• §117.2. Art, Kindergarten.

    (a)  Introduction.

    (1)  Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Students rely on their perceptions of the environment, developed through increasing visual awareness and sensitivity to surroundings, memory, imagination, and life experiences, as a source for creating artworks. They express their thoughts and ideas creatively, while challenging their imagination, fostering reflective thinking, and developing disciplined effort and problem-solving skills.

    (2)  By analyzing artistic styles and historical periods students develop respect for the traditions and contributions of diverse cultures. Students respond to and analyze artworks, thus contributing to the development of lifelong skills of making informed judgments and evaluations.

    (b)  Knowledge and skills.

    (1)  Perception. The student develops and organizes ideas from the environment. The student is expected to:

    (A)  glean information from the environment, using the five senses; and

    (B)  identify colors, textures, forms, and subjects in the environment.

    (2)  Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to:

    (A)  create artworks, using a variety of colors, forms, and lines;

    (B)  arrange forms intuitively to create artworks; and

    (C)  develop manipulative skills when drawing, painting, printmaking, and constructing artworks, using a variety of materials.

    (3)  Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to:

    (A)  identify simple subjects expressed in artworks;

    (B)  share ideas about personal artworks and the work of others, demonstrating respect for differing opinions; and

    (C)  relate art to everyday life.

    (4)  Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to:

    (A)  express ideas about personal artworks; and

    (B)  express ideas about original artworks, portfolios, and exhibitions by peers and artists.

    §117.5. Art, Grade 1.

    (a)  Introduction.

    (1)  Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Students rely on their perceptions of the environment, developed through increasing visual awareness and sensitivity to surroundings, memory, imagination, and life experiences, as a source for creating artworks. They express their thoughts and ideas creatively, while challenging their imagination, fostering reflective thinking, and developing disciplined effort and problem-solving skills.

    (2)  By analyzing artistic styles and historical periods students develop respect for the traditions and contributions of diverse cultures. Students respond to and analyze artworks, thus contributing to the development of lifelong skills of making informed judgments and evaluations.

    (b)  Knowledge and skills.

    (1)  Perception. The student develops and organizes ideas from the environment. The student is expected to:

    (A)  identify similarities, differences, and variations among subjects, using the senses; and

    (B)  identify color, texture, form, line, and emphasis in nature and in the human-made environment.

    (2)  Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to:

    (A)  invent images that combine a variety of colors, forms, and lines;

    (B)  place forms in orderly arrangement to create designs; and

    (C)  increase manipulative skills, using a variety of materials to produce drawings, paintings, prints, and constructions.

    (3)  Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to:

    (A)  identify simple ideas expressed in artworks through different media;

    (B)  select artworks that show families and groups; and

    (C)  identify the use of art in everyday life.

    (4)  Response/evaluation. The student makes informed judgments about personal artworks and the works of others. The student is expected to:

    (A)  express ideas about personal artworks; and

    (B)  identify simple ideas about original artworks, portfolios, and exhibitions by peers and others.

    §117.8. Art, Grade 2.

    (a)  Introduction.

    (1)  Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Students rely on their perceptions of the environment, developed through increasing visual awareness and sensitivity to surroundings, memory, imagination, and life experiences, as a source for creating artworks. They express their thoughts and ideas creatively, while challenging their imagination, fostering reflective thinking, and developing disciplined effort and problem-solving skills.

    (2)  By analyzing artistic styles and historical periods students develop respect for the traditions and contributions of diverse cultures. Students respond to and analyze artworks, thus contributing to the development of lifelong skills of making informed judgments and evaluations.

    (b)  Knowledge and skills.

    (1)  Perception. The student develops and organizes ideas from the environment. The student is expected to:

    (A)  identify variations in objects and subjects from the environment, using the senses; and

    (B)  identify art elements such as color, texture, form, line, and space and art principles such as emphasis, pattern, and rhythm.

    (2)  Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to:

    (A)  express ideas and feelings in artworks, using a variety of colors, forms, and lines;

    (B)  create effective compositions, using design elements and principles; and

    (C)  identify and practice skills necessary for producing drawings, paintings, prints, constructions, and modeled forms, using a variety of art materials.

    (3)  Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to:

    (A)  identify stories and constructions in a variety of artworks;

    (B)  compare ways individuals and families are depicted in different artworks; and

    (C)  identify different kinds of jobs in art.

    (4)  Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to:

    (A)  define reasons for preferences in personal artworks; and

    (B)  identify ideas in original artworks, portfolios, and exhibitions by peers and artists.

