publishing art

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PUBLISHING ARTS CURRICULUM:

KEANSBURG HIGH SCHOOL ART DEPARTMENT

Arts Education in the 21st Century

Creativity is a driving force in the 21st-century global economy, with the fastest growing jobs and

emerging industries relying on the ability of workers to think unconventionally and use their imaginations.

The best employers the world over will be looking for the most competent, most creative, and most

innovative people on the face of the earth ... This will be true not just for the top professionals and

managers, but up and down the length and breadth of the workforce. ... Those countries that

produce the most important new products and services can capture a premium in world markets

(2007, National Center on Education and the Economy)

Experience with and knowledge of the arts is an essential component of the P-12 curriculum in the 21st

century. As the state of New Jersey works to transform public education to meet the needs of a changingworld and the 21st century workforce, capitalizing on the unique ability of the arts to unleash creativity and

innovation in our students is critical for success, as reflected in the mission and vision that follow:

Essential or Driving Question(s):

Mission: The arts enable personal, intellectual, social, economic, and human growth by fostering creativity

and providing opportunities for expression beyond the limits of language.

Vision: An education in the arts fosters a population that:

Creates, reshapes, and fully participates in the enhancement of the quality of life, globally.

Participates in social, cultural, and intellectual interplay among people of different ethnic, racial,

and cultural backgrounds through a focus on the humanities.

Possesses essential technical skills and abilities significant to many aspects of life and work in the21st century.

Understands and impacts the increasingly complex technological environment.

Intent and Spirit of the Visual and Performing Arts Standards

The intent and spirit of the New Jersey Visual and Performing Arts Standards builds upon the philosophyand goals of the National Standards for Arts Education. Equitable access to arts instruction is achievedwhen the four arts disciplines (dance, music, theatre, and visual art) are offered throughout the P-12

spectrum. Thus, the goal of the standards is that all students have regular, sequential arts instruction

throughout their P-12 education.

The expectation of the New Jersey arts standards is that all students communicate at a basic level in each of

the four arts disciplines by the end of fifth grade, using the vocabularies, materials, tools, techniques, and

intellectual methods of each arts discipline in a developmentally appropriate manner. Beginning in grade 6,
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student instruction in the arts is driven by specialization, with students choosing one of the four arts

disciplines based on their interests, aptitudes, and career aspirations. By the end of grade 12, students are

expected to communicate proficiently in one or more arts disciplines of their choice. By graduation fromsecondary school, all students should, in at least one area of specialization, be able to:

Define and solve artistic problems with insight, reason, and technical proficiency.

Develop and present basic analyses of works of art from structural, historical, cultural, and aesthetic

perspectives.

Call upon their informed acquaintance with exemplary works of art from a variety of cultures andhistorical periods.

Relate various types of arts knowledge and skills within and across the arts disciplines by mixing and

matching competencies and understandings in art-making, history, culture, and analysis in any arts-related

project.

Interdisciplinary Curriculum Connections:

Art combines may aspects and facets of various curriculums. Mathematical relationships are explored in

Art via perspective, proportion, ratios, measurements, patterns, and the rhythmic qualities of design

(NJCCCS { MA.9-12.4.5.C.4} {MA.9-12.4.2.D.2.1} {MA.9-12.4.2.A.2}). Color theory, optical illusions,the composition of art materials, chemical changes produced in various firing techniques provide practical

exposure to various aspects of science (NJCCCS {SCI.9-12.5.1.A.1}{SCI.9-12.5.1.A.2}{SCI.9-

12.5.1.A.4}).

Art terms in various foreign languages are used to convey effects produced in artwork. Some of the

languages include but are not limited to Spanish, Italian, German and French (NJCCCS {FL.3-4.7.1.A.2}

{FL.3-4.7.2.A.4}). Art criticism and critiquing are used as written component in the classes which

reinforces our Literacy program. In addition, the interpretations of lyrics and poetry are used to inspirestudents creativity. (NJCCCS LA.9-12.3.1.G.7}{LA.9-12.3.2.B.4}). Art requires fantastic coordination

of fingers, hands, arms, eyes, and other muscle groups to execute various techniques (NJCCCS {HE.9-

12.2.5.A.1}). Art is history as it reflects cultural heritage and historical events ( NJCCCS VP K-12 1.5).

Lastly, students learn techniques and strategies for marketing and selling Art work. (NJCCCS ART.9-

12.1.2.D.4}).

Work Place Readiness Standards - ( State of New Jersey)Within the context of all Art Department courses will be the opportunity for students to pursue career

guidance, which follows the ideals set forth by the NJ. State Work place Readiness Standards:

1) All Students will Develop Career Planning and Workplace Readiness Skills

2) All Students Will Use Information, Technology, And Other Tools

3) All Students Will Use Critical Thinking, Decision Making And

Problem-Solving Skills

4) All Students Will Demonstrate Self-Management Skills.

5) All Students Will Apply Safety Principles.

(Percentage Breakdown -Student Assessment)

Work Place Readiness Skills - 20%

Studio Projects - 40%

Cultural and Historical Research 20%

Homework - 10%

Midterm / Final Exams - 10%


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Assessments/Evidence of Learning:

Group projects/presentations / Power Points / Videos / Digital Photography

Student maintained digital portolios

Writing activities / Journals / Reports / Analysis

Homework assignments (see policy below)

Quizzes Tests / Exams: Midterm and Finals

Presentations / Multimedia

Interim and Benchmark Assessments

Keansburg High School

Art Department

Homework Policy

Homework is an intricate part of the instructional program and is used as an extension of the classroom.

Homework is one means of demonstrating and building a partnership between home and school that maylead to more consistent academic success. Homework assignments will be directly linked to instruction

and involve problem solving and creative thinking skills. Effective homework will be clearly defined,

purposeful, support student achievement, and will be modified to meet the needs of the individual student.

The Key Principles of HomeworkQuality homework tasks can play a vital role in our school through the:

Development of independent learning

Development and refining of intellectual skills

Reinforcement and extension of curriculum outside the school setting

ObjectivesHomework is to be appropriately planned, developed, and assigned in order to:

Increase academic success

Enhance the curriculum

Move learning outside the classroom

Develop independent life skills

Promote thinking skills

Help students to identify the linkage of future educational and career planning

Purpose of Homework

An extension of the course curriculum in visual arts by

practicing and reinforcing skills

exploring art history

increasing awareness of contemporary arts in the news and arts issues

developing career explorations in the arts

work place readiness skills

self-evaluation and analysis through journaling

GradingHomework is a part of the recommended assessment of student progress. Assignments will be reviewed,evaluated, and recorded into the grading system. Teachers will provide feedback to parents regarding

completion and performance of homework assignments.

If homework is late teachers will deduct 20 points per day the assignment is not provided.

Homework will account for 10 % of the marking period grade.

If a student is absent from school the student will have 48 hours from the time he or she returns toschool to produce the homework assignment. It is recommended that if a student is going to be


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absent for an extended period of time that the parent request schoolwork and homework through

the Keansburg High School Guidance Office.

In the area of special education instructional accommodations and modifications must be made asa result of the students IEP.

