|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.2.3:|| Process and apply constructive criticism as formative assessment for continued growth in art-making skills. |
|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.F.1.2:|| Manipulate or synthesize established techniques as a foundation for individual style initiatives in two-, three-, and/or four-dimensional applications. |
|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.3.3:|| Discuss how the arts help students develop self-reliance and promote collaboration to strengthen leadership capabilities as priorities change. |
|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.F.3.6:|| Identify ethical ways to use appropriation in personal works of art. |
|VA.912.H.1.6:|| Create a timeline for the development of artists’ materials to show multiple influences on the use of art media.|
e.g., economic, political, cultural, religious
|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.3.3:|| Use materials, ideas, and/or equipment related to other content areas to generate ideas and processes for the creation of works of art.|
e.g., microscope, skeleton, Fibonacci sequence, Golden Mean, measurement: pica, inches, points
|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.1.4:|| Demonstrate effective and accurate use of art vocabulary throughout the art-making process. |
|VA.912.S.2.1:|| Demonstrate organizational skills to influence the sequential process when creating artwork. |
|VA.912.S.3.1:|| Manipulate materials, techniques, and processes through practice and perseverance to create a desired result in two- and/or three-dimensional artworks. |
|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.3.9:|| Manipulate and embellish malleable or rigid materials to construct representational or abstract forms.|
e.g., enameling, fiber or metal construction, ceramics
|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
|VA.912.S.3.11:|| Store and maintain equipment, materials, and artworks properly in the art studio to prevent damage and/or cross-contamination. |
|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.
- 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.
- 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.
- 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.
- 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. |
|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
|ELD.K12.ELL.SI.1:|| English language learners communicate for social and instructional purposes within the school setting. |