Introduction

The Visual Arts Standards of Learning identify the essential knowledge and skills required in the visual arts curriculum for each grade level or course in Virginia’s public schools. The standards outline the minimum criteria for a sequential course of study within a comprehensive visual arts education program. The standards are designed to be cumulative, progressing in complexity by grade level from kindergarten through the sequence of high school courses.

Throughout visual arts education, course content is organized into four specific content strands or topics: Visual Communication and Production; Art History and Cultural Context; Analysis, Evaluation, and Critique; and Aesthetics. Although the strands are presented separately for organizational purposes, in practice they are integrated throughout visual arts instruction, regardless of the particular learning experience. Through the mastery of visual arts concepts and acquisition of visual arts skills, the goals for visual arts education are realized. A comprehensive visual arts program provides students with multiple means of expression as well as analytical skills to evaluate information that is conveyed through images and symbols. Through participation in the visual arts, students develop critical-thinking skills and draw upon core academic areas to solve problems of creation, design, and execution. They develop individual expression and the ability to work collaboratively to achieve common artistic goals, while preparing for a lifetime of engagement with the arts.

The standards are intended neither to encompass the entire curriculum for a given grade level or course nor to prescribe how the content should be taught. Teachers are encouraged to go beyond the standards and select instructional strategies and assessment methods appropriate for their students. Teachers are expected to consistently model appropriate use of copyrighted and royalty-protected materials.

Goals

The content of the Visual Arts Standards of Learning is intended to support the following goals for students:

·         Acquire the technical and artistic knowledge and skills necessary for creative, expressive, and artistic production.

·         Select and use art media, subject matter, and symbols for expression and communication.

·         Solve visual arts problems with originality, flexibility, fluency, and imagination.

·         Develop understanding of the relationship of the visual arts to history, culture, and other fields of knowledge.

·         Use materials, methods, information, and technology in a safe and healthy manner.

·         Demonstrate understanding of the elements of art (color, form, line, shape, space, texture, value) and the principles of design (balance, contrast, emphasis, movement, pattern, proportion, rhythm, unity, variety) and the ways they are used in artistic production.

·         Interpret, reflect on, and evaluate the characteristics, purposes, and merits of personal work and the work of others.

·         Identify, analyze, and apply criteria for making visual aesthetic judgments of personal work and the work of others.

·         Develop aesthetic awareness and a personal philosophy regarding the nature of, meanings in, and values in the visual arts.

·         Develop understanding and appreciation of the roles, opportunities, and careers in the visual arts and related areas.

·         Develop ethical practices, to include following copyright and royalty requirements when exhibiting art, producing art, or using the works of others.

·         Nurture a lifelong appreciation for visual arts as an integral component of an educated, cultured society.

Strands

Visual Communication and Production

Students will use the art-making process to develop and communicate ideas, images, and themes in works of art. They will develop fluency in visual communication, as well as verbal and written communication, using art vocabulary and concepts. Through art production, students will express meaning and values in two-dimensional and three-dimensional art forms and gain respect for their own work and the work of others. Students will demonstrate safe and ethical practices when using art materials, tools, techniques, and processes.

Art History and Cultural Context

By investigating works of art from different times and places, students will develop an understanding that art and culture shape and reflect each other. Through the study of works of art and the people who created them, students will understand the role of visual arts in communicating diverse cultural beliefs and ideas.

Analysis, Evaluation, and Critique

Students will examine works of art and make informed judgments about them based on established visual arts criteria. Through the understanding of visual arts concepts and processes, students will be able to use a variety of strategies to analyze the visual qualities and interpret the meanings of works of art. They will also employ critical evaluation skills in creating and exhibiting their works of art.

Aesthetics

Students will analyze and reflect on their personal responses to the expressive and communicative qualities of works of art. They will understand that their personal backgrounds, knowledge, and experiences influence their perceptions of works of art. Through the examination of issues related to the visual arts, students will draw conclusions and reflect on the nature, meaning, and value of art, based on their dual roles as creators and viewers of art. They will learn to recognize the difference between personal opinion and informed judgment when reflecting on, discussing, and responding to visual imagery.

