Grades K-3 Curricular Agreements

1st Grade
LEARNING
TARGETS

2nd Grade
LEARNING
TARGETS

3rd Grade
LEARNING
TARGETS

STRAND

STANDARD

BENCHMARK

k.1. Artistic
Foundations
(Planning)

k.1.1. MN
Demonstrate
knowledge of the
foundations of the
art area.

k.1.1.1. MN Identify the

See Developmental See Developmental See Developmental
elements of visual art
Sequence for
Sequence for
Sequence for
including color, line, shape, Learning Targets
Learning Targets
Learning Targets
texture and space.
(0.1.1.5.1)
k.1.1.2. Investigate art
making as a process of
planning, making,
presenting and reflecting.

IC create art using IC create art using IC create art using

the Create Process the Create Process the Create Process
Map.
Map.
Map and describe
where I am in the
process.
k.1.1.3. Use the artistic
IC tell a partner
IC explain to a
IC explain to a
process to demonstrate
what choices I
partner what
partner what
thinking skills in the visual made when
choices I made
choices I made
arts.
creating my
when planning and when planning and
artwork.
creating my
creating my
artwork.
artwork.
k.1. Artistic
Foundations
(Planning)

k.1.2. MN
Demonstrate
knowledge and use
of the technical
skills of the art
form, integrating
technology when
applicable.

k.1.2.1. MN Identify the

See Developmental See Developmental See Developmental
tools, materials and
Sequence for
Sequence for
Sequence for
techniques from a variety of Learning Targets
Learning Targets
Learning Targets
two- and three-dimensional
media such as drawing,
printmaking, ceramics or
sculpture. (0.1.2.5.1)
k.1.2.2. Investigate how
different materials/media,
techniques and processes
cause different responses.
k.1.2.3. Use art materials
and tools in a safe and
responsible manner.
k.1.2.4. Identify the
differences between
materials, techniques, and
processes.

IC use media and

techniques to
create different
effects by
experimenting.
IC use my art
supplies in a safe
way.
IC tell someone
how to use my art
supplies and when
to use what art
supplies.

IC use media and

techniques to
create different
effects by
experimenting.
IC be responsible
for my materials.

IC use media and

techniques to
create different
effects by
experimenting.
IC be responsible
for my materials.

IC describe why I
chose a material to
accomplish a
desired art piece.

IC analysis a piece
of artwork and
describe the
medium.

Grades K-3 Curricular Agreements

1st Grade
LEARNING
TARGETS

2nd Grade
LEARNING
TARGETS

3rd Grade
LEARNING
TARGETS

STRAND

STANDARD

BENCHMARK

k.1. Artistic
Foundations
(Planning)

k.1.3. MN
Demonstrate
understanding of
personal, social,
cultural, and
historical contexts
that influence the
arts areas.

k.1.3.1.MN Identify the

characteristics of visual
artworks from a variety of
cultures including the
contributions of Minnesota
American Indian tribes and
communities. (0.1.3.5.1)

IC tell my neighbor
about the
petroglyphs and
pictographs of
Minnesota.

IC turn and talk

about the
characteristics of
African Art.

IC create Alma
Thomas inspired
artwork

k.1.3.2.Develop an
awareness of how peoples
experiences influence the
development of specific
artworks.

IC explain how
everyone's art is
different because
everyone's life is
different.

IC explain how
everyone's art is
different because
everyone's life is
different.

IC explain how
everyone's art is
different because
everyone's life is
different.

k.1.3.3.Infer meaning in a
given artwork.

IC predict a
person's
experiences or
personal story
based on their
artwork.
IC infer what story IC infer what story
an artist is trying to an artist is trying to
tell by looking at
tell by looking at
the picture and
the picture and
symbols.
symbols.

IC infer meaning
when looking at
artwork by Julia
Buffalohead.
k.1.3.4. Demonstrate an
IC connect artists
awareness that the visual
and artworks to a
arts have both a history and timeline.
specific relationships to
various cultures.
IC share why Cave
Artists made art the
way they did
(resources,
language).

IC predict a
person's
experiences or
personal story
based on their
artwork.
IC infer what story
an artist is trying to
tell by looking at
the picture and
symbols.

IC infer meaning
when looking at
Jim Denomie's
artwork.
IC connect artists
and artworks to a
timeline.

IC infer meaning
when looking at
Alma Thomas's
artwork.
IC connect artists
and artworks to a
timeline.

IC share why
African Artists
made art the way
they did
(geographical,
cultural
significance,
resources).

IC share why
Egyptian, Chinese
and/or Greek
artists made art the
way they did
(geographical,
cultural
significance,
resources,
language).

Grades K-3 Curricular Agreements

STRAND

STANDARD

BENCHMARK

1st Grade
LEARNING
TARGETS

2nd Grade
LEARNING
TARGETS

3rd Grade
LEARNING
TARGETS

k.1.3.5.Identify that the

visual arts have a both a
history and specific
relationships to various
cultures.
k.1.3.6.Understand there
are historically various
purposes for creating works
of visual art.

IC tell someone
how artwork is
affected by history
and someone's
culture.
IC explain different
reasons why people
make art.

IC tell someone
how artwork is
affected by history
and someone's
culture.
IC explain different
reasons why people
make art.

IC tell someone
how artwork is
affected by history
and someone's
culture.
IC explain different
reasons why people
make art.

IC make art that

tells a story.

IC make art that

tells a story and tell
someone else about
my story.

Grades K-3
STRAND

STANDARD

BENCHMARK

LEARNING
TARGETS

k.2. Artistic
Process: Create or
Make

k.2.1. MN Create or
make in a variety of
contexts in the arts
area using the
artistic
foundations.

k.2.1.1. MN Create original

two- and threedimensional artworks to
express ideas, experiences
or stories. (0.2.1.5.1)

IC make art that

tells a story

k.2.1.2. Select and use

subject matter, symbols,
and ideas to communicate
meaning in artworks.

IC define what a
IC use objects and
symbol is and find symbols in my
it in my everyday
artwork.
life.
IC share with
IC use animal
others what the
symbolism to draw objects and
a family portrait.
symbols in my
artwork
IC use Cave Art
mean/represent.
symbols to create
my own story.
k.2.1.3. MN Revise an
IC refine my
IC refine my
artwork based on the
artwork after
artwork after
feedback of others.
talking with
talking with
(0.2.1.5.2)
someone about my someone about my
artwork.
artwork.
k.2.1.4. Create artworks
IC make art look
IC use my left brain
through direct observation. like what I see.
to draw what I see.