    §117.11. Art, Grade 3.

    (a)  Introduction.

    (1)  Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Students rely on their perceptions of the environment, developed through increasing visual awareness and sensitivity to surroundings, memory, imagination, and life experiences, as a source for creating artworks. They express their thoughts and ideas creatively, while challenging their imagination, fostering reflective thinking, and developing disciplined effort and problem-solving skills.

    (2)  By analyzing artistic styles and historical periods students develop respect for the traditions and contributions of diverse cultures. Students respond to and analyze artworks, thus contributing to the development of lifelong skills of making informed judgments and evaluations.

    (b)  Knowledge and skills.

    (1)  Perception. The student develops and organizes ideas from the environment. The student is expected to:

    (A)  identify sensory knowledge and life experiences as sources for ideas about visual symbols, self, and life events; and

    (B)  identify art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity in artworks.

    (2)  Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to:

    (A)  create artworks based on personal observations and experiences;

    (B)  develop a variety of effective compositions, using design skills; and

    (C)  produce drawings, paintings, prints, constructions, ceramics, and fiberart, using a variety of art materials appropriately.

    (3)  Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to:

    (A)  compare content in artworks from the past and present for various purposes such as telling stories and documenting history and traditions;

    (B)  compare selected artworks from different cultures; and

    (C)  relate art to different kinds of jobs in everyday life.

    (4)  Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to:

    (A)  identify general intent and expressive qualities in personal artworks; and

    (B)  apply simple criteria to identify main ideas in original artworks, portfolios, and exhibitions by peers and major artists.

    §117.14. Art, Grade 4.

    (a)  Introduction.

    (1)  Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Students rely on their perceptions of the environment, developed through increasing visual awareness and sensitivity to surroundings, memory, imagination, and life experiences, as a source for creating artworks. They express their thoughts and ideas creatively, while challenging their imagination, fostering reflective thinking, and developing disciplined effort and problem-solving skills.

    (2)  By analyzing artistic styles and historical periods students develop respect for the traditions and contributions of diverse cultures. Students respond to and analyze artworks, thus contributing to the development of lifelong skills of making informed judgments and evaluations.

    (b)  Knowledge and skills.

    (1)  Perception. The student develops and organizes ideas from the environment. The student is expected to:

    (A)  communicate ideas about self, family, school, and community, using sensory knowledge and life experiences; and

    (B)  choose appropriate vocabulary to discuss the use of art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity.

    (2)  Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to:

    (A)  integrate a variety of ideas about self, life events, family, and community in original artworks;

    (B)  design original artworks; and

    (C)  invent ways to produce artworks and to explore photographic imagery, using a variety of art media and materials.

    (3)  Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to:

    (A)  identify simple main ideas expressed in art;

    (B)  compare and contrast selected artworks from a variety of cultural settings; and

    (C)  identify the roles of art in American society.

    (4)  Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to:

    (A)  describe intent and form conclusions about personal artworks; and

    (B)  interpret ideas and moods in original artworks, portfolios, and exhibitions by peers and others.

    117.17. Art, Grade 5.

    (a)  Introduction.

    (1)  Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Students rely on their perceptions of the environment, developed through increasing visual awareness and sensitivity to surroundings, memory, imagination, and life experiences, as a source for creating artworks. They express their thoughts and ideas creatively, while challenging their imagination, fostering reflective thinking, and developing disciplined effort and problem-solving skills.

    (2)  By analyzing artistic styles and historical periods students develop respect for the traditions and contributions of diverse cultures. Students respond to and analyze artworks, thus contributing to the development of lifelong skills of making informed judgments and evaluations.

    (b)  Knowledge and skills.

    (1)  Perception. The student develops and organizes ideas from the environment. The student is expected to:

    (A)  communicate ideas about feelings, self, family, school, and community, using sensory knowledge and life experiences; and

    (B)  identify in artworks that color, texture, form, line, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers.

    (2)  Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to:

    (A)  combine information from direct observation, experience, and imagination to express ideas about self, family, and community;

    (B)  compare relationships between design and everyday life; and

    (C)  create original artworks and explore photographic imagery, using a variety of art materials and media appropriately.

    (3)  Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to:

    (A)  compare artworks from several national periods, identifying similarities and differences;

    (B)  compare cultural themes honoring history and traditions in American and other artworks; and

    (C)  identify the use of art skills in a variety of jobs.

    (4)  Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to:

    (A)  analyze personal artworks to interpret meaning; and

    (B)  analyze original artworks, portfolios, and exhibitions by peers and others to form conclusions about properties.