For extenuating student medical issues or family bereavement an extension may be provided withadministrative approval.

Technology Integration:

Technology has become an important aspect of the KHS Visual Arts curriculum. Many Internet websitesare used for research and resources for materials, which would otherwise be unavailable or have limited

availability for our students. In addition, software programs such as Illustrator, Photoshop, etc. which

support the adjustment of digital imagery have been integrated into the Art Curriculum. Digital

photography is used as a base for several assignments throughout the program. The smart board and

digital projector are also used as visual aids for our art programs.

Meeting the Needs of Special Learners:

Art has always involved the special learner. Many aspects of the art program require the student to work

as an individual so art making can be taught according to each students ability level and style of learning.

Special learners who may need accommodations can have their work adjusted to meet their individualneeds and they can work at their own rate. The following accommodations (as recommended by the NJDepartment of Education) are considered as special needs students are always mainstreamed for art classes.

Accommodations:

Use of audio/visual, graphic organizers, scripted notes, modify assessments as dictated by studentIEP. Testing modifications as stated in student IEP

Visual reinforcement

Accommodations and Modifications

* Preferential seating including seating near the front of the room, low-distractibility work area, near

student role model, etc.

* Additional time as needed for assignments, assessments, and activities.

* Providing frequent breaks.

* Providing alternate versions of materials that are appropriate for the individualreading level of the student.

* Reading directions aloud.

* Breaking assignment into parts.

* Repeating, clarifying, or rewording directions and/or questions.

* Providing written directions to support verbal instruction.

* Providing visual cues.

* Masking portions of reading or test questions to eliminate visual distracters.

* Allowing students to type written responses.

* Terminating a section of test or portion of assignment when student has completed all itemsthey are able and teacher has ascertained that the student has demonstrated understanding of the topic.


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* Allowing student to orally respond to questions.

* Frequently checking for understanding.

* Allowing student the opportunity to re-take or re-do assignments for the benefit of learning.* Ensure that the student understands directions and assignment expectations before working

independently.

Instructional Strategies:

A variety of best practices are used daily in the teaching of Art. Instructional strategies that are used in

the teaching of Art include but are not limited to:

* Computer Assisted Instruction both software and websites: teaching of Art theory, history, elements,and principles of design.

* Computer as a Tool using the computer to help teach digital imaging, and as a resource for ideas

and expanding awareness* Comparing and Contrasting: to identifying similarities and differences discussion groups on how Art

works are both similar and different in composition and style.

* Differentiated Instruction lessons are given based upon the students individual skill level; Art

assignments can be adapted to individual learning styles.* Pre-assessments - use of pretests to identify students prior knowledge and progressing from that point

in the instruction.

* Cooperative Learning grouping of students to research materials, and working in small groups to

create original Art work.

* Scaffolding teacher models use of proper techniques used in art and then students repeats it with less

and less input from instructor until students have mastered technique.* Homework students prepare assignments as instructed by the teacher.* Flexible grouping students work in various areas depending on the task at hand.* Tiered Assignments students are given projects that are appropriate for the individual readiness level.

* Setting Objectives and Providing Feedback Students are given assignments and objectives, and are

provided with feedback regarding proper technique and procedures.

* Summarizing and Note taking Students are given assignments that require this skill to complete the

task.

* Reinforcing Effort and Providing Recognition Students receive grades based on effort and progress.

Student work is displayed in the art room, various areas of the building and at other locations

beyond the school (e.g. libraries, community centers, etc.).

* Journal Writing Students set goals and evaluate completion of projects.

* Assessment Students assess Art work based on a predefined set of standards/rubrics.* Centers Various sections of the rooms provide students with resource material.

* Lecture Instruction may require both lecture and demonstration as a tool for conveyance of ideas,techniques and objectives.

Standards or Established Goals:

The revised 2009 visual and performing arts standards align with the National Standards for ArtsEducation. In addition, they correlate structurally to the three arts processes defined in the 2008 NAEP Arts

Education Assessment Framework: creating, performing, and responding. When actively engaged in these

processes, students not only learn about the arts, they learn through and within the arts.

The state and national standards are deliberately broad to encourage local curricular objectives and

flexibility in classroom instruction. New Jerseys revised 2009 visual and performing arts standards provide

the foundation for creating local curricula and meaningful assessments in the four arts disciplines for all
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children. They are designed to assist educators in assessing required knowledge and skills in each discipline

by laying out the expectations for levels of proficiency in dance, music, theatre, and the visual arts at the

appropriate level of study.

Organization of the 2009 Standards

This organization of the 2009 visual and performing arts standards reflects the critical importance of

locating the separate arts disciplines (dance, music, theatre, and visual art) as one common body of

knowledge and skills, while still pointing to the unique requirements of individual disciplines. There arefour visual and performing arts standards, as follows.

Standards 1.1 and 1.2, respectively, articulate required knowledge and skills concerning the elements and

principles of the arts, as well as arts history and culture. Together, the two standards forge a corollary to the

NAEP Arts process ofcreating. Standard 1.1 includes four strands, one for each of the arts disciplines: A.

Dance, B. Music, C. Theatre, and D. Visual Art; standard 1.2 includes a single strand: A. History of the

Arts and Culture.

Standard1.1 The Creative Process:All students will demonstrate an understanding of theelements and principles that govern the creation of works of art in dance, music, theatre, and

visual art.

Standard 1.2History of the Arts and Culture:All students will understand the role,development, and influence of the arts throughout history and across cultures.

Standard 1.3 is rooted in arts performance and thus stands as a corollary to the NAEP Arts process ofperforming/interpreting. Like Standard 1.1, standard 1.3 is made up of four arts-specific strands: A. Dance,

B. Music, C. Theatre, and D. Visual Art.

Standard 1.3 Performing:All students will synthesize skills, media, methods, andtechnologies that are appropriate to creating, performing, and/or presenting works of art in

dance, music, theatre, and visual art.

Standard 1.4 addresses two ways students may respond to the arts, including (1) the study of aestheticsand (2) the application of methodologies for critique. Standard 1.4 provides a corollary to the NAEP Arts

process ofresponding. This standard pertains to all four arts disciplines, and is comprised of two strandsrelated to the mode of response: A. Aesthetic Responses and B. Critique Methodologies.

Standard 1.4 Aesthetic Responses & Critique Methodologies:All students will

demonstrate and apply an understanding of arts philosophies, judgment, and analysis to

works of art in dance, music, theatre, and visual art.

Proficiency Levels and Grade Band Clusters

The grade-band clusters for the 2009 visual and performing arts standards correspond to new federal

definitions of elementary and secondary education, which may have implications for instructional delivery

according to licensure. The expectations for student achievement increase across the grade band clusters asfollows:

Grades 9-12: Throughout secondary school, student instruction continues to focus on one of thefour arts disciplines, as chosen by the student. By the end of grade 12, all students demonstrateproficiencyin at least one chosen arts discipline by meeting or exceeding the content knowledge and

skills delineated in the arts standards.