Grades K-3

IC use objects and

symbols in my
artwork.
IC share with
others what the
objects and
symbols in my
artwork
mean/represent.
IC refine my
artwork after
talking with
someone about my
artwork.
IC use my left brain
to draw what I see.

Grades K-3 Curricular Agreements

STRAND

STANDARD

BENCHMARK

STRAND

STANDARD

BENCHMARK

1st Grade
LEARNING
TARGETS
LEARNING
TARGETS

2nd Grade
LEARNING
TARGETS

3rd Grade
LEARNING
TARGETS

k.3. Artistic
k.3.1. MN Perform k.3.1.1. MN Share and
IC tell someone
Process: Perform or or present in a
describe a personal artwork. about my artwork.
Present
variety of contexts (0.3.1.5.1)
in the arts area
IC use art
using artistic
vocabulary (from
foundations.
the learning targets
for the project)
when talking about
my artwork.
k.3.1.2. MN Reflect on [an IC refine my
artwork] based on the
artwork after
feedback of others.
talking with
(03.1.5.2)
someone about my
artwork.

IC tell someone
IC tell someone
about my artwork. about my artwork.
IC use art
vocabulary (from
the learning targets
for the project)
when talking about
my artwork.
IC refine my
artwork after
talking with
someone about my
artwork.

IC use art
vocabulary (from
the learning targets
for the project)
when talking about
my artwork.
IC refine my
artwork after
talking with
someone about my
artwork.

k.4. Artistic
Process: Respond
or Critique

IC describe the
story behind
someone else's
artwork.

IC describe the
story behind
someone else's
artwork.

IC describe the
story behind
someone else's
artwork.

IC share how I feel

about another
person's artwork.
IC compare and
contrast two
artworks using art
vocabulary.
IC share my
response to the
VA/CR questions
with my
neighbor/class.
IC make
connections
between art and
other arts (music,
dance, theatre).

IC share how I feel

about another
person's artwork.
IC compare and
contrast two
artworks using art
vocabulary.
IC share my
response to the
VA/CR questions
with my
neighbor/class.
IC make
connections
between art and
other arts (music,
dance, theatre).

IC share how I feel

about another
person's artwork.
IC compare and
contrast two
artworks using art
vocabulary.
IC share my
response to the
VA/CR questions
with my
neighbor/class.
IC make
connections
between art and
other arts (music,
dance, theatre).

k.4.1. MN Respond
to or critique a
variety of creations
and performances
using the artistic
foundations.

k.4.1.1.Develop personal
interpretations and
reactions to works of visual
art.

k.4.1.2. Describe similarities

and differences in the
characteristics between two
artworks.
k.4.1.3.Utilize developed
criteria, as a class, for visual
analysis and critique
through verbal responses.
k.4.1.4. Understand and
apply similarities and
differences between
characteristics of the visual
arts and other arts
disciplines.

Grades K-3 Curricular Agreements

STRAND

STANDARD

BENCHMARK

1st Grade
LEARNING
TARGETS

2nd Grade
LEARNING
TARGETS

3rd Grade
LEARNING
TARGETS

k.4.1.5. Understand there

are different responses to
specific artworks.

IC listen to others
share their
opinions of an
artwork.

IC listen to others
share their
opinions of an
artwork.

IC listen to others
share their
opinions of an
artwork.

IC share my
opinions of an
artwork.

k.4. Artistic
Process: Respond
or Critique

IC describe why
someone else may
or may not like an
artwork.
k.4.2. Make
k.4.2.1. Identify connections IC make
IC make
connections
between the visual arts and connections
connections
between visual arts other disciplines in the
between art and
between art and
and other
curriculum.
other subjects
other subjects
disciplines.
(reading, writing, (reading, writing,
math, social
math, social
studies, science, ph studies, science, ph
ed).
ed).

IC describe why
someone else may
or may not like an
artwork.
IC make
connections
between art and
other subjects
(reading, writing,
math, social
studies, science, ph
ed).

Grades 4-5 Curricular Agreements

STRAND

STANDARD

4.1. Artistic
Foundations
(Planning)

4.1.1. MN
Demonstrate
knowledge of the
foundations of the
art area.

4th Grade
BENCHMARK LEARNING
TARGETS
4.1.1.1. MN
Describe the
characteristics of
the elements of
visual art including
color, line, shape,
value, form, texture
and space.
(4.1.1.5.1)
4.1.1.2.
Communicate that
art making is a
process of
planning, making,
presenting and
reflecting.
4.1.1.3. Use the
artistic process to
demonstrate
thinking skills in
the visual arts.

5th Grade
LEARNING
TARGETS

See Developmental See Developmental

Sequence for
Sequence for
Learning Targets
Learning Targets

IC create art using

the Create Process
Map and describe
where I am in the
process.

IC create art using

the Create Process
Map and describe
where I am in the
process.

I can describe
I can describe
where I am in the where I am in the
artistic create
artistic create
process and what process and what
my next steps are in my next steps are in
the process.
the process.
4.1.1.4. MN
See Developmental See Developmental
Describe how the Sequence for
Sequence for
principles of visual Learning Targets
Learning Targets
art such as
repetition, pattern,
emphasis, contrast
and balance are
used in the
creation,
presentation or
response to visual
artworks. (4.1.1.5.2)

Grades 4-5 Curricular Agreements

STRAND

4.1. Artistic
Foundations
(Planning)

STANDARD

4.1.2. MN
Demonstrate
knowledge and use
of the technical
skills of the art
form, integrating
technology when
applicable.

4th Grade
BENCHMARK LEARNING
TARGETS

5th Grade
LEARNING
TARGETS

4.1.1.5. MN Identify
characteristics of
Western and nonWestern styles,
movements and
genres in art.
(4.1.1.5.3)

I can describe
characteristics of
Aztec and/or
Mayan artwork and
compare this to
artwork considered
Western.

I can describe
characteristics of
Non-Western
Native American
artwork, by Frank
Big Bear, and
compare this to
artwork considered
Western.
(This line is blurry,
as FBB is
considered a
contemporary NonWestern artist.)

4.1.2.1. MN
See Developmental See Developmental
Describe the tools, Sequence for
Sequence for
materials and
Learning Targets
Learning Targets
techniques used in
a variety of twoand threedimensional media
such as drawing,
printmaking,
ceramics or
sculpture.
(4.1.2.5.1)
4.1.2.2. Use a
variety or
materials,
techniques and
processes to
respond to design
challenges.
4.1.2.3. Use art
I can responsibly
I can manage my
materials and tools paint, draw, cut,
supplies, clean up,
in a safe and
glue, and clean up and return
responsible
the supplies I use. materials to the
manner.
proper place.
4.1.2.4. Investigate I can use different I can use different
different media,
materials to
processes to
techniques, and
communicate ideas. express my ideas.
processes to
communicate ideas,
experiences, and
stories.

