Il Arts Learning Standards Approved 2016 Va Download Final

Illinois Arts
Learning Standards
Visual Arts Standards

Approved by the Illinois State
Board of Education, 2016
IllinoisArtsLearning.org
Visual Arts
CREATING
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Enduring Understanding: Creativity and innovative thinking are essential life skills that can be developed.
Essential Questions: (a) What conditions, attitudes, and behaviors support creativity and innovative thinking? (b) What factors
prevent or encourage people to take creative risks? (c) How does collaboration expand the creative process?
Investigate, Pre K Kindergarten 1st 2nd 3rd 4th
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Plan,
Make a. Engage in self-
directed play with
a. Engage in exploration
and imaginative play
a. Engage
collaboratively in
a. Brainstorm
collaboratively multiple
a. Elaborate on an
imaginative idea.
a. Brainstorm multiple
approaches to a creative
materials. with materials. exploration and approaches to an art or art or design problem.
imaginative play with design problem.
materials.
Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Enduring Understanding: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative art-making goals.
Essential Questions: (a) How does knowing the contexts, histories, and traditions of art forms help us create works of art and design? (b) Why do artists follow or
break from established traditions? (c) How do artists determine what resources are needed to formulate artistic investigations?
Investigate, Pre K Kindergarten 1st 2nd 3rd 4th
Plan,
Make a. Engage in self- a. Engage a. Use observation a. Make art or design a. Apply knowledge of a. Collaboratively set
directed creative art collaboratively in and investigation in with various materials available resources, goals and create artwork
making. creative art making in preparation for making and tools to explore tools, and technologies that is meaningful and
response to an artistic a work of art. personal interests, to investigate personal has purpose to the
problem. questions, and curiosity. ideas through the art- makers.
making process.
2 | Illinois Arts Learning Standards Visual Arts Approved by the Illinois State Board of Education
5th 6th 7th 8th Introductory HS Levels Intermediate HS Levels Advanced HS Levels
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a. Combine ideas to a. Combine concepts a. Apply methods to a. Document early a. Use multiple a. Individually or a. Visualize and
generate an innovative collaboratively to overcome creative stages of the creative approaches to begin collaboratively formulate hypothesize to generate
idea for art making. generate innovative blocks. process visually or creative endeavors. new creative problems plans for ideas and
ideas for creating art. verbally in traditional or based on student’s directions for creating
new media. existing artwork. art and design that can
affect social change.
a. Identify and a. Formulate an a. Develop criteria to a. Collaboratively shape a. Shape an artistic a. Choose from a a. Choose from a
demonstrate diverse artistic investigation guide making a work of an artistic investigation investigation of an range of materials and range of materials
methods of artistic of personally relevant art or design to meet an of an aspect of aspect of present- methods of traditional and methods of
investigation to choose content for creating art. identified goal. present-day life using a day life using a and contemporary traditional and
an approach for contemporary practice of contemporary practice of artistic practices to plan contemporary artistic
beginning a work of art. art and design. art or design. works of art and design. practices, following or
breaking established
conventions, to plan
the making of multiple
works of art and design
based on a theme, idea,
or concept.
Approved by the Illinois State Board of Education Illinois Arts Learning Standards Visual Arts | 3
Visual Arts
CREATING
Anchor Standard 2: Organize and develop artistic ideas and work.
Enduring Understanding: Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches.
Essential Questions: (a) How do artists work? (b) How do artists and designers determine whether a particular direction in their work is effective? (c) How do
artists and designers learn from trial and error?
Investigate Pre K Kindergarten 1st 2nd 3rd 4th
a. Use a variety of art- a. Through a. Explore uses of a. Experiment with a. Create personally a. Explore and invent
making tools. experimentation, build materials and tools to various materials and satisfying artwork art-making techniques
skills in various media create works of art or tools to explore personal using a variety of and approaches.
and approaches to art- design. interests in a work of art artistic processes and
making. or design. materials.