Safety

Correct and safe techniques, as well as the wise selection of resources, materials, and equipment appropriate for the students’ age levels, must be carefully considered with regard to the safety precautions needed for every instructional activity. Safe visual arts classrooms require thorough planning, careful managing, and constant monitoring during art-making activities. Class enrollment should not exceed the designated capacity of the room.

Prior to using hazardous art materials in an instructional activity, teachers must be knowledgeable about their properties, use, storage, and proper disposal. Art materials containing toxic substances that can cause acute or chronic health effects are prohibited from use with students in pre-kindergarten through grade six, or up to twelve years of age. All hazardous art materials are required to have been tested by the manufacturer and to exhibit the safety labeling “Conforms to ASTM D-4236,” “Conforms to ASTM Practice D-4236,” or “Conforms to the health requirements of ASTM D-4236.”

Toxic materials can enter the body in three different ways: inhalation, ingestion, or absorption through the skin. If toxic material does enter a child’s body, it can result in an allergic reaction, acute illness, chronic illness, cancer, or death. Toxic materials can be more harmful to children than to adults for several reasons. Since children are smaller than adults, any given amount of a toxic material in a child’s body is more concentrated than in an adult’s body. Since children are still growing and developing, their bodies more readily absorb toxic materials, which can result in more damage than in adults. Children are also at higher risk because of their behavior: they may not understand why it is important to be careful when using harmful materials, and, for example, they may put things in their mouths or swallow them without regard for the consequences.

While no comprehensive list exists to cover all situations, the following guidelines from The Center for Safety in the Arts should be followed to avoid potential safety problems:

1.   Avoid certain art supplies for students in pre-kindergarten through grade six, or up to twelve years of age. The general rules are as follows:

·         No dust or powders;

·         No chemical solvents or solvent-containing products;

·         No aerosol sprays, air brush paints, or other propellants;

·         No acids, alkalis, bleaches, or other corrosive chemicals;

·         No donated or found materials, unless ingredients are known;

·         No old materials, as they may be more toxic and have inadequate labeling; and

·         No lead, metals, or cadmium products, as found in paints, glazes, metal work, and stained glass.

When feasible, substitution of nontoxic materials for hazardous materials should be made a priority with students over twelve years of age.

2.   High-risk students, who are at greater than usual risk from toxic materials, must be treated with special care and attention when using potentially harmful art supplies. High-risk students include those who have visual or hearing problems, physical disabilities, or asthma; take medication; or are emotionally disturbed.

3.   Make sure products are adequately labeled. Do not use any product that does not have a label or has a label that gives inadequate information. In general, the more the label describes the product, the easier it will be to use safely. The label should state how the product is to be used. It should also state what to do in case of an accident. Even if the label says “nontoxic,” do not assume that the product is completely safe. Art materials must contain one of the three ASTM D-4236 labels listed above for assurance that they are safe to use. If containers are changed, be sure to label the new container.

4.   Purchase hazardous products in small containers, because the smaller the amount of a product, the less potential there is for exposure to it. Also, larger amounts often are not quickly depleted, and leftover products need to be properly stored. Accidental poisonings may occur when stored products are left unattended. If such an accident should occur, call the local poison control center immediately.

Art educators are responsible for the art materials they order and supply to students and for the safe use of those materials. Numerous safe art materials are available for use in place of materials identified as being toxic. Only art materials manufactured and labeled for use in the production of art projects and activities should be used in the execution of art projects within the classroom.

Exhibiting Student Art

Students at all grade levels should have opportunities to exhibit their works of art throughout the school year in different contexts and venues and for various purposes. Exhibiting their art is particularly beneficial to students when they participate directly in the exhibition process.

The exhibition process has the following five phases:

·         Theme development and selection criteria

·         Exhibition design (physical design, artists’ statements, signage)

·         Exhibition installation

·         Publicity (e.g., announcements, invitations, reviews)

·         Event (assessment and reflection)

Simple displays may focus on just one or two of these phases, but, as students gain experience, their exhibitions can become more complex and sophisticated. The exhibition process encompasses many skills, concepts, and abilities that reflect aesthetic, critical, contextual, and technical decisions that directly complement the comprehensive visual arts education curriculum.