Grades 4-5 Curricular Agreements

STRAND

4.1. Artistic
Foundations
(Planning)

STANDARD

4.1.3. MN
Demonstrate
understanding of
the personal, social,
cultural and
historical contexts
that influence the
arts areas.

4th Grade
BENCHMARK LEARNING
TARGETS

5th Grade
LEARNING
TARGETS

4.1.2.5. Use media,

techniques, and
processes; and
reflect upon the
differences in their
artwork.

I can interpret the

results of different
media and
techniques as it
applies to my
project.

I can describe
results of different
media and
techniques by
looking at other's
artwork.

4.1.3.1. MN
I can describe how I can describe how
Describe the
the artwork created artwork created by
personal, social,
by the Native
Native American
cultural, or
American, Ojibwe Ojibwe artist, Star
historical contexts artist, Frank Big
Wallowing Bull
that influence the Bear, influences my influences my
creation of visual
artwork.
artwork.
artworks including
the contributions of
Minnesota
American Indian
tribes and
communities.
(4.1.3.5.1)
4.1.3.2. Develop an I can relate to the I can reflect on the
awareness of how idea that people's idea that peoples
peoples
experience
experience
experiences
influence the art
influence the art
influence the
they are creating, they are creating,
development of
through visual
through visual
specific artworks. analysis.
analysis.
4.1.3.3. MN
I can look at an
I can look at an
Describe how visual artwork and
artwork and
art communicates describe what the describe what the
meaning.
artist did to
artist did to
(4.1.3.5.2)
communicate
communicate
meaning to the
meaning to the
viewer.
viewer.
4.1.3.4.
I can identify
I can identify
Demonstrate
symbols and infer symbols and infer
awareness of signs their meaning in an their meaning in an
and symbols and
artwork.
artwork.
their meaning in
works of art and
I can identify
I can identify
their daily lives.
symbols in my
symbols in my
everyday life and
everyday life and
infer their meaning. infer their meaning.

Grades 4-5 Curricular Agreements

STRAND

4.2. Artistic
Process: Create or
Make

STANDARD

4.2.1. MN Create or
make in a variety of
contexts in the arts
area using the
artistic
foundations.

4.3. Artistic
4.3.1. MN Perform
Process: Perform or or present in a
Present
variety of contexts
in the arts area
using the artistic
foundations.

4th Grade
BENCHMARK LEARNING
TARGETS

5th Grade
LEARNING
TARGETS

4.1.3.5. Identify and I can compare and

compare the
contrast artworks
characteristics of
from different
artworks in various cultures and eras.
eras and cultures.
4.1.3.6. Compare
I can interpret how
multiple purposes art is used in
for creating works multiple ways and
of art.
reasons

I can compare and

contrast artworks
in different cultures
and eras and infer
their meaning.
I can create art to
show how art is
used in multiple
ways and reasons

4.2.1.1. MN Create
original two- andthree- dimensional
artworks to express
specific artistic
ideas. (4.2.1.5.1)
4.2.1.2. Select and
use subject matter,
symbols, and ideas
to communicate
meaning in
artworks.
4.2.1.3. MN Revise
artworks based on
the feedback of
others and selfreflection.
(4.2.1.5.2)
4.2.1.4. Create
artworks through
direct observation.

I can create art that

is two-dimensional
and art that is
three-dimensional.

I can create art that

is two-dimensional
and art that is
three-dimensional.

I can relate to the

idea that peoples
experience
influence the art
they are creating.

4.2.1.5. Develop
titles for artworks
that help viewers
understand
meaning.

I can make up a
title to explain the
meaning of my
artwork to the
viewer.

I can use my own

experiences to
relate the idea that
a persons lives
influence the art
they create.
I can make
revisions to my
artwork based on
the feedback of
others and selfrefection.
I can observe still
and moving objects
and draw what I
see.
I can make up a
title to explain the
meaning of my
artwork to the
viewer.

4.3.1.1. MN Select
and assemble
artworks for a
personal portfolio.
(4.3.1.5.1)

I can select and

assemble artwork
for my personal
portfolio.

I can select and

assemble artwork
for my personal
portfolio.

I can make
revisions to my
artwork based on
the feedback of
others and selfrefection.
I can observe
objects and draw
what I see.

Grades 4-5 Curricular Agreements

STRAND

4.4. Artistic
Process: Respond
or Critique

STANDARD

4.4.1. MN Respond
to or critique a
variety of creations
and performances
using the artistic
foundations.

4th Grade
BENCHMARK LEARNING
TARGETS

5th Grade
LEARNING
TARGETS

4.3.1.2. MN Revise
[an artwork] based
on the feedback of
others and selfreflection.
(4.3.1.5.2)

I can make
revisions to my
artwork based on
the feedback of
others and selfrefection.

I can make
revisions to my
artwork based on
the feedback of
others and selfrefection.

4.4.1.1. MN Justify
personal
interpretations and
reactions to works
of visual art.
(4.4.1.5.1)

IC describe the
story behind
someone else's
artwork and share
why I think this
way.

IC describe the
story behind
someone else's
artwork and share
why I think this
way.

IC share how I feel

about another
person's artwork
and why.

IC share how I feel

about another
person's artwork
and why.

IC compare and
contrast two
artworks using art
vocabulary.

IC compare and
contrast two
artworks using art
vocabulary.

4.4.1.2. Describe
similarities and
differences in
artworks, and
present personal
responses to the
artworks.

IC compare and
contrast my
reactions to two
different artworks.
4.4.1.3. Use
I can share my
established criteria, responses to the
as a class, for visual VA/CR questions
analysis and
with my
critique through
neighbor/class.
verbal responses.
4.4.1.4. Compare
I can compare and
and contrast the
contrast 2 Mexican
characteristics of
artworks (with
works in two or
similar subject
more art forms that matter, historical
share similar
periods, or cultural
subject matter,
context).
historical periods,
or cultural context.

IC compare and
contrast my
reactions to two
different artworks.
I can share my
responses to the
VA/CR questions
with my
neighbor/class.
I can compare and
contrast 2 Mayan
or Aztec artworks
(with similar
subject matter,
historical periods,
or cultural context).

Grades 4-5 Curricular Agreements

STRAND

4.4. Artistic
Process: Respond
or Critique

STANDARD

4th Grade
BENCHMARK LEARNING
TARGETS

4.4.1.5. Describe
and compare a
variety of
individual
responses to
artworks from
various eras and
cultures.
4.4.2. Make
4.4.2.1. Describe
connections
ways in which the
between visual arts principles and
and other
subject matter of
disciplines.
other disciplines
taught in school are
interrelated with
the visual arts.

