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Introduction
Visual Arts
Creating
Presenting
Responding
Connecting
Visual Arts/Connecting
#VA:Cn10.1
Process Component: Interpret
Anchor Standard: Synthesize and relate knowledge and personal experiences to make art.
Enduring Understanding: Through art-making, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.
Essential Question: How does engaging in creating art enrich people's lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through art-making?
Grade Pk
VA:Cn10.1.Pk
Explore the world using descriptive and expressive words and art-making.
Grade K
VA:Cn10.1.K
Create art that tells a story about a life experience.
Grade 1
VA:Cn10.1.1
Identify times, places, and reasons by which students make art outside of school.
Grade 2
VA:Cn10.1.2
Create works of art about events in home, school, or community life.
Grade 3
VA:Cn10.1.3
Develop a work of art based on observations of surroundings.
Grade 4
VA:Cn10.1.4
Create works of art that reflect community cultural traditions.
Grade 6
VA:Cn10.1.6
Generate a collection of ideas reflecting current interests and concerns that could be investigated in art-making.
Grade 7
VA:Cn10.1.7
Individually or collaboratively create visual documentation of places and times in which people gather to make and experience art or design in the community.
Grade 8
VA:Cn10.1.8
Make art collaboratively to reflect on and reinforce positive aspects of group identity.
Visual Arts/Connecting
#VA:Cn11.1
Process Component: Synthesize
Anchor Standard: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Enduring Understanding: People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art.
Essential Question: How does art help us understand the lives of people of different times, places, and cultures? How is art used to impact the views of a society? How does art preserve aspects of life?
Grade Pk
VA:Cn11.1.Pk
Recognize that people make art.
Grade K
VA:Cn11.1.K
Identify a purpose of an artwork.
Grade 1
VA:Cn11.1.1
Understand that people from different places and times have made art for a variety of reasons.
Grade 2
VA:Cn11.1.2
Compare and contrast cultural uses of artwork from different times and places.
Grade 3
VA:Cn11.1.3
Recognize that responses to art change depending on knowledge of the time and place in which it was made.
Grade 4
VA:Cn11.1.4
Through observation, infer information about time, place, and culture in which a work of art was created.
Grade 6
VA:Cn11.1.6
Analyze how art reflects changing times, traditions, resources, and cultural uses.
Grade 7
VA:Cn11.1.7
Analyze how response to art is influenced by understanding the time and place in which it was created, the available resources, and cultural uses.
Grade 8
VA:Cn11.1.8
Distinguish different ways art is used to represent, establish, reinforce, and reflect group identity.
Visual Arts/Creating
#VA:Cr1.1
Process Component: Investigate, Plan, Make
Anchor Standard: Generate and conceptualize artistic ideas and work.
Enduring Understanding: Creativity and innovative thinking are essential life skills that can be developed.
Essential Question: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process?
Grade Pk
VA:Cr1.1.Pk
Engage in self-directed play with materials.
Grade K
VA:Cr1.1.K
Engage in exploration and imaginative play with materials.
Grade 1
VA:Cr1.1.1
Engage collaboratively in exploration and imaginative play with materials.
Grade 2
VA:Cr1.1.2
Brainstorm collaboratively multiple approaches to an art or design problem.
Grade 3
VA:Cr1.1.3
Elaborate on an imaginative idea.
Grade 4
VA:Cr1.1.4
Brainstorm multiple approaches to a creative art or design problem.
Grade 6
VA:Cr1.1.6
Combine concepts collaboratively to generate innovative ideas for creating art.
Grade 7
VA:Cr1.1.7
Apply methods to overcome creative blocks.
Grade 8
VA:Cr1.1.8
Document early stages of the creative process visually and/or verbally in traditional or new media.
Visual Arts/Creating
#VA:Cr1.2
Process Component: Investigate, Plan, Make
Anchor Standard: Generate and conceptualize artistic ideas and work.
Enduring Understanding: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.
Essential Question: How does knowing the contexts histories, & traditions of art forms help us create works of art & design? Why do artists follow or break from established traditions? How do artists determine what resources are needed to formulate artistic investigations.
Grade Pk
VA:Cr1.2.Pk
Engage in self-directed, creative making.