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Teaching the Standards: Certification and Highly Qualified Arts Educators

The visual and performing arts are considered a core subject under the federalNo Child Left Behind Act(NCLB-2001). Therefore, all visual and performing arts teachers must meet the Highly Qualified

Teachers standards within their certificated arts discipline(s). State licensure is the initial gatekeeper for

highly qualified status.

Visual and Performing Arts Pacing ChartCourse: Publishing Arts 1

TEXT TITLE: Focus on Photography Yearbook Journalism Curriculum

PUBLISHER: Davis Jostens

SOFTWARE: Current versions of Adobe Desktop Publishing and Photo Editing Software

Current version of publishers software for school publications

Framework

PROJECTS MATERIALS TIME 90 Blocks

Total

Typography

teacher made visuals, resources, lesson plans, press type

letters, periodicals, drawing materials, glue, rulers , computer lab and

DTP software

5 Blocks

Layout design

teacher made visuals, resources, lesson plans, graph paper,

pencils, tracing paper, triangles, rulers

5 Blocks

Desk top Publishing Layoutteacher made visuals, resources, lesson plans, software,

computer lab

5 Blocks

DTP for School Publicationsteacher made visuals, resources, lesson plans, publishing companys

tutorials, software, instructional materials, computer lab, photo equipment

5 Blocks

Color theory applications

teacher made visuals, resources, lesson plans, paints, paper,colored papers, computers, software 5 Blocks

Graphic enhancement

teacher made visuals, resources, lesson plans, software,

computers

5 Blocks

Product label design

teacher made visuals, resources, lesson plans, papers, glue, card

stock, rulers, software, computers

5 Blocks

3-D product package designteacher made visuals, resources, lesson plans, cardstock, glue

software, rulers, paint, drawing materials, computer lab

5 Blocks

History of photography

teacher made visuals, resources, lesson plans, computers,internet access, software, cameras, text book

5 blocks

Camera Use and Care


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teacher made visuals, resources, lesson plans, cameras,

photography equipment, peripherals, software

2.5 Blocks

Photo compositionteacher made visuals, resources, lesson plans, cameras,

photography equipment, computer lab, software, text book

5 Blocks

Digital PhotographyTeacher made visuals, resources, lesson plans, computer lab, text book

5 blocks

Editing Digital PhotosTeacher made tutorials, online tutorials, visuals, resources, lesson plans,

computer lab, adobe current adobe photo editing software

5 blocks

Photographic Careers

teacher made visuals, resources, lesson plans, computer lab

internet access, cameras, photographic equipment, text book

2.5 blocks

Careers in Graphic Designteacher made visuals, resources, lesson plans, periodicals,

guest speaker, periodicals, internet access, text book

2.5 blocks

Digital Photo Editing

teacher made visuals, resources, lesson plans, digital cameras,student photographs, software, computer lab

5 blocks

Publishing Arts and the lawTaking Issue text, teacher made visuals, resources, lessonPlans, internet access

2.5 blocks

Calligraphy/ Text as Art

teacher made visuals, resources, lesson plans, calligraphy rule

paper, pens, ink, markers, decorative papers

5 blocks

Book making, bookbinding

teacher made visuals, resources, lesson plans, fabric, board,

thread, needles, wheat paste, decorative papers

5 blocks

Printmaking teacher made visuals, resources, lesson plans, ink , brayers,

Papers, stencil knives, printing plates

5 blocks

Understandings:

All Students enrolled within Publishing Arts 1 will;

Recognize the elements of art and principles of design in artworks as they apply to visual arts inherent to

photography and publishing ( NJ CCCS 1.1 1.3 1.4 )

Demonstrate the ability to effectively use tools and materials to produce typography , photography, and

graphics ( NJ CCCS 1.1 1.2 1.3 1.4 )

Demonstrate a knowledge the relevance of Graphic Art and the place it holds in various social, political,

religious and ethnic traditions.

( NJ CCCS 1.1 1.2 1.3 1.4 )Survey the historic development of photography and make photographs typical of each chronological

period ( NJ CCCS 1.1 1.2 1.3 1.4 )

Demonstrate a knowledge of the legal and ethnic responsibilities for artists involved in printed media.( NJ CCCS 1.1 1.2 1.3 1.4 )

Survey the use of calligraphy throughout history and practice calligraphy strokes with traditional toolsand media ( NJ CCCS 1.1 1.2 1.3 1.4 )

Demonstrate adherence to employable standards in daily application of workplace readiness skills

( NJ CCCS 1.1 1.2 1.3 1.4 )

Pursue personal growth through self discovery and aesthetic awareness ( NJ CCCS 1.1 1.2 1.3 1.4 )


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Correlate and apply appropriate math, reading, and writing skills within the context of Art related

objectives mirroring the proficiency levels necessary to meet HSPA standards. Writings will include

Journals, Analytical Evaluations, Narratives, Descriptive and Persuasive writing tasks which reflect a

mastery of related Art vocabulary and terminology. ( NJ CCCS 1.1 1.2 1.3 1.4 )

Assess personal development and aesthetic growth by building a portfolio of work and journaled self

assessments ( NJ CCCS 1.1 1.2 1.3 1.4

Recognize and use select Art vocabulary and design terminologies in both written and oral platforms.

( NJ CCCS 1.3 1.4 )

Explore career options that involve photography making, editing, and marketing. (NJ Work PlaceReadiness)

Identify physical elements and processes involved in production of books. Make handcrafted books toillustrate the processes learned. ( NJ CCCS 1.3 1.4 )

Illustrate mastery of design principles, digital photography, and composition through the production of

a comprehensive project; a three dimensional package design and construction (NJ CCCS 1.1 1.2 1.3

1.4)

All Students will use assistance of technology to produce and edit digital photographs and desktop

publishing ( NJ CCCS 1.3 1.4 ) (NJ Work Place Readiness)

Visual and Performing Arts Pacing ChartCourse: Publishing Arts 2

TEXT TITLE: Focus on Photography Yearbook Journalism Curriculum

PUBLISHER: Davis Jostens

SOFTWARE: Current versions of Adobe Desktop Publishing and Photo Editing Software

Current version of publishers software for school publications

Framework

PROJECTS MATERIALS TIME 90

BlocksTotal

Function of a theme; thematic development/

Periodicals, teacher made visuals, resources, lesson plans, software,computers,

5 Blocks

Define Role of Publishing in the School Environment /

Yearbook Journalism Curriculum

Student Yearbook GuideYearbooks, periodicals, internet, software

2.5 Blocks

Ethical and legal considerations for Publishing/

Yearbook Journalism CurriculumStudent Yearbook Guide

Taking Issue, JostensSt ud ent Press Law Cent er p ub licat ions and linksInternet access, presentation software and hardware

5 Blocks

Developing Content with Verbal Elements/

teacher made visuals, resources, lesson plans, software,

computers,

5 Blocks

Developing Content with Visual Elements/

Typography and Graphics

7.5 Blocks


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Understandings:

All Students enrolled within Publishing Art 2 willRecognize the elements of art and principles of design in artworks as they apply to visual arts inherent to

photography and publishing ( NJ CCCS 1.1 1.3 1.4 )