5th Grade
LEARNING
TARGETS

I can compare and

contrast two
different responses
to artworks from
different eras and
cultures.

I can compare and

contrast two
different responses
to artworks from
different eras and
cultures.

I can describe
connections
between art and
other subjects
(reading, writing,
math, social
studies, science, ph
ed).

I can describe
connections
between art and
other subjects
(reading, writing,
math, social
studies, science, ph
ed).

Grades 6-8 Curricular Agreements

STRAND

STANDARD

6th Grade
BENCHMARK LEARNING
TARGETS

7th Grade
LEARNING
TARGETS

8th Grade
LEARNING
TARGETS

Key: SAWBAT= Student Artists will be able to

6.1 Artistic
Foundations
(Planning)

6.1.1 MN
Demonstrate
knowledge of the
foundations of the
arts area.

6.1.1.1 MN Analyze
how the elements
of visual art
including color,
line, shape, value,
form, texture and
space are used in
the creation of,
presentation of, or
response to visual
artworks.
6.1.1.2 Apply the art
making process of
planning, making,
presenting, and
reflecting.
6.1.1.3 Examine the
artistic process to
demonstrate
thinking skills in
the visual arts.

See Developmental See Developmental See Developmental

Sequence for
Sequence for
Sequence for
Learning Targets
Learning Targets
Learning Targets

SAWBAT create art

using the Create
Process Map and
describe where I
am in the process.
SAWBAT
determine where
they are in the
create process and
what step they need
to go to next,
acknowledging the
process is fluid and
not linear.
6.1.1.4 MN Analyze See Developmental
how the principles Sequence for
of visual art, such Learning Targets
as repetition,
pattern, emphasis,
contrast and
balance are used in
the creation,
presentation of, or
response to visual
artworks.
6.1.1.5 MN Describe SAWBAT compare
characteristics of
and contrast
Western and non- western and nonWestern styles,
western artworks
movements and
through readings,
genres in art.
writings and
discussions.

SAWBAT create art

using the Create
Process Map and
describe where I
am in the process.
SAWBAT
determine where
they are in the
create process and
what step they need
to go to next,
acknowledging the
process is fluid and
not linear.
See Developmental
Sequence for
Learning Targets

SAWBAT create art

using the Create
Process Map and
describe where I
am in the process.
SAWBAT
determine where
they are in the
create process and
what step they need
to go to next,
acknowledging the
process is fluid and
not linear.
See Developmental
Sequence for
Learning Targets

SAWBAT compare
and contrast
western and nonwestern artworks
through readings,
writings and
discussions.

SAWBAT compare
and contrast
western and nonwestern artworks
through readings,
writings and
discussions.

Grades 6-8 Curricular Agreements

STRAND

STANDARD

6th Grade
BENCHMARK LEARNING
TARGETS

7th Grade
LEARNING
TARGETS

8th Grade
LEARNING
TARGETS

Key: SAWBAT= Student Artists will be able to

6.1 Artistic
Foundations
(Planning)

6.1.2 MN
Demonstrate
knowledge and use
of the technical
skills of the art
form, integrating
technology when
applicable.

6.1.2.1 MN
See Developmental See Developmental See Developmental
Demonstrate the
Sequence for
Sequence for
Sequence for
characteristics of
Learning Targets
Learning Targets
Learning Targets
the tools, materials
and techniques of
various two-andthree-dimensional
media for
intentional effects
in original
artworks.
6.1.2.2 Use a
See Developmental See Developmental See Developmental
variety of materials, Sequence for
Sequence for
Sequence for
tools, techniques, Learning Targets
Learning Targets
Learning Targets
and technologies to
determine solutions
to design
challenges.
6.1.2.3 Maintain
SAWBAT will be
SAWBAT will be
SAWBAT will be
the workspace,
able use tools
able use tools
able use tools
materials, and tools correctly and safely. correctly and safely. correctly and safely.
responsibly and
safely.
6.1.2.4 Select
SAWBAT decide on SAWBAT decide on SAWBAT decide on
media, techniques, the most effective the most effective the most effective
and processes;
materials to create materials to create materials to create
analyze what makes an effect through
an effect through
an effect through
them effective or
experimenting and experimenting and experimenting and
not effective in
problem solving.
problem solving.
problem solving.
communicating
ideas; and reflect
upon the
effectiveness of
their choices.

Grades 6-8 Curricular Agreements

STRAND

STANDARD

6th Grade
BENCHMARK LEARNING
TARGETS

7th Grade
LEARNING
TARGETS

8th Grade
LEARNING
TARGETS

Key: SAWBAT= Student Artists will be able to

6.1.2.5
Intentionally take
advantage of the
qualities and
characteristics of
art media,
techniques, and
processes to
enhance
communication of
their experiences
and ideas.
6.1.3 MN
6.1.3.1 MN
Demonstrate
Compare and
understanding of
contrast the
the personal, social, connections among
cultural and
visual artworks,
historical contexts their purposes, and
that influence the their personal,
arts areas.
social, cultural and
historical contexts,
including the
contributions of
Minnesota
American Indian
tribes and
communities.
(6.1.3.5.1)

SAWBAT
successfully
communicate their
ideas through using
different
media/techniques.

SAWBAT
successfully
communicate their
ideas through using
different
media/techniques.

SAWBAT
successfully
communicate their
ideas through using
different
media/techniques.

SAWBAT compare
and contrast
artworks purposes,
and cultural
(personal, social,
and historical)
meaning through
visual analysis.

SAWBAT compare
and contrast
artworks purposes,
and cultural
(personal, social,
and historical)
meaning through
visual analysis.

SAWBAT compare
and contrast
artworks purposes,
and cultural
(personal, social,
and historical)
meaning through
visual analysis.

SAWBAT compare
and contrast the
purpose and
cultural (personal,
social, and
historical) meaning
of artworks created
by MN American
Indians through
visual analysis.
6.1.3.2 Develop
SAWBAT discuss
interpretations of how different
how peoples
artworks are
experiences may
impacted by the
have influenced the artist's background
development of
through visual
specific artworks. analysis.
6.1.2.3 MN Analyze SAWBAT analyze
the meanings and the meanings and
functions of visual functions of an
art.
artwork through
visual analysis.

SAWBAT compare
and contrast the
purpose and
cultural (personal,
social, and
historical) meaning
of artworks created
by MN American
Indians through
visual analysis.
SAWBAT discuss
how different
artworks are
impacted by the
artist's background
through visual
analysis.
SAWBAT analyze
the meanings and
functions of an
artwork through
visual analysis.