Enduring Understanding: Artists and designers balance experimentation and safety, freedom, and responsibility while developing and creating artworks.
Essential Questions: (a) How do artists and designers care for and maintain materials, tools, and equipment? (b) Why is it important for safety and health to
understand and follow correct procedures in handling materials and tools? (c) What responsibilities come with the freedom to create?
a. Share materials with a. Identify safe and a. Demonstrate safe and a. Demonstrate safe a. Demonstrate an a. When making works
others. nontoxic art materials, proper procedures for procedures for using understanding of the of art, utilize and care
tools, and equipment. using materials, tools, and cleaning art tools, safe and proficient for materials, tools, and
and equipment while equipment, and studio use of materials, tools, equipment in a manner
making art. spaces. and equipment for that prevents danger to
a variety of artistic oneself and others.
processes.

Enduring Understanding: People create and interact with objects, places, and design that define, shape, enhance, and empower their lives.
Essential Questions: (a) How do objects, places, and design shape lives and communities? (b) How do artists and designers determine goals for designing or
redesigning objects, places, or systems? (c) How do artists and designers create works of art or design that communicate effectively?
a. Create and tell about a. Create art that a. Identify and classify a. Repurpose objects to a. Individually or a. Document, describe,
art that communicates represents natural uses of everyday objects make something new. collaboratively construct and represent
a story about a familiar and constructed through drawings, representations, regional constructed
place or object. environments. diagrams, sculptures, or diagrams, or maps of environments.
other visual means. places that are part of
everyday life.
a. Experiment and a. Demonstrate a. Demonstrate a. Demonstrate a. Engage in making a. Through a. Experiment, plan, and
develop skills in multiple openness in trying persistence in willingness to a work of art or design experimentation, make multiple works
art-making techniques new ideas, materials, developing skills with experiment, innovate, without having a practice, and of art and design that
and approaches through methods, and various materials, and take risks to pursue preconceived plan. persistence, explore a personally
practice. approaches in making methods, and ideas, forms, and demonstrate acquisition meaningful theme, idea,
works of art and design. approaches in creating meanings that emerge of skills and knowledge or concept.
works of art or design. in the process of art in a chosen art form.
making or designing.
a. Demonstrate quality a. Explain environmental a. Demonstrate a. Demonstrate a. Explain how a. Demonstrate a. Demonstrate
craftsmanship through implications of awareness of ethical awareness of practices, traditional and awareness of ethical understanding of
care for and use of conservation, care, and responsibility to oneself issues, and ethics of nontraditional implications of making the importance of
materials, tools, and cleanup of art materials, and others when posting appropriation, fair use, materials may impact and distributing creative balancing freedom and
equipment. tools, and equipment. and sharing images copyright, open source, human health and work. responsibility in the use
and other materials and creative commons the environment and of images, materials,
through the Internet, as they apply to creating demonstrate safe tools, and equipment
social media, and other works of art and design. handling of materials, in the creation and
communication formats. tools, and equipment. circulation of creative
work.
a. Identify, describe, a. Design or redesign a. Apply visual a. Select, organize, and a. Collaboratively a. Redesign an object, a. Demonstrate in works
and visually document objects, places, or organizational design images and develop a proposal system, place, or of art or design how
places or objects of systems that meet strategies to design and words to make visually for an installation, design in response to visual and material
personal significance. the identified needs of produce a work of art, clear and compelling artwork, or space contemporary issues. culture defines, shapes,
diverse users. design, or media that presentations. design that transforms enhances, inhibits, or
clearly communicates the perception and empowers people’s lives.
information or ideas. experience of a
particular place.
Visual Arts
CREATING
Anchor Standard 3: Revise, refine, and complete artistic work.
Enduring Understanding: Artists and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time.
Essential Questions: (a) What role does persistence play in revising, refining, and developing work? (b) How do artists grow and become accomplished in art
forms? (c) How does collaboratively reflecting on a work help us experience it more completely?
Reflect, Pre K Kindergarten 1st 2nd 3rd 4th
Refine,
Continue a. Share and talk about
personal artwork.
a. Explain the process
of making art while
a. Use art vocabulary to
describe choices while
a. Discuss and reflect
with peers about choices
a. Elaborate visual
information by adding
a. Revise artwork in
progress on the basis of
creating. creating art. made in creating details in an artwork insights gained through
artwork. to enhance emerging peer discussion.
meaning.
PRESENTING
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Enduring Understanding: Artists and other presenters consider various techniques, methods, venues, and criteria when analyzing, selecting, and curating
objects, artifacts, and artworks for preservation and presentation. Essential Questions: (a) How are artworks cared for and by whom? (b) What criteria, methods,
and processes are used to select work for preservation or presentation? (c) Why do people value objects, artifacts, and artworks and select them for presentation?
Relate Pre K Kindergarten 1st 2nd 3rd 4th
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a. Identify reasons for a. Select art objects for a. Explain why some a. Categorize artwork a. Investigate and a. Compare and contrast
saving and displaying a personal portfolio and objects, artifacts, and based on a theme or discuss possibilities and how technologies