Demonstrate advanced ability to effectively use tools and materials to produce typography,

photography, and graphics ( NJ CCCS 1.1 1.2 1.3 1.4 )

Demonstrate a knowledge of the relevance of graphic art and the place it holds in various social, political,

religious and ethnic traditions. Participate in seminars on censorship in graphic arts.( NJ CCCS 1.1 1.2 1.3 1.4 )

Chronicle events using a photojournalistic format. ( NJ CCCS 1.1 1.2 1.3 1.4 )

Demonstrate a knowledge of the legal and ethnic responsibilities for artists involved in printed mediaAnd Describe the implications of the law on school publications

( NJ CCCS 1.1 1.2 1.3 1.4 )

Demonstrate adherence to employable standards in daily application of workplace readiness skills

( NJ CCCS 1.1 1.2 1.3 1.4 )

Pursue personal growth through self discovery and aesthetic awareness ( NJ CCCS 1.1 1.2 1.3 1.4 )

Correlate and apply appropriate math, reading, and writing skills within the context of Art relatedobjectives mirroring the proficiency levels necessary to meet HSPA standards. Writings will include

Journals, Analytical Evaluations, Narratives, Descriptive and Persuasive writing tasks which reflect a

mastery of related Art vocabulary and terminology. ( NJ CCCS 1.1 1.2 1.3 1.4 )

Assess personal development and aesthetic growth by maintaining an annotated online portfolio of

work and journaled self assessments ( NJ CCCS 1.1 1.2 1.3 1.4

Recognize and use select Art vocabulary and design terminologies in both written and oral platforms.

( NJ CCCS 1.3 1.4 )

Demonstrate advanced development of technical skill by designing and producing desktop published

page layouts - submission ready for school produced publications. ( NJ CCCS 1.1 1.2 1.3 1.4 )

(NJ Work Place Readiness)

Identify conceptualization and physical processes involved in production of childrens literature.

teacher made visuals, resources, lesson plans, Student Yearbook Guide

Digital Cameras, current editing softwarecomputers, software , art materials, measuring tools

Layout and Copy Design /

teacher made visuals, resources, lesson plans, papers, glue, card , font posters, periodicals

stock, rulers, software, computers, rulers, paint, drawing materials

10 Blocks

Photography: Planning, Photo composition, shooting and editing /

Photography Textbookteacher made visuals, resources, lesson plans, cameras, editing software, internet access

software,

15 Blocks

Photojournalism; storytelling and technical quality/

Photography textbook

teacher made visuals, resources, lesson plans

10 Blocks

Advertising and Package Design/

teacher made visuals, resources, lesson plans, papers, glue, card , font posters, periodicals

stock, rulers, software, computers, rulers, paint, drawing materials

15 Blocks

Art Careers in Publishing/

Guest speakers, Texts, Periodicals, Internet, lesson plans, presentation software, hardware,and periodicals

5 Blocks

Art in Childrens Literature, bookmaking, bookbinding/Teacher made visuals, Books, internet,

Art materials for production and binding

10 Blocks


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Publish a handcrafted book to illustrate the processes learned. ( NJ CCCS 1.3 1.4 )

Illustrate mastery of design principles, digital photography, and composition through the production of

a three dimensional package design and construction (NJ CCCS 1.1 1.2 1.3 1.4)

All Students will use assistance of technology to produce and edit digital photographs and desktop

publishing ( NJ CCCS 1.3 1.4 ) (NJ Work Place Readiness)

KNOWLEDGE AND SKILLS:

NEW JERSEY STATE CCCS FRAMEWORK VISUAL ARTS

Standard1.1 The Creative Process:All students will demonstrate an understanding of theelements and principles that govern the creation of works of art in dance, music, theatre, and

visual art.

Understandings: (Performance objectives)

Students will be able to.

NOTE: By the end ofgrade 12, those students choosing VISUAL ART as their required area of specialization demonstrate

PROFICIENCYin the following content knowledge and skills.

Common themes exist in artwork from a variety ofcultures across time and are communicated through

metaphor, symbolism, and allegory.

1.1.12.D.1 Distinguish innovative applications of theelements of artandprinciples of designin visual artworks from diverse

cultural perspectives and identify specific cross-cultural

themes.

Stimuli for the creation of artworks can come from

many places, including other arts disciplines.1.1.12.D.2 Translate literary, musical, theatrical, and dance

compositions by using them as stimulus/inspiration forcorresponding visual artworks.

Standard 1.2History of the Arts and Culture:All students will understand the role,

development, and influence of the arts throughout history and across cultures.



NOTE: By the end ofgrade 12, all students demonstratePROFICIENCYin the following content knowledge and skills for their

required area of specialization in DANCE, MUSIC, THEATRE, or VISUAL ART.

Cultural and historical events impact art-making as wellas how audiences respond to works of art.

1.2.12.A.1

Determine how dance, music, theatre, and visual art haveinfluenced world cultures throughout history.

Access to the arts has a positive influence on the quality

of an individuals lifelong learning, personal

expression, and contributions to community and global

citizenship.

1.2.12.A.

2

Justify the impact of innovations in the arts (e.g., the

availability of music online) on societal norms and habits

of mind in varioushistorical eras.


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Standard 1.3 is rooted in arts performance and thus stands as a corollary to the NAEP Arts process ofperforming/interpreting. Like Standard 1.1, standard 1.3 is made up of four arts-specific strands: A. Dance,

B. Music, C. Theatre, and D. Visual Art.

Standard 1.3 Performing:All students will synthesize skills, media, methods, and

technologies that are appropriate to creating, performing, and/or presenting works of art in

dance, music, theatre, and visual art.



NOTE: By the end ofgrade 12, those students choosing VISUAL ART as their required area of specialization demonstratePROFICIENCY

in the following content knowledge and skills.

How individuals manipulate theelements of artand

principles of designresults in original portfolios that

reflect choice and personal stylistic nuance.

1.3.12.D.1 Synthesize the elements of art and principles of design in an

original portfolio of two- and three-dimensional artworks tha

reflects personal style and a high degree of technicalproficiency and expressivity.

Culturally and historically diverseart media, art mediums,echniques, and styles impact originality and interpretation

of the artistic statement.

1.3.12.D.2 Produce an original body of artwork in one or moreartmediumsthat demonstrates mastery ofvisual literacy,

methods, techniques, and cultural understanding.

The artists understanding of the relationships amongart

media, methodology, and visual statement allows the artist

to use expressionism, abstractionism (nonobjective art),

realism/naturalism, impressionism, and othergenrestyles

to convey ideas to an audience.

1.3.12.D.3 Organize an exhibit of personal works of visual art that conve

a high level of understanding of how the expression of ideas

relates to theart media, art mediums, and techniques used.

Artists interpret/render themes using traditionalart media

and methodologies as well asnew art media and

methodologies.

1.3.12.D.4 Analyze the syntax and compositional and stylistic principles

of two- and three-dimensional artworks in multiple art media

(including computer-assisted artwork), and interpret themes

and symbols suggested by the artworks.

Two- and three-dimensional artworks can be rendered

culturally specific by using the tools, techniques, styles,materials, and methodologies that are germane to a

particular cultural style.

