Illinois Learning Standards

Stage H - Fine Arts—Visual Arts



Descriptors



25A —

Students who meet the standard understand the sensory elements, organizational principles, and expressive qualities of the arts.
  1. Demonstrate an understanding of creation of illusion of space (e.g., overlapping; variations in size, placement, value).
  2. Demonstrate an understanding of formal/linear perspective (e.g., horizontal lines, vanishing point, one/two point perspective).
  3. Identify the role of a specific color scheme in an art work.
  4. Describe the elements and principles that create harmony.
  5. Identify the elements and principles that convey meaning in a work of art.
  6. Describe elements and principles that unify a work of art.
  7. Evaluate the visual qualities of symbols that create meaning in works of art.
  8. Critique a work of art using appropriate language in a positive, constructive manner.

25B —

Students who meet the standard understand the similarities, distinctions, and connections in and among the arts.
  1. Compare and contrast works of art in two or more art forms that share similar artistic components, themes or subject matter (e.g., self-portrait to monologue or solo) using the appropriate artistic component (i.e., elements, principles, expressive ideas; tools, processes, technologies; creative processes) vocabulary.

26A —

Students who meet the standard understand processes, traditional tools, and modern technologies used in the arts.
  1. Differentiate between 2-D, 3-D, and time arts.
  2. Describe and/or demonstrate how special effects in the visual arts are created through the use of a tool, technology, or process (e.g., film, video, computer programs).
  3. Demonstrate processes that create special effects (e.g., scratch knife/ scratch board, gouge/printing block, painting/palette knife).
  4. Evaluate the significance of special effects in 2-D art work (e.g., embossing, wet-wet, scriffito, pointillism).

26B —

Students who meet the standard can apply skills and knowledge necessary to create and perform in one or more of the arts.
  1. Use a variety of materials and processes to create functional and decorative art work (e.g., mosaics, murals, clay pottery, weavings, paintings).
  2. Use linear and aerial/atmospheric perspective to create the illusion of 3-dimensionality in a 2-dimensional artwork.
  3. Create a performance art work incorporating the use of computer or video.
  4. Use 2-D or 3-D materials to create an abstract work.
  5. Create an art work based on a plan incorporating research and problem solving.

27A —

Students who meet the standard can analyze how the arts function in history, society and everyday life.
  1. Demonstrate good audience behavior and evaluate the behavior of self and others.
  2. Describe how audience behavior changes a product or performance.
  3. Analyze how the arts function in ceremonies (e.g., Olympics, political conventions).
  4. Analyze how various arts are used to persuade and promote ideas (e.g., political conventions, campaigns, advertising).
  5. Analyze how the artist in each of the arts uses technology creatively.
  6. Investigate occupations that are related to the arts industry (e.g., record producers, museum lecturers, gallery owners, box office administrators, wardrobe designers).

27B —

Students who meet the standard understand how the arts shape and reflect history, society and everyday life.
  1. Analyze how a particular art work (e.g., social dance, political cartoons, protest songs, films) influenced society in a given time period.
  2. Analyze how the works of a particular artist (e.g., playwright, composer, computer artist, choreographer) shape or reflect a given time period or event.
  3. Describe the influences of at least two artists (dance, drama, music or visual art) on their times.

Return to Fine Arts Classroom Assessments and Performance Descriptors