Arts - Visual Arts

Ideation Exploration 
(Journal Cover)

Abstraction and Formation (Landscape)

Color Theory
(Faux-Stained Glass)

Identity Expression
(Self-Portraits)

Identity - Students engage in self-discovery to explore personal features that reflect their identity artistically. This could be internal or external influences that form their personal identity. Identity may also refer to a genre, style, movement, particular artist or place.

Change - Students focus on not simply observing an environment but then how to represent it in a unique manner that utilizes their own personal lens. They are encouraged to carefully consider distortion, exaggeration, and inclusion/omission.

The arts may be a reflection of change, or an inspiration for change. Change may be considered as external to the arts or incorporated within an artwork. In the arts, change can also be termed as metamorphosis or transformation—a marked change, in appearance, form, nature or character.

Aesthetics - deals with the characteristics, creation, meaning and perception of beauty and taste. The study of aesthetics develops skills for the critical appreciation and analysis of art, culture and nature. In the arts, the concept of aesthetics is perceived differently around the world and across cultures. 

Aesthetics does not only address the rules and principles of beauty but should also include cultural perspectives and perception through the senses.

Aesthetics - deals with the characteristics, creation, meaning and perception of beauty and taste. The study of aesthetics develops skills for the critical appreciation and analysis of art, culture and nature. In the arts, the concept of aesthetics is perceived differently around the world and across cultures. 

Aesthetics does not only address the rules and principles of beauty but should also include cultural perspectives and perception through the senses.
 

Identity - Students engage in self-discovery to explore personal features that reflect their identity artistically. This could be internal or external influences that form their personal identity. Identity may also refer to a genre, style, movement, particular artist or place.

Representation: The description, depiction, or portrayal of a person, group, place or item in a particular way or as being of a certain nature. An image or likeness. 

Expression: The representation of feelings and emotions, ideas, thoughts, beliefs, values and opinions in the process of visual or physical articulation. It can include signs, symbols, semiotics or any other imagery to capture the artist intention. Expression facilitates the communication of an idea.

Composition: Students intentionally use the elements of art and principles of design to create an intentional arrangement in their artwork.

Style: Students develop their own artistic style based on their interpretation of their surroundings and own personal lens. Style can be influenced by established artists or time period.

Representation: The description, depiction or portrayal of a person, group, place or item in a particular way or as being of a certain nature. An image or likeness.

Composition: Students intentionally use the elements of art and principles of design to create an intentional arrangement in their artwork.

Interpretation: The understanding of experiences and events mainly through the reference frame of our own reality and contexts. The understanding of the meaning of an artist’s creative work and artistic expressions. An artist’s distinctive personal version expressed by stylistic individuality.

Style: A type of art characteristic of a group of people, person, or period of time and belonging to a shared tradition or set of conventions. Art conforming to an established form.
 

Presentation: The choice of medium, tool, and exhibition or performance space that contributes to audience understanding of the meaning or purpose of the art piece.

Narrative: A spoken, written or visual account of connected events; a story, which may be fictional or non-fictional.

Personal and Cultural Expression

What is the nature and purpose of creative expression?

Students will explore:

• the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values
• the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic

Global Context Exploration:

• Explore our own cultural traditions and beliefs, and how imagery can reflect those values.

Scientific and Technical Innovation

How do we understand the world in which we live?

Students will explore: 

• the natural world and its laws

Global Context Exploration: 

• Explore various landforms and terrains.

Scientific and Technical Innovation

How do we understand the world in which we live?

Students will explore:

• how humans use their understanding of scientific principles

Global Context Exploration:

• Explore color theory, the science of color, and the psychology of color.

Fairness and Development

What are the consequences of our common humanity?

Students will explore:

• sharing finite resources with other people and with other living things

Global Context Exploration:

• Explore how Oaxacan artists use their natural resources to create artwork.

Personal and Cultural Expression

What is the nature and purpose of creative expression?

Students will explore:

• the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values
• the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic

Global Context  Exploration:

• Explore how symbolism can be used to express experiences and values.
   

The process of creating art can lead to self-discovery through representation and expression of one's identity.

Through interpretation, change and artistic principles we can develop a better understanding of our world.

The aesthetics found in nature can influence the balance and harmony in our own creative compositions.

Stylistic choices in art are heavily influenced by the artists' interpretation of cultural traditions and available natural resources.
 