1.3.12.D.5 Identify the styles and artistic processes used in the creation o

culturally and historically diverse two- and three-dimensionaartworks, and emulate those styles by creating an original bod

of work.

Standard 1.4 addresses two ways students may respond to the arts, including (1) the study of aesthetics

and (2) the application of methodologies for critique. Standard 1.4 provides a corollary to the NAEP Arts

process ofresponding. This standard pertains to all four arts disciplines, and is comprised of two

strands related to the mode of response: A. Aesthetic Responses and B. Critique Methodologies.

Understandings: (Performance objectives)Students will be able to.

NOTE: By the end ofgrade 12, all students demonstratePROFICIENCYin the following content knowledge and skills for their required of specialization in DANCE, MUSIC, THEATRE, or VISUAL ART.

Recognition of fundamental elements within various arts

disciplines (dance, music, theatre, and visual art) isependent on the ability to decipher cultural implications

embedded in artworks.

1.4.12.A.1 Use contextual clues to differentiate between unique and com

properties and to discern the cultural implications of works dance, music, theatre, and visual art.


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Standard 1.4 Aesthetic Responses & Critique Methodologies:All students will

demonstrate and apply an understanding of arts philosophies, judgment, and analysis to

works of art in dance, music, theatre, and visual art.



OTE: By the end ofgrade 12, all students demonstratePROFICIENCYin the following content knowledge and skills for their required ar

specialization in DANCE, MUSIC, THEATRE, or VISUAL ART.

Archetypal subject matter exists in all cultures and isembodied in the formal and informal aspects of art.

1.4.12.B.1 Formulate criteria for arts evaluation using the principles opositive critique and observation of the elements of art an

principles of design, and use the criteria to evaluate works of d

music, theatre, visual, and multimedia artwork from diverse cu

contexts andhistorical eras.

The cohesiveness of a work of art and its ability to

ommunicate a theme or narrative can be directly affected

by the artists technical proficiency as well as by the

manner and physical context in which it is performed or

shown.

1.4.12.B.2 Evaluate how an artists technical proficiency may affect th

creation or presentation of a work of art, as well as how the co

in which a work is performed or shown may impact perceptio

its significance/meaning.

rt and art-making reflect and affect the role of technology

in a global society.

1.4.12.B.3 Determine the role of art and art-making in a global society

analyzing the influence of technology on the visual, perform

and multimedia arts for consumers, creators, and performers ar

the world.

SUGGESTED LEARNING ACTIVITIES:

Contextual clues within artworks often reveal artistic

intent, enabling the viewer to hypothesize the artists

concept.

1.4.12.A.2 Speculate on the artists intent, usingdiscipline-specific ar

terminologyand citing embedded clues to substantiate the

hypothesis.

Artistic styles, trends, movements, and historicalresponses to variousgenresof art evolve over time.

1.4.12.A.3 Develop informed personal responses to an assortment of artwacross the four arts disciplines (dance, music, theatre, and vi

art), using historical significance, craftsmanship, cultural con

and originality as criteria for assigning value to the works

Criteria for assessing the historical significance,

craftsmanship, cultural context, and originality of art areoften expressed in qualitative,discipline-specific arts

terminology.

1.4.12.A.4 Evaluate how exposure to various cultures influences individ

emotional, intellectual, and kinesthetic responses to artwor

JCCCS Materials/Application Assessments/Evidenceof Learning:

andard 1.1 The Creative Process:l students will demonstrate anderstanding of the elements and

nciples that govern the creation of

rks of art in dance, music, theatre, andual art.

ommon themes exist in artwork from

variety of cultures across time and

e communicated through metaphor,

mbolism, and allegory.

stinguish innovative applications of

Photography: Planning , Photo composition,

shooting and editing

Portraiture Shape and Form

Candid Portraits

Environmental Portraits Retouching Portraits

The Self Portrait

Still Life Photography

Design Principles

Close-ups

Chapter 5 Focus on

Photography

-Chapter 11 Focus onPhotography

Work of Scott Mutter,

Maggie Taylor and

Jerry UlesmanTeacher preparedvisualsTextbook

Digital portfolio

Photographs included

School Publications

Journal entries

Displays

Pages submitted for


14/22

eelements of artandprinciples of

signin visual artworks from diverse

ltural perspectives and identify

ecific cross-cultural themes.

imuli for the creation of artworksn come from many places, including

her arts disciplines.

anslate literary, musical, theatrical,

d dance compositions by using them

stimulus/inspiration for

rresponding visual artworks.

Product Photography for ads

Students will create surrational photo

collages using software based on traditional

negative made prints

Art in Childrens LiteratureCooperative groups conceptualize, plan, and

produceA childs book based on a folktale or song

using collage as a medium

Illustrations of Lyrics with student made

photos

And prints

Experience and create original art works of

varied media through the application of

traditional, contemporary and technologicalmethods.

Correctly employ art media, tools andtechnology

Demonstrate a proficient knowledge of

photographic composition

Correctly employ Design Theories and

Principles within works of art.

Effectively transpose two dimensional work

Into three dimensional work for package

design

And display

Camera Use and Care

Digital Photo editing as means of artistic

expression

Collections of

childrens books

written and illustrated

by authors such as: Eric

Carle, Leo Lionni,

Maurice Sendak, FaithRingold

Movie, Eric Carle Picture writer

Readings in content

areas , Internet searchengines,

Film/Video, Library

Museum/Exhibits

observations,

Classroompresentations - Artists

Measuring tools

Templates

StencilsLayout materials

Drawing media

Papers

Drawing media various

papers,

Inks

PapersPrintmaking tools

Internet site research.

publications

Deadlines met

Quizzes, tests exams

Teacher guided/ Studeself evaluative critiqu

Project evaluative

rubrics.

Evaluation based upon

exemplars

Appropriate proficienof art principals,

techniques,

methodologies andtechnologies as

instructed

Review students

concerns and viewpoi

in relation to

career/educationalpursuits

(work -place readines

Review learners use o

time to all related wor

as instructed -Time on

Task

Evaluate work ethics

and the learners ability

meet

predetermined due da

Teacher evaluates

learners use of all rela

materials and techniqu

as applied to art projec

guidelines


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andard 1.2History of the Arts

d Culture:All students will

derstand the role,

velopment, and influence of

e arts throughout history and

ross cultures.

ultural and historical events impact-making as well as how audiences

spond to works of art.

ccess to the arts has a positive

fluence on the quality of an

dividuals lifelong learning, personalpression, and contributions to

mmunity and global citizenship.

etermine how dance, music, theatre,d visual art have influenced world

ltures throughout history.

stify the impact of innovations in thes (e.g., the availability of music

line) on societal norms and habits of

nd in varioushistorical eras.

History of Photography

The Camera Obscura

Early developments

Civil War PhotographyNational Parks and Landmarks

Photography Today

Digital Photography

Students make self portraits in the style of

early sepia vignettes

Photo Essay - Students chronicle life as a

teen today

Photo Journalism - Student narratives based

on picture prompts

Street Photography Guerilla Journalism

Advertising Design- Survey the development

of Logos for specific companies through thelast 75 years

Create a fictitious logo in 2 forms; one that

reflects nostalgia and is made without

computer enhancement, the other more

contemporary made with software

Calligraphy and Book Arts, Traditional and

Contemporary

Bookmaking project using recycled materials

Gain an ability to see the relevance ofPublished Art and the place it holds in various

social, political, religious and ethnictraditions.