Grade K
VA:Cr1.2.K
Engage collaboratively in creative art-making in response to an artistic problem.

Grade 1
VA:Cr1.2.1
Use observation and investigation in preparation for making a work of art.

Grade 2
VA:Cr1.2.2
Make art or design with various materials and tools to explore personal interests, questions, and curiosity.

Grade 3
VA:Cr1.2.3
Apply knowledge of available resources, tools, and technologies to investigate personal ideas through the art-making process.

Grade 4
VA:Cr1.2.4
Collaboratively set goals and create artwork that is meaningful and has purpose to the makers.

Grade 6
VA:Cr1.2.6
Formulate an artistic investigation of personally relevant content for creating art.
Grade 7
VA:Cr1.2.7
Develop criteria to guide making a work of art or design to meet an identified goal.
Grade 8
VA:Cr1.2.8
Collaboratively shape an artistic investigation of an aspect of present-day life using a contemporary practice of art and design.
Visual Arts/Creating
#VA:Cr2.1
Process Component: Investigate
Anchor Standard: Organize and develop artistic ideas and work.
Enduring Understanding: Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches.
Essential Question: How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error?
Grade Pk
VA:Cr2.1.Pk
Use a variety of art-making tools
Grade K
VA:Cr2.1.K
Through experimentation, build skills in various media and approaches to art-making.
Grade 1
VA:Cr2.1.1
Explore uses of materials and tools to create works of art or design.
Grade 2
VA:Cr2.1.2
Experiment with various materials and tools to explore personal interests in a work of art or design.
Grade 3
VA:Cr2.1.3
Create personally satisfying artwork using a variety of artistic processes and materials.
Grade 4
VA:Cr2.1.4
Explore and invent art-making techniques and approaches.

Grade 6
VA:Cr2.1.6
Demonstrate openness in trying new ideas, materials, methods, and approaches in making works of art and design.
Grade 7
VA:Cr2.1.7
Demonstrate persistence in developing skills with various materials, methods, and approaches in creating works of art or design.
Grade 8
VA:Cr2.1.8
Demonstrate willingness to experiment, innovate, and take risks to pursue ideas, forms, and meanings that emerge in the process of art-making or designing.
Visual Arts/Creating
#VA:Cr2.2
Process Component: Investigate
Anchor Standard: Organize and develop artistic ideas and work.
Enduring Understanding: Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks.
Essential Question: How do artists and designers care for & maintain materials, tools, & equipment? Why is it important for safety & health to understand & follow correct procedures in handling materials & tools? What responsibilities come with the freedom to create?
Grade Pk
VA:Cr2.2.Pk
Share materials with others.

