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DOCUMENT RESUME SO 026 148 ED 460 875 Kansas Visual Arts Curriculum Standards, 1995. TITLE Kansas State Board of Education, Topeka. INSTITUTION National Endowment for the Arts (NFAH), Washington, DC. SPONS AGENCY PUB DATE 1996-01-00 65p.; Developed by the Professional Growth and Standards NOTE Committee/State Art Center, Curriculum Revision Subcommittee with contributions from Cheryl Hamilton and Julie Purdy. Document possible by grants from the Kansas Arts Commission and Kansas Art Education Association. Kansas State Board of Education, 120 S.E. 10th Avenue, AVAILABLE FROM Topeka, KS 66612-1182. Tel: 913-296-4932. , Legal/Legislative/Regulatory Materials (090) PUB TYPE MF01/PC03 Plus Postage. EDRS PRICE *Academic Standards; Art; *Art Education; Art Teachers; DESCRIPTORS Elementary Secondary Education; Fine Arts; State Boards of Education; State Curriculum Guides; *State Standards; *Visual Arts *Kansas IDENTIFIERS ABSTRACT This model curriculum focuses on art content, student art learning, and art education expectations for students in the state of Kansas. The curriculum is divided by grade level: pre-kindergarten through second grade, third through fourth grade, fifth through eighth grade, and ninth through twelfth grade. The model curriculum demonstrates how to use the National Standards for the Visual Arts as a driving force in local curriculum development. The Achievement Standards/Learner Outcomes define what students should know and be able to do at the end of each of the grade level segments. (1) a sequential version The model curriculum is printed in two formats: allowing the reader to see the National Standards and the Model Scope and Sequence for all grade levels across two pages; and (2) an outline linear version allowing the reader to see all the parts of a grade level grouped together. Supplemental sections provide information on a variety of topics an art teacher or administrator will encounter in planning, delivering and assessing a quality art program. A glossary and references section conclude the booklet. (EH) Reproductions supplied by EDRS are the best that can be made from the original document. 99 "TA'MamogRgu National Visual Arts Standards Quality Performance A Accreditation Model Curriculum Arts Clierwr Curriculum Standards PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY A. 7.ort,Ocirs TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 U S DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) ff/This document has been reproduced as received from the person or organization originating it 0 Minor changes have been made to improve reproduction quality Points of view or opinions stated in this document do not necessarily represent official OERI position or policy 2 BEST COPY AVA The Kansas State Board of Education is committed to the philosophy and practice of continuous school improvement. By incorporating The National Standards for the Arts and the outcomes described in the Kansas Quality Performance Accreditation document, the Visual Arts Curriculum Standards document has provided arts educators guidance and direction in reaching educational excellence. Art educators are encouraged to study and use these standards as they participate in their school's improvement efforts, for continuous improvement is most effective when implemented across the curriculum. The Kansas State Board of Education supports the efforts of the Kansas Art Education Association and recognizes the contribution of art education in developing the whole child. Table of Contents Introduction 3 Mission/Goals/Major Objectives 4 Committee Members and Support 5 Using This Document 6 Alignment of National Standards 7 and Quality Performance Accreditation Quality Performance Accreditation 8 Student Outcomes/Standards and Arts Education Indicators Standards for Visual Art Educators (Proposed 1995) 10 Redesign of Licensure Model Curriculum Horizontal Format 11 (same content as Model Curriculum Vertical Format) Model Curriculum Vertical Format 20 (same content as Model Curriculum Horizontal Format) Visual Arts Education Considerations 32 Asses sment 32 Competencies of Effective Art Teachers 34 Contests 35 