands how the characteristics and structures of art are used to accomplish commercial, personal, communal, or other artistic intentions
Visual Arts 
 Standard 2.Knows how to use structures (e.g., sensory qualities, organizational principles, expressive features) and functions of art
  
Topics1. Artistic skills and techniques; 2. Purpose and meaning of art
   Level IV (Grade 9-12)
  Benchmark 1.Understands how the characteristics and structures of art are used to accomplish commercial, personal, communal, or other artistic intentions
   Vocabulary terms
A.  accomplishing commercial intentions
B.  accomplishing personal intentions
C.  accomplishing communal intentions
D.  artistic intention
  Knowledge/skill statements
  1. Understands how artistic intentions are accomplished through the characteristics and structures of art   
  2. Understands how the characteristics and structures of art are used to accomplish commercial intentions   
  3. Understands how the characteristics and structures of art are used to accomplish personal intentions   
  4. Understands how the characteristics and structures of art are used to accomplish communal intentions   


Citation Log: BD(AE,70;​NE,86)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Understands the effectiveness of various artworks in terms of organizational structures and functions
Visual Arts 
 Standard 2.Knows how to use structures (e.g., sensory qualities, organizational principles, expressive features) and functions of art
  
Topics1. Evaluation and interpretation of art; 2. Artistic skills and techniques
   Level IV (Grade 9-12)
  Benchmark 2.Understands the effectiveness of various artworks in terms of organizational structures and functions
   Vocabulary terms
A.  evaluating effectiveness of artworks
  Knowledge/skill statements
  1. Understands the effectiveness of various artworks in terms of organizational structures    
  2. Understands the effectiveness of various artworks in terms of function   


Citation Log: BD(AE,70;​IMI,16)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Knows how organizational principles and functions can be used to solve specific visual arts problems
Visual Arts 
 Standard 2.Knows how to use structures (e.g., sensory qualities, organizational principles, expressive features) and functions of art
  
Topics1. Artistic skills and techniques; 2. Form and aesthetics
   Level IV (Grade 9-12)
  Benchmark 3.Knows how organizational principles and functions can be used to solve specific visual arts problems
   Vocabulary terms
A.  solving visual arts problem
  Knowledge/skill statements
  1. Knows how organizational principles can be used to solve specific visual arts problems   
  2. Knows how functions of art can be used to solve specific visual arts problems   


Citation Log: BD(AE,70;​CI,153;​IAI,5;​IMI,11;​NE,86)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
3.Knows a range of subject matter, symbols, and potential ideas in the visual arts

Visual Arts

Standard 3.Knows a range of subject matter, symbols, and potential ideas in the visual arts

Visual Arts

Standard 3 : Knows a range of subject matter, symbols, and potential ideas in the visual arts

Reference code: AE,34

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level Pre-K (Grade Pre-K)
   1. Not appropriate for this level
Visual Arts 
 Standard 3.Knows a range of subject matter, symbols, and potential ideas in the visual arts
  
Topic
   Level Pre-K (Grade Pre-K)
  Benchmark 1.Not appropriate for this level
    


Citation Log: (none)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level II (Grade K-4)
   1. Selects prospective ideas (e.g., formulated thoughts, opinions, concepts) for works of art
Visual Arts 
 Standard 3.Knows a range of subject matter, symbols, and potential ideas in the visual arts
  
TopicArtistic communication and expression
   Level II (Grade K-4)
  Benchmark 1.Selects prospective ideas (e.g., formulated thoughts, opinions, concepts) for works of art
   Vocabulary terms
A.  selecting ideas for art
  Knowledge/skill statements
  1. Uses formulated thoughts to select ideas for art   
  2. Uses personal opinions to select ideas for art   
  3. Uses concepts to select ideas for art   


Citation Log: BP(AE,34;​CI,134;​IMI,22;​NE,80,81)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Knows how subject matter, symbols, and ideas are used to communicate meaning
Visual Arts 
 Standard 3.Knows a range of subject matter, symbols, and potential ideas in the visual arts
  
Topics1. Artistic communication and expression; 2. Purpose and meaning of art
   Level II (Grade K-4)
  Benchmark 2.Knows how subject matter, symbols, and ideas are used to communicate meaning
   Vocabulary terms
A.  communicating meaning with subject matter
B.  communication meaning with symbols
C.  communicating meaning with ideas
  Knowledge/skill statements
  1. Knows how subject matter is used to communicate meaning   
  2. Knows how symbols are used to communicate meaning   
  3. Knows how ideas are used to communicate meaning   