Recognize and appreciate divergent artistic

techniques through reading, viewing and

emulating the work of various historic and

cultural art forms.

Trace the historic and social development of

Chapter 1 Focus on

Photography

Teacher prepared

visuals

Visuals from PicturingAmerica series from

the National

Endowment

Internet research

Teacher prepared

visuals and examples

Art Materials, Book

making supplies

Cover to CoverAltered Art

Visiting Artists,

Museum and virtualField Trips

Observe evident usage

correct self-evaluative

criteria in terms of

vocabulary,

terminologies and

aesthetic philosophy.

Learner exhibits the

ability to defend and

evaluate their artisticphilosophies employin

correct terminologiesand vocabulary

The learner correctly

rates art employing

aesthetic

evaluation criteria

The learner provides

evident comprehensiv

writings about art and

artist

Teacher designedevaluative test, quiz, a

worksheets

Teacher supervisedevaluative critiques

Student self evaluativ

critiques - portfolio

development


16/22

andard 1.3Performance:

rforming and Interpreting

Visual Art

ow individuals manipulate theements of artandprinciples of

signresults in original portfolios

at reflect choice and personal

ylistic nuance.

ulturally and historically diverseartedia, art mediums, techniques, and

yles impact originality and

erpretation of the artistic statement.

nthesize the elements of art and

inciples of design in an original

rtfolio of two- and three-mensional artworks that reflects

rsonal style and a high degree ofchnical proficiency and expressivity.

oduce an original body of artwork in

e or moreart mediumsthatmonstrates mastery ofvisual

eracy,methods, techniques, and

ltural understanding.

photography, printing, and technology used in

the arts.

Create original art emulating various cultural

art forms employing varied media and

techniques.

Study Historic photographs, illustrations,

cartoons and prints

Teacher guided/ Student

self evaluative critiques

Project evaluative rubrics.

Evaluation based upon exemplars

Appropriate proficiency of art principles,

techniques,

methodologies and

technologies as instructed

Review students concerns and viewpoints in

relation to career/educational pursuits

(work -place readiness)

Review learners use of time to all related

work as instructed -Time on Task

Evaluate work ethics and the learners ability

to meet

predetermined due dates

Teacher evaluates learners use of all related

materials and techniques as applied to art

project guidelines

Student Portfolio

Related art media,

supplies, materials,

tools and

technologies

Computers

cameras

audio visual equipment

Readings in content

areas , Internet search

engines,

Film/Video, Library

Museum/Exhibitsobservations,

Classroom

presentations - Artists

Measuring tools

Templates

StencilsLayout materials

Drawing media

Papers

Drawing media variouspapers,

Inks

Papers

Printmaking tools

Internet site research.

Software for desktoppublishing, graphic arts

and photography

applications

Teacher supervised

evaluative critiques

Student self evaluativ

critiques - portfolio

development


17/22

tandard 1.3 Performing:All

tudents will synthesize skills,

dia, methods, and technologies

at are appropriate to creating,

erforming, and/or presenting

works of art in dance, music,

theatre, and visual art.

he artists understanding of the

elationships amongart media,hodology, and visual statement

allows the artist to use

xpressionism, abstractionism

(nonobjective art),

ism/naturalism, impressionism,

d othergenrestyles to convey

ideas to an audience

sts interpret/render themes using

traditionalart mediaand

ethodologies as well asnew art

media and methodologies

Two- and three-dimensional

works can be rendered culturally

specific by using the tools,

hniques, styles, materials, and

hodologies that are germane to a

particular cultural style.

rganize an exhibit of personal

orks of visual art that convey a

h level of understanding of howexpression of ideas relates to the

art media, art mediums, and

techniques used.

Analyze the syntax and

compositional and stylistic

principles of two- and three-

ensional artworks in multiple artia (including computer-assisted

work), and interpret themes and

bols suggested by the artworks.

Demonstrate through the creative process, an

understanding of the elements and principles

of artistic design in original art works

Effectively employ a variety of tools,

equipment, media,technologies and processes as required by

course project

proficiencies

Experience and create original art works of

varied media through the application of

traditional, contemporary and technological

methods.

Correctly employ art media, tools andtechnology

Demonstrate a proficient knowledge of

photographic composition

Correctly employ Design Theories and

Principles within works of art.

Effectively transpose two dimensional work

Into three dimensional work for package

designAnd display

Camera Use and Care

Digital Photo editing as means of artistic

expression

Typography and Graphics


Student Yearbook Guide mod.16 and 20Activities 16-20

Teacher prepared

visuals

Teachers lesson plans

Digital cameras

Software and computer

labFocus on

Photography

Periodicals,Teacherprepared visuals

Teachers lesson plans

Digital cameras

Software and computer

lab

Yearbook Journalism

Curriculum

Selected Readings

Collected periodicals ad

books

Teacher Lesson plansTeacher prepared

visuals

Student Press Law

Center

Typography and

Graphics

Yearbook Journalism

Curriculum

Student Yearbook

Guide mod.16 and 20

Activities 16-20

Digital Cameras, photosoftware

Focus on Photography

text

Teacher lesson plans


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dentify the styles and artistic

ocesses used in the creation of

turally and historically diverse

two- and three-dimensional

works, and emulate those styles

y creating an original body of

work.

Standard 1.41) the study of aesthetics and

(2) the application of

methodologies for critique.

Recognition of fundamental

elements within various arts

ciplines (dance, music, theatre,visual art) is dependent on the

ability to decipher cultural

lications embedded in artworks.

ntextual clues within artworks

n reveal artistic intent, enabling

viewer to hypothesize the artists

concept.

istic styles, trends, movements,

historical responses to various

enresof art evolve over time

teria for assessing the historical

ificance, craftsmanship, cultural

ntext, and originality of art areften expressed in qualitative,

ipline-specific arts terminology.

e contextual clues to differentiateeen unique and common propertiesto discern the cultural implications

works of dance, music, theatre, andvisual art.

uate how an artists technicalciency may affect the creation orntation of a work of art, as well asthe context in which a work isrmed or shown may impactptions of its significance/meaning.

eculate on the artists intent, using

pline-specific arts terminologyandg embedded clues to substantiate the

hypothesis.

