Essential Academic Learning Requirements (EALRS) in the Arts
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1 1. The student understands and applies arts knowledge and skills Understands arts concepts and vocabulary: Elements: line shape/form texture color space value Understands and types of lines (e.g., straight, curved) Uses line to create shapes Recognizes, names, and creates geometric shapes actual textures (e.g., rough/smooth) Names primary and secondary colors line direction (e.g., horizontal, vertical) uses geometric and organic shapes actual shapes and textures mixes secondary colors from primary colors different line qualities (e.g., thick/thin) Combines geometric and organic shapes to create freeform shapes uses warm/cool colors Creates space in an artwork using the spatial devices of overlap and relative size Uses line to create details Recognizes the relationship between 2D shape and 3D form (e.g., circle/ sphere) mixes intermediate colors (e.g., to create analogous color schemes) makes light, dark, and middle values uses the spatial concepts of positive/negative space Uses texture in two and three dimensional work uses line to create texture makes color values: tints/ shades monochromatic colors Defines space using horizon/ ground line, foreground, middle ground, and background uses geometric forms (e.g., sphere, cone, cube) uses complementary colors Identifies and uses visual art, dance, theatre, and music vocabulary and concepts Understands and the use of line through direction, type, and quality Understands and demo nstrates the relationship of 2D shapes to 3D forms Uses a color wheel to demonstrate color relationships Recognizes and actual and simulated texture Recognizes and uses spatial devices and concepts to create depth Recognizes and a range of values Office of Superintendent of Public Instruction Page 1 of 9 November 2001
2 1. The student understands and applies arts knowledge and skills Understands arts concepts and vocabulary: Principles of Organization balance emphasis/ dominance proportion movement/ rhythm repetition/ pattern variety harmony unity 1.2 Develops arts skills 1.3 Understands and applies arts styles from various artists, cultures, and times Uses repetition of one element to create pattern Uses art tools and materials safely and appropriately Describes a specific artwork Uses repetition of several elements to create patterns Uses art tools and materials safely and appropriately Describes the differences between two artworks uses emphasis/ dominance Varies pressure, placement, and direction of tools with control Uses one type of tool, e.g., brushes, to create different visual qualities artworks have differing styles sues movement within an artwork Blends art media for different visual purposes proper care of tools and materials Uses line to create details Describes the differences in style between two artworks symmetrical (formal), asymmetrical (informal), and radial balance in two and three dimensions Uses subtractive and additive es Controls tools and es to produce detailed imagery in a variety of media Describes the attributes of artworks used by specific artists or Office of Superintendent of Public Instruction Page 2 of 9 November 2001 Identifies and uses visual art, dance, theatre, and music vocabulary and concepts applies principles of balance, repetition, emphasis, and movement in an artwork Identifies and uses basic art skills and techniques Uses a variety of techniques in observational drawing Uses different 2d and 3d art mediums to create textural effects Combines media for visual and expressive purposes specific attributes of artworks of
3 1. The student understands and applies arts knowledge and skills. cultures various artists, cultures, and times using arts vocabulary 1.4 Applies audience skills in a variety of arts settings and s self control how to focus attention active listening/ viewing skills audience response skills respect for the artist audience conventions in a variety of arts settings and s Office of Superintendent of Public Instruction Page 3 of 9 November 2001
4 2. The student thinking skills using artistic es. 2.1 Applies a creative in the arts: Conceptualizes the context or purpose Gathers information from diverse sources Develops ideas Organizes arts elements, forms, and/or principles into a creative work Reflects for the purpose of elaboration and self evaluation Refines work based on feedback Presents work to others arts creative creative creative creative creative Develops work using a creative with instructor direction creative Office of Superintendent of Public Instruction Page 4 of 9 November 2001
5 2. The student thinking skills using artistic es. 2.2 Applies a in the arts: audience and purpose Selects artistic work (repertoire) to perform Analyzes the structure and background of work Interprets by developing a personal approach to the work Rehearses, adjusts, and refines through evaluation and problem solving Presents work for others Reflects and evaluates arts Develops work using a with instructor direction Office of Superintendent of Public Instruction Page 5 of 9 November 2001
6 2. The student thinking skills using artistic es. 2.3 Applies a to an arts presentation: Engages actively and purposefully Describes what is seen and/or heard Analyzes how the elements are arranged and organized Interprets based on descriptive properties Evaluates using supportive evidence and criteria arts Develops work using a with instructor direction Office of Superintendent of Public Instruction Page 6 of 9 November 2001
7 3. The student communicates. 3.1 Uses the arts to express and present ideas and feelings 3.2 Uses the arts to 3.3 Develops personal aesthetic criteria to communicate artistic choices feelings can be expressed (e.g., commemorate) Uses personal favorites in artwork how feelings are expressed (e.g., entertain) personal aesthetic choices ideas and feelings can be expressed (e.g., tell a story) aesthetic choices of others how ideas are expressed (e.g., inform, motivate) aesthetic choices are influenced by environment and experience how ideas and feelings are expressed (e.g., share traditions, ceremonies) aesthetic choices are influenced by culture Expresses ideas and feelings Creates and/or performs an artwork to given purpose with instructor direction Explains how personal aesthetic criteria is reflected in artwork Office of Superintendent of Public Instruction Page 7 of 9 November 2001
8 4. The student makes connections within and across the arts, to other disciplines, life, cultures, and work. 4.1 Demonstrates and analyzes the connections among the arts disciplines 4.2 Demonstrates and analyzes the connections between the arts and other 4.3 Understands how the arts impact lifelong choices 4.4 Understands that the arts shape and reflect culture and history 4.5 Demonstrates knowledge of arts careers and the role of arts skills in the world of work Recognizes arts concepts in multiple art disciplines (i.e., pattern) arts concepts occur in other examples of arts in the classroom/ school Describes a specific artwork in the classroom/ school Follows directions when prompted on assigned tasks common concepts rts disciplines (i.e., rhythm) concepts and vocabulary common to the arts and other how the arts impact home/ family choices Describes a specific artwork from home/family Practices safety habits using tools and materials appropriately how an idea can be presented through various arts disciplines concepts common to the arts and other content areas examples of arts in the community Describes specific artwork in the community Maintains focus and perseverance common compositional elements through arts disciplines (i.e., beginningmiddle-end, thematic developments, ABA, motif) arts knowledge and skills to reinforce learnings in other how the arts impact choice of activities outside of school artworks reflect culture career roles in the arts Meets goals and deadlines to complete work skills and es common among arts disciplines (i.e., creating, practicing, performing, exhibiting, collaborating) steps of es common to the arts and other (i.e., creative writing and scientific es) analyzes how the arts impact consumer choices general attributes of artworks from a specific culture Practices/ rehearses to refine arts skills Describes skills, and vocabulary common among arts disciplines skills, and vocabulary common to the arts and other Analyzes how the arts impact personal and community choices specific attributes of artworks that reflect culture Describes career roles in the arts arts skills used in the world of work Office of Superintendent of Public Instruction Page 8 of 9 November 2001
9 Office of Superintendent of Public Instruction Page 9 of 9 November 2001
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