Bath School Department 2006/07
Content Area:Visual and Performing Arts
Grade 8-7-6

Content Standard: B. CULTURAL HERITAGE:
Students will understand the cultural contributions (social, ethical, political, religious dimensions) of the arts, how the arts shape and are shaped by prevailing cultural and social beliefs and values, and recognize exemplary works from a variety of cultures and historical periods.
Common Assessment(s):

Performance Indicators Students will be able to:	Essential Elements (Specific grade level learning objectives)	Suggested Performance Activities	Suggested Classroom Assessments	Vocabulary
1. Classify art works, which represent various cultures, by genre and style, identifying their distinguishing characteristics.	-Analyze the creative process of various cultures. -Recognize the artistπs role and the function of visual arts in the community. -Recognize historial, regional, cultural and indicators.	-Study Egyptian symbols and incorporate these into a ceramic pottery piece -Study Hispanic art -Study period masks from different cultures -Create a mask based on a cultural style from a specific time period	-Teacher observations of student work -Student and teacher evaluations -Exhibitions	-Culture -Genre -Style - Egyptian symbols, i.e.: ∑ contour lines ∑ flat perspective ∑ contrast ∑ contour ∑ style ∑ geometric shapes
2. Compare and contrast the characteristics and purposes of the arts from various cultures, historical periods, and social groups.	-Recognize and compare varying cultural themes. -Compare themes and symbols in art of different cultures and discuss similarities and differences.	Example: Identify and compare still life paintings and artists from different cultures and time periods (i.e. Picasso vs. Matisse) -Execute a painting using a still life as a subject with symbols from a particular culture and specific color scheme	-Categorize, sort and identify works of art -Analyze the symbolic content in illustrations	Symbolism Negative space Positive space Three-dimensional Two-dimensional Emphasis Gesture Composition Cool/warm colors
3. Compare and contrast cultural values as expressed in works and explain how these values may differ from those of their own daily experience.	-Study various cultures and recognize varying cultural themes -Recognize current cultural values -Recognize the artistπs role and the function of visual arts in the community.	-Identify and compare still life paintings and artists from different cultures and time periods (i.e. Picasso vs. Mary Cassatt) -Utilize computer generated graphics as a means of designing	-Teacher observation - Discussions -Evaluations by teachers and student	Still life Compare Contrast Design Implied line Pattern Community art Public art Cultural theme
4. Compare the characteristics and purposes of works, in two or more arts forms, that share similar subject matter, historical periods, ethics, or cultural context.	-Recognize and analyze design elements. -Discriminate visual characteristics. -Understand how art reflects a given culture and time and purpose. -Analyze how works of art reflect a given culture.	-Analyze masks from various cultures and similar time periods from 2 African regions -Create a mask based on knowledge of current social standards -Compare and contrast studio work with African studies	-Teacher observations -Student evaluations -Teacher evaluations	Asymmetrical balance Symmetrical balance Radial design Medium Media Form
5. Identify how the factors of time and place (such as climate, resources, ideas, and technology) are reflected in visual and performing arts.	-Understand the role and the influence of visual images in their daily lives, including mass media and popular culture. -Understand the various functions of visual art, for example, as celebration, entertainment, adornment, etc. -Explore the relationship visual art has to other art forms. -Examine ways that artists and art forms may affect the visual environment. -Understand that many works of art can be studied according to their design, function and setting.	-Create an advertisement for an invented product and population -Create works of art that are designed to be used as a celebration from various cultures -Make connections between the visual arts and the performing arts by utilizing elements and principles of design	-Evaluation by student and teacher of success of conveying information visually -Teacher observation and group discussion	Pop art Complementary colors Tactile Critique Culture Focal point Style Subject
6. Demonstrate an understanding of the ways various arts activities enrich people's artistic, intellectual, social, and emotional responses.	-Continue to extend their understanding of the traditional and contemporary visual art of various cultures. -Continue to gain understanding about values, beliefs, ideas and traditions of various cultures through the study of the culturesπ visual art work. -Explore how visual art can transmit or question cultural values, ideas and beliefs. -Increase awareness of career avenues in visual arts.	-Participation in intense expeditionary learning experiences -Study the masterpieces of a given time period -Create works of art based on a given culture and its beliefs and values -Use various art forms to convey understanding	-Teacher-generated rubrics -Expeditionary learning exhibitions which demonstrate growth and knowledge of a given culture	Comparison: Leonardo DaVinci vs. Pablo Picasso Composition Aesthetics Cast shadows Content Morphing/metamorphosis Render Art criticism