Integrated Curriculum/Interdisciplinary Teaching 36 Lesson Plan Format Sample 40 Museums 41 Needs of Special Students 42 Safe Work Environment 43 Stages of Artistic Development 45 Technology 47 Time and Scheduling 48 Glossary 49 References 56 4 Kansas Visual Arts Curriculum Standards 1995 1 Introduction In the spring of 1994, President Clinton signed the Goals together. The National Standards have pre-secondary 2000: Educate America Act. Goal number three reads grade level divisions as K-4 and 5-8. The Kansas com- "ALL STUDENTS will leave grades 4, 8, and 12 hav- mittee included Pre-Kindergarten-Grade 2 and Grades ing demonstrated competency over challenging subject 3 & 4 for two reasons: 1) Pre-Kindergarten schooling is matter including English, mathematics, science, foreign increasing and 2) it is important to define what students languages, civics and government, economics, the arts, need to know at some juncture before Grade 4. The Pre- history, and geography, and every school in America K-Grade 2 category helps teachers defme the different will ensure that all students learn to use their minds developmentally appropriate practices needed to guide well, so they may be prepared for responsible citizen- students toward meeting the National Standards. ship, further learning, and productive employment in our nation's modern economy." Nationally, art is recog- Within these pages readers will find frequent links to nized as a core subject important to everyone's com- Quality Performance Accreditation Student Outcomes. prehensive education; important to everyone's literacy. There is little specific reference to Student Outcome IV: "All students will demonstrate the necessary character- Also in the spring of 1994, the National Standards for istics to work effectively both independently and in Arts Education were presented to Secretary Riley and groups as evidenced by the following standards: A. work met with acclaim. These standards define what students collaboratively in teams and B. work together without should know and when they should know it. The stan- prejudice, bias, or discrimination, using techniques to dards do not make an art program; the standards set a separate people from problems, focusing on interests direction for an art curriculum. No matter what stage of not positions, inventing options for mutual gain, and development a local art program is in, the target is the using objective criteria." Effective art educators help same for all Kansas students. When a local district com- students work independently and collaboratively on a bines the target of the standards with the infrastructure regular basis. Responding to artwork of peers, of artists of teaching, curriculum, books and materials, sufficient in the community, and of artists from around the world scheduled time, and sound policies along with assess- helps students respect the views of others and under- ment, their students will become future citizens with stand how different people communicate and respond. thinking, evaluating and problem-solving skills. The These experiences are interwoven throughout the art local curriculum defines what it will take to get closer program. to and eventually meet the standards. Many supplementary materials are included to assist the The following pages identify Learner Outcomes and a art teacher in maximizing student learning and to assist Model Scope and Sequence as an appropriate visual the administrator and/or school board in providing the arts curriculum. These were developed by a group of best possible support for a substantive art program. Each visual arts educators from across the state, representing local community or district is encouraged to establish a variety of grade levels, a variety of Kansas communi- learner outcomes and to develop a local curriculum to ties and a variety of Kansas teaching environments. This meet the National Standards, incorporating segments Model Curriculum focuses on art content, not on spe- from the model that are right for the district. This docu- cial projects, contests, activities, or processes. This ment can be the springboard. Model Curriculum focuses on student art learning, not on special programs, events, teaching