Citation Log: BD(AE,34;​IMI,22;​NE,80)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level III (Grade 5-8)
   1. Knows how visual, spatial, and temporal concepts integrate with content to communicate intended meaning in one’s artworks
Visual Arts 
 Standard 3.Knows a range of subject matter, symbols, and potential ideas in the visual arts
  
Topics1. Artistic communication and expression; 2. Purpose and meaning of art
   Level III (Grade 5-8)
  Benchmark 1.Knows how visual, spatial, and temporal concepts integrate with content to communicate intended meaning in one’s artworks
   Vocabulary terms
A.  visual concepts that communicate meaning
B.  spatial concepts that communicate meaning
C.  temporal concepts that communicate meaning
  Knowledge/skill statements
  1. Knows how visual concepts integrate with content to communicate intended meaning in one’s artworks   
  2. Knows how spatial concepts integrate with content to communicate intended meaning in one’s artworks   
  3. Knows how temporal concepts integrate with content to communicate intended meaning in one’s artworks   


Citation Log: BD(AE,50;​IMI,20,22;​NE,83)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Knows different subjects, themes, and symbols (through context, value, and aesthetics) which convey intended meaning in artworks
Visual Arts 
 Standard 3.Knows a range of subject matter, symbols, and potential ideas in the visual arts
  
Topics1. Artistic communication and expression; 2. Purpose and meaning of art
   Level III (Grade 5-8)
  Benchmark 2.Knows different subjects, themes, and symbols (through context, value, and aesthetics) which convey intended meaning in artworks
   Vocabulary terms
A.  subjects that convey meaning
B.  themes that convey meaning
C.  symbols that convey meaning
  Knowledge/skill statements
  1. Knows different subjects that convey intended meaning in artworks   
  2. Knows different themes that convey intended meaning in artworks   
  3. Knows different symbols that convey intended meaning in artworks   


Citation Log: BD(AE,50;​IAI,5;​NE,84)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level IV (Grade 9-12)
   1. Understands how visual, spatial, temporal, and functional values of artworks are tempered by culture and history
Visual Arts 
 Standard 3.Knows a range of subject matter, symbols, and potential ideas in the visual arts
  
TopicHistorical and cultural context of artistic works
   Level IV (Grade 9-12)
  Benchmark 1.Understands how visual, spatial, temporal, and functional values of artworks are tempered by culture and history
   Vocabulary terms
A.  effect of culture on visual values
B.  effect of history on visual values
C.  effect of culture on spatial values
D.  effect of history on spatial values
E.  effect of culture on temporal values
F.  effect of history on temporal values
G.  effect of culture on functional values
H.  effect of history on functional values
  Knowledge/skill statements
  1. Understands how the visual values of artwork are tempered by culture and history   
  2. Understands how the spatial values of artwork are tempered by culture and history   
  3. Understands how the temporal values of artwork are tempered by culture and history   
  4. Understands how the functional values of artwork are tempered by culture and history   


Citation Log: BD(AE,70;​CI,153;​IAI,5;​IMI,18)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Applies various subjects, symbols, and ideas in one's artworks
Visual Arts 
 Standard 3.Knows a range of subject matter, symbols, and potential ideas in the visual arts
  
Topics1. Artistic communication and expression; 2. Artistic skills and techniques
   Level IV (Grade 9-12)
  Benchmark 2.Applies various subjects, symbols, and ideas in one's artworks
   Vocabulary terms
A.  applying subjects in one’s art
B.  applying symbols in one’s art
C.  applying ideas in one’s art
  Knowledge/skill statements
  1. Applies a variety of subjects one’s artworks   
  2. Applies a variety of symbols in one’s artworks   
  3. Applies a variety of ideas in one’s artworks   


Citation Log: BP(AE,70)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
4.Understands the visual arts in relation to history and cultures

Visual Arts

Standard 4.Understands the visual arts in relation to history and cultures

Visual Arts

Standard 4 : Understands the visual arts in relation to history and cultures

Reference code: AE,34

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level Pre-K (Grade Pre-K)
   1. Know that art exists from a variety of places and periods of time
Visual Arts 
 Standard 4.Understands the visual arts in relation to history and cultures
  