Grade K
VA:Cr2.2.K
Identify safe and non-toxic art materials, tools, and equipment.
Grade 1
VA:Cr2.2.1
Demonstrate safe and proper procedures for using materials, tools, and equipment while making art.
Grade 2
VA:Cr2.2.2
Demonstrate safe procedures for using and cleaning art tools, equipment, and studio spaces.
Grade 3
VA:Cr2.2.3
Demonstrate an understanding of the safe and proficient use of materials, tools, and equipment for a variety of artistic processes.
Grade 4
VA:Cr2.2.4
When making works of art, utilize and care for materials, tools, and equipment in a manner that prevents danger to oneself and others.
Grade 6
VA:Cr2.2.6
Explain environmental implications of conservation, care, and clean-up of art materials, tools, and equipment.
Grade 7
VA:Cr2.2.7
Demonstrate awareness of ethical responsibility to oneself and others when posting and sharing images and other materials through the Internet, social media, and other communication formats.
Grade 8
VA:Cr2.2.8
Demonstrate awareness of practices, issues, and ethics of appropriation, fair use, copyright, open source, and creative commons as they apply to creating works of art and design.
Visual Arts/Creating
#VA:Cr2.3
Process Component: Investigate
Anchor Standard: Organize and develop artistic ideas and work.
Enduring Understanding: People create and interact with objects, places, and design that define, shape, enhance, and empower their lives.
Essential Question: How do objects, places, and design shape lives and communities? How do artists and designers determine goals for designing or redesigning objects, places, or systems? How do artists and designers create works of art or design that effectively communicate?
Grade Pk
VA:Cr2.3.Pk
Create and tell about art that communicates a story about a familiar place or object.
Grade K
VA:Cr2.3.K
Create art that represents natural and constructed environments.
Grade 1
VA:Cr2.3.1
Identify and classify uses of everyday objects through drawings, diagrams, sculptures, or other visual means.
Grade 2
VA:Cr2.3.2
Repurpose objects to make something new.
Grade 3
VA:Cr2.3.3
Individually or collaboratively construct representations, diagrams, or maps of places that are part of everyday life.
Grade 4
VA:Cr2.3.4
Document, describe, and represent regional constructed environments.
Grade 6
VA:Cr2.3.6
Design or redesign objects, places, or systems that meet the identified needs of diverse users.
Grade 7
VA:Cr2.3.7
Apply visual organizational strategies to design and produce a work of art, design, or media that clearly communicates information or ideas.
Grade 8
VA:Cr2.3.8
Select, organize, and design images and words to make visually clear and compelling presentations.
Visual Arts/Creating
#VA:Cr3.1
Process Component: Reflect, Refine, Continue
Anchor Standard: Refine and complete artistic work.
Enduring Understanding: Artist and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time.
Essential Question: What role does persistence play in revising, refining, and developing work? How do artists grow and become accomplished in art forms? How does collaboratively reflecting on a work help us experience it more completely?
Grade Pk
VA:Cr3.1.Pk
Share and talk about personal artwork.
Grade K
VA:Cr3.1.K
Explain the process of making art while creating.
Grade 1
VA:Cr3.1.1
Use art vocabulary to describe choices while creating art.
Grade 2
VA:Cr3.1.2
Discuss and reflect with peers about choices made in creating artwork.
Grade 3
VA:Cr3.1.3
Elaborate visual information by adding details in an artwork to enhance emerging meaning.
Grade 4
VA:Cr3.1.4
Revise artwork in progress on the basis of insights gained through peer discussion.
Grade 6
VA:Cr3.1.6
Reflect on whether personal artwork conveys the intended meaning and revise accordingly.
Grade 7
VA:Cr3.1.7
Reflect on and explain important information about personal artwork in an artist statement or another format.
Grade 8
VA:Cr3.1.8
Apply relevant criteria to examine, reflect on, and plan revisions for a work of art or design in progress.
Visual Arts/Presenting
#VA:Pr.4.1
Process Component: Relate
Anchor Standard: Select, analyze and interpret artistic work for presentation.
Enduring Understanding: Artists and other presenters consider various techniques, methods, venues, and criteria when analyzing, selecting, and curating objects artifacts, and artworks for preservation and presentation.
Essential Question: How are artworks cared for and by whom? What criteria, methods, and processes are used to select work for preservation or presentation? Why do people value objects, artifacts, and artworks, and select them for presentation?
Grade Pk
VA:Pr.4.1.Pk
Identify reasons for saving and displaying objects, artifacts, and artwork.
Grade K
VA:Pr.4.1.K
Select art objects for personal portfolio and display, explaining why they were chosen.
Grade 1
VA:Pr.4.1.1
Explain why some objects, artifacts, and artwork are valued over others.
Grade 2
VA:Pr.4.1.2
Categorize artwork based on a theme or concept for an exhibit.
Grade 3
VA:Pr.4.1.3
Investigate and discuss possibilities and limitations of spaces, including electronic, for exhibiting artwork.
Grade 4
VA:Pr.4.1.4