objects, artifacts, and display, explaining why artworks are valued over concept for an exhibit. limitations of spaces, have changed the way
artwork. they were chosen. others. including electronic, for artwork is preserved,
exhibiting artwork. presented, and
experienced.
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Enduring Understanding: Artists, curators, and others consider a variety of factors and methods, including evolving technologies, when preparing and refining
artwork for display or when deciding if and how to preserve and protect artwork. Essential Questions: (a) What methods and processes are considered when
preparing artwork for presentation or preservation? (b) How does refining artwork affect its meaning to the viewer? (c) What criteria are considered when
selecting work for presentation, a portfolio, or a collection?
Select Pre K Kindergarten 1st 2nd 3rd 4th
a. Identify places where a. Explain the purpose of a. Ask and answer a. Distinguish between a. Identify exhibit a. Analyze the various
art may be displayed or a portfolio or collection. questions such as different materials or space and prepare considerations for
saved. where, when, why, artistic techniques for works of art, including presenting and
and how artwork preparing artwork for artists’ statements, for protecting art in various
should be prepared presentation. presentation. locations, indoor or
for presentation or outdoor settings, in
preservation. temporary or permanent
forms, and in physical or
digital formats.
a. Create artist a. Reflect on whether a. Reflect on and explain a. Apply relevant criteria a. Apply relevant criteria a. Engage in a. Reflect on, reengage,
statements using art personal artwork important information to examine, reflect on, from traditional and constructive critique revise, and refine
vocabulary to describe conveys the intended about personal artwork and plan revisions for a contemporary cultural with peers, then reflect works of art or design
personal choices made meaning and revise in an artist statement or work of art or design in contexts to examine, on, reengage, revise, considering relevant
in art making. accordingly. another format. progress. reflect on, and plan and refine works of art traditional and
revisions for works of art and design in response contemporary criteria as
and design in progress. to personal artistic well as personal artistic
vision. vision.
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a. Define the roles and a. Analyze similarities a. Analyze how a. Develop and apply a. Analyze, select, a. Analyze, select, a. Critique, justify, and
responsibilities of a and differences past, present, and criteria for evaluating a and curate artifacts and critique personal present choices in the
curator, explaining the associated with emerging technologies collection of artwork for or artworks for artwork for a collection process of analyzing,
skills and knowledge preserving and have impacted the presentation. presentation and or portfolio presentation. selecting, curating, and
needed in preserving, presenting two- preservation and preservation. presenting artwork for a
maintaining, and dimensional, three- presentation of artwork. specific exhibit or event.
presenting objects, dimensional, and digital
artifacts and artwork. artwork.
a. Develop a logical a. Individually or a. Based on criteria, a. Collaboratively a. Analyze and evaluate a. Evaluate, select, a. Investigate, compare,
argument for safe collaboratively, develop analyze and evaluate prepare and present the reasons and ways an and apply methods or and contrast methods
and effective use a visual plan for methods for preparing selected theme-based exhibition is presented. processes appropriate for preserving and
of materials and displaying works of art, and presenting art. artwork for display and to display artwork in a protecting art.
techniques for preparing analyzing exhibit space, formulate exhibition specific place.
and presenting artwork. the needs of the viewer, narratives for the viewer.
and the layout of the
exhibit.
Visual Arts
PRESENTING
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Enduring Understanding: Objects, artifacts, and artworks collected, preserved, or presented by artists, museums, or other venues communicate meaning and a
record of social, cultural, and political experiences resulting in the cultivation of appreciation and understanding.
Essential Questions: (a) What is an art museum? (b) How does the presenting and sharing of objects, artifacts, and artworks influence and shape ideas, beliefs,
and experiences? (c) How do objects, artifacts, and artworks collected, preserved, or presented cultivate appreciation and understanding?
Analyze Pre K Kindergarten 1st 2nd 3rd 4th
a. Identify where art is a. Explain what an a. Identify the roles a. Analyze how art a. Identify and explain a. Compare and
displayed both inside art museum is and and responsibilities of exhibited inside and how and where different contrast purposes of art
and outside of school. distinguish how an art people who work in and outside of schools (for cultures record and museums, art galleries,
museum is different visit museums and other example, in museums, illustrate stories and and other venues, as
from other buildings. art venues. galleries, virtual history of life through well as the types of
spaces, and other art. personal experiences
venues) contributes to they provide.
communities.
RESPONDING
Anchor Standard 7: Perceive and analyze artistic work.
Enduring Understanding: Individual aesthetic and empathic awareness developed through engagement with art can lead to understanding and appreciation of
self, others, the natural world, and constructed environments. Essential Questions: (a) How do life experiences influence the way you relate to art? (b) How does
learning about art impact how we perceive the world? (c) What can we learn from our responses to art?
Share Pre K Kindergarten 1st 2nd 3rd 4th
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a. Recognize art in one’s a. Identify uses of a. Select and describe a. Perceive and describe a. Speculate about a. Compare responses to
environment. art within one’s works of art that aesthetic characteristics processes an artist uses a work of art before and
environment. illustrate daily life of one’s natural world to create a work of art. after working in similar
experiences of self and and constructed media.
others. environments.
Anchor Standard 7: Perceive and analyze artistic work.

