Professional Documents
Culture Documents
Connecting to CCSS-ELA
A closer look at the standards will provide opportunities to make connections in
their relationship to art. One of the main goals of English language arts is to insure that
all students are literate. In order to be literate, students must be able to read a variety of
texts. It is important to recognize that visual texts fit into this category. Visual texts
include images, illustrations, fine art, symbols, and signsall of which serve to
communicate. In fact, communication is perhaps the largest component that connects art
and language arts. Specifically, the CCSS-ELA standards call for building knowledge
through reading, writing, listening, speaking, with a focus on high-quality source
material; engaging in careful observation in reading; and basing analysis of a text or work
of art on evidence (Robelen, 2012). David Coleman, a lead writer of the CCSS-ELA
standards, points out how the literacy standards describe reading in similar relationship to
studying a work of art. It is defined as the product of sustained observation and attention
Connecting to CCSS-Mathematics
While art to language arts might be an easier relationship to recognize at first glance,
College Board researchers found a strong connection between the Common Core
Standards for Mathematical Practice and art-based learning. When looking again at the
four creative practices (imagine, investigate, construct, reflect), they address particular
ways of processing ideas and demonstrating knowledge that overlap with the Common
Cores mathematical approach (The College Board, 2012). Additionally, art as
References