Visual Arts Standards and goals
Round Lake High School Fine Arts Curriculum is committed to aligning each unit, project and year long course progression with school-wide visual arts standards, based on both the Illinois Arts Learning Standards Initiative and Round Lake High School's own visual arts standards.
Illinois state standards for art education
The Illinois State Standards for Art Education are the foundation for a rigorous and relevant art curriculum. Their benchmarks and goals guide projects, materials, content, and processes in the art room. Below, you will find a comprehensive list of all Round Lake High School Fine Arts Standards and Illinois State Standards Visual Arts grades 9-12.
Illinois State Standards for Visual Arts
Goal 25: Know the language of the arts
Why Goal 25 is important:
Why This Goal Is Important: Through observation, discussion, interpretation and analysis, students learn the “language” of the arts. They learn to understand how others express ideas in dance, drama, music and visual art forms. In addition to acquiring knowledge essential to performance and production, students become arts consumers (e.g., attending live performances or movies, purchasing paintings or jewelry, or visiting museums) who understand the basic elements and principles underlying artworks and are able to critique them.
25.A.1d Visual Arts: Identify the elements of line, shape, space, color and texture; the principles of repetition and pattern; and the expressive qualities of mood, emotion and pictorial representation.
25.B.1 Identify similarities in and among the arts (e.g., pattern, sequence and mood).
25.A.2d Visual Arts: Identify and describe the elements of 2- and 3-dimensional space, figure ground, value and form; the principles of rhythm, size, proportion and composition; and the expressive qualities of symbol and story.
25.B.2 Understand how elements and principles combine within an art form to express ideas.
25.A.3d Visual Arts: Identify and describe the elements of value, perspective and color schemes; the principles of contrast, emphasis and unity; and the expressive qualities of thematic development and sequence.
25.A.3e Visual Arts: Analyze how the elements and principles can be organized to convey meaning through a variety of media and technology.
25.B.3 Compare and contrast the elements and principles in two or more art works that share similar themes.
25.B.4 Analyze and evaluate similar and distinctive characteristics of works in two or more of the arts that share the same historical period or societal context.
25.A.4 Analyze and evaluate the effective use of elements, principles and expressive qualities in a composition/performance in dance, drama, music and visual arts.
26.A.1e Visual Arts: Identify media and tools and how to use them in a safe and responsible manner when painting, drawing and constructing.
25.A.5 Analyze and evaluate student and professional works for how aesthetic qualities are used to convey intent, expressive ideas and/or meaning.
25.B.5 Understand how different art forms combine to create an interdisciplinary work (e.g., musical theatre, opera or cinematography).
STATE GOAL 26: Through creating and performing, understand how works of art are produced.
Why This Goal Is Important: Students acquire skills to produce and perform dance, drama, music and visual art. They learn to use media, tools and technologies. They learn to shape ideas and emotions into sounds, images and actions. As students create and perform their own artworks and review the works of others, they become more imaginative, strengthen their problem-solving skills and learn to respond to the creativity of others. Creating and performing are at the core of the fine arts. Students also learn about the role of the artist (e.g., dancer, painter, actor, director, scriptwriter, musician).
26.B.1d Visual Arts: Demonstrate knowledge and skills to create visual works of art using manipulation, eye-hand coordination, building and imagination.
26.A.2e Visual Arts: Describe the relationships among media, tools/technology and processes.
26.A.2f Visual Arts: Understand the artistic processes of printmaking, weaving, photography and sculpture.
26.B.2d Visual Arts: Demonstrate knowledge and skills to create works of visual art using problem solving, observing, designing, sketching and constructing.
26.A.3e Visual Arts: Describe how the choices of tools/technologies and processes are used to create specific effects in the arts.
26.B.3d Visual Arts: Demonstrate knowledge and skills to create 2- and 3-dimensional works and time arts (e.g., film, animation, video) that are realistic, abstract, functional and decorative.
26.B.4d Visual Arts: Demonstrate knowledge and skills that communicate clear and focused ideas based on planning, research and problem solving.
26.A.4e Visual Arts: Analyze and evaluate how tools/technologies and processes combine to convey meaning.
26.A.5 Common for all four arts: Analyze and evaluate how the choice of media, tools, technologies and processes support and influence the communication of ideas.
26.B.5 Common for all four arts: Create and perform a complex work of art using a variety of techniques, technologies and resources and independent decision-making.
STATE GOAL 27: Understand the role of the arts in civilizations, past and present.
Why This Goal Is Important: The arts are a record of civilizations, past and present. Artists are influenced by—and influence—the times and places in which they live and work. As students learn through the arts about people and civilizations, they learn about others and themselves. Also, students learn about careers related to this goal (e.g., animator, curator, art historian, sound technician).
27.B.1 Know how images, sounds and movement convey stories about people, places and times.
27.A.1a Identify the distinctive roles of artists and audiences.
27.A.1b Identify how the arts contribute to communication, celebrations, occupations and recreation.
27.A.2a Identify and describe the relationship between the arts and various environments (e.g., home, school, workplace, theatre, gallery).
27.A.2b Describe how the arts function in commercial applications (e.g., mass media and product design).
27.B.2 Identify and describe how the arts communicate the similarities and differences among various people, places and times.
27.A.3a Identify and describe careers and jobs in and among the arts and how they contribute to the world of work.
27.A.3b Compare and contrast how the arts function in ceremony, technology, politics, communication and entertainment.
27.B.3 Know and describe how artists and their works shape culture and increase understanding of societies, past and present.
27.B.4b Understand how the arts change in response to changes in society.
27.B.4a Analyze and classify the distinguishing characteristics of historical and contemporary art works by style, period and culture.
27.A.4b Analyze how the arts are used to inform and persuade through traditional and contemporary art forms.