Enduring Understanding: Visual imagery influences understanding of, and responses to, the world.
Essential Questions: (a) What is an image? (b) Where and how do we encounter images in our world? (c) How do images influence our views of the world?
Perceive Pre K Kindergarten 1st 2nd 3rd 4th

a. Distinguish between a. Describe what an a. Compare images a. Categorize images a. Determine messages a. Analyze components
images and real objects. image represents. that represent the same based on expressive communicated by an in visual imagery that
subject. properties. image. convey messages.
a. Cite evidence about a. Assess, explain, a. Compare and a. Analyze why and a. Analyze and a. Make, explain, and a. Curate a collection
how an exhibition in a and provide evidence contrast viewing and how an exhibition or describe the impact justify connections of objects, artifacts, or
museum or other venue of how museums or experiencing collections collection may influence that an exhibition between artists or artwork to impact the
presents ideas and other venues reflect and exhibitions in ideas, beliefs, and or collection has on artwork and social, viewer’s understanding
provides information history and values of a different venues. experiences. personal awareness cultural, and political of social, cultural or
about a specific concept community. of social, cultural, or history. political experiences.
or topic. political beliefs and
understandings.
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a. Compare one’s own a. Identify and interpret a. Explain how the a. Explain how a a. Hypothesize ways in a. Recognize and a. Analyze how
interpretation of a works of art or design method of display, person’s aesthetic which art influences describe personal responses to art develop
work of art with the that reveal how people the location, and the choices are influenced perception and aesthetic and over time based on
interpretation of others. live around the world experience of an artwork by culture and understanding of human empathetic responses knowledge of, and
and what they value. influence how it is environment and impact experiences. to the natural world experience with, art
perceived and valued. the visual image that and constructed and life.
one conveys to others. environments.
a. Identify and analyze a. Analyze ways that a. Analyze multiple ways a. Compare and contrast a. Analyze how one’s a. Evaluate the a. Determine the
cultural associations visual components and that images influence contexts and media in understanding of the effectiveness of an commonalities within a
suggested by visual cultural associations specific audiences. which viewers encounter world is affected by image or images group of artists or visual
imagery. suggested by images images that influence experiencing visual to influence ideas, images attributed to a
influence ideas, ideas, emotions, and imagery. feelings, and behaviors particular type of art,
emotions, and actions. actions. of specific audiences. timeframe, or culture.
Visual Arts
RESPONDING
Anchor Standard 8: Construct meaningful interpretations of artistic work.
Enduring Understanding: People gain insights into meanings of artworks by engaging in the process of art criticism.
Essential Questions: (a) What is the value of engaging in the process of art criticism? (b) How can the viewer “read” a work of art as text? (c) How does knowing
and using visual art vocabularies help us understand and interpret works of art?
Perceive Pre K Kindergarten 1st 2nd 3rd 4th
a. List details in works a. List details and a. Identify subject a. Communicate a. Communicate a. Communicate
of art. identify subject matter matter and describe feelings when engaging feelings when engaging feelings when engaging
of works of art. characteristics of works works of art, and works of art, and works of art and
of art. describe subject matter describe subject describe subject matter,
and characteristics. matter and formal formal characteristics,
characteristics to and art-making
discuss meanings of approaches to discuss
artwork. meanings of artwork.
Anchor Standard 9: Apply criteria to evaluate artistic work.

Enduring Understanding: People evaluate art based on various criteria. Essential Questions: (a) How does one determine criteria to evaluate a work of art?
(b) How and why might criteria vary? (c) How is a personal preference different from an evaluation?
Analyze Pre K Kindergarten 1st 2nd 3rd 4th

