Photo by Carrie Mills

Kyrene Elementary School District
Visual Arts Student Outcomes

Students who complete the visual arts course of study will be able to:

• Recognize and understand the complex nature of visual expression.
• Recognize and understand past and current artworks and their relationship within history.
• Identify and appreciate the similarities and differences of diverse cultures as expressed through their art.
• Understand the variety of the functions and purposes for creating art.
• Understand the changing nature of art; art as a universal language of symbols and images, and as an intrinsic element of human expression.
• Recognize art as integral to daily life in that our constructed environment is shaped and influenced by the elements of art and principles of design.
• Demonstrate an understanding of art criticism and aesthetics using the specialized language of each.
• Analyze, evaluate and judge their own artwork and that of others within the context of a Discipline-Based Art Education (DBAE)
• Discover, utilize, and transfer connections between the visual arts and other disciplines.
• Strengthen their creative, problem-solving, and critical thinking skills while accepting multiple solutions to a single problem.
• Create original artwork in a variety of media ultilizing the elements of art and the principles of design.

Visual Arts Belief Statements

The following statements are intended to form the philosophical framework for visual arts Lesson Plans and curricular decisions. Many of the following principles, assumptions, and standards are derived from the National Standards for Art Education (1994) and the Arizona State Standards (1997).

The arts have been a part of humanity from the very beginning. People create art to make connections and to construct meaning, and these connections serve as bridges to each new generation. The arts are deeply embedded in our daily life, whether we realize it or not, and are an inseparable part of our humanity.

• The arts have both intrinsic and instrumental value; they have worth in and of themselves and can also be used to achieve a multitude of purposes.
• The arts play a valued role in creating cultures and building civilizations.
• The arts are a way of knowing; students grow in their ability to comprehend the world when they learn the arts.
• The arts are indispensable to freedom of inquiry and expression.
• The modes of thinking and methods of the arts disciplines can be used to illuminate situations in other disciplines that require creative solutions.
• The arts provide forms of nonverbal communication that can strengthen the presentation of ideas and emotions.
• Attributes such as self-discipline, the collaborative spirit, and perseverance, which are so necessary to the arts, transfer to the rest of life.

Study in the Visual Arts develops students' skills of observation as they learn to examine the objects and events of their lives. At the same time, they grow in their ability to describe, interpret, evaluate, and respond to work in the Visual Arts. Through examination of their own work and that of other people, times, and places, students learn to unravel the essence of human expression and to appraise its purpose and importance.

The Kyrene Visual Arts Curriculum

The Kyrene Visual Arts Curriculum specifies what all Kyrene students should know and be able to do in the visual arts as a result of their K-8 studies. Specific expectations, in the form of targets and target indicators are given for students and teachers at each grade level. These targets reflect high expectations and outline the essential knowledge, processes, and skills needed by all students. The foundation documents in developing the Kyrene Visual Arts Curriculum are the National Standards for Art Education (1994) and the Arizona State Standards in the Visual Arts (1997).

The Visual Arts Curriculum represents six of the core curricular components:

• Student outcomes are general statements of significant learner outcomes.
  
• Targets are the measurable sub-components of each student outcome and are classified according to Lesson Plans focus. The Lesson Plans focus designates the different phases of learning as introductory, mastery, and reinforced.
• Target indicators are sub-components of the targets and indicate what successful performance will look like for each target. The target indicators reflect the actual student experiences in the classroom.
  
• Resources are any materials that provide teachers with support to accomplish the targets.
  
• Lesson Plans recommendations are suggestions for classroom Lesson Plans strategies for particular targets and indicators.
• Classroom assessment recommendations are suggestions for different types of classroom assessment strategies that focus on the day-to-day monitoring of student progress.

The following seven broad student outcomes serve to organize the specific targets and target indicators at each grade level:

1. Understanding and applying media, technique, and processes.
2. Using knowledge of structures and functions.
   
3. Choosing and evaluating a range of subject matter, symbols, and ideas.
   
4. Understanding the Visual Arts in relation to history and cultures.
   
5. Reflecting upon and assessing the characteristics and merits of their work and others.
   
6. Making connections between Visual Arts and other disciplines.
   
7. Writing about art.

Legend for Visual Arts Curriculum Abbreviations

On the curriculum document, the 'number' column (second from left) reflects the reference for each target indicator to both the National Standards for Arts Education and the Arizona State Standards.

National Standards for Arts Education
K-4 or 5-8: References the content standards for grades K-4 or 5-8. Numbers and letters following the grade level reference represent the content standard number and specific achievement standard.

For example:
K-4 1a would reference the K-4 standards, content standard #1, achievement standard (a)
5-8 5b would reference the 5-8 standards, content standard #5, achievement standard (b)

Arizona State Standards

R:1:1       R=Level of State Standard

R=Readiness (kindergarten)
F=Foundations (grades 1-4)
E=Essentials (grades 5-8)

R:1:1       1=State Arts Standard

1=Creating Arts
2=Art in Context
3=Art as Inquiry

R:1:1       1=Outcome number for that standard

Lesson Plans Focus Definitions

Introduce (I)
An acquisition and exploration phase of learning in which concepts and skills are developed by experiences appropriate to the needs of the learner.

Master (M)
An application, skill, and fluency phase of learning in which students demonstrate in an appropriate manner what they know and are able to do; may include applying and generalizing knowledge), and

Reinforce (R)
A review, maintenance, and extension phase of learning in which students insure the continued application, generalization, and exploration of previously learned concepts, skills, procedures, and facts)

Sample form for Eighth Grade (2-D) (141kb)

The document has two appendices:

1. Selected Response Tool Types (examples included)

• True/False
• Fill in the Blank
• Short Answer/Essay
• Multiple Choice
• Observation of Classroom Performance (form)
• Checklist of Skills (form)
• Essay Rubric (form)
• Self Evaluation Form
• Product Rubric Template
• Art Criticism Worksheet
• Small or Large Group Critique Discussion Activity

2. Lesson Plans Units Synopsis (by grade).
Here is an Eighth Grade sample.

Eighth Grade 2-D

This page is a compilation of suggested units for this grade level. The synopsis is only a brief description of the activity involved for each unit. Reference the curriculum guide under the Lesson Plans recommendations for specific outcomes related to each target indicator covered in the units.

Contact:
Director of Curriculum and Lesson Plans Services
8700 South Kyrene Road
Tempe, AZ 85284