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INTRODUCTION
St. Philomena School Model Content
Standards for Visual Arts
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"Imagination is more
important than knowledge."
-- Albert Einstein
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In writing Visual Arts Model Content
Standards for St. Philomena School, the definition
of a standard as set out by the National Art
Education Association was used as a guide:
"Standards specify the
knowledge and skills which students
need in order to fulfill their personal
potential, to enrich and deepen their
lives, and to enable them to contribute
effectively to society."
"Arts standards are
deliberately broad statements, the better
to encourage local curricular objectives
and flexibility in classroom instruction,
that is, to draw on local resources
and to meet local needs. Standards also
present areas of content, expectations
for student experience, and levels of
student achievement, but without endorsing
any particular philosophy of education,
specific teaching methods, or aesthetic
points of view. The latter are matters
for states, localities, and classroom
teachers."
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The philosophical orientation of
the St. Philomena School art program is closer
to that of the developmentalists than the discipline-based
adherents.
To quote John Lidstone, former
Professor of Art Education and Dean of the the
School of Education at Queens College, New York,
"The discipline-based approach to educating
children in art is cerebral, fact-and-memory-oriented;
the museum's way, the art historian's way, the
academician's way. The developmentalist's approach
is humanistic, feeling-and-imagination-oriented,
the studio way, the educator's way, the child-centered
teacher's way."
Lidstone describes a creative classroom
as one that emphasizes imagination over knowledge,
activity over study, and self-expression over
aesthetics.
This philosophy of art education
can be seen at work in ARTS PROPEL which evolved
out of a collaborative effort funded by the
Rockefeller Foundation in 1985. The philosophy
followed at St. Philomena School is reflective
of this developmental approach.
"PROPEL focuses on artistic production
as the central component throughout, with perceptual
and reflective elements growing out of students'
active involvement with artistic media," writes
Howard Gardner, Professor of Education at Harvard
University. He goes on to describe the PROPEL
approach as highlighting "the development of
integrated artistic skills, not the acquisition
of information, and it is based on a student-centered
rather than an adult-centered curriculum."
The art program at St. Philomena
School also focuses on art production to encourage
students to view themselves as artists and to
develop the thinking skills necessary to artistic
endeavor and eventually to enable them to perceive
and better understand the historical, critical
and aesthetic aspects of art. This best prepares
students for a more particularized study of
the specifically academic subjects in art at
the high school or college level.
Model Content Standards
Visual Arts
1. Students recognize the visual
arts as a valid form of communication.
2. Students are introduced to
elements of art, principles of design, and sensory
and expressive features of visual arts.
3. Students understand and apply
media, techniques, and processes to their work.
STANDARD
1:
Students recognize the visual arts as a
valid form of communication.
RATIONALE:
Art is a universal, nonverbal language allowing
for the expression of a variety of viewpoints,
ideas, and feelings. In order to grow as individuals,
students need to expand their observation and
critical thinking skills, while developing a
symbolic language and creating a personal repertoire
for self-expression.
GRADES 1-3
In grades 1-3, what students are introduced
to includes:
- Identifying visual images, themes, and
ideas for works of art
- Selecting and using visual images, themes,
and ideas to communicate meaning
- Comprehending the difference between copying
and original expression
- Understanding the importance of individualizing
their work
GRADES 4-6
In grades 4-6, what students know and are able
to do includes:
- Selecting, organizing, and employing visual
images, themes, and ideas in their work to
express an intended meaning
- Understanding that personal viewpoints
are the most valid aspects of art experiences
- Creating unique interpretations of varied
historical/cultural traditions by expressing
aspects of their own lives, time, and place
within the distinctive style
GRADES 7-8
As students in grades 7-8 extend their knowledge,
what they know and are able to do includes:
- Developing the ability to think independently,
express feelings, and solve art problems creatively
with a variety of visual art materials and
media
- Individualizing their approach to assignments
by selecting projects and adapting them to
their personal artistic goals
- Identifying art as a vehicle for social
change by engaging the viewer in a mental
dialogue with the message portrayed.
STANDARD
2:
Students are introduced to elements of art,
principles of design, and sensory and expressive
features of visual arts.
RATIONALE:
Art students need to be introduced to the basic
art elements and design principles that provide
building blocks to begin to create and understand
artistic expression. Students are shown how
artists have used them, and are encouraged to
identify and utilize them in their own work.
GRADES 1-3
In grades 1-3, what students are introduced
to includes:
- Experimenting with basic art elements in
their work
- Beginning to identify basic art elements
GRADES 4-6
In grades 4-6, what students know and are able
to do includes:
- Beginning to apply basic art elements in
the creation of their art work
- Experimenting with basic design principles
in their work
GRADES 7-8
As students in grades 7-8 extend their knowledge,
what they know and are able to do includes:
- Beginning to identify basic design principles
- Applying basic art elements in the creation
of their art work
- Experimenting with artistic styles and
genres to enhance communication of ideas and
create increased interest
STANDARD
3:
Students understand and apply media, techniques,
and processes to their work.
RATIONALE:
The making of art requires the development
of problem solving skills which encourage invention
and new ways of seeing the world and using materials.
Student exploration and application of materials,
techniques, and processes encourage the expression
of ideas in unique, individual ways.
GRADES 1-3
In grades 1-3, what students are introduced
to includes:
- Identifying and describing different materials,
tools, techniques, and processes
- Using materials, tools, techniques, and
processes to make works of art
- Beginning to understand the role of good
craftsmanship
GRADES 4-6
In grades 4-6, what students know and are able
to do includes:
- Exploring additional materials, tools,
techniques, and processes
- Understanding the importance and purpose
of good craftsmanship
GRADES 7-8
As students in grades 7-8 extend their knowledge,
what they know and are able to do includes:
- Selecting and using materials, tools, techniques,
and processes to enhance communication of
specific ideas through their art
- Achieving increased skill in handling tools
and materials to express ideas through art
- Identifying and incorporating quality craftsmanship
in their own work
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