a. Select a preferred a. Explain reasons for a. Classify artwork a. Use learned art a. Evaluate an artwork a. Apply one set of
artwork. selecting a preferred based on different vocabulary to express based on given criteria. criteria to evaluate more
artwork. reasons for preferences. preferences about than one work of art.
artwork.
CONNECTING
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
Enduring Understanding: Through art making, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.
Essential Questions: (a) How does engaging in creating art enrich people’s lives? (b) How does making art attune people to their surroundings? (c) How do people
contribute to awareness and understanding of their lives and the lives of their communities through art making?
Interpret Pre K Kindergarten 1st 2nd 3rd 4th
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a. Explore the world a. Create art that tells a. Identify times, places, a. Create works of art a. Develop a work of art a. Create works of art
using descriptive and a story about a life and reasons by which about events in home, based on observations that reflect community
expressive words and art experience. students make art school, or community of surroundings. or cultural traditions.
making. outside of school. life.
a. Interpret art through a. Collaboratively a. Interpret art and a. Collaboratively a. Construct meaningful a. Construct and a. Compare and
describing and interpret art and generate meanings develop meaningful interpretations, support meaningful contrast differing
analyzing feelings, generate meanings through describing interpretations, supported by evidence, interpretations, interpretations of an
subject matter, formal through describing and analyzing feelings, supported by evidence, of an artwork or supported by evidence, artwork or collection of
characteristics, art- and analyzing feelings, subject matter, formal of artworks through collection of works of an artwork or works and explain how
making approaches, and subject matter, formal characteristics, art- describing and through describing collection of works various interpretations
contextual information. characteristics, art- making approaches, and analyzing feelings, and analyzing feelings, through describing enrich experiences of art
making approaches, and contextual information subject matter, formal subject matter, formal and analyzing feelings, and life.
contextual information. and identify key characteristics, art- characteristics, art- subject matter, formal
concepts. making approaches, making approaches, characteristics, art-
contextual information, contextual information, making approaches,
and key concepts. and key concepts. contextual information,
and key concepts.
a. Recognize differences a. Develop and apply a. Compare and a. Create a convincing a. Establish relevant a. Determine the a. Construct evaluations
in criteria used to relevant criteria to explain the difference and logical argument to criteria in order to relevance of criteria of a work of art or
evaluate works of art evaluate a work of art. between an evaluation support an evaluation evaluate a work of art or used by others to collection of works
depending on styles, of an artwork based on of art. collection of works. evaluate a work of art or based on differing sets
genres, and media as personal criteria and an collection of works. of criteria.
well as historical and evaluation of an artwork
cultural contexts. based on a set of
established criteria.
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a. Apply formal and a. Generate a collection a. Individually or a. Make art a. Document the process a. Utilize inquiry a. Synthesize knowledge
conceptual vocabularies of ideas reflecting collaboratively create collaboratively to reflect of developing ideas from methods of observation, of social, cultural,
of art and design to current interests and visual documentation on and reinforce positive early stages to fully research, and historical, and personal
view surroundings in concerns that could of places and times in aspects of group elaborated ideas. experimentation to life with art-making
new ways through art be investigated in art which people gather to identity. explore unfamiliar approaches to create
making. making. make and experience subjects through art meaningful works of art
art or design in the making. or design.
community.
Visual Arts
CONNECTING
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Enduring Understanding: People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art.
Essential Questions: (a) How does art help us understand the lives of people in different times, places, and cultures? (b) How is art used to impact the views
of a society? (c) How does art preserve aspects of life?
Synthesize Pre K Kindergarten 1st 2nd 3rd 4th
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a. Recognize that people a. Identify a purpose of a. Understand that a. Compare and contrast a. Recognize that a. Through observation,
make art. an artwork. people from different cultural uses of artwork responses to art change infer information about
places and times have from different times and depending on knowledge time, place, and culture
made art for a variety of places. of the time and place in in which a work of art
