Understanding
I. PERSONAL AND SOCIAL DEVELOPMENT
J. CULTURAL AND AESTHETIC UNDERSTANDING

I.4.2 Make art that shows how they sometimes feel

I.4.3 Talk or write about feelings in a work of art

I.4.4 Recognize their own feelings when they look at work of art

I.4.5 Understand that art is made by people from different times, places, and cultures

I.4.6 Realize that creating or looking at art can bring out different feelings

I.4.7 Work alone and with others to develop visual ideas and objects

I.8.2 Make art that reflects different feelings

I.8.3 Talk or write about feelings in a variety of works of art

I.8.4 Recognize that their own feelings affect how they look at art

I.8.5 Understand that art reflects the time and place in which it was created

I.8.6 Understand how creating or looking at art brings out feelings

I.8.7 Work independently and collaboratively to produce ideas and works of art

I.12.2 Make art that explores a variety of emotions

I.12.3 Compare and contrast feelings in a work of art

I.12.4 Look at art and compare their feelings with those of the artist and others

I.12.5 Understand and recognize that art reflects the history and culture in which it was created

I.12.6 Create art that expresses deep feelings

I.12.7 Work independently, collaboratively, and with deep concentration when creating works of art

Grade 4:
· Drawing a design using two basic colors and shapes to describe feelings
· Creating a collage (pasted two-dimensional materials) expressing a mood, such as using vibrant colors to create a sense of excitement
· Talking about why Vincent van Gogh used heavy textures in his painting, Stillflowers, or why Pablo Picasso used blue during his Blue Period
· Selecting works of art that appeal to them and talking about the reasons of this choice
· Describing paintings that evoke feelings such as Tanner's The Banjo Player
· Examining traditional pottery of the Anasazi Indians for symbols, materials, and techniques
· Studying reproductions and going to see original works of art at a gallery or museum to discover the power of the originals

Grade 12:
· Creating a work of art that expresses deep feelings
· Making a work of art that reflects feelings about a social issue, such as poverty, crime, war, or drugs
· Studying a memorial, such as the Vietnam Memorial by Maya Ying Lin or the Holocaust Museum, and writing a reaction
· Responding to a work of art in writing and comparing this response with that of an art critic or art historian
· Discussing a work of art, such as Dorothea Lange's photograph, Migrant Mother, that arouses feelings
· Studying the work of an artist, such as Christo or Freda Kahlo, to understand the time and place in which it was created
· Finding a work of art that reflects a deep social issue and causes powerful feelings and talking and writing about it

Grade 4:
J.4.1 Explore the purposes and functions of art

J.4.2 Understand that the choice of materials and techniques influences the expressive quality of art

J.4.3 Learn that different cultures think about art differently

J.4.4 Learn that philosophers think about art

J.4.5 Begin to understand their own ideas about the purposes and meanings of art

J.4.6 Begin learning the value of art as a basic part of being human

J.4.7 Begin to understand and apply the role of art criticism and aesthetic knowledge in art and design

J.4.8 Know that different cultures have different concepts of beauty

J.4.9 Understand the difference between original artworks, reproductions, and copies

J.8.2 Understand how the choice of materials and techniques influences the expressive quality of art

J.8.3 Learn ways different cultures think about art

J.8.4 Learn ways philosophers think about art

J.8.5 Explore their own ideas about the purposes and meanings of art

J.8.6 Learn the value of art as a basic part of being human

J.8.7 Learn to use art criticism and aesthetic knowledge in art and design

J.8.8 Explore different cultures' concepts of beauty

J.8.9 Understand the difference between original artworks, reproductions, and copies

J.8.10 Develop the ability to reflect and talk about works of art

J.12.3 Identify ways different cultures think about art

J.12.4 Identify ways philosophers think about art

J.12.5 Understand their own ideas about the purposes and meanings of art

J.12.6 Know the value of art as a basic part of being human

J.12.7 Understand and apply art criticism and aesthetic knowledge in art and design

J.12.8 Know concepts of beauty in different cultures

J.12.9 Identify the differences between original artworks, reproductions, and copies

J.12.10 Reflect and talk about works of art

Grade 8:
· Studying the role of art and art movements in a period of history, such as the role of the Bauhaus concept that form follows function, popular in the early 1900s
· Comparing the materials and techniques of two different works of art, such as Leonardo da Vinci's Mona Lisa and Andy Warhol's Thirty Are Better Than One
· Comparing works of art from two cultures, such as Mayan and African
· Interviewing an artist about what he or she feels is important about art
· Discussing and writing about why people make art
· Talking about different ways people create art and how it affects them
· Describing, analyzing, interpreting, and judging a work of art
· Comparing and contrasting works of art from different cultures, such as comparing the Siva Who Bears the Crescent Moon from India, and the Nail Figitre from Congo, Africa
· Creating a display that contrasts original art, reproductions, and copies of works of art
· Assessing students' art based on personal, peer, and teacher response

Grade 12:
· Studying art objects throughout history to understand their purpose and function
· Comparing and contrasting the materials and techniques of two contemporary art forms, such as the earth art of Robert Smithson and the site art of Christo
· Comparing and contrasting the works of art from two different cultures, such as the tapestries of India and those of Laos
· Reading and discussing specific sections of art books, such as What is Art For?, No More Second Hand Art, and The Hidden Order of Art
· Having a school and community forum on the purposes and meanings of art
· Taking down or covering all artworks in the school for a week and surveying the students and faculty to determine how this affects the environment in the school
· Describing, analyzing, interpreting, and judging a work of art
· Comparing and contrasting the architecture of various countries, such as that of India and America
· Creating a panel of students to discuss the issue of artists using other's work in their art, as well as collaborating in the production of artwork
· Assessing and talking about a student's art based on responses from a peer, a teacher, a parent, and an artist from the community