techniques, ex- Students, teachers, parents and administrators must work hibits, art media, or resources. This Model Curriculum together to help Kansas students meet the challenges of focuses on art education, not on art enrichment, expo- Goals 2000. Art teachers must work collaboratively with sure, or entertainment. other staff members to provide a comprehensive education for all Kansas students. In developing the model curriculum, the Kansas committee chose to group some of the National Standards Kansas Visual Arts Curriculum Standards 1995 3 Visual Arts Curriculum Guidelines Mission The mission of the Kansas State Curriculum Guidelines for the Visual Arts is that the visual arts be a vital part of every Kansas student's comprehensive education. INDICATORS OF ATTAINMENT must not be sacrificed. Several decades of experimen- tation have demonstrated the difficulty of correlating 1. Every School Improvement Plan (SIP) the visual arts with other subjects without loss of essen- will include the arts. tial art values. Therefore, in any effort to integrate any *Since all SIPs include assessment components, part of the visual art curriculum with other subjects, or growth in the arts will be documented. with the "related arts," the continuous participation of *Since integrated experiences are included, visual a fully qualified and certified specialist in visual art edu- arts teachers will collaborate with other curricu- cation is essential. lum areas to provide integrated learning experi- 4. Because art expresses individuality and cultural val- ences. ues, art education should promote the appreciation of 2. District and individual visual arts scope and sequence all cultures and nurture the development of all students. will align with National Visual Arts Standards. 5. As Americans, we prize the creative individuality of 3. The Kansas State Curriculum Guidelines for the art activityboth making and responsebecause it car- Visual Arts will include a model scope and sequence ries forward our humanist and democratic traditions. To that aligns with National Arts Standards. promote individuality, certain provisions are essential. a. Curriculum plans for art must be flexible, GOALS OF VISUAL ARTS EDUCATION to ensure appropriate individualization and to promote the response of art to events in Art in school is both a body of knowledge and a series school, home and community. of activities. Fundamentally, learning in art has four b. Informed subjective judgment must be major components. The goal of art education is the de- considered important in evaluation in art velopment of these learnings: education. *Seeing and feeling qualitative and functional rela- Objective measures of knowledge and tionships, competence are desirable where appropri- *Producing expressive works of art, ate. But the creative individuality of art *Knowing and understanding about the objects of cannot be sustained if uniform tests for art and design, specified objectives are allowed to domi- *Evaluating works of art and design. nate the art program. 6. The art education curriculum should use the commu- MAJOR OBJECTIVES OF nity as a resource, including the natural and built envi- VISUAL ARTS EDUCATION ronment; history, traditions, and current events; The most important contributions of art to education organizations, agencies and institutions; people, values 1. must come from what is unique to art. What is learned and patterns of life. in art, as in other subjects, brings other consequential 7. "Artist-in-school" programs, museum programs and benefits to the learner. Because art engages so many other contributions of resource people and agencies may modes of intelligence, this principle is a guide to qual- enrich, but cannot constitute or substitute for a program ity more than a limitation. of art education. It is common sense to take advantage 2. Art is a complex and multi-faceted phenomenon of unforeseeable opportunities. But in principle, all vis- which has its source in experiences of many kinds, in its to or from the school should be planned, conducted the home and community as well as the school. The art and evaluated by the art specialist as integral experi- process is perceptual, formative and communicative, ences in the sequential curriculum. which may explain why some have come to believe that 8. A satisfactory art education program must meet the art can be correlated readily to the whole school program. needs of the entire school population, including students 3. However, the first statement in this series must con- who are gifted or talented, have disabilities, or are cul- trol any other; that is to say, the objectives unique to art turally disadvantaged. 