TopicHistorical and cultural context of artistic works
   Level Pre-K (Grade Pre-K)
  Benchmark 1.Know that art exists from a variety of places and periods of time
   Vocabulary terms
A.  artwork
B.  art from different places
C.  art from different times
  Knowledge/skill statements
  1. Knows that art exists from different places   
  2. Knows that art exists from different times   


Citation Log: BD(CE,123;​ZI,80)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Knows that artwork is present in stories as illustrations
Visual Arts 
 Standard 4.Understands the visual arts in relation to history and cultures
  
TopicHistorical and cultural context of artistic works
   Level Pre-K (Grade Pre-K)
  Benchmark 2.Knows that artwork is present in stories as illustrations
   Vocabulary terms
A.  artwork
B.  illustration
C.  artwork in stories
  Knowledge/skill statements
  1. Knows that books often contain artwork   
  2. Knows that drawings in stories are art artwork   


Citation Log: BD(CE,124;​HE,98)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level II (Grade K-4)
   1. Knows that the visual arts have both a history and a specific relationship to various cultures
Visual Arts 
 Standard 4.Understands the visual arts in relation to history and cultures
  
TopicHistorical and cultural context of artistic works
   Level II (Grade K-4)
  Benchmark 1.Knows that the visual arts have both a history and a specific relationship to various cultures
   Vocabulary terms
A.  relationship between visual art and culture
B.  history of visual arts
  Knowledge/skill statements
  1. Knows that the visual arts are part of the history of various cultures   
  2. Knows that the visual arts have a specific relationship to various cultures   


Citation Log: BD(AE,34;​IAI,5;​IMI,18;​NE,80)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Identifies specific works of art as belonging to particular cultures, times, and places
Visual Arts 
 Standard 4.Understands the visual arts in relation to history and cultures
  
TopicHistorical and cultural context of artistic works
   Level II (Grade K-4)
  Benchmark 2.Identifies specific works of art as belonging to particular cultures, times, and places
   Vocabulary terms
A.  identifying culture of artwork
B.  identifying time frame of artwork
C.  identifying origin of artwork
  Knowledge/skill statements
  1. Identifies specific works of art as belonging to particular cultures   
  2. Identifies specific works of art as belonging to particular times   
  3. Identifies specific works of art as belonging to particular places   


Citation Log: BC(AE,34;​CE,129,132,135;​IAI,5;​IMI,18;​NE,81)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Knows how history, culture, and the visual arts can influence each other
Visual Arts 
 Standard 4.Understands the visual arts in relation to history and cultures
  
Topics1. Influence of culture/society on art; 2. Influence of art on culture/society
   Level II (Grade K-4)
  Benchmark 3.Knows how history, culture, and the visual arts can influence each other
   Vocabulary terms
A.  influence of history on visual art
B.  influence of culture on visual art
C.  influence of visual art on history
D.  influence of visual art on culture
  Knowledge/skill statements
  1. Knows how history can influence the visual arts    
  2. Knows how culture can influence the visual arts   
  3. Knows how visual arts can influence history and culture   


Citation Log: BD(AE,34;​IAI,5;​IMI,18;​NE,80)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level III (Grade 5-8)
   1. Understands similarities and differences among the characteristics of artworks from various eras and cultures (e.g., materials; visual, spatial, and temporal structures)
Visual Arts 
 Standard 4.Understands the visual arts in relation to history and cultures
  
TopicHistorical and cultural context of artistic works
   Level III (Grade 5-8)
  Benchmark 1.Understands similarities and differences among the characteristics of artworks from various eras and cultures (e.g., materials; visual, spatial, and temporal structures)
   Vocabulary terms
A.  comparing artwork from different eras
B.  comparing artwork from different cultures
  Knowledge/skill statements
  1. Understands similarities among artworks from various eras    
  2. Understands differences among artworks from various eras    
  3. Understands similarities among artworks from various cultures   
  4. Understands differences among artworks from various cultures   
  5. Knows that artworks from various eras may use similar or different materials   
  6. Knows that artworks from various cultures may use similar or different materials   
  7. Knows that artworks from various eras may be similar or different in their visual, spatial, and temporal structures   
  8. Knows that artworks from various cultures may be similar or different in their visual, spatial, and temporal structures   