Analyze how past, present, and emerging technologies have impacted the preservation and presentation of artwork.
Grade 6
VA:Pr.4.1.6
Analyze similarities and differences associated with preserving and presenting two-dimensional, three- dimensional, and digital artwork.
Grade 7
VA:Pr.4.1.7
Compare and contrast how technologies have changed the way artwork is preserved, presented, and experienced.
Grade 8
VA:Pr.4.1.8
Develop and apply criteria for evaluating a collection of artwork for presentation.
Visual Arts/Presenting
#VA:Pr5.1
Process Component: Select
Anchor Standard: Develop and refine artistic techniques and work for presentation.
Enduring Understanding: Artists, curators and others consider a variety of factors and methods including evolving technologies when preparing and refining artwork for display and or when deciding if and how to preserve and protect it.
Essential Question: What methods and processes are considered when preparing artwork for presentation or preservation? How does refining artwork affect its meaning to the viewer? What criteria are considered when selecting work for presentation, a portfolio, or a collection?
Grade Pk
VA:Pr5.1.Pk
Identify places where art may be displayed or saved.
Grade K
VA:Pr5.1.K
Explain the purpose of a portfolio or collection.
Grade 1
VA:Pr5.1.1
Ask and answer questions such as where, when, why, and how artwork should be prepared for presentation or preservation.
Grade 2
VA:Pr5.1.2
Distinguish between different materials or artistic techniques for preparing artwork for presentation.
Grade 3
VA:Pr5.1.3
Identify exhibit space and prepare works of art including artists’ statements, for presentation.
Grade 4
VA:Pr5.1.4
Analyze the various considerations for presenting and protecting art in various locations, indoor or outdoor settings, in temporary or permanent forms, and in physical or digital formats.
Grade 6
VA:Pr5.1.6
Individually or collaboratively, develop a visual plan for displaying works of art, analyzing exhibit space, the needs of the viewer, and the layout of the exhibit.
Grade 7
VA:Pr5.1.7
Based on criteria, analyze and evaluate methods for preparing and presenting art.
Grade 8
VA:Pr5.1.8
Collaboratively prepare and present selected theme-based artwork for display, and formulate exhibition narratives for the viewer.
Visual Arts/Presenting
#VA:Pr6.1
Process Component: Analyze
Anchor Standard: Convey meaning through the presentation of artistic work.
Enduring Understanding: Objects, artifacts, and artworks collected, preserved, or presented either by artists, museums, or other venues communicate meaning and a record of social, cultural, and political experiences resulting in the cultivating of appreciation and understanding.
Essential Question: What is an art museum? How does the presenting & sharing of objects, artifacts, & artworks influence & shape ideas, beliefs, & experiences? How do objects, artifacts, & artworks collected, preserved, or presented, cultivate appreciation & understanding?
Grade Pk
VA:Pr6.1.Pk
Identify where art is displayed both inside and outside of school.
Grade K
VA:Pr6.1.K
Explain what an art museum is and distinguish how an art museum is different from other buildings.
Grade 1
VA:Pr6.1.1
Identify the roles and responsibilities of people who work in and visit museums and other art venues.
Grade 2
VA:Pr6.1.2
Analyze how art exhibited inside and outside of schools (such as in museums, galleries, virtual spaces, and other venues) contributes to communities.
Grade 3
VA:Pr6.1.3
Identify and explain how and where different cultures record and illustrate stories and history of life through art.
Grade 4
VA:Pr6.1.4
Compare and contrast purposes of art museums, art galleries, and other venues, as well as the types of personal experiences they provide.
Grade 6
VA:Pr6.1.6
Assess, explain, and provide evidence of how museums or other venues reflect history and values of a community.
Grade 7
VA:Pr6.1.7
Compare and contrast viewing and experiencing collections and exhibitions in different venues.
Grade 8
VA:Pr6.1.8
Analyze why and how an exhibition or collection may influence ideas, beliefs, and experiences.
Visual Arts/Responding
#VA:Re7.1
Process Component: Share
Anchor Standard: Perceive and analyze artistic work.
Enduring Understanding: Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments.
Essential Question: How do life experiences influence the way you relate to art? How does learning about art impact how we perceive the world? What can we learn from our responses to art?
Grade Pk
VA:Re7.1.Pk
Recognize art in one’s environment.
Grade K
VA:Re7.1.K
Identify uses of art within one’s personal environment.
Grade 1
VA:Re7.1.1
Select and describe works of art that illustrate daily life experiences of one’s self and others.
Grade 2
VA:Re7.1.2
Perceive and describe aesthetic characteristics of one’s natural world and constructed environments.
Grade 3
VA:Re7.1.3
Speculate about processes an artist uses to create a work of art.
Grade 4
VA:Re7.1.4
Compare responses to a work of art before and after working in similar media.
Grade 6
VA:Re7.1.6
Identify and interpret works of art or design that reveal how people live around the world and what they value.

