1 session; 75 minutes per session
SWBAT demonstrate knowledge, comprehension, application and analysis in art criticism.
SWBAT demonstrate knowledge, comprehension, application and analysis in art history.
SWBAT demonstrate knowledge, comprehension, application and analysis in art aesthetics.
SWBAT demonstrate knowledge and comprehension in art disciplines.
SWBAT demonstrate knowledge and comprehension in art making.
1. Attached Test
2. Scantron sheet for multiple choice section
—I printed the images out for them in black and white
—I also projected the images in full color
I figure this test will be more helpful as an example for sample questions, style, etc.
The assessment of student application and analysis in art making is based on their portfolio.
Visual Arts Standard 2:
Using knowledge of structures and functions
[9-12 Advanced] Students demonstrate the ability to compare two or more perspectives about the use of organizational principles and functions in artwork and to defend personal evaluations of these perspectives
[9-12 Proficient] Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art
[9-12 Proficient] Students evaluate the effectiveness of artworks in terms of organizational structures and functions
Visual Arts Standard 3:
Choosing and evaluating a range of subject matter, symbols, and ideas
[9-12 Advanced] Students describe the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others
[9-12 Advanced] Students evaluate and defend the validity of sources for content and the manner in which subject matter, symbols, and images are used in the students' works and in significant works by others
[9-12 Proficient] Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture
Visual Arts Standard 4:
Understanding the visual arts in relation to history and cultures
[9-12 Advanced] Students analyze and interpret artworks for relationships among form, context, purposes, and critical models, showing understanding of the work of critics, historians, aestheticians, and artists
[9-12 Advanced] Students analyze common characteristics of visual arts evident across time and among cultural/ethnic groups to formulate analyses, evaluations, and interpretations of meaning
[9-12 Proficient] Students differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art
[9-12 Proficient] Students describe the function and explore the meaning of specific art objects within varied cultures, times, and places
[9-12 Proficient] Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making
Visual Arts Standard 5:
Reflecting upon and assessing the characteristics and merits of their work and the work of others
[9-12 Advanced] Students correlate responses to works of visual art with various techniques for communicating meanings, ideas, attitudes, views, and intentions
[9-12 Proficient] Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works
[9-12 Proficient] Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts
[9-12 Proficient] Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual art
Visual Arts Standard 6:
Making connections between visual arts and other disciplines
[9-12 Advanced] Students synthesize the creative and analytical principles and techniques of the visual arts and selected other arts disciplines, the humanities, or the sciences
Romare Bearden, Giotto di Bondone, Sandro Botticelli, Georges Braque, Michelangelo Buonarroti, Chuck Close, Salvador Dali, Edgar Degas, Donatello, M.C. Escher, Vincent van Gogh, Andy Goldsworthy, Georgia O’Keeffe, Willem de Kooning, Jacob Lawrence, Roy Lichtenstein, Rene Magritte, Tomaso Masaccio, Joan Miro, Claude Monet, Robert Motherwell, Claes Oldenburg, Pablo Picasso, Jackson Pollock, Pierre-Auguste Renoir, Rembrandt van Rijn, Mark Rothko, Raphael Sanzio, Leonardo da Vinci, Andy Warhol, Paul Cézanne
Ancient Egypt, Ancient Greece, Ancient Rome, Cubism, Harlem Renaissance, Impressionism, Pop Art, Post-Impressionism, Renaissance, Surrealism, Abstract Expressionism
Shape, Space, Texture, Unity/Harmony, Variety, Balance, Color/Value, Emphasis, Form, Line, Movement, Proportion/Size, Rhythm/Pattern
Collage, Drawing, Painting, Printmaking
History/Social Studies, Multicultural Studies