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In 1967, the National Art Education Association published an official position statement, "The Essentials of a Quality School Art Program," intended for use by individuals and groups responsible for elementary and secondary school art programs in the United States. This updated version presents, as nearly as possible, a consensus of earnest, experienced judgment in the profession. The update is divided into the following parts: (1) "Purposes and Principles for School Art Programs"; (2) "What Students Should Know and Be Able To Do in the Visual Arts"; (3) "Current Trends in Art Education"; (4) "Standards"; (5) "Glossary"; and (6) "NAEA Program Standards Award." (BT)
Provides course description, standards, learning expectations, performance indicators, sample performance tasks, and integration / linkages for grades 6-12 courses. Middle School course: Visual Art. High School courses: Visual Art, Visual Art History. Six strands: Media, Techniques, and Processes; Structures and Functions; Evaluation; Historical and Cultural Relationships; Reflection and Assessment; Interdisciplinary Connections.
This book explains what visual art standards are and what to teach children
The Fine Arts Standards of Learning in this publication represent a major development in public education in Virginia, emphasizing the importance of instruction in the fine arts (dance arts, music, theatre arts, and visual arts) as an important part of Virginia's efforts to provide challenging educational programs in the public schools. Knowledge and skills that students acquire through fine arts instruction include the abilities to think critically, solve problems creatively, make informed judgments, work cooperatively within groups, appreciate different cultures, imagine, and create. The Fine Arts Standards of Learning were developed through the efforts of classroom teachers, curriculum specialists, administrators, college faculty, professional artists, fine arts organization representatives, and museum personnel. These persons assisted the Department of Education in developing and reviewing the draft documents. Opportunities for citizens to make comments with respect to the standards documents were provided through public hearings that were held at two sites across the state. Copies of the Fine Arts Standards of Learning were distributed to public schools throughout Virginia for teachers to use in developing curricula and lesson plans to support the standards. The standards are minimum requirements in the fine arts, setting reasonable targets and expectations for what teachers need to teach and students need to learn. The standards set clear, concise, measurable, and rigorous expectations for young people. Schools are encouraged to go beyond the prescribed standards to enrich the curriculum to meet the needs of all students.
Artist and teacher Liz Byron demonstrates how to design lessons and instruction in the visual arts using the inclusive principles of Universal Design for Learning (UDL). Readers learn to set meaningful goals, measure progress, customize instruction, and engage all learners across grades.
What are "essential questions," and how do they differ from other kinds of questions? What's so great about them? Why should you design and use essential questions in your classroom? Essential questions (EQs) help target standards as you organize curriculum content into coherent units that yield focused and thoughtful learning. In the classroom, EQs are used to stimulate students' discussions and promote a deeper understanding of the content. Whether you are an Understanding by Design (UbD) devotee or are searching for ways to address standards—local or Common Core State Standards—in an engaging way, Jay McTighe and Grant Wiggins provide practical guidance on how to design, initiate, and embed inquiry-based teaching and learning in your classroom. Offering dozens of examples, the authors explore the usefulness of EQs in all K-12 content areas, including skill-based areas such as math, PE, language instruction, and arts education. As an important element of their backward design approach to designing curriculum, instruction, and assessment, the authors *Give a comprehensive explanation of why EQs are so important; *Explore seven defining characteristics of EQs; *Distinguish between topical and overarching questions and their uses; *Outline the rationale for using EQs as the focal point in creating units of study; and *Show how to create effective EQs, working from sources including standards, desired understandings, and student misconceptions. Using essential questions can be challenging—for both teachers and students—and this book provides guidance through practical and proven processes, as well as suggested "response strategies" to encourage student engagement. Finally, you will learn how to create a culture of inquiry so that all members of the educational community—students, teachers, and administrators—benefit from the increased rigor and deepened understanding that emerge when essential questions become a guiding force for learners of all ages.
EDUCATION / Arts in Education
"Prepared in response to the Goals 2000: Educate America Act, lists what every student should know and do in the visual arts. Includes six content standards K-12. Standards are organized K-4, 5-8, and 9-12. These standards are essential for all art educators as the framework upon which to design art curricula and instruction for all grade levels, as well as for art teacher preparation programs"--Http://www.naea-reston.org/publications-list.html#standards_for_art_education.
Kindergarten is different, and we know it! Only Explorations in Art combines a solid foundation in how to use tools and materials with the delight of exploring materials, developing skills and inventing new ways to create. The Teacher's Edition includes: * The critical classroom management techniques that make all the difference in ensuring a successful lesson. * Images of artwork and quotations from students * Interesting facts about tools and art, such as the history of crayons or scissors. * Teaching Tips and Variations/Extensions that include support on safety, differentiated instruction, classroom management, observation and assessment tips, and ways to include the classroom teacher. Each two-page spread in the Teacher's Edition includes: * Lesson: Each Big Book lesson begins with art images, and questions to encourage exploration. * Photos and Illustrations: Photographs and illustrations illustrate teacher technique, classroom seating, students at work, and other helpful content. * Student Artwork: Examples of student artwork and quotations are included throughout. * Assessment: Point-of-use assessment criteria is included for each lesson. The assessment criteria always relates to the lesson objectives. * Studio Exploration: Each Big Book lesson ends with a Studio Exploration. Clear, illustrated examples and directions help children explore, while ensuring an opportunity for individual expression and problem solving. * Variations/Extensions: Variations/Extensions are included with each lesson. Here the suggestion of using warm colors for cutting and cool colors for the background incorporates a color concept into this lesson on cutting. * Scissors History: The Teacher's Edition includes interesting facts for teachers to share with students, including the fact that many consider that Leonardo da Vinci invented scissors. * Teaching Tips: Teaching Tips include safety tips; ways to challenge and engage students; support fordifferentiated instruction; classroom management tips, such as giving a fair warning to children before collecting the scissors; games; and ways to include the classroom teacher. * Professional Development: The program includes built-in professional development, including this quotation from an early childhood expert, "Learning to use scissors is one of the important ego-building achievements of early childhood. Children discover that scissors give them instant power to make changes in paperand other materials." Claire Cherry, Creative Art for the Developing Child * Lesson Resources: Children's Trade Books are recommended for each lesson.