reasons. which it was made. was created.
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a. Identify how art a. Analyze how art a. Analyze how response a. Distinguish different a. Describe how a. Compare uses of art a. Appraise the impact
is used to inform or reflects changing times, to art is influenced by ways art is used to knowledge of culture, in a variety of societal, of an artist or a group
change beliefs, values, traditions, resources, understanding the time represent, establish, traditions, and history cultural, and historical of artists on the beliefs,
or behaviors of an and cultural uses. and place in which reinforce, and reflect may influence personal contexts and make values, and behaviors of
individual or society. it was created, the group identity. responses to art. connections to uses of a society.
available resources, and art in contemporary and
cultural uses. local contexts.
Visual Arts Glossary
Visual arts, as defined by the National Art Education Characteristics of form (and structure): Terms drawn from Established criteria: Identified principles that direct attention
Association, include the traditional fine arts, such as drawing, traditional, modern, and contemporary sources that identify to significant aspects of various types of artwork in order to
painting, printmaking, photography, and sculpture; media the range of attributes that can be used to describe works of provide guidelines for evaluating the work; may be commonly
arts, including film, graphic communications, animation, art and design to aid students in experiencing and perceiving accepted principles developed by artists, curators, historians,
and emerging technologies; architectural, environmental, the qualities of artworks, enabling them to create their own critics, educators, and others or principles developed by
and industrial arts, such as urban, interior, product, and work and to appreciate and interpret the work of others. an individual or group to pertain to a specific work of art or
landscape design; folk arts; and works of art such as design.
ceramics, fibers, jewelry, works in wood, paper, and other Collaboration: Joint effort of working together to formulate
materials (Revised July 2012). and solve creative problems. Personal criteria: Principles for evaluating art and design
based on individual preferences.
Art: In everyday discussions and in the history of aesthetics, Collaboratively: Joining with others in attentive participation
multiple (and sometimes contradictory) definitions of art have in an activity of imagining, exploring, or making. Relevant criteria: Principles that apply to making, revising,
been proposed. In a classic article, “The Role of Theory in understanding, and evaluating a particular work of art or
Aesthetics,” Morris Weitz (1956) recommended differentiating Concepts: Ideas, thoughts, schemata; art arising out of design that are generated by identifying the significant
between classificatory (classifying) and honorific (honoring) conceptual experimentation that emphasizes making meaning characteristics of a work.
definitions of art. through ideas rather than through materiality or form.
In the Next Generation Core Visual Arts Standards, the word Critique: Individual or collective reflective process by which
“art” is used in the classificatory sense to mean “an artifact Constructed environment: Human-made or modified spaces artists or designers experience, analyze, and evaluate a work
or action that has been put forward by an artist or other and places; art and design-related disciplines such as of art or design.
person as something to be experienced, interpreted, architecture, urban planning, interior design, game design,
and appreciated.” virtual environment, and landscape design shape the places Cultural contexts: Ideas, beliefs, values, norms, customs,
in which people live, work, and play. traits, practices, and characteristics shared by individuals
An important component of a quality visual arts education within a group that form the circumstances surrounding the
is for students to engage in discussions about honorific creation, presentation, preservation, and response to art.
definitions of art – identifying the wide range of significant Contemporary artistic practice: Processes, techniques,
features in art-making approaches, analyzing why artists media, procedures, behaviors, actions, and conceptual
follow or break with traditions, and discussing their own approaches by which an artist or designer makes work using Cultural traditions: Pattern of practices and beliefs within a
understandings of the characteristics of “good art.” methods that, though possibly based on traditional practices, societal group.
reflect changing contextual, conceptual, aesthetic, material,
and technical possibilities; examples include artwork made Curate: Collect, sort, and organize objects, artworks, and
Appropriation: Intentional borrowing, copying, and alteration with appropriated images or materials, social practice
of preexisting images and objects. artifacts; preserve and maintain historical records and
artworks that involve the audience, performance art, new catalogue exhibits.
media works, installations, and artistic interventions in
