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Standards

Prepared Graduate
Competencies

Grade Level
Expectations

Comprehend

-Make informed critical


evaluations of visual and
material culture,
information, and
technologies
-Explain, demonstrate, and
interpret a range of purposes
of art and design,
recognizing that the making
and study of art and design
can be approached from a
variety of viewpoints,
intelligences, and
perspectives
-Analyze, interpret, and
make meaning of art and
design critically using oral
and written discourse

Reflect

-Use specific criteria to


discuss and evaluate works
of art
-Critique personal work and
the work of others with
informed criteria
-Recognize, articulate, and
implement critical thinking
in the visual arts by
synthesizing, evaluating, and
analyzing visual information

Create

-Develop and build

appropriate mastery in artmaking skills using


traditional and new
technologies and an
understanding of the
characteristics and

expressive features of art


and design
-Recognize, interpret, and
validate that the creative
process builds on the

development of ideas
through a process of inquiry,
discovery, and research
-Create works of art that
articulate more sophisticated
ideas, feelings, emotions, and

Relevance to the
Topic

Characteristics and
expressive features of
art and design are
used to identify and
discuss works of art
The identification of
characteristics and
expressive features in
works of art and
design help to
determine artistic
intent
Art has intent and
purpose

At the beginning of
most lessons we
started by introducing
an artist that used
characteristics and
expressive features that
were similar to how we
were going to use them
in our lesson. This was
to show students how
color, line, shape and
composition
(placement) could be
used in an artwork. We
also used examples to
show how an artist
expresses their intent.

Artists, viewers, and


patrons use the
language of art to
respond to their own
art and the art of
others

When creating their


artist statement,
students were asked to
describe their artworks
using art terms, such as
color, shape and design.
Throughout the unit
students were asked to
reflect on the artwork
they were creating to
be documented on the
class blog.
Students focused on the
use of symbols in their
art, specifically when
creating a symbol for
their superhero. They
used familiar symbols
and shapes to
represent their
superhero identity that
was based on their
personal identity.
Students used basic
media in their art
making, including
materials like markers
and water to create a

Use familiar symbols


to identify and
demonstrate
characteristics and
expressive features of
art and design
Use basic media to
express ideas through
the art-making
process
Demonstrate basic
studio skills

points of view about art and


design through an expanded
use of media and
technologies

Transfer

-Transfer the value of visual


arts to lifelong learning and
the human experience
-Identify, compare and
justify that the visual arts are
a way to acknowledge,
exhibit and learn about the
diversity of peoples, cultures
and ideas
-Identify, compare, and
interpret works of art
derived from historical and
cultural settings, time
periods, and cultural
contexts

mono-print of their
symbol. Throughout
the unit they learned
basic studio skills that
enabled their success in
art making.

Visual arts respond to


human experience by
relating art to the
community
Works of art connect
individual ideas to
make meaning

Students were first


asked to transform into
a superhero and choose
their superpower based
on their talents and
interests. During this
whole unit students
were encouraged to
relate their new
superhero identity to
how they could impact
their community.