The presentation of an artwork can share a narrative about the artist's identity.

Criteria A - Investigating

1. investigate a movement(s) or genre(s) in their chosen arts discipline, related to the statement of inquiry
2. describe an artwork or performance from the chosen movement(s) or genre(s).

Criteria B - Developing

1.  practically explore ideas to inform development of a final artwork or performance
2. present a clear artistic intention for the final artwork or performance in line with the statement of inquiry.

Criteria C - Creating

1. create an artwork

Criteria D - Evaluating

1. appraise their own artwork or performance
2. reflect on their development as an artist.

Process Journal Cover

1. investigate a movement(s) or genre(s) in their chosen arts discipline, related to the statement of inquiry
2. describe an artwork or performance from the chosen movement(s) or genre(s).

1. practically explore ideas to inform development of a final artwork or performance
2. present a clear artistic intention for the final artwork or performance in line with the statement of inquiry.

1. create an artwork

Criteria A - Investigating

1. investigate a movement(s) or genre(s) in their chosen arts discipline, related to the statement of inquiry
2. describe an artwork or performance from the chosen movement(s) or genre(s).

Criteria B - Developing

1. practically explore ideas to inform development of a final artwork or performance
2. present a clear artistic intention for the final artwork or performance in line with the statement of inquiry.

Criteria C - Creating

1. create an artwork

Faux-Stained Glass Drawing

Criteria A - Investigating

1. investigate a movement(s) or genre(s) in their chosen arts discipline, related to the statement of inquiry
2. describe an artwork or performance from the chosen movement(s) or genre(s).

Criteria B - Developing

1. practically explore ideas to inform development of a final artwork or performance
2. present a clear artistic intention for the final artwork or performance in line with the statement of inquiry.

Criteria C - Creating

1. create an artwork

Criteria D - Evaluating

1. appraise their own artwork or performance
2. reflect on their development as an artist.

Clay Sculpture Inspired By Oaxacan Culture

Criteria B - Developing

1. practically explore ideas to inform development of a final artwork or performance
2. present a clear artistic intention for the final artwork or performance in line with the statement of inquiry.

Criteria C - Creating

1. create an artwork

Symbolic Self-Portrait

Self-management Skills: Organizational Skills 

• use appropriate strategies for organizing complex information 
• understand and use sensory learning preferences (learning styles)

Communication 

Interpret and use effectively modes of non-verbal communication

SIOP - Bubble Map Brainstorming Activity

Self-Management Skills: Organizational Skills 

• use appropriate strategies for organizing complex information
• understand and use sensory learning preferences (learning styles)

Creative Thinking

Consider multiple alternatives, including those that might be unlikely or impossible

Cooperative Strategies - Round Robin Table Critiques

Thinking Skills

•  interpret data 
• use brainstorming and visual diagrams to generate new ideas and inquiries 
• create original works and ideas; use existing works and ideas in new ways

Research Skills: Information Literacy

• access information to be informed and inform others
• make connections between various sources of information
• present information in a variety of formats and platforms

Self-Management - Affective Skills

Perseverance - Demonstrate persistence and perseverance 
 

Communication Skills

• use brainstorming and visual diagrams to generate new ideas and inquiries
• create original works and ideas; use existing works and ideas in new ways

Communication 

Interpret and use effectively modes of non-verbal communication

Colored Pencil Techniques, Symbolism, Self-Expression

Color Theory

Oaxacan Folk Art, Ceramics tools and techniques, Sculpting & Painting

Self-Portraits, Symbolism, Proportion, Style

Ideation Exploration (Journal Cover)

Symbolic Still-Life (Observational Drawing)

Pop Art Soda Cans (Color Theory Painting)

A New Perspective (One-Point Perspective)

Cultural Interpretation (Egyptian-Inspired Canopic Jars)

Communication is the exchange or transfer of signals, facts, ideas and symbols. It requires a sender, a message and an intended receiver. Communication involves the activity of conveying information or meaning. Effective communication requires a common “language” (which may be written, spoken or non-verbal). 

Communication is often regarded in the arts as a message between the artist and an audience, or between performers. Without intended communication the arts become solely self-expressive.

Perspective - is the position from which we observe situations, objects, facts, ideas, and opinions. Perspective may be associated with individuals, groups, cultures, or disciplines. Different perspectives often lead to multiple representations and interpretations.

