Drawing 1 (#0104340) 

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Course Standards

Name Description
VA.912.C.1.4: Apply art knowledge and contextual information to analyze how content and ideas are used in works of art.
e.g., symbolism, spatial relationship
VA.912.C.1.6: Identify rationale for aesthetic choices in recording visual media.
e.g., two-, three-, and four-dimensional media, motion or multi-media
VA.912.C.2.1: Examine and revise artwork throughout the art-making process to refine work and achieve artistic objective.
VA.912.C.2.4: Classify artworks, using accurate art vocabulary and knowledge of art history to identify and categorize movements, styles, techniques, and materials.
VA.912.C.3.1: Use descriptive terms and varied approaches in art analysis to explain the meaning or purpose of an artwork.
e.g., four-step method of art criticism, visual-thinking skills, aesthetic scanning
VA.912.C.3.5: Make connections between timelines in other content areas and timelines in the visual arts.
VA.912.C.3.6: Discuss how the aesthetics of artwork and utilitarian objects have changed over time.
e.g., Native American blanket or Roman helmet and breastplate crafted for functionality, now exhibited as art
VA.912.F.1.3: Demonstrate flexibility and adaptability throughout the innovation process to focus and re-focus on an idea, deliberately delaying closure to promote creative risk-taking.
VA.912.F.2.1: Examine career opportunities in the visual arts to determine requisite skills, qualifications, supply-and-demand, market location, and potential earnings.
VA.912.F.3.4: Follow directions and use effective time-management skills to complete the art-making process and show development of 21st-century skills.
e.g., punctuality, reliability, diligence, positive work ethic
VA.912.H.1.2: Analyze the various functions of audience etiquette to formulate guidelines for conduct in different art venues.
VA.912.H.1.5: Investigate the use of technology and media design to reflect creative trends in visual culture.
VA.912.H.1.9: Describe the significance of major artists, architects, or masterworks to understand their historical influences.
VA.912.H.2.1: Identify transitions in art media, technique, and focus to explain how technology has changed art throughout history.
VA.912.H.3.2: Apply the critical-thinking and problem-solving skills used in art to develop creative solutions for real-life issues.
e.g., facts, ideas, solutions, brainstorming, field testing
VA.912.O.1.1: Use the structural elements of art and the organizational principles of design in works of art to establish an interpretive and technical foundation for visual coherence.
VA.912.O.2.2: Solve aesthetic problems, through convergent and divergent thinking, to gain new perspectives.
VA.912.O.3.1: Create works of art that include symbolism, personal experiences, or philosophical view to communicate with an audience.
VA.912.S.1.3: Interpret and reflect on cultural and historical events to create art.
e.g., texts, visual media, Internet, museums, Florida history, Holocaust, African American history
VA.912.S.1.4: Demonstrate effective and accurate use of art vocabulary throughout the art-making process.
VA.912.S.2.2: Focus on visual information and processes to complete the artistic concept.
VA.912.S.2.5: Demonstrate use of perceptual, observational, and compositional skills to produce representational, figurative, or abstract imagery.
VA.912.S.2.6: Incorporate skills, concepts, and media to create images from ideation to resolution.
e.g., structural elements of art, organizational principles of design, breadth
VA.912.S.3.3: Review, discuss, and demonstrate the proper applications and safety procedures for hazardous chemicals and equipment during the art-making process.
e.g., electric drill, carving and cutting tools, paper cutter, kiln, Material Safety Data Sheets (MSDS) labels: glazes, chemicals, etching solutions
VA.912.S.3.4: Demonstrate personal responsibility, ethics, and integrity, including respect for intellectual property, when accessing information and creating works of art.
e.g., plagiarism, appropriation from the Internet and other sources
VA.912.S.3.7: Use and maintain tools and equipment to facilitate the creative process.
e.g., sewing machine, pottery wheel, kiln, technology, printing press, hand tools
VA.912.S.3.8: Develop color-mixing skills and techniques through application of the principles of heat properties and color and light theory.
e.g., media: ceramics, glass, wet, dry, digital
VA.912.S.3.10: Develop skill in sketching and mark-making to plan, execute, and construct two-dimensional images or three-dimensional models.
e.g., drawing: complex composition; architectural rendering: plans and models; sculpture: carving
MAFS.912.G-CO.1.1: Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.

Standard Relation to Course: Supporting

MAFS.912.G-CO.1.2: Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch).

Standard Relation to Course: Supporting

MAFS.912.G-CO.1.3: Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself.

Standard Relation to Course: Supporting

MAFS.912.G-CO.1.4: Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments.

Standard Relation to Course: Supporting

MAFS.912.G-CO.1.5: Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another.

Standard Relation to Course: Supporting

MAFS.912.G-CO.4.12: Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.

Geometry - Fluency Recommendations

Fluency with the use of construction tools, physical and computational, helps students draft a model of a geometric phenomenon and can lead to conjectures and proofs.

Standard Relation to Course: Supporting

MAFS.912.G-CO.4.13: Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle.

Standard Relation to Course: Supporting

MAFS.K12.MP.5.1: Use appropriate tools strategically.

Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

Standard Relation to Course: Supporting


Attend to precision.

Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

Standard Relation to Course: Supporting


Look for and make use of structure.

Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y.

Standard Relation to Course: Supporting

LAFS.910.RST.2.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
LAFS.910.SL.1.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
  1. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
  2. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
  3. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
  4. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
LAFS.910.SL.1.2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
LAFS.910.SL.1.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
LAFS.910.SL.2.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
LAFS.910.WHST.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.910.WHST.3.9: Draw evidence from informational texts to support analysis, reflection, and research.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.

General Course Information and Notes


Students experiment with the media and techniques used to create a variety of two-dimensional (2-D) artworks through the development of skills in drawing. Students practice, sketch, and manipulate the structural elements of art to improve mark making and/or the organizational principles of design in a composition from observation, research, and/or imagination. Through the critique process, students evaluate and respond to their own work and that of their peers. This course incorporates hands-on activities and consumption of art materials.


English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf

General Information

Course Number: 0104340 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 9 to 12 and Adult Education Courses > Subject: Art - Visual Arts > SubSubject: Drawing / Painting >
Abbreviated Title: DRAW 1
Number of Credits: One (1) credit
Course Attributes:
  • Highly Qualified Teacher (HQT) Required
  • Florida Standards Course
Course Type: Core Academic Course Course Level: 2
Course Status: Course Approved
Grade Level(s): 9,10,11,12
Graduation Requirement: Performing/Fine Arts

Educator Certifications

Art Education (Secondary Grades 7-12)
Art (Elementary and Secondary Grades K-12)

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