SAWBAT compare
and contrast the
purpose and
cultural (personal,
social, and
historical) meaning
of artworks created
by MN American
Indians through
visual analysis.
SAWBAT discuss
how different
artworks are
impacted by the
artist's background
through visual
analysis.
SAWBAT analyze
the meanings and
functions of an
artwork through
visual analysis.

Grades 6-8 Curricular Agreements

STRAND

STANDARD

6th Grade
BENCHMARK LEARNING
TARGETS

7th Grade
LEARNING
TARGETS

8th Grade
LEARNING
TARGETS

Key: SAWBAT= Student Artists will be able to

6.1.2.4
Demonstrate an
understanding of
how to read and
interpret signs,
symbols, and style
in art works and in
their daily lives.

SAWBAT read and

interpret the
meaning behind
signs and symbols
in an artwork
through visual
analysis.

SAWBAT read and

interpret the
meaning behind
signs and symbols
in an artwork
through visual
analysis.

SAWBAT read and

interpret the
meaning behind
signs and symbols
in an artwork
through visual
analysis.

SAWBAT read and

interpret meaning
behind signs and
symbols in my daily
life by examining
symbols I come in
contact with daily.

SAWBAT read and

interpret meaning
behind signs and
symbols in my daily
life by examining
symbols I come in
contact with daily.

SAWBAT read and

interpret meaning
behind signs and
symbols in my daily
life by examining
symbols I come in
contact with daily.

SAWBAT interpret
how style can
change the
meaning of signs
and symbols
through visual
analysis and/or
comparing and
contrasting
6.1.2.5 Identify and SAWBAT discuss
compare the
how different
characteristics of
characteristics in
artworks in various art are impacted by
eras and cultures. various cultures
through visual
analysis and
comparing and
contrasting.

SAWBAT interpret
how style can
change the
meaning of signs
and symbols
through visual
analysis and/or
comparing and
contrasting
SAWBAT discuss
how different
characteristics in
art are impacted by
various cultures
through visual
analysis and
comparing and
contrasting.

SAWBAT interpret
how style can
change the
meaning of signs
and symbols
through visual
analysis and/or
comparing and
contrasting
SAWBAT discuss
how different
characteristics in
art are impacted by
various cultures
through visual
analysis and
comparing and
contrasting.

SAWBAT examine
characteristics of
artwork from
various eras and
cultures through
visual analysis and
comparing and
contrasting.

SAWBAT examine
characteristics of
artwork from
various eras and
cultures through
visual analysis and
comparing and
contrasting.

SAWBAT examine
characteristics of
artwork from
various eras and
cultures through
visual analysis and
comparing and
contrasting.

Grades 6-8 Curricular Agreements

STRAND

STANDARD

6th Grade
BENCHMARK LEARNING
TARGETS

7th Grade
LEARNING
TARGETS

8th Grade
LEARNING
TARGETS

Key: SAWBAT= Student Artists will be able to

6.1.2.6 Compare
multiple purposes
for creating works
of art.
6.2 Artistic Process: 6.2.3 MN Create or
Create or Make
make in a variety of
contexts in the arts
area using the
artistic
foundations.

SAWBAT discuss
how art was and is
used everywhere in
all societies.

SAWBAT discuss
how art was and is
used everywhere in
all societies.

SAWBAT discuss
how art was and is
used everywhere in
all societies.

SAWBAT interpret
an artworks
symbolic meaning
by visually
analyzing the
context, values and
aesthetics.

SAWBAT interpret
an artworks
symbolic meaning
by visually
analyzing the
context, values and
aesthetics.

SAWBAT interpret
an artworks
symbolic meaning
by visually
analyzing the
context, values and
aesthetics.

SAWBAT use
symbols to
communicate an
intended meaning
based on a theme.
6.2.3.3 MN Revise SAWBAT apply the
artworks based on create process to
the feedback of
refine artwork
others and selfbased on formal
reflection and
and informal
artistic intent.
critiques.
6.2.3.4 Create
SAWBAT use a
artworks from
medium or
direct observation. multiple media to
recreate an object
using artistic
observation skills.
6.2.3.5 MN Develop SAWBAT write an
an artistic
artist statement
statement,
that includes what
including how
influenced their
audience and
creative choices.
occasion influence
creative choices.

SAWBAT use
symbols to
communicate an
intended meaning
based on a theme.
SAWBAT apply the
create process to
refine artwork
based on formal
and informal
critiques.
SAWBAT use a
medium or
multiple media to
recreate an object
using artistic
observation skills.
SAWBAT write an
artist statement
that includes what
influenced their
creative choices.

SAWBAT use
symbols to
communicate an
intended meaning
based on a theme.
SAWBAT apply the
create process to
refine artwork
based on formal
and informal
critiques.
SAWBAT use a
medium or
multiple media to
recreate an object
using artistic
observation skills.
SAWBAT write an
artist statement
that includes what
influenced their
creative choices.

6.2.3.1 MN Create
original two- andthree- dimensional
artworks in a
variety of artistic
contexts.
6.2.3.2 Use
subjects, themes,
and symbols that
demonstrate
knowledge of
contexts, values,
and aesthetics that
communicate
intended meaning
in artworks.

Grades 6-8 Curricular Agreements

STRAND

STANDARD

6th Grade
BENCHMARK LEARNING
TARGETS

7th Grade
LEARNING
TARGETS

8th Grade
LEARNING
TARGETS

Key: SAWBAT= Student Artists will be able to

6.3 Artistic Process: 6.3.1 MN Perform
Perform or Present or present in a
variety of contexts
in the arts area
using the artistic
foundations.

6.4 Artistic Process: 6.4.1 MN Respond

Respond or
to or critique a
Critique
variety of creations
and performances
using the artistic
foundations.

6.3.1.1 MN
Assemble and
prepare personal
artworks for public
exhibition.

SAWBAT mat their

own artwork by
framing it on paper
and labeling with
their name.

SAWBAT mat their

own artwork by
framing it on paper
and labeling with
their name.

SAWBAT mat their

own artwork by
framing it on paper
and labeling with
their name.

6.3.1.2 MN Revise
[an artwork] based
on the feedback of
others, selfreflection and
artistic intent.
6.3.1.3 MN Develop
an artistic intent,
including how
audience and
occasion impact
[artistic] choices.

SAWBAT apply the

create process to
refine artwork
based on formal
and informal
critiques.
SAWBAT write an
artist statement
that includes what
influenced their
creative choices.

SAWBAT apply the

create process to
refine artwork
based on formal
and informal
critiques.
SAWBAT write an
artist statement
that includes what
influenced their
creative choices.

