| Name |
Description |
| VA.912.C.1.2: | Use critical-thinking skills for various contexts to develop, refine, and reflect on an artistic theme. |
| VA.912.C.1.7: | Analyze challenges and identify solutions for three-dimensional structural problems. |
| VA.912.C.2.1: | Examine and revise artwork throughout the art-making process to refine work and achieve artistic objective. |
| VA.912.C.2.3: | Process and apply constructive criticism as formative assessment for continued growth in art-making skills. |
| VA.912.C.3.4: | Use analytical skills to examine issues in non-visual art contexts. |
| VA.912.C.3.5: | Make connections between timelines in other content areas and timelines in the visual arts. |
| VA.912.F.1.1: | Use divergent thinking, abstract reasoning, and various processes to demonstrate imaginative or innovative solutions for art problems. |
| 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.2.6: | Research and discuss the potential of the visual arts to improve aesthetic living. |
| VA.912.F.3.1: | Use technology applications and art skills to promote social and cultural awareness regarding community initiatives and/or concerns. |
| 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.3.6: | Identify ethical ways to use appropriation in personal works of art. |
| VA.912.H.1.2: | Analyze the various functions of audience etiquette to formulate guidelines for conduct in different art venues. |
| VA.912.H.1.3: | Examine the significance placed on art forms over time by various groups or cultures compared to current views on aesthetics. |
| VA.912.H.1.8: | Analyze and compare works in context, considering economic, social, cultural, and political issues, to define the significance and purpose of art. |
| VA.912.H.2.6: | Analyze artistic trends to explain the rationale for creating personal adornment, visual culture, and/or design. |
| VA.912.H.3.1: | Synthesize knowledge and skills learned from non-art content areas to support the processes of creation, interpretation, and analysis. |
| VA.912.O.1.2: | Use and defend the choice of creative and technical skills to produce artworks. |
| VA.912.O.1.3: | Research and use the techniques and processes of various artists to create personal works. |
| VA.912.O.2.3: | Investigate an idea in a coherent and focused manner to provide context in the visual arts. |
| VA.912.O.3.2: | Create a series of artworks to inform viewers about personal opinions and/or current issues. |
| VA.912.S.1.5: | Compare the aesthetic impact of images created with different media to evaluate advantages or disadvantages within the art process. |
| VA.912.S.2.6: | Incorporate skills, concepts, and media to create images from ideation to resolution. |
| VA.912.S.3.2: | Demonstrate a balance between spontaneity and purpose to produce complex works of art with conviction and disciplined craftsmanship. |
| 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. |
| VA.912.S.3.4: | Demonstrate personal responsibility, ethics, and integrity, including respect for intellectual property, when accessing information and creating works of art. |
| VA.912.S.3.5: | Create multiple works that demonstrate thorough exploration of subject matter and themes. |
| VA.912.S.3.7: | Use and maintain tools and equipment to facilitate the creative process. |
| VA.912.S.3.9: | Manipulate and embellish malleable or rigid materials to construct representational or abstract forms. |
| 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.1112.RST.2.4 (Archived Standard): | 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 11–12 texts and topics. |
| LAFS.1112.SL.1.1 (Archived Standard): | Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 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 promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
- Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
- Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
|
| LAFS.1112.SL.1.2 (Archived Standard): | Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. |
| LAFS.1112.SL.1.3 (Archived Standard): | Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. |
| LAFS.1112.SL.2.4 (Archived Standard): | Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. |
| LAFS.1112.WHST.2.4 (Archived Standard): | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |
| LAFS.1112.WHST.3.7 (Archived Standard): | Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. |
| LAFS.1112.WHST.3.9 (Archived Standard): | 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 Notes
Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor. Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted. Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.
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