Aesthetics - deals with the characteristics, creation, meaning and perception of beauty and taste. The study of aesthetics develops skills for the critical appreciation and analysis of art, culture and nature.

Time, Place, and Space - A concept that refers to the absolute or relative position of people, objects, and ideas. Time, place, and space focuses on how we construct and use our understanding of location.

Identity - Identity refers to the particular features that define individuals, groups, things, eras, places, symbols and styles. Identity can be observed, or it can be constructed, asserted and shaped by external and internal influences.

In the arts, we often explore the self and self-discovery through the concept of identity; however, identity may also be related to the identification of a genre, style, movement, particular artist or place. The arts often give us insights into the identity of a culture or a period of time, providing us with an idea of how a culture identifies itself and of the characteristics and values of a culture.
 

Representation: The description, depiction, or portrayal of a person, group, place or item in a particular way or as being of a certain nature. An image or likeness. 

Expression: The representation of feelings and emotions, ideas, thoughts, beliefs, values and opinions in the process of visual or physical articulation. It can include signs, symbols, semiotics or any other imagery to capture the artist intention. Expression facilitates the communication of an idea.

Representation: The description, depiction or portrayal of a person, group, place or item in a particular way or as being of a certain nature. An image or likeness.

Composition: The intentional organization or contrast, balance, arrangement or awareness of the elements and principles of art for a particular purpose in the creation of art. These may include tension and release, repetition and variety, unison and harmony, sound and silence, theme and variation, and dynamics and energy.

Composition - The intentional organization or contrast, balance, arrangement or awareness of the elements and principles of art for a particular purpose in the creation of art. These may include tension and release, repetition and variety, unison and harmony, sound and silence, theme and variation, and dynamics and energy.

Structure - This refers to the shape, timing and organization of the art and the factors that determine how a piece or performance is shaped. This takes into consideration form, function, narrative, melody, harmony, contrast, focus and the construction of smaller parts to create a whole.
 

Representation: The description, depiction or portrayal of a person, group, place or item in a particular way or as being of a certain nature. An image or likeness. 

Composition: Students intentionally use the elements of art and principles of design to create an intentional arrangement in their artwork.

Interpretation: The understanding of experiences and events mainly through the reference frame of our own reality and contexts. The understanding of the meaning of an artist’s creative work and artistic expressions. An artist’s distinctive personal version expressed by stylistic individuality.

Visual Culture: A field of study that generally includes some combination of cultural studies, art history, critical theory, philosophy, and anthropology, by focusing on aspects of culture that rely on visual images.

Personal and Cultural Expression

What is the nature and purpose of creative expression?

Students will explore:

• the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values
• the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic

Global Exploration: Explore our own cultural traditions and beliefs, and how imagery can reflect those values.

Scientific and Technical Innovation

How do we understand the world in which we live?

Students will explore:

• how humans use their understanding of scientific principles
• the natural world and it's laws

Global Exploration: Explore how our eyes perceive the world around us and techniques to replicate that realistic perspective in artwork.

Orientation in Time and Space

What is the meaning of “when” and “where”?

Students will explore:

• personal experiences
• popular culture
• turning points in humankind
• art historical movements and artists

Global Exploration: Explore how various artists have expressed the time and place of a subject in art series, and how that elevates the meaning of that story.

Scientific and Technical Innovation

How do we understand the world in which we live?

Students will explore:

• how humans use their understanding of scientific principles
• the natural world and it's laws

Global Exploration: Explore how our eyes perceive the world around us and techniques to replicate that realistic perspective in artwork.

Fairness and Development

What are the consequences of our common humanity?

Students will explore:

• the styles and traditions of Ancient Egyptian civilizations, and how these were impacted by their religious traditions
• sharing finite resources with other people and with other living things

Global Exploration: Explore how Ancient Egyptian artists used art to practice cultural traditions and religious beliefs with natural resources.
 

The process of creating art can lead to communicating self-discovery through representation and expression of one's identity.
 

Individual perspectives can impact the composition of representational artwork.

Composition and structure of art can be manipulated with tools and media to develop a particular aesthetic.

Artists use natural concepts of time, place, and space to create realistic representational compositions.

Each artist's interpretations lead to the creation of individual identities and use of visual culture.

Criteria A - Investigating

i. investigate a movement(s) or genre(s) in their chosen arts discipline, related to the statement of inquiry

ii. describe an artwork from the chosen movement(s) or genre(s).
 

