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K–12 Standards

Studio Art 3-D

Other Arkansas Fine Arts sets

CreatingCR

  • 1

    Students will generate and conceptualize artistic ideas and work.CR.1

    1. 1

      I can use multiple approaches, including sketching and/or journaling, to gain inspiration for new three-dimensional artwork(s).CR.1.1

    2. 2

      I can discuss the use of a sketchbook and/or journal as a means of formulating original ideas for new three-dimensional artwork(s) including as a prompt, a collaboration with others, a source of inspiration, or an innovative way of thinking.CR.1.2

    3. 3

      I can use a sketchbook and/or journal to generate and develop ideas and record my imagination as a collection of observations, thoughts, examples, and knowledge in the form of written notations and drawn renderings.CR.1.3

  • 2

    Students will organize and develop artistic ideas and work.CR.2

    1. 1

      I can discuss the use of a sketchbook and/or journal as a means of developing three-dimensional artwork(s) including as a process to interpret ideas toward a final product, as a method of expressing one’s personal artistic journey over time, and to develop observations, thoughts, examples, and knowledge in the form of written notations and drawn renderings.CR.2.1

    2. 2

      I can apply the elements of art and principles of design in three-dimensional artistic compositions.CR.2.2

    3. 3

      I can create three-dimensional artwork that displays the complexity of composition and/or spatial tension.CR.2.3

    4. 4

      I can participate in innovative and risk-taking processes that use analogous thinking to develop three-dimensional artwork(s).CR.2.4

    5. 5

      I can explore media experiences to solve problems encountered in three-dimensional artistic work.CR.2.5

    6. 6

      I can conduct research to inform and support artistic vision.CR.2.6

    7. 7

      I can practice safety, proper technique, and conservation in the use of tools, materials, and equipment in the creation of three-dimensional artwork(s).CR.2.7

  • 3

    Students will refine and complete artistic work.CR.3

    1. 1

      I can discuss the use of a sketchbook and/or journal as a final artistic product.CR.3.1

    2. 2

      I can refine three-dimensional artwork(s) to reflect personal visual voice.CR.3.2

    3. 3

      I can refine three-dimensional artwork(s) to exhibit increasing growth and artistic maturation.CR.3.3

PresentingPR

  • 4

    Students will select, analyze, and interpret artistic work for presentation.PR.4

    1. 1

      I can identify my own three-dimensional artwork(s) for traditional or digital exhibition to meet specific criteria.PR.4.1

    2. 2

      I can assemble a traditional or digital portfolio of original threedimensional artwork(s) as a reflection of my own personal growth.PR.4.2

  • 5

    Students will develop and refine artistic techniques and work for presentation.PR.5

    1. 1

      I can prepare my own three-dimensional artwork(s) for the process of exhibition.PR.5.1

  • 6

    Students will convey meaning through the presentation of artistic work.PR.6

    1. 1

      I can use innovative and imaginative ways to exhibit or present original three-dimensional artwork(s).PR.6.1

    2. 2

      I can evaluate the manner in which subject matter, influences, symbols, and images are conveyed in the presentation of original three-dimensional artwork(s) and the works of others.PR.6.2

RespondingRE

  • 7

    Students will perceive and analyze artistic work.RE.7

    1. 1

      I can discuss various influences such as context, human experiences, aesthetic characteristics, and environments reflected in three-dimensional art.RE.7.1

  • 8

    Students will interpret intent and meaning in artistic work.RE.8

    1. 1

      I can interpret the artist’s intent and meaning in three-dimensional student artwork(s) and works of art in terms of history, culture, and aesthetics.RE.8.1

    2. 2

      I can discuss varied subject matter, signs, symbols, icons, and ideas in three-dimensional student artwork(s) and works of art from a variety of perspectives including history, culture, aesthetics, media, styles, and techniques.RE.8.2

  • 9

    Students will apply criteria to evaluate artistic work.RE.9

    1. 1

      I can establish and apply criteria to evaluate three-dimensional student artwork(s) and works of art.RE.9.1

    2. 2

      I can assess varied criteria used when evaluating threedimensional student artwork(s) and works of art.RE.9.2

ConnectingCN

  • 10

    Students will synthesize and relate knowledge and personal experiences to make art.CN.10

    1. 1

      I can relate knowledge of media, styles, and techniques to my own three-dimensional artwork(s).CN.10.1

    2. 2

      I can describe the influence of personal connections on my own three-dimensional artwork(s).CN.10.2

  • 11

    Students will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.CN.11

    1. 1

      I can discuss various purposes for creating three-dimensional art in the context of self, family, community, and social and global perspectives.CN.11.1

    2. 2

      I can discuss recurring themes, concepts, form, and function in three-dimensional art that span cultures, times, and places.CN.11.2

    3. 3

      I can discuss social and global impacts of three-dimensional art.CN.11.3

Frequently asked questions

What grade levels do these standards cover?
Grade 10, Grade 11, and Grade 12

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