27.A.4a Evaluate how consumer trends in the arts affect the types and styles of art products.
27.B.5 Analyze how the arts shape and reflect ideas, issues or themes in a particular culture or historical period.
27.A.5 Analyze how careers in the arts are expanding based on new technologies and societal changes.
Goal 25: Know the language of the arts
Why Goal 25 is important:
Why This Goal Is Important: Through observation, discussion, interpretation and analysis, students learn the “language” of the arts. They learn to understand how others express ideas in dance, drama, music and visual art forms. In addition to acquiring knowledge essential to performance and production, students become arts consumers (e.g., attending live performances or movies, purchasing paintings or jewelry, or visiting museums) who understand the basic elements and principles underlying artworks and are able to critique them.
25.A.1d Visual Arts: Identify the elements of line, shape, space, color and texture; the principles of repetition and pattern; and the expressive qualities of mood, emotion and pictorial representation.
25.B.1 Identify similarities in and among the arts (e.g., pattern, sequence and mood).
25.A.2d Visual Arts: Identify and describe the elements of 2- and 3-dimensional space, figure ground, value and form; the principles of rhythm, size, proportion and composition; and the expressive qualities of symbol and story.
25.B.2 Understand how elements and principles combine within an art form to express ideas.
25.A.3d Visual Arts: Identify and describe the elements of value, perspective and color schemes; the principles of contrast, emphasis and unity; and the expressive qualities of thematic development and sequence.
25.A.3e Visual Arts: Analyze how the elements and principles can be organized to convey meaning through a variety of media and technology.
25.B.3 Compare and contrast the elements and principles in two or more art works that share similar themes.
25.B.4 Analyze and evaluate similar and distinctive characteristics of works in two or more of the arts that share the same historical period or societal context.
25.A.4 Analyze and evaluate the effective use of elements, principles and expressive qualities in a composition/performance in dance, drama, music and visual arts.
26.A.1e Visual Arts: Identify media and tools and how to use them in a safe and responsible manner when painting, drawing and constructing.
25.A.5 Analyze and evaluate student and professional works for how aesthetic qualities are used to convey intent, expressive ideas and/or meaning.
25.B.5 Understand how different art forms combine to create an interdisciplinary work (e.g., musical theatre, opera or cinematography).
STATE GOAL 26: Through creating and performing, understand how works of art are produced.
Why This Goal Is Important: Students acquire skills to produce and perform dance, drama, music and visual art. They learn to use media, tools and technologies. They learn to shape ideas and emotions into sounds, images and actions. As students create and perform their own artworks and review the works of others, they become more imaginative, strengthen their problem-solving skills and learn to respond to the creativity of others. Creating and performing are at the core of the fine arts. Students also learn about the role of the artist (e.g., dancer, painter, actor, director, scriptwriter, musician).
26.B.1d Visual Arts: Demonstrate knowledge and skills to create visual works of art using manipulation, eye-hand coordination, building and imagination.
26.A.2e Visual Arts: Describe the relationships among media, tools/technology and processes.
26.A.2f Visual Arts: Understand the artistic processes of printmaking, weaving, photography and sculpture.
26.B.2d Visual Arts: Demonstrate knowledge and skills to create works of visual art using problem solving, observing, designing, sketching and constructing.
26.A.3e Visual Arts: Describe how the choices of tools/technologies and processes are used to create specific effects in the arts.
26.B.3d Visual Arts: Demonstrate knowledge and skills to create 2- and 3-dimensional works and time arts (e.g., film, animation, video) that are realistic, abstract, functional and decorative.
26.B.4d Visual Arts: Demonstrate knowledge and skills that communicate clear and focused ideas based on planning, research and problem solving.
26.A.4e Visual Arts: Analyze and evaluate how tools/technologies and processes combine to convey meaning.
26.A.5 Common for all four arts: Analyze and evaluate how the choice of media, tools, technologies and processes support and influence the communication of ideas.
26.B.5 Common for all four arts: Create and perform a complex work of art using a variety of techniques, technologies and resources and independent decision-making.
STATE GOAL 27: Understand the role of the arts in civilizations, past and present.
Why This Goal Is Important: The arts are a record of civilizations, past and present. Artists are influenced by—and influence—the times and places in which they live and work. As students learn through the arts about people and civilizations, they learn about others and themselves. Also, students learn about careers related to this goal (e.g., animator, curator, art historian, sound technician).
27.B.1 Know how images, sounds and movement convey stories about people, places and times.
27.A.1a Identify the distinctive roles of artists and audiences.
27.A.1b Identify how the arts contribute to communication, celebrations, occupations and recreation.
27.A.2a Identify and describe the relationship between the arts and various environments (e.g., home, school, workplace, theatre, gallery).
27.A.2b Describe how the arts function in commercial applications (e.g., mass media and product design).
27.B.2 Identify and describe how the arts communicate the similarities and differences among various people, places and times.
27.A.3a Identify and describe careers and jobs in and among the arts and how they contribute to the world of work.
27.A.3b Compare and contrast how the arts function in ceremony, technology, politics, communication and entertainment.
27.B.3 Know and describe how artists and their works shape culture and increase understanding of societies, past and present.
27.B.4b Understand how the arts change in response to changes in society.
27.B.4a Analyze and classify the distinguishing characteristics of historical and contemporary art works by style, period and culture.
27.A.4b Analyze how the arts are used to inform and persuade through traditional and contemporary art forms.
27.A.4a Evaluate how consumer trends in the arts affect the types and styles of art products.
27.B.5 Analyze how the arts shape and reflect ideas, issues or themes in a particular culture or historical period.
27.A.5 Analyze how careers in the arts are expanding based on new technologies and societal changes.