Artist statement: Information about context, explanations of public spaces.
process, descriptions of learning, related stories, reflections, Curator: Person responsible for acquiring, caring for, and
or other details in a written or spoken format shared by the exhibiting objects, artworks, and artifacts.
Context: Interrelated conditions surrounding the creation
artist to extend and deepen understanding of his or her and experiencing of an artwork, including the artist, viewer
artwork; an artist statement can be didactic, descriptive, or Design: Application of creativity to planning the optimal
or audiences, time, culture, presentation, and location of the solution to a given problem and communication of that plan
reflective in nature. artwork’s creation and reception. to others.
Artistic investigations: In making art, forms of inquiry and Copyright: Form of protection grounded in the U.S.
exploration; through artistic investigation artists go beyond Digital format: Anything in electronic form, including photos,
Constitution and granted by law for original works of images, video, audio files, or artwork, created or presented
illustrating pre-existing ideas or following directions, and authorship fixed in a tangible medium of expression, covering
students generate fresh insights – new ways of seeing through electronic means; a gallery of artwork viewed
both published and unpublished works electronically through any device.
and knowing.
Creative commons: Copyright license templates that provide Engagement: Attentive participation in an activity of
Art-making approaches: Diverse strategies and procedures by a simple, standardized way to give the public permission
which artists initiate and pursue making a work. imagining, exploring, and making.
to share and use creative work on conditions of the maker’s
choice (http://creativecommons.org/).
Artwork: Artifact or action that has been put forward by Exhibition narrative: Written description of an exhibition
an artist or other person as something to be experienced, intended to educate viewers about its purpose.
Creativity: Ability to conceive and develop rich, original ideas,
interpreted, and appreciated discover unexpected connections, and invent or make new
things. Expressive properties: Moods, feelings, or ideas evoked or
Brainstorm: Technique for the initial production of ideas or suggested through the attributes, features, or qualities of an
ways of solving a problem by an individual or group in which image or work of art.
Criteria: In art and design, principles that direct attention to
ideas are spontaneously contributed without critical comment significant aspects of a work and provide guidelines
or judgment. for evaluating its success. Fair use: Limitation in copyright law that sets out factors to
be considered in determining whether or not a particular use
Characteristic(s): Attribute, feature, property, or of one’s work is “fair,” such as the purpose and character of
Contemporary criteria: Principles by which a work of art or the use, the amount of the work used, and whether the use
essential quality. design is understood and evaluated in contemporary contexts will affect the market for the work.
which, for example, include judging not necessarily on
originality, but rather on how the work is recontextualized to
create new meanings.
Formal and conceptual vocabularies: Terms, methods, Text: That form about which information can be gathered,
concepts, or strategies used to experience, describe, expanding beyond the traditional notion of written language
analyze, plan, and make works of art and design drawn from to encompass visual representations, such as paintings,
traditional, modern, contemporary, and continually emerging sculpture, diagrams, graphics, films, and maps.
sources in diverse cultures.
Venue: Place or setting for an art exhibition, either a physical
Genre: Category of art or design identified by similarities in space or a virtual environment.
form, subject matter, content, or technique.
Visual components: Properties of an image that can
Image: Visual representation of a person, animal, thing, idea, be perceived.
or concept.
Visual imagery: Group of images; images in general.
Imaginative play: Experimentation by children in defining
identities and points of view by developing skills in Visual organization approaches and strategies: Graphic
conceiving, planning, making art, and communicating. design strategies, such as hierarchy, consistency, grids,
spacing, scale, weight, proximity, alignment, and typography
Innovative thinking: Imagining or conceiving something new choice, used to create focus and clarity in a work.
and unexpected, including fresh ideas and ways of looking
at things and new approaches to old problems, as well as Visual plan: Drawing, picture, diagram, or model of the layout
formulating new problems. of an art exhibit where individual works of art and artifacts
are presented along with interpretive materials within a given
Material culture: Human-constructed or human-mediated space or venue.
objects, forms, or expressions that extend to other senses
and study beyond the traditional art historical focus on the
exemplary to the study of common objects, ordinary spaces,
and everyday rituals.
Materials: Substances out of which art is made or composed,

