DOING
C. VISUAL DESIGN AND PRODUCTION

D: PRACTICAL APPLICATIONS

C. VISUAL DESIGN AND PRODUCTION

Content Standard
Students in Wisconsin will design and produce quality original images and objects, such as paintings, sculptures, designed objects, photographs, graphic designs, videos, and computer images.

Rationale:
There are time-honored processes of making art and principles of visual expression that are essential to the practice of creating images and objects. These processes and principles change over time. Artists need to recognize and respond to these changes. Just as other subject areas have guidelines, procedures, and bodies of knowledge that students learn, so do the visual arts.

C.4.2 Explore what makes quality design

C.4.3 Know how the design of art changes its meaning

C4.4 Use design to improve artwork

C.4.5 Look at nature and works of art as visual resources

C.4.6 Use sketching to develop ideas for their artwork

C.4.7 Develop basic skills to produce quality art

C.4.8 Explore the natural characteristics of materials and their possibilities and limitations

C.4.9 Be aware of their creative processes to better understand their work

C.4.10 Develop personal responsibility for their learning and creative processes

C.8.2 Understand what makes quality design

C.8.3 Know how the design of art changes its meaning

C.8.4 Use design techniques to improve and/or change artwork

C.8.5 Use thumbnail sketches to experiment and start developing visual ideas

C.8.6 Develop the craft and skills to produce quality art

C.8.7 Understand the natural characteristics of materials and their possibilities and limitations

C.8.8 Reflect on their work during the creative process to assess and better understand their own artwork

C.8.9 Come up with ideas and carry them through to completion of an original work of art

C.12.2 Understand the procedures of developing quality design

C.12.3 Use design to create artworks that have different meanings

C.12.4 Use advanced design techniques to improve and/or change artwork

C.12.5 Analyze the complexities of nature and use challenging artistic images and ideas as visual resources

C.12.6 Experiment visually with sketches for complex solutions involving concepts and symbols

C.12.7 Apply advanced craft and skills to consistently produce quality art

C.12.8 Use the natural characteristics of materials and their possibilities and limitations to create works of art

C.12.9 Use ongoing reflective strategies to assess and better understand one's work and that of others during the creative process

C.12.10 Assume personal responsibility for their learning and the creative process

Grade 4:
· Discussing the use of color and shape in a painting, such as Pablo Picasso's Three Musicians
· Finding examples of good contemporary design in magazines from around the world
· Comparing and contrasting English, Japanese, and commercial teapots
· Critiquing a work of art in progress and finding the point of interest
· Keeping a sketchbook, an idea book, or picture file
· Drawing ideas in a sketchbook before making art
· Experimenting with different basic printing processes, such as relief and monoprint
· Experimenting with tempera paint, using it thick, thin, and dry and using different brushes
· Keeping a journal to record the progress of artwork
· Keeping a portfolio of work from early sketches to completed work

Grade 12:
· Creating a painting in which colors appear to be similar and yet are different
· Creating a quality graphic design for the school yearbook
· Designing one advertisement and altering it to appeal to different audiences
· Studying fractals and creating a design based on those patterns in nature
· Developing an idea book to collect ideas from poetry, artistic images, and contemporary issues
· Keeping a sketchbook or idea book to record and develop visual ideas
· Developing skill in an advanced combined printing process, such as serigraphy and monoprinting
· Creating a figure sculpture using found materials and objects
· Keeping a journal to reflect on daily learning, including self and peer-assessments
· Developing a portfolio including artwork in series to achieve an in-depth study of an issue or concept

D: PRACTICAL APPLICATIONS

Content Standard
Students in Wisconsin will apply their knowledge of people, places, ideas, and language of art to their daily lives.

Rationale:
Learning about people, places, ideas, and language of art and applying this to daily life is what arts education is all about. Thinking deeply, creatively, and critically enables students to connect their knowledge to their local and worldwide communities and daily activities. Research shows that students who are educated in the arts perform better in other areas, show respect for others, work more cooperatively, and are able to think better. These are lifelong skills applicable to daily living and learning.

Grade 4:
D.4.1 Know basic information, such as the history, public art, and unique architecture, of their own cultural community

D.4.2 Know about artists and designers, such as architects, furniture designers, critics, preservationists, museum curators, and gallery owners, in their community

D.4.3 Know that the environment influences the look and use of art, architecture, and design

D.4.4 Learn about basic concepts in art, such as "form follows function," "less is more," balance, symmetry, and originality

D.4.5 Learn basic language used in art

D.4.6 Use problem-solving strategies that promote fluency, flexibility, elaboration, and originality

D.8.2 Know about artists and designers, such as architects, furniture designers, critics, preservationists, museum curators, and gallery owners, in their community

D.8.3 Know how the environment influences the look and use of art, architecture, and design

D.8.4 Understand basic concepts in art, such as "form follows function," "destruction of the box," "less is more," balance, symmetry, integrity, authenticity, and originality

D.8.5 Learn common language in art, such as abstraction, representation, impressionism, reproduction, serigraphy, sculpture, graphic design, construction, and aesthetics

D.8.6 Know about problem-solving strategies that promote fluency, flexibility, elaboration, and originality

D.12.2 Know about artists and designers, such as architects, furniture designers, critics, preservationists, museum curators, and gallery owners, in their community

D.12.3 Explain how the environment influences the look and use of art, architecture, and design

D.12.4 Use basic concepts in art, such as "form follows function," "destruction of the box," "less is more," balance, symmetry, integrity, authenticity, and originality

D.12.5 Know common language in art, such as abstraction, representation, impressionism, reproduction, serigraphy, sculpture, graphic design, construction, and aesthetics

D.12.6 Apply problem-solving strategies that promote fluency, flexibility, elaboration, and originality

Grade 8:
· Preparing a photo essay of the architecture, public art, and public spaces in the community
· Inviting the art critic of the local newspaper to speak to the
· Class regarding her/his role and responsibilities
· Comparing the colors, materials, and styles of architecture found in different parts of the country, such as brick buildings in Boston, wood buildings in Wisconsin, bright colors in Miami, and skyscrapers in New York
· Creating an exhibit illustrating famous philosophies of art, such as "form follows function" and "less is more"
· Creating a glossary of art vocabulary in a journal or idea book
· Putting together a design team to brainstorm ways to make the school look better