Citation Log: BD(AE,50;​CI,147;​IAI,5;​IMI,18;​NE,84)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Understands the historical and cultural contexts of a variety of art objects
Visual Arts 
 Standard 4.Understands the visual arts in relation to history and cultures
  
TopicHistorical and cultural context of artistic works
   Level III (Grade 5-8)
  Benchmark 2.Understands the historical and cultural contexts of a variety of art objects
   Vocabulary terms
A.  historical context of art objects
B.  cultural context of art objects
  Knowledge/skill statements
  1. Understands the historical of a variety of art objects   
  2. Understands the cultural contexts of a variety of art objects   
  
McREL Activity(s)
   Reflections of Hunger and Poverty: the Works of Lange, Kollwitz, and Orozco


Citation Log: BD(AE,50;​IAI,5;​IMI,18;​NE,84,85)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Understands how factors of time and place (e.g., climate, resources, ideas, technology) influence visual, spatial, or temporal characteristics that give meaning or function to a work of art
Visual Arts 
 Standard 4.Understands the visual arts in relation to history and cultures
  
Topics1. Purpose and meaning of art; 2. Historical and cultural context of artistic works
   Level III (Grade 5-8)
  Benchmark 3.Understands how factors of time and place (e.g., climate, resources, ideas, technology) influence visual, spatial, or temporal characteristics that give meaning or function to a work of art
   Vocabulary terms
A.  influence of time on art
B.  influence of place on art
  Knowledge/skill statements
  1. Understands how factors of time and place can influence visual characteristics that give meaning or function to a work of art   
  2. Understands how factors of time and place can influence spatial characteristics that give meaning or function to a work of art   
  3. Understands how factors of time and place can influence temporal characteristics that give meaning or function to a work of art   
  4. Understands how the climate of a place can influence the visual, spatial, or temporal characteristics of a work of art   
  5. Understands how available resources can influence the visual, spatial, or temporal characteristics of a work of art   
  6. Understands how ideas can influence the visual, spatial, or temporal characteristics of a work of art   
  7. Understands how technology can influence the visual, spatial, or temporal characteristics of a work of art   


Citation Log: BD(AE,50;​CI,153;​IMI,18;​NE,82,85)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level IV (Grade 9-12)
   1. Knows a variety of historical and cultural contexts regarding characteristics and purposes of works of art
Visual Arts 
 Standard 4.Understands the visual arts in relation to history and cultures
  
Topics1. Historical and cultural context of artistic works; 2. Purpose and meaning of art
   Level IV (Grade 9-12)
  Benchmark 1.Knows a variety of historical and cultural contexts regarding characteristics and purposes of works of art
   Vocabulary terms
A.  historical context of artwork
B.  cultural context of artwork
  Knowledge/skill statements
  1. Knows a variety of historical contexts regarding characteristics of works of art   
  2. Knows a variety of historical contexts regarding purposes of works of art   
  3. Knows a variety of cultural contexts regarding characteristics of works of art   
  4. Knows a variety of cultural contexts regarding purposes of works of art   


Citation Log: BD(AE,71;​IAI,5;​IMI,18;​NE,87,88)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Knows the function and meaning of specific art objects within varied cultures, times, and places
Visual Arts 
 Standard 4.Understands the visual arts in relation to history and cultures
  
Topics1. Historical and cultural context of artistic works; 2. Purpose and meaning of art
   Level IV (Grade 9-12)
  Benchmark 2.Knows the function and meaning of specific art objects within varied cultures, times, and places
   Vocabulary terms
A.  function of specific art objects
B.  meaning of specific art objects
  Knowledge/skill statements
  1. Knows the function and meaning of specific art objects within varied cultures   
  2. Knows the function and meaning of specific art objects from varied times   
  3. Knows the function and meaning of specific art objects from varied places   


Citation Log: BD(AE,71;​CI,153;​IAI,5;​IMI,18;​NE,87)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Understands relationships among works of art in terms of history, aesthetics, and culture
Visual Arts 
 Standard 4.Understands the visual arts in relation to history and cultures
  
Topics1. Historical and cultural context of artistic works; 2. Form and aesthetics
   Level IV (Grade 9-12)
  Benchmark 3.Understands relationships among works of art in terms of history, aesthetics, and culture
   Vocabulary terms
A.  relationships among works of art
  Knowledge/skill statements
  1. Understands relationships among works of art in terms of history   
  2. Understands relationships among works of art in terms of aesthetics   
  3. Understands relationships among works of art in terms of culture   