SAWBAT apply the

create process to
refine artwork
based on formal
and informal
critiques.
SAWBAT write an
artist statement
that includes what
influenced their
creative choices.

6.4.1.1 MN Analyze
and interpret a
variety of visual
artworks using
established criteria.

SAWBAT visually
analyze artworks
using the specified
protocol(s).

SAWBAT visually
analyze artworks
using the specified
protocol(s).

SAWBAT visually
analyze artworks
using the specified
protocol(s).

6.4.1.2 Analyze
similarities and
difference in
artworks and
present personal
responses to the
artworks.

SAWBAT compare
and contrast two
artworks through
visual analysis.

SAWBAT compare
and contrast two
artworks through
visual analysis.

SAWBAT compare
and contrast two
artworks through
visual analysis.

SAWBAT compare
and contrast their
reactions to two
different artworks
through visual
analysis.
SAWBAT answer
Visual Analysis and
Critique questions
through verbal and
written responses.

SAWBAT compare
and contrast their
reactions to two
different artworks
through visual
analysis.
SAWBAT verbalize
and write responses
to VA/CR
questions.

SAWBAT compare
and contrast their
reactions to two
different artworks
through visual
analysis.
6.4.1.3 Apply
SAWBAT answer
established criteria Visual Analysis and
for visual analysis Critique questions
and critique
through verbal and
through verbal and written responses.
written responses.

Grades 6-8 Curricular Agreements

STRAND

STANDARD

6th Grade
BENCHMARK LEARNING
TARGETS

7th Grade
LEARNING
TARGETS

8th Grade
LEARNING
TARGETS

Key: SAWBAT= Student Artists will be able to

6.4.1.4 Compare
and contrast the
characteristics of
works in two or
more art forms that
share similar
subject matter,
historical periods,
or cultural context.
6.4.1.5 Describe
and compare a
variety of
individual
responses to their
own artworks and
to artworks from
various eras and
cultures.

SAWBAT compare
and contrast two
artworks from
different mediums
with similar subject
matter and from
the same historical
period or culture.

SAWBAT compare
and contrast two
artworks from
different mediums
with similar subject
matter and from
the same historical
period or culture.

SAWBAT compare
and contrast two
artworks from
different mediums
with similar subject
matter and from
the same historical
period or culture.

SAWBAT compare
and contrast
multiple responses
from my peers to
my own artwork
through visual
analysis or critique.

SAWBAT compare
and contrast
multiple responses
from my peers to
my own artwork
through visual
analysis or critique.

SAWBAT compare
and contrast
multiple responses
from my peers to
my own artwork
through visual
analysis or critique.

SAWBAT compare
and contrast
multiple responses
to artworks from
various eras and
cultures through
visual analysis or
critique.
SAWBAT describe
connections
between art and
other subjects
(reading, writing,
math, social
studies, science,
phy ed).

SAWBAT compare
and contrast
multiple responses
to artworks from
various eras and
cultures through
visual analysis or
critique.
SAWBAT describe
connections
between art and
other subjects
(reading, writing,
math, social
studies, science,
phy ed).

SAWBAT compare
and contrast
multiple responses
to artworks from
various eras and
cultures through
visual analysis or
critique.
6.4.2 Make
6.4.2.1 Describe
SAWBAT describe
connections
ways in which the connections
between visual arts principles and
between art and
and other
subject matter of
other subjects
disciplines.
other disciplines
(reading, writing,
taught in the school math, social
are interrelated
studies, science,
with the visual arts. phy ed).

Grades 6-8 Curricular Agreements

STRAND

STANDARD

6th Grade
BENCHMARK LEARNING
TARGETS

7th Grade
LEARNING
TARGETS

8th Grade
LEARNING
TARGETS

Key: SAWBAT= Student Artists will be able to

Grades 9-12 Curricular Agreements

Proficient Level
STRAND

STANDARD

BENCHMARK LEARNING
TARGETS

9.1. Artistic
Foundations
(Planning)

9.1.1. MN
Demonstrate
knowledge of the
foundations of the
arts area.

9.1.1.1. MN Analyze Common

how the elements Assessment (Quiz)
of visual art
on the Principles &
including color,
Elements. Examine
line, shape, value, artworks based on
form, texture and use of the elements
space; and
and principles of
principles such as art.
repetition, pattern,
emphasis, contrast
and balance are
combined to
communicate
meaning in the
creation of,
presentation of, or
response to visual
artworks. (9.1.1.5.1)
9.1.1.2. Apply the
Student will write a IC create art using
art making process one-page reflection the Create Process
of planning,
paper on the
Map and describe
making, presenting, artistic process
where I am in the
and reflecting.
covering the
process.
planning, making
and presenting.
9.1.1.3. Evaluate the Student will
artistic process to respond to visual
demonstrate
analysis/critical
thinking skills in
response processes
the visual arts.
facilitated by
teacher with
writing prompts
using art
vocabulary.

Grades 9-12 Curricular Agreements

Proficient Level
STRAND

STANDARD

BENCHMARK LEARNING
TARGETS
9.1.1.4. MN
Evaluate how the
principles of visual
art such as
repetition, pattern,
emphasis, contrast
and balance are
used in the creation
of, presentation of,
or response to
visual artworks.
(9.1.1.5.2)
9.1.1.5. MN Analyze
how the
characteristics of
Western and nonWestern styles,
movements, and
genres in art
contribute to the
creation of,
presentation of, or
response to
artworks. (9.1.1.5.3)

Student will be able

to evaluate the
principles of visual
art as they are used
in the creation of,
presentation of, or
response to visual
artworks.

Visual Analysis &

Critique
Documents

Student will
compare and
contrast Western
and non-Western
works through
reading, writing,
and class
discussion
9.1. Artistic
Foundations
(Planning)

9.1.2. MN
Demonstrate
knowledge and use
of the technical
skills of the art
form, integrating
technology when
applicable.

9.1.2.1. MN
Integrate the
characteristics of
the tools, materials
and techniques of a
selected media in
original artworks to
support artistic
purposes.
(9.1.2.5.1)

Students will
become aware of
the differences in
materials and
process so that the
are able to use the
materials to best
advantage to create
their art.

