Grade 8 Fine Arts Maryland Standards

Connecting

Responding

Presenting

Creating

Generate and conceptualize artistic ideas and work.

Demonstrate flexibility by improvising phrases of varying length from given criteria.

Think critically to create phrases from student-identified criteria.

Improvise using the information from a given phrase to create contrasting sections.

Demonstrate flexibility in solving movement problems by working independently and collaboratively to find different solutions.

Demonstrate the ability to use improvisation, perceptual skills, and a variety of stimuli to create and perform dance.

Use movement vocabulary and dance terminology to create and articulate work with artistic intent.

Synthesize and relate knowledge and personal experiences to make art.

Analyze how personal perspectives and experiences influence how one interprets the choreographer's theme, central idea, or meaning.

Work independently to identify different aspects of personal interests and identity and use the information to create a dance that expresses the self.

Examine literature, scientific texts, artistic works, current events, etc., and communicate that information through a dance created collaboratively with others.

Identify and communicate reasons to create dance outside of school.

Connect the concepts of a variety of dances with personal perspectives.

Create and document a dance study exploring contrasting ideas based on research.

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

Think critically to compare and contrast specific ideas and perspectives in a variety of styles of dance.

Apply technology effectively to create a time line that connects social, cultural, and historical context to the artistic development of dance.

Analyze how various media have affected the development of dance.

Analyze how response to dance is influenced by understanding the time and place in which it was created, the available resources, and cultural uses.

Compare and contrast the contexts of dances from a variety of cultures, societies, and histories.

Explain how dance reflects and influences history and society.

Describe the relationships of dance to music, theatre, visual arts, media arts, and other disciplines.

Organize and develop artistic ideas and work.

Create, manipulate, and perform movement phrases using information from the elements of dance. (BEST)

Produce a floor plan for an original independent or collaborative composition and perform the composition following the floor plan.

Work independently to decide on a personal set of artistic criteria. Create a phrase utilizing the criteria, and communicate choices clearly.

Use fundamentals of composition to create dance in a variety of forms, and explain reasons for movement choices and organization.

Determine and apply artistic criteria to create dance and evaluate its artistic effectiveness.

Refine and complete artistic work.

Revise created work and support decisions with clear communication.

Create dance work and journal or notate the process, managing goals and time.

Create a system for documentation of independent dance work.

Revise independent or collaborative work using feedback, thereby showing flexibility.

Revise created work based on artistic intent, feedback from self and others, and articulate reasons for revisions.

Use a recognized system to document dance (e.g. writing, notation, oral, media).

Analyze, interpret, and select artistic work for presentation.

Be a self- directed learner and work independently to improve dance technique and expand movement vocabulary using the BEST principles.

Work independently to increase range of performance energies using different styles and genres.

Demonstrate flexibility in ability to change directions and levels within a phrase or dance.

Work collaboratively with others to perform a dance that includes a variety of spatial patterns and relationships.

Work collaboratively with others to perform a variety of rhythms, speeds, and phrasing.

Increase movement vocabulary and using BEST and compare and contrast with a variety of genres and styles.

Develop and refine artistic work for presentation.

Memorize and perform technically and artistically accurate dance phrases or dance works.

Recognize the relationship of healthful practices, alignment and technical accuracy to injury prevention.

Analyze how personal dance practices contribute to safe movement and injury prevention.

Be a self-directed learner and develop strategies for attaining greater clarity of performance.

Embody technical dance skills to replicate, recall, and execute dance choreography.

Apply basic anatomical knowledge, spatial awareness and nutritional knowledge to promote safe and healthful strategies when warming up and dancing.

Collaborate with peers to determine and document strategies for enhancing performance accuracy.

Display knowledge and execution of performance competencies in dance.

Convey meaning through the presentation of artistic work.

Perform dances for audiences with the intent of communicating meaning clearly through articulate technique and projection.

Be a self-directed learner by assuming personal responsibility for rehearsal and performance (costumes, make-up, hair, personal warm-up).

Manage goals and time as an effective participant and/or leader for class, rehearsal, and performance.

Demonstrate consistent application of performance competencies, such as awareness of space, physical discipline, and concentration in rehearsals and dance performances.

Interact with an audience in a formal and informal reflection activity.

Dance for a variety of audiences in a variety of venues demonstrating performance etiquette, techniques, and practices during class, rehearsal, and performance.