Citation Log: BD(AE,71;​IAI,5;​IMI,18;​NE,88)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
5.Understands the characteristics and merits of one's own artwork and the artwork of others

Visual Arts

Standard 5.Understands the characteristics and merits of one's own artwork and the artwork of others

Visual Arts

Standard 5 : Understands the characteristics and merits of one's own artwork and the artwork of others

Reference code: AE,34

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level Pre-K (Grade Pre-K)
   1. Discusses and evaluates the intentions and meanings of his or her own artwork and the work of others
Visual Arts 
 Standard 5.Understands the characteristics and merits of one's own artwork and the artwork of others
  
Topics1. Purpose and meaning of art; 2. Evaluation and interpretation of art
   Level Pre-K (Grade Pre-K)
  Benchmark 1.Discusses and evaluates the intentions and meanings of his or her own artwork and the work of others
   Vocabulary terms
A.  artwork
B.  talking about art
C.  thinking about art
  Knowledge/skill statements
  1. Tells what they like about their artwork   
  2. Tells what they like about the artwork of others   
  3. Talks about the meaning of their artwork   
  4. Talks about the meaning of others’ artwork   


Citation Log: BP(CE,123;​FE,98;​HE,97-99;​HSE,19;​TE;​UE,120)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level II (Grade K-4)
   1. Knows various purposes for creating works of visual art
Visual Arts 
 Standard 5.Understands the characteristics and merits of one's own artwork and the artwork of others
  
TopicPurpose and meaning of art
   Level II (Grade K-4)
  Benchmark 1.Knows various purposes for creating works of visual art
   Vocabulary terms
A.  purpose of art
  Knowledge/skill statements
  1. Knows that art is created for a variety of reasons   
  2. Knows that art has a purpose   


Citation Log: BD(AE,34;​CE,129;​NE,81,82)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Knows how people’s experiences (e.g., cultural background, human needs) can influence the development of specific artworks
Visual Arts 
 Standard 5.Understands the characteristics and merits of one's own artwork and the artwork of others
  
TopicInfluence of culture/society on art
   Level II (Grade K-4)
  Benchmark 2.Knows how people’s experiences (e.g., cultural background, human needs) can influence the development of specific artworks
   Vocabulary terms
A.  influence of personal experience on art
  Knowledge/skill statements
  1. Knows that personal experience can influence art   
  2. Knows how cultural background can influence the development of specific artworks   
  3. Knows how human needs can influence the development of specific artworks   


Citation Log: BD(AE,34;​NE,81,82)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Understands that specific artworks can elicit different responses
Visual Arts 
 Standard 5.Understands the characteristics and merits of one's own artwork and the artwork of others
  
Topics1. Sensory characteristics and emotive response; 2. Evaluation and interpretation of art
   Level II (Grade K-4)
  Benchmark 3.Understands that specific artworks can elicit different responses
   Vocabulary terms
A.  responding to art
  Knowledge/skill statements
  1. Knows the people can respond differently to the same work of art   


Citation Log: BD(AE,34;​CE,132)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level III (Grade 5-8)
   1. Distinguishes among multiple purposes for creating works of art
Visual Arts 
 Standard 5.Understands the characteristics and merits of one's own artwork and the artwork of others
  
Topics1. Purpose and meaning of art; 2. Evaluation and interpretation of art
   Level III (Grade 5-8)
  Benchmark 1.Distinguishes among multiple purposes for creating works of art
   Vocabulary terms
A.  multiple purposes of art
  Knowledge/skill statements
  1. Knows that a work of art can have more than one purpose   
  2. Knows how to distinguish among multiple purposes of art   


Citation Log: BC(AE,51;​CE,141;​NE,84,85)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Understands possible contemporary and historic meanings in specific artworks
Visual Arts 
 Standard 5.Understands the characteristics and merits of one's own artwork and the artwork of others
  
Topics1. Evaluation and interpretation of art; 2. Historical and cultural context of artistic works
   Level III (Grade 5-8)
  Benchmark 2.Understands possible contemporary and historic meanings in specific artworks
   Vocabulary terms
A.  contemporary meaning of specific artwork
B.  historic meaning of specific artwork
  Knowledge/skill statements
  1. Understands possible contemporary meanings in specific artworks   
  2. Understands possible historic meanings in specific artworks   