Grade 7
VA:Re7.1.7
Explain how the method of display, the location, and the experience of an artwork influence how it is perceived and valued.
Grade 8
VA:Re7.1.8
Explain how a person’s aesthetic choices are influenced by culture and environment and impact the visual image that one conveys to others.
Visual Arts/Responding
#VA:Re7.2
Process Component: Perceive
Anchor Standard: Perceive and analyze artistic work.
Enduring Understanding: Visual imagery influences understanding of and responses to the world.
Essential Question: What is an image? Where and how do we encounter images in our world? How do images influence our views of the world?
Grade Pk
VA:Re7.2.Pk
Distinguish between images and real objects.
Grade K
VA:Re7.2.K
Describe what an image represents.
Grade 1
VA:Re7.2.1
Compare images that represent the same subject.
Grade 2
VA:Re7.2.2
Categorize images based on expressive properties.
Grade 3
VA:Re7.2.3
Determine messages communicated by an image.
Grade 4
VA:Re7.2.4
Analyze components in visual imagery that convey messages.
Grade 6
VA:Re7.2.6
Analyze ways that visual components and cultural associations suggested by images influence ideas, emotions, and actions.
Grade 7
VA:Re7.2.7
Analyze multiple ways that images influence specific audiences.
Grade 8
VA:Re7.2.8
Compare and contrast contexts and media in which viewers encounter images that influence ideas, emotions, and actions.
Visual Arts/Responding
#VA:Re8.1
Process Component: Perceive
Anchor Standard: Interpret intent and meaning in artistic work.
Enduring Understanding: People gain insights into meanings of artworks by engaging in the process of art criticism.
Essential Question: What is the value of engaging in the process of art criticism? How can the viewer "read" a work of art as text? How does knowing and using visual art vocabularies help us understand and interpret works of art?
Grade Pk
VA:Re8.1.Pk
Interpret art by identifying and describing subject matter.
Grade K
VA:Re8.1.K
Interpret art by identifying subject matter and describing relevant details.
Grade 1
VA:Re8.1.1
Interpret art by categorizing subject matter and identifying the characteristics of form.
Grade 2
VA:Re8.1.2
Interpret art by identifying the mood suggested by a work of art and describing relevant subject matter and characteristics of form.
Grade 3
VA:Re8.1.3
Interpret art by analyzing use of media to create subject matter, characteristics of form, and mood.
Grade 4
VA:Re8.1.4
Interpret art by referring to contextual information and analyzing relevant subject matter, characteristics of form, and use of media.
Grade 6
VA:Re8.1.6
Interpret art by distinguishing between relevant and non-relevant contextual information and analyzing subject matter, characteristics of form and structure, and use of media to identify ideas and mood conveyed.
Grade 7
VA:Re8.1.7
Interpret art by analyzing art-making approaches, the characteristics of form and structure, relevant contextual information, subject matter, and use of media to identify ideas and mood conveyed.
Grade 8
VA:Re8.1.8
Interpret art by analyzing how the interaction of subject matter, characteristics of form and structure, use of media, art-making approaches, and relevant contextual information contributes to understanding messages or ideas and mood conveyed.
Visual Arts/Responding
#VA:Re9.1
Process Component: Analyze
Anchor Standard: Apply criteria to evaluate artistic work.
Enduring Understanding: People evaluate art based on various criteria.
Essential Question: How does one determine criteria to evaluate a work of art? How and why might criteria vary? How is a personal preference different from an evaluation?
Grade Pk
VA:Re9.1.Pk
Select a preferred artwork.
Grade K
VA:Re9.1.K
Explain reasons for selecting a preferred artwork.
Grade 1
VA:Re9.1.1
Classify artwork based on different reasons for preferences.
Grade 2
VA:Re9.1.2
Use learned art vocabulary to express preferences about artwork.
Grade 3
VA:Re9.1.3
Evaluate an artwork based on given criteria.
Grade 4
VA:Re9.1.4
Apply one set of criteria to evaluate more than one work of art.
Grade 6
VA:Re9.1.6
Develop and apply relevant criteria to evaluate a work of art.
Grade 7
VA:Re9.1.7
Compare and explain the difference between an evaluation of an artwork based on personal criteria and an evaluation of an artwork based on a set of established criteria.
Grade 8
VA:Re9.1.8
Create a convincing and logical argument to support an evaluation of art.