Grades 9-12 Curricular Agreements

Proficient Level
STRAND

STANDARD

BENCHMARK LEARNING
TARGETS
9.1.2.2. Use a
Developmental
variety of materials, Sequence
tools, techniques,
and technologies to
determine solutions
to increasingly
complex design
challenges.
9.1.2.3. MN Apply Student will be able
understanding of
to use art materials
the health and
in a safe manner.
safety issues related
to creating in art.
(9.1.1.5.4)
9.1.2.4. Apply
Student will be able
media, techniques, to create artwork
and processes with that exemplifies
sufficient skill,
proficiency of
confidence, and
understanding of
sensitivity that
basic skills required
their intentions are to each respective
carried out in their medium.
artworks.
9.1.2.5. Conceive
Students will be
and create works of able to create
visual art that
artwork that
demonstrate an
conveys
understanding of
meaning/ideas.
how the
communication of
their ideas relate to
the media,
techniques, and
processes they use.

Grades 9-12 Curricular Agreements

Proficient Level
STRAND

STANDARD

BENCHMARK LEARNING
TARGETS

9.1. Artistic
Foundations
(Planning)

9.1.3. MN
Demonstrate
understanding of
the personal, social,
cultural and
historical contexts
that influence the
arts areas.

9.1.3.1. MN Analyze
how visual
artworks influence
and are influenced
by personal, social,
cultural or
historical contexts,
including the
contributions of
Minnesota
American Indian
tribes and
communities.
(9.1.3.5.1)
9.1.3.2. Develop
multiple
interpretations
with justifications
of how peoples
experiences,
culture and history
may have
influenced their
development of
specific artworks.
9.1.3.3.MN
Synthesize and
express an
individual view of
the meaning and
functions of visual
art. (9.1.3.5.2)
9.1.3.4. Analyze
how the analysis of
how subtle signs,
symbols, and style
in artworks
influence the
viewers perception
of an artwork.

Students will be
able to articulate
what an artist was
influenced by.

Students will be
able to justify the
influences of
peoples
experiences,
culture and history
on artwork.

Student will be able

to synthesize and
express a view of
the meaning and
functions of visual
art.
Student will be able
identify how subtle
signs, symbols and
style in artworks
influence the
viewers perception
of an artwork.

Grades 9-12 Curricular Agreements

Proficient Level
STRAND

9.2. Artistic
Process: Create or
Make

STANDARD

9.2.1. MN Create or
make in a variety of
contexts in the arts
area using the
artistic
foundations.

BENCHMARK LEARNING
TARGETS
9.1.3.5.
Differentiate
among a variety of
historical and
cultural contexts in
terms of
characteristics and
purposes of works
of art.
9.1.3.6. Correlate
responses to works
of visual art with
various techniques
for communicating
meanings, ideas,
attitudes, views,
and intentions.

Students will be
able to analyze,
evaluate and
synthesize meaning
of artworks.

9.2.1.1. MN Create
a single, complex
artwork or multiple
artworks to express
ideas. (9.2.1.5.1)

Students will be
able to create an
artwork with an
intended meaning
or visual narrative.

9.2.1.2.Incorporate
subjects, symbols,
and idea in
artworks to
intentionally create
subtle and layered
meaning.
9.2.1.3. MN Revise
artworks based on
artistic intent and
using multiple
sources of critique
and feedback.
(9.2.1.5.2)

Students will
research and create
their own personal
symbols or themes
to develop meaning
in their work.

Students will be
able to
communicate their
understanding of
artworks through
written and verbal
response as well as
creating artwork of
their own.

Student will learn

to apply the
critique process to
their own work and
use this knowledge
to refine their work.

Grades 9-12 Curricular Agreements

Proficient Level
STRAND

STANDARD

BENCHMARK LEARNING
TARGETS
9.2.1.4. Create 2D
and/or 3D artworks
from direct
observation.

Students will be
able to begin the
process of planning
and creating an
artwork through
observation.
9.2.1.5. MN Justify Students will be
an artistic
able to take their
statement,
experiences and
including how
write an artist
audience and
statement that
occasion influence clarifies their
creative choices.
intent.
(9.2.1.5.3)
9.2.1.2. MN Revise Students will be
[an artwork] based able to revise their
on artistic intent
art work based on
and using multiple multiple critiques
sources of critique
and feedback.
(9.3.1.5.2)
9.2.1.3. MN Justify Students will be
artistic intent,
able to take their
including how
experiences and
audience and
write an artist
occasion influence statement that
[artistic] choices.
clarifies their
(9.3.1.5.3)
intent.
9.4. Artistic
Process: Respond
or Critique

9.4.1. MN Respond
to or critique a
variety of creations
and performances
using the artistic
foundations.

9.4.1.1. MN
Academy CourseAnalyze, interpret Visual Analysis &
and evaluate works Critique
of visual art by
applying selfselected criteria
within the
traditions of the art
form. (9.4.1.5.1)

Grades 9-12 Curricular Agreements

Proficient Level
STRAND

STANDARD

BENCHMARK LEARNING
TARGETS
9.4.1.2. Analyze
Through the
similarities and
Compare and
differences in
Contrast process,
artworks and justify students will
personal responses. analyze similarities
and differences in
artworks and be
able to justify their
personal responses.
9.4.1.3. Apply
Visual Analysis &
established criteria Critique
for visual analysis Documents
and critique
through verbal and
written responses.
9.4.1.4. Compare
Visual Analysis &
and contrast
Critique
characteristics of
Documents
visual arts within a
particular historical
period or style with
ideas, issues, or
themes.
9.4.1.5. Reflect
Visual Analysis &
analytically on
Critique
various
Documents
interpretations as a
means for
understanding and
evaluating works of
visual art.
9.4.1.6. MN Justify Visual Analysis &
choices of selfCritique
selected criteria
Documents
based on
knowledge of how
criteria affects
criticism.
(9.4.1.5.2)

Grades 9-12 Curricular Agreements

Proficient Level
STRAND

STANDARD

BENCHMARK LEARNING
TARGETS

9.4. Artistic
Process: Respond
or Critique

9.4.2. Make
connections
between visual arts
and other
disciplines.

9.4.2.1. Compare
ways in which the
principles and
subject matter of
other disciplines
taught in the school
are interrelated
with the visual arts.

Students will be
able to compare
and contrast the
work of other
artists as well as
themselves.

Grades 9-12 Curricular Agreements

Advanced Level- Advanced and AP
Courses
STRAND

STANDARD

BENCHMARK LEARNING
TARGETS

11.1. Artistic
Foundations
(Planning)

11.1.1. MN
Demonstrate
knowledge of the
foundations of the
arts area.

11.1.1.1. MN Analyze
how the elements of
visual art including
color, line, shape,
value, form, texture
and space; and
principles such as
repetition, pattern,
emphasis, contrast
and balance are
combined to
communicate
meaning in the
creation of,
presentation of, or
response to visual
artworks. (9.1.1.5.1)
11.1.1.2. Analyze
the art making
process of planning,
making, presenting,
and reflecting.
11.1.1.3. Evaluate the
artistic process to
demonstrate thinking
skills in the visual
arts.
11.1.1.4. MN Evaluate
how the principles of
visual art such as
repetition, pattern,
emphasis, contrast
and balance are used
in the creation of,
presentation of, or
response to visual
artworks. (9.1.1.5.2)

Students will be able to

pass a quiz based on the
Elements and Principles
of Art.
Students will be able to
examine artworks based
on the Elements and
Principles of art.