Citation Log: BD(AE,51;​IAI,5;​IMI,18;​NE,84,85)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Understands how one’s own artworks, as well as artworks from various eras and cultures, may elicit a variety of responses
Visual Arts 
 Standard 5.Understands the characteristics and merits of one's own artwork and the artwork of others
  
Topics1. Sensory characteristics and emotive response; 2. Evaluation and interpretation of art; 3. Historical and cultural context of artistic works
   Level III (Grade 5-8)
  Benchmark 3.Understands how one’s own artworks, as well as artworks from various eras and cultures, may elicit a variety of responses
   Vocabulary terms
A.  response to one’s own artwork
B.  response to artwork of other eras
C.  response to artwork of other cultures
  Knowledge/skill statements
  1. Understands how one’s own artwork may elicit a variety of responses   
  2. Understands how artwork from various eras may elicit a variety of responses   
  3. Understands how artwork from various cultures may elicit a variety of responses   


Citation Log: BD(AE,51;​IMI,18;​NE,84,85)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level IV (Grade 9-12)
   1. Identifies intentions of those creating artworks
Visual Arts 
 Standard 5.Understands the characteristics and merits of one's own artwork and the artwork of others
  
TopicPurpose and meaning of art
   Level IV (Grade 9-12)
  Benchmark 1.Identifies intentions of those creating artworks
   Vocabulary terms
A.  artistic intention
  Knowledge/skill statements
  1. Understands the concept of artistic intention    


Citation Log: BC(AE,71;​CE,150;​NE,87,88)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Understands some of the implications of intention and purpose in particular works of art
Visual Arts 
 Standard 5.Understands the characteristics and merits of one's own artwork and the artwork of others
  
TopicPurpose and meaning of art
   Level IV (Grade 9-12)
  Benchmark 2.Understands some of the implications of intention and purpose in particular works of art
   Vocabulary terms
A.  implications of artistic intentions
B.  implications of artistic purpose
  Knowledge/skill statements
  1. Understands the implications of artistic intention in specific works of art    
  2. Understands the implications of artistic purpose in specific works of art   


Citation Log: BD(AE,71;​NE,87,88)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Knows how specific works are created and relate to historical and cultural contexts
Visual Arts 
 Standard 5.Understands the characteristics and merits of one's own artwork and the artwork of others
  
Topics1. Historical and cultural context of artistic works; 2. Artistic skills and techniques
   Level IV (Grade 9-12)
  Benchmark 3.Knows how specific works are created and relate to historical and cultural contexts
   Vocabulary terms
A.  historical context of artwork
B.  cultural context of artwork
  Knowledge/skill statements
  1. Knows how specific works of art are created   
  2. Knows how specific works of art relate to historical contexts   
  3. Knows how specific works of art relate to cultural contexts   


Citation Log: BD(AE,71;​CI,152;​IAI,5;​IMI,18;​NE,87)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Understands how various interpretations can be used to understand and evaluate works of visual art
Visual Arts 
 Standard 5.Understands the characteristics and merits of one's own artwork and the artwork of others
  
TopicEvaluation and interpretation of art
   Level IV (Grade 9-12)
  Benchmark 4.Understands how various interpretations can be used to understand and evaluate works of visual art
   Vocabulary terms
A.  understanding art through interpretations
B.  evaluating art through interpretations
  Knowledge/skill statements
  1. Understands how various interpretations can be used to understand works of visual art   
  2. Understands how various interpretations can be used to evaluate works of visual art   


Citation Log: BD(AE,71;​IAI,5;​NE,87,88)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
A   CNAEA: National Standards for Arts Education
C   California Visual/Performing Arts Framework
F   France: Pre-Elementary School Program
H   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
HS   Head Start: Child Outcomes Framework
IA   International Baccalaureate: Art/Design
IM   International Baccalaureate: Middle Years Arts
M   MENC: The School Music Program
N   NAEP: Arts Education Assessment Framework
T   TEA: Texas Prekindergarten Curriculum Guidelines
U   United Kingdom: The review of the desirable outcomes for children’s learning
Z   New Zealand Ministry of Education: Early Childhood Curriculum

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document