Understanding and Using the National Core Arts Standards

The arts have always served as the distinctive vehicle for discovering who we are. Providing ways of thinking as disciplined as science or math and as disparate as philosophy or literature, the arts are used by and have shaped every culture and individual on earth. They continue to infuse our lives on nearly all levels—generating a significant part of the creative and intellectual capital that drives our economy. The arts inform our lives with meaning every time we experience the joy of a well-remembered song, experience the flash of inspiration that comes with immersing ourselves in an artist’s sculpture, enjoying a sublime dance, learning from an exciting animation, or being moved by a captivating play.

The central purposes of education standards are to identify the learning that we want for all of our students and to drive improvement in the system that delivers that learning. Standards, therefore, should embody the key concepts, processes and traditions of study in each subject area, and articulate the aspirations of those invested in our schools—students, teachers, administrators, and the community at large. To realize that end goal, these new, voluntary National Core Arts Standards are framed by artistic literacy, as outlined in philosophical foundations, lifelong goals, and artistic processes; articulated as anchor and performance standards that students should attain; and supported by instructional resources, including model cornerstone assessments that illustrate how literacy might be measured. The connective threads of this conceptual framework are designed to be understood by all stakeholders and, ultimately, to ensure success for both educators and students.

While broad in concept, the standards are also focused in a framework that delivers the educational nuance of standards in only four artistic processes, bringing together what artists do and what we want for our students. Within this simple and elegant structure, decision-makers from teachers, to superintendents, to parents will be able to move forward in the rich variety of approaches that have become part of the American educational landscape.

The National Core Arts Standards are designed to guide the delivery of arts education in the classroom with new ways of thinking, learning, and creating. The standards also inform policy-makers about implementation of arts programs for the traditional and emerging models and structures of education. As with other subject areas, a commitment to quality education, equitable opportunities, and comprehensive expectations is embedded within the new arts standards.

Inclusion Guidelines

Cr
Creating
Pr
Performing/
Presenting/
Producing
Re
Responding
Cn
Connecting
Theatre
Visual Arts
Dance
Media Arts
Music

National Core Arts Standards are written for five arts disciplines; Dance, Media Arts, Music, Theatre and Visual Arts.

National Core Arts Standards are written grade by grade Pre K – 8th grade and at three proficiency levels in high school (proficient, accomplished and advanced).

Choose instructional support materials.

Artistic Processes are the cognitive and physical actions by which arts learning and making are realized. National Core Arts Standards are based on the artistic processes of Creating; Performing/ Producing/Presenting; Responding; and Connecting.