Student Portfolios

Perception:

Identify and respond to:

Sensory qualities and design elements in the environment and artworks

Underlying structures and design principles in the environment and artworks

Aesthetic qualities in the environment and artworks

Students learn to apply and refine perceptual skills developed in earlier grades. They learn to identify and analyze more subtle and complex visual relationships such as how light affects our perception of colors, textures, and forms, and how we perceive space and distance.

Click here to see student examples of perception.

Creative Expression :

Acquire skills to:

Develop ideas for art based on varied sources

Refine and extend ideas for visual expression

Apply design elements and principles

Use two- and three-dimensional media for expression

Students continue to create art in order to express what they see, know, feel, and image. They make sketches to develop ideas and to try out design concepts. Skills in using media are developed by problem-solving and planned experiments. Multi-step techniques are introduced in two- and three-dimensional medial.

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Culture and Heritage :

Know about:

Artworks and artistic traditions in different cultures and times

Varied influences on styles and types of artwork, past and present

Art careers and resources in the community

Types and function of art in everyday life

Students learn about selected styles and historical changes in art of the Americas as well as world cultures. They learn more about careers in art, the use of computers for art, and the role of museums. Lessons acquaint students with art in public places and 20th century art forms such as photography and filmmaking.

Informed Judgment:

Be able to:

Describe sensory and design qualities in artworks

Analyze themes and technical qualities of artworks

Interpret the expressive meaning in artworks

Cite criteria and offer reasons for judgments of artworks

Students are introduced to the steps in art criticism: perceiving and discussing the artwork, analyzing fit, and interpreting the "visual evidence." They learn that criteria for judgments of their own and others' work should be relevant to its general style or purpose - expressive, imaginative, representational, abstract or functional.