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 ArtsStandard 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
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| | Level Pre-K (Grade Pre-K) | | 1. | Experiments with a variety of color, textures, and shapes
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 |
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| | 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 | | | Topic | Artistic 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 |
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| | 3. | Uses a variety of basic art materials (e.g., paints, crayons, clay, pencils) to create works of art and express 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 |
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| | 4. | Knows the names of a basic of 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 |
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| | 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 | | | Topics | 1. 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 |
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| | 2. | Knows how different materials, techniques, and 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 |
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| | 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 | | | Topics | 1. 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 |
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| | 4. | Uses art materials and 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 |
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| | Level III (Grade 5-8) | | 1. | Understands what makes different art media, techniques, and processes effective (or 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 |
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| | 2. | Knows how the qualities and characteristics of art media, techniques, and 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 |
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| | 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 | | | Topics | 1. 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 |
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| | 2. | Understands how the communication of ideas relates to the media, techniques, and 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 |
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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 ArtsStandard 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
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| | 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 | | | | | | | Level Pre-K (Grade Pre-K) | | | | Benchmark 1. | Not appropriate for this level | | | |
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| 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 |
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| | 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)
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 |
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| | 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 | | | Topics | 1. 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 |
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| | 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 | | | Topics | 1. 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 |
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| | 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 | | | Topics | 1. 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 |
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| | 2. | Understands what makes various organizational structures effective (or 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 |
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| | 3. | Knows how the qualities of structures and functions of art are used to improve 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 |
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| | 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
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 |
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| | 2. | Understands the effectiveness of various artworks in terms of organizational structures and functions
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 |
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| | 3. | Knows how organizational principles and functions 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 |
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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 ArtsStandard 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
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| | 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 | | | | | | | Level Pre-K (Grade Pre-K) | | | | Benchmark 1. | Not appropriate for this level | | | |
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| 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 |
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| | Level II (Grade K-4) | | 1. | Selects prospective ideas (e.g., formulated thoughts, opinions, concepts) for works of 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 |
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| | 2. | Knows how subject matter, symbols, and 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 |
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| | Level III (Grade 5-8) | | 1. | Knows how visual, spatial, and 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 |
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| | 2. | Knows different subjects, themes, and symbols (through context, value, and aesthetics) which 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 |
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| | Level IV (Grade 9-12) | | 1. | Understands how visual, spatial, temporal, and functional values of artworks 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 |
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| | 2. | Applies various subjects, symbols, and 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 |
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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 ArtsStandard 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
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| | 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 | | | Topic | Historical 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 |
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| | 2. | Knows that artwork is present in stories as illustrations
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 |
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| | Level II (Grade K-4) | | 1. | Knows that the visual arts have both a history and 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 |
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| | 2. | Identifies specific works of art as belonging to particular cultures, times, and 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 |
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| | 3. | Knows how history, culture, and the visual arts can influence each other
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 |
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| | 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)
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 |
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| | 2. | Understands the historical and cultural contexts of a variety of art objects
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 |
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| | 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 | | | Topics | 1. 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 |
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| | Level IV (Grade 9-12) | | 1. | Knows a variety of historical and cultural contexts regarding characteristics and 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 |
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| | 2. | Knows the function and meaning of specific art objects within varied cultures, times, and 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 |
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| | 3. | Understands relationships among works of art in terms of history, aesthetics, and 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 |
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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 ArtsStandard 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
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| | 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
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 |
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| | Level II (Grade K-4) | | 1. | Knows various purposes for creating works of visual art
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 |
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| | 2. | Knows how people’s experiences (e.g., cultural background, 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 |
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| | 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 | | | Topics | 1. 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 |
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| | Level III (Grade 5-8) | | 1. | Distinguishes among multiple purposes for creating works 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 |
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| | 2. | Understands possible contemporary and 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 |
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| | 3. | Understands how one’s own artworks, as well as artworks from various eras and 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 |
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| | 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 | | | Topic | Purpose 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
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| 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 |
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| | 2. | Understands some of the implications of intention and purpose in particular 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 |
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| | 3. | Knows how specific works are created and relate to historical and 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 |
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| | 4. | Understands how various interpretations can be used to understand and 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 |
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