velop informed personal responsesan assortment of artworks across

e four arts disciplines (dance, music,eatre, and visual art), using

torical significance, craftsmanship,

Emulate specific historic, cultural, and

contemporary art forms employing teacher

guided instructional criteria and appropriate

art media

Execute a written review of an art exhibition

Annotate Journal entries to record self

progress in portfolio collections

Participate in self evaluative critiques

Recognize and identify strength and

weaknesses in their art work through a

designed rubric

Candid photography that represent action,

reaction or relationship - Using different

points of view

Chapter 6 Photography text

Still life photography as portraits objects

that tell stories

Students will use photographs to replace the

cartoon in a comic strip telling a story with

imagery

Interpretive self portraits in pop art

Photography and print making

Define Role of Publishing in the SchoolEnvironment

Ethical and legal considerations for

PublishingYearbook Journalism Curriculum

Student Yearbook Guide mod 1, mod.3

Activities 1.1,1.2, 1.3, 1.4

3.1, 3.2, 3.3, 3.4

Printmaking supplies

Teacher prepared

visuals

Readings in content

areas

Prints and visuals

Research studies inArt/Cultural History

Film and videoresources

Internet search

engines/sites

Museum exhibition

observations/field trips

Virtual field trips

Teacher prepared

visualsText Books

Periodicals

Collections o Product

packages and labels

Teacher prepared

graphic organizers,

checklists, and rubrics

outlining criteria to be

evaluated for studio

assignments

Rubrics in Focus onPhotography Text

Teacher prepared

visuals


19/22

ltural context, and originality asteria for assigning value to the

orks.

valuate how exposure to variouscultures influences individual,tional, intellectual, and kinesthetic

responses to artwork.

ndard 1.4 Aesthetic Responses

& Critique Methods

tudents will demonstrate and

pply an understanding of arts

philosophies, judgment, and

alysis to works of art in dance,

music, theatre, and visual art.

hetypal subject matter exists in

cultures and is embodied in the

mal and informal aspects of art.

e cohesiveness of a work of artd its ability to communicate a

me or narrative can be directly

fected by the artists technical

iciency as well as by the manner

d physical context in which it is

performed or shown.

and art-making reflect and affecte role of technology in a global

society.

rganize an exhibit of personal

orks of visual art that convey ah level of understanding of how

expression of ideas relates to the

art media, art mediums, and

techniques used.

mulate criteria for arts evaluation

sing the principles of positive

ritique and observation of the

ements of art and principles ofdesign, and use the criteria to

aluate works of dance, music,

heatre, visual, and multimediartwork from diverse cultural

contexts andhistorical eras

aluate how an artists technical

ficiency may affect the creation

presentation of a work of art, as

l as how the context in which a

rk is performed or shown mayimpact perceptions of its

significance/meaning.

Taking Issue, Jostens

Identify specific criteria inherent to graphic

artists through emulation of period or style

illustrating technique and artistic impact

View selected photographs, and provide

written evaluative responsesregarding photo composition, usingappropriate terms and vocabulary

Typography and Calligraphy

Create a Poster for a Rock Event circa 1970

Comparison of boxes and wrappers fromAsian food products to comparable US

products

Create a package for a specific product

Peer-to-Peer critiques - posting commentsonline

For specific work in digital portfolios

Oral Class critiques

Journal Entries

Open Ended narratives

Web Quest with

Role play as collectors, critics and museum

curators

Weigh conflicting ideas about art to achieve a

personal viewpoint. criteria (rubrics) and

aesthetic judgment

Apply informed judgments as well as

personal opinion when responding to and

evaluating a work of art developing anappreciation of artistic freedom

Correlate current controversies over

censorship in the arts with First Amendment

Rights

Collaborative work

On obscenity standards

And student rights

Text Books

Periodicals

Collections o Product

packages and labels

Teacher prepared

graphic organizers,checklists, and rubrics

outlining criteria to beevaluated for studio

assignments

Rubrics in Focus on

Photography Text

Art reviews and select

readings within the

content area.

Critiques (self /teacher

assisted)

Guest artists and

speakers

Related art projectobjectives

Internet access and

computer lab

Student Portfolio

Related art media,supplies, materials,

tools and

technologies

Classroom teacher lea

critiques based upon

established criteria an

content.

Assessment based upo

vocabularycomprehension,

utilization and contenstructure of written

work.

Teacher evaluation ofcontent and criteria

applied in self -

evaluation (critique)

Teacher supervised

classroom debate,evaluation of criteria

employed in judgmen

critiques.

Student Presentations

Unit Test, Quiz,

Research Papers

Web QuestsMidterm and Finalexaminations

Portfolio assessment.


20/22

GLOSSARY

Archetypal work of art: An artwork that epitomizes a genre of art.

Art genres: Artworks that share characteristic approaches to content, form, style, and design. Each of the

four arts disciplines is associated with different genres.

Art media: Artistic methods, processes, or means of expression (e.g., presentation mechanisms such as

screen, print, auditory, or tactile modes) used to produce a work of art.

Art medium(s): Any material or technique used for expression in art. In art, medium refers to the

physical substance used to create artwork. Types of materials include clay, pencil, paint, and others.Artistic processes: For example, expressionism, abstractionism/nonobjectivism, realism, naturalism,

impressionism, and others.Balance: For example, in dance, complementary positions that are on or off the vertical, horizontal, ortransverseaxes.Basic Literacy: A level of achievement that indicates a student meets or exceeds the K-5 arts standards.

Basic Literacy is attained when a student can:(1) Respond to artworks with empathy.

(2) Understand that artwork reflects historical, cultural, and aesthetic perspectives.

(3) Perform in all four arts disciplines at an age-appropriate level.

(4) Draw similarities within and across the arts disciplines.

Competency: A level of achievement that indicates a student meets or exceeds the K-8 arts standards.

Competency is attained when a student can:

(1) Respond to artworks with developing understanding, calling upon acquaintance with works of artfrom a variety of cultures and historical periods.

(2) Perceive artworks from structural, historical, cultural, and aesthetic perspectives.

(3) Perform in a chosen area of the arts with developing technical ability, as well as the ability torecognize and conceive solutions to artistic problems.

(4) Understand how various types of arts knowledge and skills are related within and across the artsdisciplines.

XConsummate works of art: Expertly articulated concepts or renderings of artwork.

Discipline-specific arts terminology: Language used to talk about art that is specific to the arts discipline

(dance, music, theatre, or visual art) in which it was created.

Elements of art: The compositional building blocks of visual art, including line, color, shape, form,

texture, and space.Exemplary works: Works representing genres of art that may be examined from structural, historical, and

cultural perspectives.Formalism: The concept that a works artistic value is entirely determined by its formthe way it is made,

its purely visual aspects, and its medium. The context for the work is of secondary importance. Formalism

predominated Western art from the late 1800s to the 1960s.Historical eras in the arts: Artworks that share distinct characteristics and common themes associatedwith a period of history.

Kinesthetic awareness: Spatial sense.

Kinesthetic principles: Principles having to do with the physics of movement, such as work, force,

velocity, and torque.

termine the role of art and art-

making in a global society by

analyzing the influence of

technology on the visual,

orming, and multimedia arts for

umers, creators, and performers

around the world.

Function of a theme; conceptualizing

thematic development


Student Yearbook Guide mod.7Activities 7.1, 7.2, 7.3, 7.4


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Media Arts: For example, television, film, video, radio, and electronic media.Movement affinities: The execution of dance phrases with relation to music. Dancers tend toward eitherlyricism (using the expressive quality of music through the full extension of the body following theaccented beat), or bravura dancing (in which the dancer tends to accent the musical beat). Both are

technically correct, but are used in different circumstances.

