uses the materials and materials and expertise in one resources available or more mediums. for participation in the visual arts in Student portfolio includes various roles. computer and/or uses Student electronic media to Performance communicate ideas. cont’d. Student evidence demonstrates (Standard 2- Visual awareness of visual arts career Arts, Intermediate options, cultural institutions, Performance professional artists and Indicators a-d) original artworks. Student work . Student writing samples and . Student portfolios that depict various levels of demonstrates critical critiques use the language of achievement of all of the New York State response to a variety art criticism to interpret and Learning Standards for the Arts in Visual Arts of work in the visual analyze artworks. and their performance indicators. In addition to arts, connecting the the student portfolios, at least four of the individual work to Student work compares ideas, following must be included as evidence: other work and to themes and concepts in visual other aspects of arts to other art forms and - Written reflections, human endeavor and other disciplines. - Research papers, thought. - Objective tests and measurements, (Standard 3- Visual Student work shows evidence - Sketchbooks, Arts, Intermediate of identification, analysis and - Domain projects that incorporate process Performance interpretation of the sensory portfolios and final outcomes, Indicators a-d) characteristics of natural and - Videotapes of class critiques, man-made forms. - Art exhibitions (including photos, videotapes, programs, etc.), Student work - School/student art websites, and embodies an In discussion and writing, - Authentic assessment in collaborative context; understanding of the students can articulate (e.g., school-wide projects, literary-arts personal and cultural historical facts and concepts publications that include photos, etc.). forces that shape from diverse cultures, artistic including the . Locally prepared examinations reflecting the communication and Learning Standards for the Arts in Visual Arts. how the visual arts in Student work reflects an turn shape the diverse understanding of the social, cultures of past and cultural and environmental present society. dimensions from various historical periods and how
uses the materials and resources available for participation in the visual arts in various roles. Student Performance cont’d. (Standard 2- Visual Arts, Intermediate Performance Indicators a-d) materials and expertise in one or more mediums. Student portfolio includes computer and/or uses electronic media to communicate ideas. Student evidence demonstrates awareness of visual arts career options, cultural institutions, professional artists and original artworks. Student work demonstrates critical response to a variety of work in the visual arts, connecting the individual work to other work and to other aspects of human endeavor and thought. (Standard 3- Visual Arts, Intermediate Performance Indicators a-d) Student work embodies an understanding of the personal and cultural forces that shape artistic communication and how the visual arts in turn shape the diverse cultures of past and present society. . Student writing samples and critiques use the language of art criticism to interpret and analyze artworks. Student work compares ideas, themes and concepts in visual arts to other art forms and other disciplines. Student work shows evidence of identification, analysis and interpretation of the sensory characteristics of natural and man-made forms. In discussion and writing, students can articulate historical facts and concepts from diverse cultures, including the . Student work reflects an understanding of the social, cultural and environmental dimensions from various historical periods and how . Student portfolios that depict various levels of achievement of all of the New York State Learning Standards for the Arts in Visual Arts and their performance indicators. In addition to the student portfolios, at least four of the following must be included as evidence: - Written reflections, - Research papers, - Objective tests and measurements, - Sketchbooks, - Domain projects that incorporate process portfolios and final outcomes, - Videotapes of class critiques, - Art exhibitions (including photos, videotapes, programs, etc.), - School/student art websites, and - Authentic assessment in collaborative context; (e.g., school-wide projects, literary-arts publications that include photos, etc.). Locally prepared examinations reflecting the Learning Standards for the Arts in Visual Arts.