1. + Standards Part III State and Local Standards for Visual Arts

2. + What are they? State Curriculum Standards are developed by selected Tennessee teachers. These standards should address national standards but tailor themselves to the state. The current Visual Arts Standards were approved in 2011. Tennessee Curriculum Standards for Visual Arts

3. What is included?  K-5 Visual Art  6-8 Visual Art  9-12 Visual Art  Art History  Glossary of terms

4. Why do we need revisions?  Race to the Top  Changing needs of students  More specific and measureable language  Maintain integrity of fine arts as core subjects

5. Different amounts of instructional time throughout state Varied amounts of instructional supplies/ funding throughout state Measureable language Vertical teaming Breadth vs. Depth Considerations

6. New Language  National Standard  State Standard  Student Performance Indicators  National Standard  GLE (Grade Level Expectations)  Checks for Understanding  Student Performance Indicators (Other subjects use state since they are state tested) Previous versionRevised version

7. Standard 3.0 Evaluation Students will choose and evaluate a range of subject matter, symbols, and ideas. National Standard

8. The (2 nd Grade) student will 3.1Select subject matter, symbols, and ideas for the student’s own art. 3.2Analyze subject matter, symbols, and ideas in the student’s own art. 3.3Analyze subject matter, symbols, and ideas in others’ art. Grade Level Expectations

9. Checks for Understanding (2 nd Grade) Formative/Summative Assessment 3.1 Choose developmentally appropriate subject matter with teacher guidance. Choose developmentally appropriate symbols with teacher guidance.Choose developmentally appropriate ideas with teacher guidance. 3.2 Create and analyze artwork using developmentally appropriate subject matter. Create and analyze artwork using developmentally appropriate symbols.Create and analyze artwork using developmentally appropriate ideas. 3.3 Analyze, in a developmentally appropriate way, subject matter in others’artwork.Analyze, in a developmentally appropriate way, symbols in others’ artwork.Analyze, in a developmentally appropriate way, ideas in others’ artwork.

10. Student Performance Indicators (2 nd Grade) The student is able to 3.1.1 Choose subject matter, symbols, and ideas in the student’s own art. 3.1.2 Select and apply subject matter, symbols, and ideas for the student’s own art. 3.1.3 Implement chosen subject matter, symbols, and ideas in the student’s own art. 3.2.1 Summarize subject matter and symbols in the student’s own art. 3.2.2 Examine subject matter, symbols, and ideas in the student’s own art. 3.2.3 Analyze and evaluate subject matter, symbols, and ideas in the student’s own art. 3.3.1 Summarize subject matter and symbols in others’ art. 3.3.2 Examine subject matter, symbols, and ideas in others’ art. 3.3.3 Analyze and evaluate matter, symbols, and ideas in others’ art.

11. Supplemental (2 nd Grade Visual Arts) The student will:(This assessment is cumulative, see previous grades) Create art based on imagination, recall and/ orobservation.  Tell a story about a piece of artwork.  Use and describe subject matter, symbols and ideasto create meaning in their own art.

12. + What are they? Local Education Agencies (LEAs) Curriculum Standards are developed by selected teachers chosen by the district. These standards should address national and state standards. Visual Arts Standards were last updated in Shelby County Schools in 2008, and Memphis City Schools in 2007. LEA Standards for Visual Arts

13. + MCS and SCS Curriculum are online/ Private schools are in hard copy http://www.mcsk12.net/aoti/ci/art/benchmarks.asp http://www.scsk12.org/SCS/curriculum_guides/Art%20Webp age%202008%20/intro.html http://www.scsk12.org/SCS/curriculum_guides/Art%20Webp age%202008%20/intro.html

14. + Conclusions There are many routes to competence in the arts disciplines. Students may work in different arts at different times. Their study may take a variety of approaches and abilities may develop at different rates. Competence means the ability to use an array of knowledge and skills. Competence is an understanding of the interdependence between knowledge and skills; it also means the ability to combine the content, perspectives, and techniques associated with the various elements to achieve specific goals.

15. + Conclusions Students work toward comprehensive competence from the very beginning, preparing in the lower grades for deeper and more rigorous work each succeeding year. As a result, the the arts are enriched and matured by the discipline of learning and the pride of accomplishment. Essentially, the Standards ask what students should know and be able to do by the time they have completed secondary school.

16. + Conclusions As a result of developing these capabilities, students can arrive at their own knowledge, beliefs, and values for making personal and artistic decisions. In other terms, they can arrive at a broad- based, well-grounded understanding of the nature, value, and meaning of the arts as a part of their own humanity.

17. + References http://www.ncrel.org/sdrs/areas/issues/envrnmnt/stw/sw0g oals.htm http://www.ncrel.org/sdrs/areas/issues/envrnmnt/stw/sw0g oals.htm http://www.wresa.org/Pbl/The%20INTASC%20Standards%2 0overheads.htmhttp://artsedge.kennedy- center.org/teach/standards.cfm http://www.mcsk12.net/aoti/ci/art/benchmarks.asp http://www.scsk12.org/SCS/curriculum_guides/Art%20Web page%202008%20/intro.html http://www.scsk12.org/SCS/curriculum_guides/Art%20Web page%202008%20/intro.html http://www.nd.edu/~rbarger/www7/goals200.html http://www.menc.org/resources/view/summary-statement- what-students-should-know-and-be-able-to-do-in-the-arts