New art media and methodologies: Artistic works that have a technological component, such asdigitalart,computer graphics,computer animation,virtual art, computer robotics, and others.

Principles of design: Balance, proportion, rhythm, emphasis, and unity.

Proficiency: A level of achievement that indicates a student meets or exceeds the K-12 arts standards.Proficiency is attained when a student can:

(1) Respond to artworks with insight and depth of understanding, calling upon informed acquaintance with

exemplary works of art from a variety of cultures and historical periods.

(2) Develop and present basic analyses of artworks from structural, historical, cultural, and aesthetic

perspectives, pointing to their impact on contemporary modes of expression.

(3) Perform in a chosen area of the arts with consistency, artistic nuance, and technical ability, defining and

solving artistic problems with insight, reason, and technical proficiency.(4) Relate various types of arts knowledge and skills within and across the arts disciplines, by mixing and

matching competencies and understandings in art-making, history, culture, and analysis in any arts-relatedproject.

Sensory recall: A technique actors commonly employ to heighten the believability of a character, which

involves using sense memory to inform their choices.

Utilitarian and non-utilitarian art: Art may be functional (i.e., utilitarian) or decorative (i.e., non-utilitarian).

Visual communication: The sharing of ideas primarily through visual meansa concept that is commonly

associated with two-dimensional images. Visual communication explores the notion that visual messages

have power to inform, educate orpersuade. The success of visual communication is often determined bymeasuring the audiences comprehension of the artists intent, and is not based aesthetic or artistic

preference. In the era of electronic communication, the importance of visual communication is heightened

because visual displays help users understand the communication taking place.Visual literacy: The ability to understand subject matter and the meaning of visual artworks within a given

cultural context; the ability to communicate in a wide array of art media and express oneself in at least one

visual discipline.

Suggested Print Materials/Resources/Internet Links:

Education in the Arts: National and State Advocacy

TheArts Education Partnershipprovides research information and other guidance to assist inadvocating for arts education at the national, state, and local levels. The Partnership also provides

information on government funding at the federal and state levels, including the grant programs of twofederal agencies: the U.S. Department of Education and the National Endowment for the Arts.

At the state level, theNew Jersey Arts Education Partnershipwas established in 2007 as aclearinghouse for information and best practices in arts education, and calls attention to the

contribution arts education makes to student achievement. The report,Within Our Power: The

Progress, Plight, and Promise of Arts Education for Every Child, is the NJAEPs response to the New

Jersey Arts Census Project, the most comprehensive survey ever compiled on the status of artseducation in New Jerseys public schools.

A Glossary of arts terms used in the 2009 visual and performing arts standards was designed to support

implementation of the arts standards.Resources

Amdur, S., & Associates (Ed.). (2000).Learning and the arts: Crossing boundaries (proceedings of aninvitational meeting for education, art, and youth funders held January 12-14, Los Angeles). Seattle, WA:

Grantmakers in the Arts. Online:http://www.giarts.org/usr_doc/Learning.pdf

Asbury, C., & Rich, B. (Eds.). (2008).Learning, arts, and the brain:The DANA foundation consortiumreport on arts and cognition. New York: DANA Press.
http://en.wikipedia.org/wiki/Digital_arthttp://en.wikipedia.org/wiki/Digital_arthttp://en.wikipedia.org/wiki/Digital_arthttp://en.wikipedia.org/wiki/Digital_arthttp://en.wikipedia.org/wiki/Computer_graphicshttp://en.wikipedia.org/wiki/Computer_graphicshttp://en.wikipedia.org/wiki/Computer_graphicshttp://en.wikipedia.org/wiki/Computer_animationhttp://en.wikipedia.org/wiki/Computer_animationhttp://en.wikipedia.org/wiki/Computer_animationhttp://en.wikipedia.org/wiki/Virtual_arthttp://en.wikipedia.org/wiki/Virtual_arthttp://en.wikipedia.org/wiki/Virtual_arthttp://en.wikipedia.org/wiki/Persuadehttp://en.wikipedia.org/wiki/Persuadehttp://en.wikipedia.org/wiki/Persuadehttp://www.aep-arts.org/http://www.aep-arts.org/http://www.aep-arts.org/http://www.artsednj.org/http://www.artsednj.org/http://www.artsednj.org/http://www.artsednj.org/survey.asphttp://www.artsednj.org/survey.asphttp://www.artsednj.org/survey.asphttp://www.artsednj.org/survey.asphttp://www.giarts.org/usr_doc/Learning.pdfhttp://www.giarts.org/usr_doc/Learning.pdfhttp://www.giarts.org/usr_doc/Learning.pdfhttp://www.giarts.org/usr_doc/Learning.pdfhttp://www.artsednj.org/survey.asphttp://www.artsednj.org/survey.asphttp://www.artsednj.org/survey.asphttp://www.artsednj.org/http://www.aep-arts.org/http://en.wikipedia.org/wiki/Persuadehttp://en.wikipedia.org/wiki/Virtual_arthttp://en.wikipedia.org/wiki/Computer_animationhttp://en.wikipedia.org/wiki/Computer_graphicshttp://en.wikipedia.org/wiki/Digital_arthttp://en.wikipedia.org/wiki/Digital_arthttp://en.wikipedia.org/wiki/Digital_art


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Consortium of National Arts Education Associations. (1994).National standards for arts education: What

every young American should know and be able to do in the arts. Reston, VA: Music Educators National

Conference. Online:http://artsedge.kennedy-center.org/teach/standards/Deasy, R. J. (Ed.). (2002). Critical links: Learning in the arts and student academic and social

development. Washington, DC: Arts Education Partnership.

Deasy, R. J. (Ed.). (2005). Third space: When learning matters. Washington, DC: Arts EducationPartnership.

Fisk, E. B. (Ed.) (1999). Champions of change: The impact of the arts on learning. Washington, DC: The

Presidents Committee on the Arts and Humanities & Arts Education Partnership.Kendall, J. S., & Marzano, R. J. (2000). Content knowledge: A compendium of standards and benchmarks

for K-12 education (3rd ed.).Alexandria, VA: Association for Supervision and Curriculum Development.

Literacy in the Arts Task Force. (1989).Literacy in the arts: An imperative for New Jersey schools.

Trenton, NJ: Alliance for Arts Education.

National Center on Education and the Economy. (2007). Tough choices or tough times: The report of the

New Commission on the Skills of the American Workforce. San Francisco: John Wiley & Sons. Online

[executive summary]:http://www.skillscommission.org/pdf/exec_sum/ToughChoices_EXECSUM.pdf

National Dance Education Organization. (2005). Standards for learning and teaching dance in the arts:

Ages 5-18. Silver Spring, MD: Author. Online:http://ndeo.org/content.aspx?page_id=22&club_id=893257&module_id=55412

New Jersey State Department of Education. (1996).New Jersey Core Curriculum Content Standards.

Trenton, NJ: Author.

New Jersey State Department of Education. (1999). New Jersey visual & performing arts curriculumframework. Trenton, NJ: Author.

New Jersey State Department of Education. (2004).New Jersey visual & performing arts curriculum

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