Standard 1: Methods, Materials, and Techniques
By the end of Grade 8 students will:
1.5 Expand the repertoire of 2D and 3D art processes, techniques, and materials with a focus on the range of effects possible within
each medium, such as: 2D – transparent and opaque media; wet, dry, stippled, blended, wash effects; relief printmaking effects; 3D –
mobile and stable forms; carved, molded, and constructed forms.
1.6 Create artwork that demonstrates an awareness of the range and purpose of tools such as pens, brushes, markers, cameras,
tools and equipment for printmaking and sculpture, and computers.
1.7 Use the appropriate vocabulary related to the methods, materials, and techniques students have learned and used in
grades PreK-8.
1.8 Maintain the workspace, materials, and tools responsibly and safely.
Standard 2: Elements and Principles of Design
By the end of Grade 8 students will:
2.7 For color, use and be able to identify hues, values, intermediate shades, tints, tones, complementary, analogous, and monochromatic colors. Demonstrate awareness of color by painting objective studies from life and freeform abstractions that employ relative properties of color.
2.8 For line, use and be able to identify various types of lines.
2.9 For texture, use and be able to differentiate between surface texture and the illusion of texture (visual texture).
2.10 For shape, form, and pattern, use and be able to identify an expanding and increasingly sophisticated array of shapes and forms, such as organic, geometric, positive and negative, or varieties of symmetry. Create complex patterns.
2.11 For space and composition, create unified 2D and 3D compositions that demonstrate an understanding of balance, repetition, rhythm, scale, proportion, unity, harmony, and emphasis. Create 2D compositions that give the illusion of 3D space and volume.
Standard 3: Observation, Abstraction, Invention, and Expression
By the end of Grade 8 students will:
3.4 Create 2D and 3D representational artwork from direct observation in order to develop skills of perception, discrimination, physical coordination, and memory of details.
3.5 Create symbolic artwork by substituting symbols for objects, relationships, or ideas.
3.6 Create artwork that employs the use of freeform symbolic imagery that demonstrates personal invention, and/or conveys ideas and emotions. For example, students create works that convey paired concepts such as conflict and cooperation, happiness and grief, or excitement and repose.
3.7 Create artwork that shows knowledge of the ways in which architects, craftsmen, and designers develop abstract symbols by simplifying elements of the environment.
Standard 4: Drafting, Revising, and Exhibiting
By the end of grade 8 students will:
4.4 Produce work that shows an understanding of the concept of craftsmanship.
4.5 Demonstrate the ability to describe preliminary concepts verbally, to visualize concepts in clear schematic layouts, and to organize and complete projects.
4.6 Demonstrate the ability to articulate criteria for artistic work, describe personal style, assess and reflect on work orally and in writing, and to revise work based on criteria developed in the classroom.
4.7 Maintain a portfolio of sketches and finished work.
4.8 Create and prepare artwork for group or individual public exhibitions.
Standard 5: Critical Response
By the end of grade 8 students will:
5.5 Demonstrate the ability to recognize and describe the visual, spatial, and tactile characteristics of their own work and that of others.
5.6 Demonstrate the ability to describe the kinds of imagery used to represent subject matter and ideas, for example, literal representation, simplification, abstraction, or symbolism.
5.7 Demonstrate a fundamental awareness of architectural styles and the ways that these have influenced painting and sculpture.
Standard 6: Purposes and Meanings in the Arts
By the end of grade 8 students will:
6.3 Interpret the meaning of artistic works by explaining how the subject matter and/or form reflect the events, ideas, religions, and customs of people living at a particular time in history.
For example, at the Museum of Fine Arts in Boston, students view John Singleton Copley’s portrait of Paul Revere and examples of Revere’s silverware. What do the works reveal about attitudes toward artistry in 18th century America?
6.4 Describe how artistic production can shape and be influenced by the aesthetic preferences of a society.
Standard 7: Roles of Artists in Communities
By the end of grade 8 students will:
7.2 Describe the role of artists in specific cultures and periods and compare similarities and differences in these roles, considering aspects such as the conditions under which artists created, performed, and/or exhibited work and the status of artists; the sources of support for the arts; and the ways, such as apprenticeship or training, in which students learned the skills and knowledge that qualified them to produce or perform artistic work. For example, students investigate how aspiring musicians learned playing and singing techniques in 19th century New England.
7.3 Identify and describe careers in at least one art form.
7.4 Describe the function of cultural organizations and institutions such as museums, symphonies, repertory theatres, dance companies, and historical preservation organizations.
Standard 8: Concepts of Style, Stylistic Influence, and Stylistic Change
By the end of grade 8 students will:
8.4 Identify American styles and genres of dance, music, theatre, or visual arts and architecture, describe their source, trace their evolution, and cite well-known artists associated with these styles.
8.5 Identify and describe characteristic features of genres and styles from a variety of world cultures and cite well-known artists associated with these styles.
Standard 9: Inventions, Technologies, and the Arts
By the end of grade 8 students will:
9.2 Identify and describe examples of how the discovery of new inventions and technologies, or the availability of new materials brought about changes in the arts in various time periods and cultures.
9.3 Identify and describe examples of how artists make innovative uses of technology and inventions. For example, students research Matthew Brady’s portrait photographs and Civil War battlefield photographs.
9.4 Identify and describe examples of how contemporary artists use computer technology in their work. For example, students find out how software is used for animation, graphic design, theatrical lighting and sound design, choreography, or musical compositions.
Standard 10: Interdisciplinary Connections
By the end of grade 8 students will:
10.2 Continue the above and apply knowledge of other disciplines in learning in and about art. Examples of this include using number sense in mathematics as an aid to understanding scales and intervals in music; using research skills from history and social science to develop a monologue for a character from history; using design skills and knowledge of physical science and technology/engineering to construct a balanced mobile sculpture.