Work collaboratively on the design of production elements that support the artistic intent and meaning of a dance.

Perceive and analyze artistic work.

Make judgments about how patterns in a dance help to communicate artistic intent.

Use information from dance terminology and movement descriptors to discuss possible meanings of a dance.

Apply technology effectively by creating a compare and contrast instrument for describing characteristics of various styles of dance.

Using information from BEST principles, compare and contrast how elements of dance are used within a dance.

Work collaboratively with others to re-create patterns and movements observed in a dance.

Describe and demonstrate patterns of movement and their connection to context and choreographic intent.

Describe movement characteristics of multiple genres, cultures, and styles as they relate to choreographic intent.

Interpret intent and meaning in artistic work.

Using information from dance and non-dance vocabulary, describe how the elements of dance are used in an observed dance.

Make judgments and decisions regarding the possible meanings of an observed dance, justify by relating these meanings to specific moments in the dance.

Analyze choreographic intent in a variety of contrasting dances.

Using information from BEST principles, explain how they influence artistic expression in and interpretation of a dance.

Using dance terminology, explain how artistic intent is achieved through the use of the elements of dance, technique, and intent.

Apply criteria to evaluate artistic work.

Evaluate the relationship of costume, make-up, sets, lighting, music, etc. to the meaning of a dance.

Collaborate to create criteria for evaluating a dance, and apply those criteria to an observed dance.

Select and use aesthetic criteria to evaluate personal performances, improvised and choreographed, and the performance of others.

Articulate rationales to explain conceptualizations, aesthetic decisions, and effectiveness of personal performances, improvisations, and choreography.

Engage appropriately as an audience participant in formal and informal settings.

Create, analyze, and apply criteria for making aesthetic judgments in dance.

Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.

Expectations

Make judgments and decisions on which resources (personal, cultural, and/or external) will be used to create media products.

Communicate clearly how decisions change elements of media (meanings, situations, and cultural context).

Indicators

Evaluate and use personal, cultural, and/or external resources to create media artworks.

Explain and show how media artworks form new meanings, situations, and cultural experiences.

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Expectations

Research and synthesize how media relates to everyday life.

Apply technology safely and effectively considering media literacy.

Analyze how response to media arts is influenced by understanding the time and place in which it was created, the available resources, and cultural uses.

Indicators

Research and show how media artworks and ideas relate to everyday life.

Analyze and interact appropriately with media arts tools and environments.

Describe the relationships of media arts to theatre, dance, music, the visual arts, and other disciplines.

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Expectations

Work independently to create a visual representation of formulated ideas.

Act on creative ideas to generate artistic goals.

Predict potential obstacles and generate possible solutions.

Indicators

Formulate variations of ideas, goals, and solutions for media artworks by practicing focused creative processes.

Anchor Standard 2: Organize and develop artistic ideas and work.

Expectations

Refine brainstormed ideas into a production plan.

Indicators

Organize, design, propose, and evaluate artistic ideas, models, prototypes, and production processes for media arts productions.

Anchor Standard 3: Refine and complete artistic work.

Expectations

Improve production plan to include decisions about content and production processes.

Make judgments and decisions to refine the media production plan to set a purpose and act on creative ideas.

Indicators

Experiment with multiple approaches to produce content and components for determined purpose and meaning in media arts productions.

Evaluate, improve, and refine media artworks by intentionally emphasizing particular expressive elements to reflect an understanding of purpose, audience, or place.

Anchor Standard 4: Analyze, interpret, and select artistic work for presentation.

Expectations

Curate and analyze multiple types of media (video, sound, still pictures) with academic content to produce one media product that has a consistent theme.

Indicators

Integrate multiple contents and forms into unified media arts productions that convey consistent themes or ideas.

Anchor Standard 5: Develop and refine artistic work for presentation.

Expectations

Be self-directed learners to define artistic/technical skill sets and roles for media production plan.

Develop and act on a variety of creative skills to produce new media.

Apply and adapt use of tools and techniques to construct media content.

Indicators

Develop, design and exhibit a variety of artistic, design, technical, and soft skills through performing various assigned roles in producing media artworks.

Develop, demonstrate, and exhibit a variety of creative and adaptive innovation abilities.

Demonstrate adaptability in using tools and techniques to construct media artworks.