6 4 Konsas Visual Arts Curriculum Standards 1995 9. Learning in the visual arts fulfills the long-recognized process of visual thinkingperceptual, imaginative, for- need for aesthetic education and the contemporary con- mative, expressive, communicativeart education must cern to nurture the many dimensions of human intelli- be considered basic in a good school program. gence. Because art engages the learner in the complete Visual Arts Curriculum Guidelines Committee June 1995 Developed by the Prvfessional Growth and Standards Committee/State Art Curriculum Revision Subcommittee with contributions from Cheryl Hamilton, Wichita State University, and Julie Purdy, Felton Middle School, Hays Marge Banks Art Coordinator Olathe District Schools Kris Bohanan Elementary Art Teacher Haven - USD 312 Marilyn Conrad K-12 Art Teacher Natoma - USD 399 Bob Cross Middle School Art Teacher Chanute - USD 413 Mary Sue Foster Art Education Professor Wichita State University Dan Dakotas High School Art Teacher Shawnee Mission - USD 512 Dee Hansen Education Program Consultant Kansas State Department of Education Ann Krone Coordinator of Art Wichita - USD 259 Christine Davis Smith Instructional Supervisor Art K-5, Kansas City, Kansas - USD 500 Multicultural Instruction K-12 William Smith Art Resource Specialist Shawnee Mission - USD 512 La Donna Unruh-Voth Elementary Art Teacher Newton - USD 373 Sharon Wagner Felton Middle School Art Teacher Hays - USD 489 This document has been made possible by grants from the Kansas Arts Commission via the National Endowment for the Arts and the Kansas Art Education Association, an affiliate of the National Art Education Association. For further information, contact: Dr. Dee Hansen, Fine Arts Program Consultant Kansas State Board of Education 120 E. 10th Ave. Topeka, KS 66612-1182 913-296-4932 Permission is granted to copy anything in this document. Kansas Visual Arts Curriculum Standards 1995 Using This Document The Model Curriculum that follows demonstrates how 4. "How are we going to assess whether students can to use the National Standards for the Visual Arts as a meet the outcomes and/or the standards?" The answers driving force for the curriculum. The Achievement become the assessment tools and documentation of Standards/Learner Outcomes define what students progress. should know and be able to do at the end of each of the grade level segments, i.e. the Achievement Standards/ If a local curriculum committee found that their Learner Learner Outcomes for grades 5-8 defme what students Outcomes matched the Achievement Standards/Learner should know and be able to do after completing eighth Outcomes in this Model Curriculum and they agreed grade. The National Standards defmes Grade 8 as the with the Model Scope and Sequence, they then would benchmark that all students will meet. After Grade 8, write course outcomes and course descriptions that students will choose to pursue visual arts or one of the would lead students to meeting the Learner Outcomes performing arts (music, theater or dance). The Achieve- and Standards. The next step would be to write assessment Standards/ Learner Outcomes defined for Grades ments that measure whether students are meeting the 9-12 Proficient are for those students pursuing visual outcomes and/or standards. See "Assessment" on page art in high school as a means of lifelong personal inter- 32 for some assistance. est. The Achievement Standards/ Learner Outcomes for Grades 9-12 Advanced are for those students who plan The Model Curriculum is printed in two formatsthe content is the same in each format. The first format to pursue art in higher education and/or as a career. allows the reader to look at the National Standards and The letters in