Students will be able to

follow the steps it takes
to create with different
mediums
Students will be able to
respond to an artwork.
Students will be able to
use art vocabulary when
responding to artwork.

Grades 9-12 Curricular Agreements

Advanced Level- Advanced and AP
Courses
STRAND

STANDARD

BENCHMARK LEARNING
TARGETS
11.1.1.5. MN Analyze
how the
characteristics of
Western and nonWestern styles,
movements, and
genres in art
contribute to the
creation of,
presentation of, or
response to artworks.
(9.1.1.5.3)

11.1. Artistic
Foundations
(Planning)

11.1.2. MN
Demonstrate
knowledge and use
of the technical
skills of the art
form, integrating
technology when
applicable.

11.1.2.1. MN Integrate
the characteristics of
the tools, materials
and techniques of a
selected media in
original artworks to
support artistic
purposes. (9.1.2.5.1)
11.1.2.2. Use a variety Student will create
of materials, tools,
original work showing
techniques, and
student voice.
technologies to
determine solutions
to increasingly
complex design
challenges.
11.1.2.3.MN Apply
understanding of the
health and safety
issues related to
creating in art.
(9.1.1.5.4)
11.1.2.4.
Communicate ideas
regularly at a high
level of effectiveness
in at least one visual
arts medium.

Grades 9-12 Curricular Agreements

Advanced Level- Advanced and AP
Courses
STRAND

STANDARD

BENCHMARK LEARNING
TARGETS
11.1.2.5. Initiate,
define, and solve
challenging visual
arts problems
independently, using
intellectual skills
such as analysis,
synthesis, and
evaluation.

11.1.3. MN
Demonstrate
understanding of
the personal, social,
cultural and
historical contexts
that influence the
arts areas.

11.1.3.1. MN Analyze
how visual artworks
influence and are
influenced by
personal, social,
cultural or historical
contexts, including
the contributions of
Minnesota American
Indian tribes and
communities.
(9.1.3.5.1)
11.1.3.2. Develop and
evaluate multiple
interpretations with
justifications of how
peoples experiences,
culture and history
may have influenced
their development of
specific artworks.
11.1.3.3.MN
Synthesize and
express an individual
view of the meaning
and functions of
visual art. (9.1.3.5.2)

Students will be able to

compare and contrast
artists from different
cultures through the
lenses of personal,
social, cultural or
historical contexts by
looking at themes (e.g.
social injustice;
stereotypes; etc.).

Grades 9-12 Curricular Agreements

Advanced Level- Advanced and AP
Courses
STRAND

STANDARD

BENCHMARK LEARNING
TARGETS
11.1.3.4. Justify the
analysis of how subtle
signs, symbols, and
style in artworks
influence the viewers
perception of an
artwork.
11.1.3.5. Analyze and
interpret artworks for
relationships among
form, context,
purposes, and critical
models showing
understanding of the
work of critics,
historians,
aestheticians, and
artists.
11.1.3.6. Identify
intentions of those
creating art- works,
explore the
implications of
various purposes, and
justify their analyses
of purposes in
particular works.

11.2. Artistic
Process: Create or
Make

11.2.1. MN Create
or make in a variety
of contexts in the
arts area using the
artistic
foundations.

11.2.1.1. MN Create a
single, complex
artwork or multiple
artworks to express
ideas. (9.2.1.5.1)

Grades 9-12 Curricular Agreements

Advanced Level- Advanced and AP
Courses
STRAND

STANDARD

BENCHMARK LEARNING
TARGETS
11.2.1.2. Evaluate and
defend the validity of
sources for content
and the manner in
which subject matter,
symbols, and images
are used in the
students works and
in significant works
by others.
11.2.1.3. MN Revise
artworks based on
artistic intent and
using multiple
sources of critique
and feedback.
(9.2.1.5.2)
11.2.1.4. Elaborate on
the creation of 2D
and/or 3D artworks
beyond direct
observation.
11.2.1.5. MN Justify
an artistic statement,
including how
audience and
occasion influence
creative choices.
(9.2.1.5.3)

11.3. Artistic
11.3.1. MN Perform
Process: Perform or or present in a
Present
variety of contexts
in the arts area
using the artistic
foundations.

11.3.1.1. MN Present,
exhibit, publish or
demonstrate
collections of
artworks for different
audiences and
occasions. (9.3.1.5.1)

Student will be able to

elaborate upon direct
observation to expand
beyond direct
observation.

Grades 9-12 Curricular Agreements

Advanced Level- Advanced and AP
Courses
STRAND

STANDARD

BENCHMARK LEARNING
TARGETS
11.3.1.2. MN Revise
[an artwork] based
on artistic intent and
using multiple
sources of critique
and feedback.
(9.3.1.5.2)
11.3.1.3. MN Justify
artistic intent,
including how
audience and
occasion influence
[artistic] choices.
(9.3.1.5.3)

11.4. Artistic
Process: Respond
or Critique

11.4.1. MN Respond
to or critique a
variety of creations
and performances
using the artistic
foundations.

11.4.1.1. MN Analyze,
interpret and
evaluate works of
visual art by applying
self-selected criteria
within the traditions
of the art form.
(9.4.1.5.1)
11.4.1.2. Analyze and
evaluate similarities
and differences in
artworks and justify
personal responses.
11.4.1.3. Apply
established criteria
for visual analysis
and critique through
verbal and written
responses and justify
personal responses.

Grades 9-12 Curricular Agreements

Advanced Level- Advanced and AP
Courses
STRAND

11.4. Artistic
Process: Respond
or Critique

STANDARD

BENCHMARK LEARNING
TARGETS

11.4.1.4. Synthesize
the creative and
analytical principles
and techniques of the
visual arts and
selected other arts
disciplines, the
humanities, or the
sciences.
11.4.1.5. Evaluate
analytically on
various
interpretations as a
means for
understanding and
justify personal
responses.
11.4.1.6. MN Justify
choices of selfselected criteria
based on knowledge
of how criteria affects
criticism. (9.4.1.5.2)
11.4.2. Make
11.4.2.1. Synthesize
connections
and evaluate ways in
between visual arts which the principles
and other
and subject matter of
disciplines.
other disciplines
taught in the school
are interrelated with
the visual arts.