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Expectations

Manage the presentation and potential distribution of the media product(s).

Analyze and critique presentation. Develop a list of potential improvements for future presentations.

Indicators

Analyze and design various presentation formats for the tasks and processes of the presentation and/or distribution of media artworks.

Analyze results of and improvements for presenting media artworks.

Anchor Standard 7: Perceive and analyze artistic work.

Expectations

Analyze the messages and audience experiences presented through a variety of media components.

Indicators

Describe, compare, and analyze message and meaning that are created by components in media artworks.

Describe, compare, and analyze how various forms, methods, and styles in media artworks manage audience experience.

Anchor Standard 8: Interpret intent and meaning in artistic work.

Expectations

Analyze media from the media arts industry to discuss intent and meaning.

Analyze their media product(s) to discuss intent and meaning.

Indicators

Analyze the intent and meaning of a variety of media artworks.

Anchor Standard 9: Apply criteria to evaluate artistic work.

Expectations

Collaborate with others to create criteria to evaluate media products.

Indicators

Develop and apply criteria to evaluate various media artworks.

Connecting

Synthesize and relate knowledge and personal experiences to make art.

Expectations

Identify and describe personal and cultural influences as well as creative preferences in creating, performing, and responding to music.

Use musical skills learned in class as part of music making both inside and outside the classroom and school, including afterschool programs, community musicmaking, and extracurricular opportunities.

Indicators

Describe how interests, experiences, knowledge, and skills relate to personal choices and musical intentions when creating, performing, and responding to music.

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

Expectations

With increasing independence, connections between music and other personal, societal, cultural, and historical ways of communication through creating, performing, or responding to music.

With increasing independence, connect music to other people’s personal life experiences, when creating, performing, or responding to music.

With increasing independence, make connections between music and other common core subjects, including the arts, through creating, performing, or responding to music.

Analyze and document how music is influenced by understanding the time and place in which it was created, the available resources, and cultural uses.

Indicators

Describe and justify how music is a form of personal, societal, cultural, and historical communication and expression.

Describe and explain factors that impact the roles of music in the lives of people.

Describe the relationships of music to dance, theatre, visual arts, media arts, and other disciplines.

Creating

Generate and conceptualize artistic ideas and work.

Expectations

Working both independently and in collaboration with others, create musical works that clearly communicate personal, cultural, or historical experience, using appropriate technology as available.

Create music with advancing melodic, rhythmic, dynamic, and formal elements, including simple harmony, in response to artistic stimuli, using appropriate technology as available.

Indicators

Conceptualize and generate musical works, within a variety of forms, for given contexts and artistic purposes, using appropriate technology as available.

Organize and develop artistic ideas and work.

Expectations

Apply tools, which may include standard notation, iconic notation, or recording technology, to notate or record personal musical ideas. Craft a composer’s statement that clearly summarizes and supports creative and conceptual choices.

Indicators

Use a variety of media and methods, including available technology, to select, present, explain, and document musical ideas with connections to context and artistic purpose.

Refine and complete artistic work.

Expectations

Think critically to evaluate and refine personal musical ideas in response to feedback and document revisions.

Incorporate refinements to personal musical ideas through analysis and implementation of feedback.

Present a performance-ready version and clearly support judgments and decisions made during the creative process, including refinement, using appropriate technology as available.

Indicators

Apply given and self-selected criteria (including elements of context and intent) to evaluate and summarize refinements to personal musical ideas.

Support rationale for refinements to personal musical ideas based on feedback from multiple sources.

Present a performance-ready version of personal musical ideas demonstrating a developing level of craft and artistic purpose.

Presenting

Analyze, interpret, and select artistic work for presentation.

Expectations

With limited guidance, select a piece of music to read, analyze, and perform with attention to context and artistic purpose. Justify and support performance decisions.

Explain and compare the use of musical contexts in describing choices of music selected for performance.

Support and justify the use of artistic qualities when interpreting music for performance.

Read from iconic notation, standard notation, or alternative notation systems in preparation for performance, considering appropriate context.

Indicators

Apply criteria to determine the selection of music for performance based on purpose, context, technical skill, and artistic qualities.

Describe and analyze how context (historical, cultural, social, and personal) informs performance.

Describe and explain how intent is communicated through interpretation, including expressive aspects and musical elements.