ranging from the traditional to “nonart” material and virtual,
cybernetic, and simulated materials.
Medium/Media: Mode(s) of artistic expression or

communication; material or other resources used for
creating art.
Open source: Computer software for which the copyright

holder freely provides the right to use, study, change, and
distribute the software to anyone for any purpose
(http://opensource.org/).
Play: Spontaneous, engaged activity through which children

learn to experience, experiment, discover, and create.
Portfolio: Actual or virtual collection of artworks and

documentation demonstrating art and design knowledge and
skills, organized to reflect an individual’s creative growth and
artistic literacy.
Preservation: Activity of protecting, saving, and caring for

objects, artifacts, and artworks through a variety of means.
Preserve: Protect, save, and care for (curate) objects,

artifacts, and artworks.
Style: Recognizable characteristics of art or design that are

found consistently in historical periods, cultural traditions,
schools of art, or works of an individual artist. The Illinois Arts Learning
Standards Initiative was
Technologies: Tools, techniques, crafts, systems, and coordinated by
methods to shape, adapt, and preserve artworks, artifacts, Arts Alliance Illinois
objects, and natural and human-made environments.
IllinoisArtsLearning.org

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Illinois Arts

Visual Arts Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Anchor Standard 2: Organize and develop artistic ideas and work.

Anchor Standard 2: Organize and develop artistic ideas and work.

Anchor Standard 7: Perceive and analyze artistic work.

Perceive Pre K Kindergarten 1st 2nd 3rd 4th

Anchor Standard 9: Apply criteria to evaluate artistic work.

Analyze Pre K Kindergarten 1st 2nd 3rd 4th

Materials: Substances out of which art is made or composed,

Medium/Media: Mode(s) of artistic expression or

Open source: Computer software for which the copyright

Play: Spontaneous, engaged activity through which children

Portfolio: Actual or virtual collection of artworks and

Preservation: Activity of protecting, saving, and caring for

Preserve: Protect, save, and care for (curate) objects,

Style: Recognizable characteristics of art or design that are

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