parentheses following each Achievement the Model Scope and Sequence for all grade levels across Standard/Learner Outcome indicate the Achievement two pages; thus seeing the sequential nature of the con- Standard sequence from the National Standards. The tent. This provides a look at the Big Picture. The sec- letters run continuous from 9-12 Proficient through 9- ond format allows the reader to view the content in an 12 Advanced because all 9-12 Advanced students would outline linear format; thus, seeing all the parts of a grade have to also meet the 9-12 Proficient standards. level grouped together. The Scope and Sequence selection defines what is to be The remaining supplemental sections provide informa- taught or what the students will do in order to meet the tion on a variety of topics that an art teacher or administrator will encounter in planning, delivering and Achievement Standards/Learner Outcomes at the end of the stated grade. The Scope and Sequence at a given assessing a quality art program. grade group cannot be taught in isolation; that is, outcomes from previous grade levels need to be revisited And the arts are an important component of educa- and reinforced. tion. If we expect America to remain a civilized country into the next generation and the next century, education A local district curriculum committee, consisting of art should include a strong grounding in one's tradition and teachers and administrators, could use the National Stan- culture. dards as the starting place for their curriculum development and ask themselves, The arts are an important part of this acculturation process. They help explain who we are and how we got 1. "What will students need to know in order to meet here. They reach us and teach us in ways that can the standards and when will it be appropriate for them enlighten and inspire, often for a lifetime. Some people to know it?" The answers become the Learner Outcomes. may see art simply as elitist entertainment, not relevant 2. "What will students need to do or what kinds of to the problems of the day. But art can be very impor- experiences will they need to have in order to meet the tant in giving a sense of direction and purpose to the outcomes?" The answers become the grade level Scope youth of our society. and Sequence. John H. Bryan 3. "What will need to be taught in specific courses Chairman of the Board and CEO to meet the grade level outcomes of the Scope and Se- Sara Lee Corporation quence? The answers become the course descriptions. 8 6 Kansas Visual Arts Curriculum Standards 1995 Alignment of the National Standards for the Visual Arts with Kansas Quality Performance Accreditation Student Outcomes 9 7 Kansas Visual Arts Curriculum Standards 1995 . d s r t n n e n f l - o a a o h g e - r . i u t b t o g g n s t e e n d o d a t s o s f r i n z l s x e l " u e s d r i e a s r u g u y i v m e e t r t w o i v p u b n n s l i n l p i l p o e r s i l r p a e d o e i e i e d c c e h p s r n h c m w n l d d v n a t . v l u t a a s o d g a i e u e a l i e n o l d n l o f n h i d t f y n l d p s o , h c s e i o i s c e t a s u b e n k n n o d s d h h e e r l u d s i a e s c t d i e o e e t t t d t d o q n a v a i n a c t e c c g c n y w i i t " a i e i c i s o r n l n n n n n t i b . a s y o t i m s d a e I e e r a h i s i n a n e l f a p n v I l I e d t r d v n c p e u e t a a s o m a I r i l r e i d e p o r s m u d l g , o e i s v n o c . u t n c a s a e a s m s f r s a a s e p e n e s n m m t o f o i m t o - m d , e c n b u v s o n e i 1 e k s m i , t b n a o r r e s c t e a d a l i d i r o l s u o f s a a l t m c s e t m o l c l o i i s n , e n , o c f i m l v i l a l w e w t n l i e w . o d s i i s b i s i c o t e d c o s v w w t o r s t r u s s o t c p e - t u t i , i n t t o e r i e s s e t l k d t n z t r O r u t l a o s s g s s l I a s u f a i a a p a i r n e e k o s o t s t s n c s e n : o c r t r n n m a v n s s a a e r p d s d y r i r i t i i e w d g e e d e e o h k c A n n n e s l e e g e d d d d e h l d p r t E i n c m u o e l t v l e n a t n t n c n u i t p n e u p p n i n a m i l s e d y s d n h t i e i a t c a t i e t i A u a k a e U i F s s n u s t t n a u t l n m c d h s v n d l l l u - o v a a l u