Read and perform from iconic and/or standard notation, considering appropriate context for different notation systems.

Develop and refine artistic work for presentation.

Expectations

With limited teacher guidance, identify and apply collaboratively developed criteria to explore multiple ideas during the rehearsal process, in order to improve performance quality, technical accuracy and artistic purpose.

Apply feedback to improve and refine music in rehearsal.

As self-directed learners and with teacher assistance, manage goals and time with flexibility, to address newly identified challenges, in order to improve quality of musical experience for performers and listeners.

Indicators

Identify and apply appropriate feedback to determine rehearsal practices, areas of refinement, and readiness of performance.

Convey meaning through the presentation of artistic work.

Expectations

Perform a varied repertoire of music with artistic purpose, demonstrating technical proficiency.

Interact effectively with the audience and other performers to convey the artistic purpose of the piece as well as intended interpretation. Reflect with the listeners in discussion or other activity appropriate to the context.

Determine readiness of a varied repertoire of music for public performance, based on experience of time, place, and culture from which the music is chosen.

Indicators

Communicate purpose through music performance, paying attention to accuracy, interpretation, and composer’s intent.

Demonstrate performance decorum appropriate to the context.

Responding

Perceive and analyze artistic work.

Expectations

Compare the use of musical elements and contexts when selecting a variety of music for listening or performing. Justify the choices with evidence based on the comparison.

With increasing independence, communicate the importance of structure, musical elements, and context when listening to music.

Indicators

Select musical programs for listening, and demonstrate connections to interests, experiences, and purposes.

Demonstrate, describe, and compare the structure, use of musical elements, and context (social, cultural, and historical) in a variety of musical pieces.

Interpret intent and meaning in artistic work.

Expectations

When listening to music, describe how the performers’ personal interpretation and musical choices convey creative intent.

Indicators

Describe and support personal interpretations of music and analyze how use of musical elements, attention to context, and artistic qualities convey intent.

Apply criteria to evaluate artistic work.

Expectations

Choose pieces of music or musical performances from both familiar and unfamiliar styles, and evaluate the quality according to given criteria. Clearly communicate and support a point of view using appropriate musical vocabulary, citing evidence based on the given criteria.

Engage appropriately as an active listener in formal and informal settings, paying attention to audience etiquette appropriate to the genre of music.

Compare and contrast musical elements from two or more selections of music.

Indicators

Describe and support personal evaluation of musical works or performances based on existing or developed criteria, using appropriate musical vocabulary.

Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.

Expectations

Research a community issue and collaborate with others to devise a theatrical work.

While working with a diverse group, be flexible and adapt artistic choices to clearly communicate theme in a theatrical work.

Lead others and interact with the audience in a formal or informal response activity.

Create a self-reflective review.

Indicators

Investigate a community issue through multiple perspectives in a theatrical work.

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Expectations

Research and evaluate various productions based on the same story and/or theme.

Use discipline-specific literacy to clearly communicate personal aesthetics.

Apply innovative storytelling techniques to explore and expand cultural and historical themes in a theatrical work.

Collaboratively craft an innovative traditional/nontraditional theatrical work.

Analyze how response to art is influenced by understanding the time and place in which it was created, the artist’s available resources, and cultural norms.

Indicators

Research various productions of the same story/play to determine differences and similarities in staging and interpretation.

Use historical source material to craft a theatrical work.

Describe the relationships of theatre to dance, music, visual arts, media arts, and other disciplines.

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Expectations

Effectively reason and collaboratively make decisions on artistic choices during the rehearsal of an original theatrical work.

Collaborate with others to explore and analyze how design choices reveal story, character and theme.

Work independently to develop a character for an original theatrical work.

Think creatively and be flexible in rehearsing and producing an original theatrical work.

Indicators

Investigate how different choices in plot and character help develop theme in an original theatrical work.

Explore how different design and artistic choices enhance story, character, and theme in an original theatrical work.

Develop an improvised character using given circumstances, inner thoughts, objectives and interactions with another character.

Anchor Standard 2: Organize and develop artistic ideas and work.

Expectations

Research and employ playwriting techniques and evaluate artistic choices in a devised/adapted theatrical production.

Research information about the world of the play and work creatively with others to enhance artistic choices during the rehearsal process of a devised/adapted theatrical production.