Criteria B - Developing

i. practically explore ideas to inform development of a final artwork

ii. present a clear artistic intention for the final artwork in line with the statement of inquiry.

Criteria C - Creating

i. create an artwork.
 

Criteria D - Evaluating

i. appraise their own artwork

ii. reflect on their development as an artist.

Process Journal Cover Design, Artist Statement

Criteria B

Developing Skills

i. demonstrate the acquisition and development of the skills and techniques of the art form studied

ii. demonstrate the application of skills and techniques to create, perform and/or present art.

2D Observational Drawing

Criteria A - Investigating

i. investigate a movement(s) or genre(s) in their chosen arts discipline, related to the statement of inquiry

ii. describe an artwork from the chosen movement(s) or genre(s).

Criteria B - Developing

i. practically explore ideas to inform development of a final artwork

ii. present a clear artistic intention for the final artwork in line with the statement of inquiry.

Criteria C - Creating

i. create an artwork.

Criteria D - Evaluating

i. appraise their own artwork

ii. reflect on their development as an artist.

Pop Art Soda Can Painting

Criteria B - Developing Skills

i. practically explore ideas to inform development of a final artwork or performance

ii. present a clear artistic intention for the final artwork or performance in line with the statement of inquiry.

Criteria C - Creating

i. create or perform an artwork

One-Perspective Drawing

Criterion A: Investigating

i. investigate a movement or genre in their chosen arts discipline, related to the statement of inquiry 

ii. analyze an artwork or performance from the chosen movement or genre.

Criterion B: Developing

i. practically explore ideas to inform development of a final artwork or performance

ii. present a clear artistic intention for the final artwork or performance in line with the statement of inquiry.

Criterion C: Creating

i. create or perform an artwork. 

ii. demonstrates consistently effective use of skills and techniques through the creation of a finalized work.

Criterion D: Evaluating

i. appraise their own artwork

ii. reflect on their development as an artist.

Ceramic Canopic Jar Inspired By Ancient Egypt
 

Self-management Skills - Organizational Skills 

• Use appropriate strategies for organizing complex information 
• Understand and use sensory learning preferences (learning styles)

Communication Skills

Interpret and use effectively modes of non-verbal communication

SIOP - Bubble Map Brainstorming Activity

Self-Management Skills - Affective Skills

Perseverance - Demonstrate persistence and perseverance

Communication Skills

• Interpret data
• Use brainstorming and visual diagrams to generate new ideas and inquiries
• Create original works and ideas; use existing works and ideas in new ways

Thinking Skills - Transfer Skills

• Connect and apply math and science skills and knowledge to the process of art-making

Thinking Skills - Critical-Thinking Skills

• Analyze complex concepts and projects into their constituent parts and synthesize them to create new understanding

Self-Management Skills - Organization Skills

• Manage time and organize tasks into feasible steps

Thinking Skills - Critical-thinking Skills

• Interpret data

Thinking Skills - Creative-thinking Skills

• Use brainstorming and visual diagrams to generate new ideas and inquiries
• Create original works and ideas; use existing works and ideas in new ways

Research Skills - Information Literacy

• Access information to be informed and inform others
• Make connections between various sources of information
• Present information in a variety of formats and platforms

Self-Management Skills - Affective Skills 

• Practice focus and concentration
• Demonstrate persistance and perseverance
• Practice "bouncing back" after mistakes

Thinking Skills - Transfer Skills

• Make connections between discipline areas (Individuals & Societies and Visual Arts)
• Transfer current knowledge to learning of new technologies

Colored Pencil Techniques, Symbolism, Self-Expression

Observational Drawings, Value, Contour Lines, Charcoal

Pop Art, Grid Drawing, Color Theory

One-Point Perspective, Orthogonal Lines, Space

Ancient Egyptian Art and History, Ceramics Techniques and processes
 

Ideation Exploration (Journal Cover)

Visual Storytelling (Art Series)

Representational Creation (Grid Drawing)

Form and Function (Ceramics Tic-Tac-Toe)

Parody Art (Art History)

Communication is the exchange or transfer of signals, facts, ideas and symbols. It requires a sender, a message and an intended receiver. Communication involves the activity of conveying information or meaning. Effective communication requires a common “language” (which may be written, spoken or non-verbal). 

Communication is often regarded in the arts as a message between the artist and an audience, or between performers. Without intended communication the arts become solely self-expressive.
 