o u o a o t e u c l d . i 1 . u 0 . t l o l t h S b v d A B t m m C m i r A A A C t L A t s s r c p s t a e a s A , l l e t d l a n n z i n w e i i u a l t m a d u n s y u s a o s f o f l l t o s e e o b i p l i t e v r a a V a e s e s . b e , s d e o c c c s l s s l r i a v n n i t a i u t e n e l e n c t i & o a : o v a u e r s c e i e c s e f h h l l n d m h d n , t p a d p y o w r a r t u o s u i m o a o l t m t s n t i l n s l p d s s t y a d d a o u i i a o r o n v u t n h c m , o d u l i i r l s . a s l l e t t i t f e l f e t i : e a i i a h n t a r h o s b r c w v g w s e m v v p e o e e n a n d p s i t t m e g f r t e n r n i m p - s e c p n s o d t h n e a t o o u o h e s m u n i o f t i g i c w o o r t f , v a n e a s r f s i f y o r p e c e s f e h m i o c l g b t c t u a i t n i l f s n a d n s l e r n t e i S c o o a t o d d r s a e o r n u c n t o s t e e i f i a t n e a s a n m i t e , t n i e d / t e s d r n r n a a t l a o d s s o - t a i p s a h m z o o s m e a u i s , e e c l d I t i t k m i d n e r e d u t r z s a l I o t n p s r n y n a r o a o s e d c i z e c o s a c m . r b e a r u c a c m s i e s i t g d i a s w n e . t r i n s m a y t t s g t s e n r c i d m n c a p n i e n o l e a a s l c a n b o i i l s e m u t l e e d l e r e v h y o f d i m i n i a i l c m c m w r i c s n r l d d i d t l u c c m r t e l a l a e w a n n n a l n u a o a i l n i d m s t e d r s n w w e c o t y e e u s d u t s p u l t I , n d t c u n d a m c i e s o c s k e n n O , t c e a s n s i y s i e t s n c r e e v . . . . s O . j t t s r a o z l s 2 4 3 5 t d i I e b n n m e l l l a A n a e , t y w a z a a u u e e e l n t a u u a e l s e i b b t d n t s d t a s c s q e c v i t l a d r l r r u i e u n r p i l a a n e i e i a d e i t f W l t h n n t s i A v r v v m a c i i s s t r u A t n h h h l e i l n n i l o n l d u i e t g c c c l . . k o o l e l y S A L B n . m h d e A A e A i s I n b n s s t t i t u t S l l a d a b , n n u m r t a d e n o , s v k i a c i v t d n r i c c a n i , i o t f e n o i i d e i r t a f w z n a t i m n . o i n d i s r n i t l f t y c d e e e s r a g i f c l n a , s i u i t d i o l g c l n e r a s f a p t s r s n a o s e p . b s i e p l e l s s i e l i o a e , r n i t a v e e d a l k . h e b i c i r a i s l c i u r l s t v n p r d e r c e c o w n t . a e e t y n l o i i s n l f e , u p v a n c c d o t y g d a c a d n r o n i i h p t l e n t , o t A s i i o r l l b n i c c l t v r a a a a p r o u a d t a e e u i p e : u u m p m r s l n s t y s , p s s s l t e s m e e l d a t s , s e e i . t i t a l s i f d t v . n v g r w e s a d l c i s n n c o o y a i i e e n c e a . n i v e b o e m p l f d t c d n t y i i s c l o m - c i r o a i r a s h n a t a u n t t a t o u e a y u m r s a n r e p a y e g t e r . p p , o o l n s i e s r o s t . h f s n i d y r e r s e n m p u d n o v l a n s f t h a h i u b t h a t o o c u o e o i r n g a v s t e e t d j t i t e o i l i o a d l i e a c r a n a t r t y n . t c w d i t t a e a f g a t b m a e c h a n i m o d t a n s n w t r e m s n i r e u c p i d a e n t s a n , o t t s - i o i i s l y f d s m s a n n e f a r e d e r m u c a s m n o n r l s n l c a t n o o e l r s v n r m r a o e s o I o e i n v p o e a h s f i d o a o l e a n i e c f e m s n i a r d m r m e e e r e t s t a u t g s o s P e e p v t i f s a a r l t a o m c e e u n m n c r e o c e n r p o h r c t e s p c p i d b e c e s e o i d c e l m r t a t s a s m d e o r i d s i m r a p y f s h u d l l d e y n u d p t i u n e l n m c l l o e p o a d l g d n b n e p i i . t r i o l h e n d u d r t c t a w w w c c c e i o i c a i e p n t u t h , d n i n I f i l n t t a k i d l h d n l t n e o n i f a s O e a t a a s l s s y i l a a r r t n a t n a o t i t u p i c t t c t o w a n r w l c y s r s c e n n n a a u m l i n s , A e m w t e o e u s t t i d z a t n e e e r n b e n e n g a d u e d c s d d i b Q a m e o d d d i s m o u t c d n q a t n e e o c p l r r n i i u n u c e n u c i m a o e i e i a t i s s a n d r t v a i e e t t h n c n e t A s a R U v v p t C n c s s a s c e h d u e m s l t d a i h u n v o a n o i u t l l l t e t u c t l t . . s t . . t a l o l f r r o d l y r S r A D L t C m B C r i A A e A e t O A a m s S A A n c a a s s t r