Manage a design project by sharing leadership and working effectively with others to think critically about design choices and solutions.

Be responsible to others and work effectively in a diverse team to enhance a devised/adapted theatrical production.

Use available technology to enhance artistic choices in a devised/adapted theatrical production.

Indicators

Explore, and justify original artistic choices in a theatrical work based on critical analyses, and background knowledge, based in an historical and cultural context.

Share leadership and execute responsibilities of a design team, and collaborate to incorporate various ideas in a theatrical work.

Anchor Standard 3: Refine and complete artistic work.

Expectations

Apply performance criteria to evaluate artistic choices in a theatrical production.

Manage time and rehearse effectively and efficiently.

Make decisions on technical artistic choices and implement innovated ideas to refine them.

Use available technology to refine technical designs.

Produce a devised/adapted theatrical production for an audience.

Indicators

Throughout the rehearsal process, analyze and refine artistic choices to better clarify story and theme.

Explore various staging ideas throughout the rehearsal process of a devised /adapted theatrical work for performance.

Implement and refine a planned technical design using available technology during the rehearsal process for devised/adapted theatrical work for performance.

Anchor Standard 4: Analyze, interpret, and select artistic work for presentation.

Expectations

Apply provided criteria to make decisions on a script’s selection for performance.

Work creatively with others to decide on and implement original creative artistic choices for a scripted theatrical production

Effectively justify and implement specific acting, vocal, and movement choices to create a convincing character.

Indicators

Develop and apply various artistic choices to enhance dramatic moments and thematic elements in a theatre work.

Apply various acting techniques to expand the connection between the actor and a character’s objective, motivations, and stakes.

Anchor Standard 5: Develop and refine artistic work for presentation.

Expectations

In rehearsal, use acting exercises to creatively enhance a performance for a formal or informal scripted theatrical work.

Solve problems by utilizing and applying theatrical resources for a formal scripted theatrical work.

Apply technology and implement innovative solutions to enhance a scripted theatrical production.

Lead, develop and effectively participate in warm-ups and proper rehearsal protocols.

Indicators

Participate in a variety of acting exercises, and transfer techniques to a rehearsal and performance of a scripted theatrical work.

Explore a variety of technical techniques to create a design for a formal or informal, scripted theatrical production.

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Expectations

Collaborate while managing goals and time to craft a theatrical production.

Produce a play for an audience.

Interact with the audience in a formal reflection activity.

Present a self-reflection on a theatrical work and one’s own contribution to the performance.

Indicators

Present a rehearsed, theme-based, and scripted theatrical work for an audience and engage in shared reflections.

Anchor Standard 7: Perceive and analyze artistic work.

Expectations

Effectively justify and articulate the artistic choices in various theatrical works.

Use given criteria to evaluate the effectiveness of artistic choices in various theatrical works.

Indicators

Identify and analyze the effect of artistic choices by applying given criteria to a theatrical experience.

Anchor Standard 8: Interpret intent and meaning in artistic work.

Expectations

Communicate clearly with others how personal artistic choices are informed by personal aesthetics.

Research information on various artists’ lives and personal aesthetics and communicate effectively how they informed their artistic choices.

While working in a diverse group, effectively communicate and integrate various personal aesthetics to enhance a theatrical work.

Engage appropriately as an audience participant in formal/informal settings.

Indicators

Explore how the use of personal aesthetics and artistic point of view inform artistic choices.

Explore various styles of storytelling in theatrical works and identify artistic choices in playwriting and production.

Identify personal aesthetics through participation in a theatrical work.

Anchor Standard 9: Apply criteria to evaluate artistic work.

Expectations

Apply standard analysis criteria to a theatrical production.

Analyze a production’s theme and communicate clearly how artistic choices help reveal it.

Evaluate an effect a theatrical event has on an audience.

Indicators

Respond to theatrical work using specific evidence and artistic criteria.

Describe how aesthetic choices in production elements help reveal theme in a theatrical work.

Identify how the intended purpose of a theatrical work appeals to a specific audience.

Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.

Expectations

Create a visual documentation–individually or collaboratively–of people making art as a community to reinforce positive aspects of group identity.

Identify and communicate reasons to create art outside of school.

Indicators

Work creatively with others to connect personal experiences and knowledge to visually represent what people see, know, feel and imagine.