Identity - Students engage in self-discovery to explore personal features that reflect their identity artistically. This could be internal or external influences that form their personal identity. Identity may also refer to a genre, style, movement, particular artist or place.

Perspective - is the position from which we observe situations, objects, facts, ideas, and opinions. Perspective may be associated with individuals, groups, cultures, or disciplines. Different perspectives often lead to multiple representations and interpretations.

Aesthetics - deals with the characteristics, creation, meaning and perception of beauty and taste. The study of aesthetics develops skills for the critical appreciation and analysis of art, culture and nature. In the arts, the concept of aesthetics is perceived differently around the world and across cultures.

Aesthetics does not only address the rules and principles of beauty but should also include cultural perspectives and perception through the senses.

Change is a conversion, transformation or movement from one form, state or value to another. Inquiry into the concept of change involves understanding and evaluating causes, processes and consequences.

The arts may be a reflection of change, or an inspiration for change. Change may be considered as external to the arts or incorporated within an artwork. In the arts, change can also be termed as metamorphosis or transformation—a marked change in appearance, form, nature or character.

Style: A type of art characteristic of a group of people, person or period of time and belonging to a shared tradition or set of conventions. Art conforming to an established form.

Expression: The representation of feelings and emotions, ideas, thoughts, beliefs, values and opinions in the process of visual or physical articulation. It can include signs, symbols, semiotics or any other imagery to capture the artist intention. Expression facilitates the communication of an idea.

Composition: The intentional organization or contrast, balance, arrangement or awareness of the elements and principles of art for a particular purpose in the creation of art. These may include tension and release, repetition and variety, unison and harmony, sound and silence, theme and variation, and dynamics and energy.

Narrative: A spoken, written or visual account of connected events; a story, which may be fictional or non-fictional. The narrative may manipulate the viewpoint of the audience: Bias is persuasive narrative designed to deliver a particular mandate, brief or point of view.

Representation: The description, depiction or portrayal of a person, group, place or item in a particular way or as being of a certain nature. An image or likeness.

Composition: The intentional organization or contrast, balance, arrangement or awareness of the elements and principles of art for a particular purpose in the creation of art. These may include tension and release, repetition and variety, unison and harmony, sound and silence, theme and variation, and dynamics and energy.

Visual Culture: The choice of medium, tool, and exhibition or performance space that contributes to audience understanding of the meaning or purpose of the art piece.

Innovation: An altered interpretation of, or experimentation with, ideas, techniques and media.

It promotes originality and creativity through new ways of presenting ideas and unusual use of media.

Genre: A type or category of art that can be identified through a particular set of characteristics, techniques and/or conventions. The features may, of course, vary between arts disciplines and art forms.

A study of genres includes essential understandings about conventions of genre as applied to the different arts disciplines: for example, form, style, tone, mood, atmosphere, composition, instrumentation, choreography, rhythm, movement, costume, lighting, and so on.

Examples of genres include tragedy, melodrama, jazz, blues, satire, pop art. 

Style: A type of art characteristic of a group of people, person or period of time and belonging to a shared tradition or set of conventions. Art conforming to an established form.
 

Personal and Cultural Expression

What is the nature and purpose of creative expression?

Students will explore:

• the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values
• the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic

Global Exploration: Explore our own cultural traditions and beliefs, and how imagery can reflect those values.

Orientation in Time and Space

What is the meaning of “when” and “where”?

Students will explore:

• personal histories;
• homes and journeys;
• turning points in humankind;
• discoveries

Global Exploration: Explore how various artists have expressed the time and place of a subject in art series, and how that elevates the meaning of that story.

Scientific and Technical Innovation

How do we understand the world in which we live?

Students will explore:

• how humans use their understanding of scientific principles
• the natural world and it's laws

Global Exploration: Explore how our eyes perceive the world around us and techniques to replicate that realistic perspective in artwork.

Globalization and Sustainability 

How can common human pastimes be adapted to become more sustainable?

Global Exploration: Explore sustainability of different materials and the science of ceramics.

Personal and Cultural Expression

What is the nature and purpose of creative expression?

Students will explore:

• the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values
• the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic

Global Exploration: Exploring how changing the composition of an existing artwork can alter the possible interpretation or meaning.
 

The process of creating art can lead to communicating self-discovery through aesthetic style and expression of one's identity.
 

Artists can extend their identities in their artwork by expressing a narrative in their artistic compositions.