Anchor Standard 11: Relate - Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Expectations

Analyze how responses to art are influenced by understanding the time and place in which it was created, the available resources and cultural uses.

Analyze how responses to art are influenced by understanding the time and place in which it was created, the available resources and cultural uses.

Indicators

Make judgments and decisions to determine ways in which works of art express ideas about self, other people, places and events.

Anchor Standard 1: Investigate, Plan, Make - Generate and conceptualize artistic ideas and work.

Expectations

Synthesize concepts to formulate ideas and criteria to guide the artistic process.

Determine the stages of the creative process in traditional or new media.

Work effectively with diverse teams to investigate an aspect of present day life using a contemporary practice of art or design.

Indicators

Access, evaluate, use and manage information throughout the context of art history and design.

Create collaborative meaningful compositions.

Anchor Standard 2: Investigate - Organize and develop artistic ideas and work.

Expectations

Demonstrate persistence and intellectual risk taking through experimentation and innovation in order to develop a variety of skills and approaches to creating art.

Explain the environmental, social, and ethical implications of using various tools, materials, equipment, and images to create works of art and design.

Apply visual organizational strategies to create works of art and design that clearly communicate main/central idea.

Indicators

Evaluate objects, places and design to influence artistic utilization when creating.

Demonstrate how media, processes and techniques communicate clearly ideas and personal meaning.

Anchor Standard 3: Reflect, Refine, Continue - Refine and complete artistic work.

Expectations

Determine whether personal artwork meets established criteria and communicates intended meaning.

Reflect and summarize important information about personal artwork in an artist statement or another format.

Indicators

Think creatively and collaboratively to form a set of criteria, using reflection and critique to describe, analyze, and interpret the artwork of self and others.

Anchor Standard 4: Select - Analyze, interpret, and select artistic work for presentation.

Expectations

Compare and contrast how technologies have changed the way artwork is preserved, presented, and experienced.

Define the roles and responsibilities of a curator by explaining the skills and knowledge needed in preserving, maintaining and presenting objects, artifacts, and art.

Indicators

Access, evaluate and manage information to identify and compare reasons why people create and utilize art.

Study the common themes, culture, and content of artworks.

Analyze media/technology that is used by curators to care for artworks and presentation.

Anchor Standard 5: Analyze - Develop and refine artistic work for presentation.

Expectations

Collaboratively prepare and present theme-based artwork that creates a narrative for the viewer.

Indicators

Make judgments and decisions effectively when implementing evolving technologies to develop and refine artwork based on criteria for presentation or preservation.

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Expectations

Justify how museums and other venues reflect the history, values, and beliefs of a community.

Examine why and how an exhibition or collection can be interpreted differently in varying venues.

Indicators

Analyze media to compare processes used to interpret and express ideas in the visual arts and other disciplines.

Anchor Standard 7: Perceive - Perceive and analyze artistic work.

Expectations

Explain how a person’s artistic choices are influenced by culture, values, and the environment.

Describe ways an image can influence an audience.

Indicators

Be self-directed learners to identify, describe, interpret and produce visual representations of the physical qualities of observed form.

Reason effectively to Interpret and communicate the meaning of the impact of visual art.

Reason effectively to analyze the application of the elements of art and principles of design in artistic exemplars and personal artworks.

Anchor Standard 8. Interpret - Interpret intent and meaning in artistic work.

Expectations

Collaboratively interpret and construct meaning by describing the feelings experienced, subject matter, formal characteristics, and art-making approaches, key concepts, and contextual information.

Demonstrate knowledge of content-specific literacy through art criticism.

Indicators

Analyze media, develop and apply criteria to personally created works as well as the artwork of others.

Describe and apply criteria to evaluate self-generated works of art and others.

Construct and implement varied sets of criteria for making effective aesthetic judgments.

Anchor Standard 9: Analyze - Apply criteria to evaluate artistic work.

Expectations

Contrast and support the differences between an evaluation of an artwork based on personal criteria and content-specific literacy.

Create a convincing and logical argument to support an evaluation of art using a set of established criteria.

Engage appropriately as audience participants in formal and informal settings.

Indicators

Make judgments and decisions to respond to a work of art based on various criteria.

Use the elements of art and principles of design to identify and compare ways in which selected artworks represent what viewers see, know, feel and imagine.