Individual perspectives can impact the composition of representational artwork.

Creative innovation and use of visual culture can expand an artist's aesthetic style.

Changes to a genre can lead to a unique artistic style.

Criteria A - Investigating

i. investigate a movement(s) or genre(s) in their chosen arts discipline, related to the statement of inquiry

ii. analyse an artwork or performance from the chosen movement(s) or genre(s).
 

Criteria B - Developing

i. practically explore ideas to inform development of a final artwork

ii. present a clear artistic intention for the final artwork or performance in line with the statement of inquiry.

Criteria C - Creating

i. create an artwork
 

Criteria D - Evaluating 

i. appraise their own artwork or performance

ii. reflect on their development as an artist.
 

Process Journal Cover, Artist Statement

Criteria A - Investigating

i. investigate a movement(s) or genre(s) in their chosen arts discipline, related to the statement of inquiry

ii. analyse an artwork or performance from the chosen movement(s) or genre(s).

Criteria B - Developing

i. practically explore ideas to inform development of a final artwork

ii. present a clear artistic intention for the final artwork or performance in line with the statement of inquiry.

Criteria C - Creating

i. create an artwork

Criteria D - Evaluating 

i. appraise their own artwork or performance

ii. reflect on their development as an artist.
 

Mixed Media Narrative Artwork
 

Criteria B - Developing

i. practically explore ideas to inform development of a final artwork

ii. present a clear artistic intention for the final artwork or performance in line with the statement of inquiry.

Criteria C - Creating

i. create an artwork

Criteria D - Evaluating 

i. appraise their own artwork or performance

ii. reflect on their development as an artist.

2D Observational Drawing

Criteria A - Investigating

i. investigate a movement(s) or genre(s) in their chosen arts discipline, related to the statement of inquiry

ii. analyse an artwork or performance from the chosen movement(s) or genre(s).

Criteria B - Developing

i. practically explore ideas to inform development of a final artwork

ii. present a clear artistic intention for the final artwork or performance in line with the statement of inquiry.

Criteria C - Creating

i. create an artwork

Criteria D - Evaluating 

i. appraise their own artwork or performance

ii. reflect on their development as an artist.

Ceramic Tic-Tac-Toe Boards

Criteria A - Investigating

i. investigate a movement(s) or genre(s) in their chosen arts discipline, related to the statement of inquiry

ii. analyse an artwork or performance from the chosen movement(s) or genre(s).

Criteria B - Developing

i. practically explore ideas to inform development of a final artwork

ii. present a clear artistic intention for the final artwork or performance in line with the statement of inquiry.

Criteria C - Creating

i. create an artwork

Criteria D - Evaluating 

i. appraise their own artwork or performance

ii. reflect on their development as an artist.

Personal Interpretation of a Historical Artwork

Self-management Skills - Organizational Skills 

• Use appropriate strategies for organizing complex information 
• Understand and use sensory learning preferences (learning styles)

Communication Skills

• Interpret and use effectively modes of non-verbal communication

SIOP - Bubble Map Brainstorming Activity

Self-Management Skills - Affective Skills

• Perseverance - Demonstrate persistence and perseverance

Thinking Skills - Critical-thinking Skills

• Interpret data

Thinking Skills - Creative-thinking Skills

• Use brainstorming and visual diagrams to generate new ideas and inquiries
• Create original works and ideas; use existing works and ideas in new ways

Cooperative Learning - Think-Pair-Share

Communication Skills

• Interpret data
• Use brainstorming and visual diagrams to generate new ideas and inquiries
• Create original works and ideas; use existing works and ideas in new ways

Self-management Skills -Organization Skills 

• Use appropriate strategies for organizing complex information
• Understand and use sensory learning preferences (learning styles)

Cooperative Strategies - Round Robin Table Critiques

Self-management Skills - Reflection Skills

• Reflect on successes and possible improvements in a self-assessment
• Provide peer feedback to others on new skills, techniques, and strategies used in developed artworks

Communication Skills 

• Interpret and use effectively modes of non-verbal communication (Visual Literacy)

Cooperative Strategies & SIOP

Colored Pencil Techniques, Symbolism, Self-Expression

Art Series, Diptychs & Triptychs, Visual Storytelling

Observational Drawings, Value, Contour Lines, Charcoal

Ceramic Tools & Techniques, Product Development
 

Art Styles, Appropriation