CBMS Choice-Based Art Studio

CBMS Choice-Based Art Studio
CBMS Choice-Based Art Studio

Curriculum and Standards

Teaching for Artistic Behavior
In addition to addressing local, state and national content model standards for art education, the studio-learning model at Crossett Brook Middle School supports 21st Century Learning Skills. ‎

Curriculum and Standards 

Vermont Visual Art Standards

Washington West Supervisory Union Visual Art Proficiencies
Graduation Proficiencies

Applying the skills and language of a specific arts discipline, students will demonstrate the ability to create in the arts.
  • I can explore and invent art-making techniques and approaches through practice and use of available resources, tools and technologies.
  • I can revise artwork in progress on the basis of insights gained through experience or discussion.
  • I can utilize and care for materials, tools and equipment appropriately.
  • I can experiment, practice and develop skills in multiple art- making techniques and approaches.
  • I can reflect on whether personal artwork conveys the intended meaning and revise accordingly.
  • I can demonstrate safe and proper procedures for using materials, tools and equipment while making art.
  • I can experiment, practice, innovate and take creative risks to pursue ideas and meanings that emerge in the process of artmaking and designing.
  • I can apply relevant criteria to examine, reflect on and plan revisions for artwork in progress.
  • I can select, utilize and care for materials, tools, and equipment appropriately.
  • I can experiment, practice and persist in the acquisition of skills and knowledge in a chosen art form.
  • I can apply relevant criteria from traditional and contemporary cultural contexts to examine, reflect on and plan revisions for works of art.
  • I can demonstrate quality craftsmanship through care for and use of materials, tools and equipment.

Applying the skills and language of specific arts discipline, students will demonstrate the ability to present in the arts.
  • I can analyze the options for presenting art in various locations.
  • I can select and prepare an artwork for display.
  • I can describe how art exhibited outside of schools (museums, galleries, other public places both real and virtual) contributes to and reflects the history and values of a community.
  • I can develop a plan for displaying works of art by analyzing exhibit space, the needs of the viewer and the layout possibilities.
  • Select artwork for display based on given criteria.
  • I can explain, provide evidence of and assess how museums or other venues reflect history and values of a community.
  • I can prepare and present selected artwork for display and formulate exhibition narratives for the viewer.
  • I can develop and apply criteria for evaluating a collection of artwork for presentation.
  • I can analyze the why and how an exhibition or collection may influence ideas, beliefs and experiences.
  • I can analyze and describe the impact that an exhibition or collection has on personal awareness of social, cultural or political beliefs and understandings.
  • I can analyze, select and curate artifacts and/or artworks for presentation and preservation.

Applying the skills and language of a specific arts discipline, students will demonstrate the ability to respond in the arts.
  • I can analyze components in artwork and interpret the artist’s message or purpose.
  • I can use learned art vocabulary to explain reasons for selecting a preferred artwork.
  • I can evaluate artwork given criteria.
  • I can compare my interpretation of a work of art with the interpretation of others.
  • I can identify and interpret works of art to reveal ideas about people and their culture.
  • I can develop and apply criteria to evaluate a work of art.
  • I can interpret art by analyzing aspects that contribute to understanding of messages, ideas, purposes or mood conveyed.
  • I can create a convincing and logical argument to support and evaluation of art.
  • I can interpret and evaluate an artwork or collection of artwork by considering relevant and sufficient evidence found in the work and its various contexts.
  • I can establish relevant criteria in order to evaluate a work or collection of art.

Applying the skills and language of a specific arts discipline, students will demonstrate the ability to connect in the arts.
  • I can create works of art that reflect community culture or traditions.
  • I can infer the time, place and culture in which a work of art was created.
  • I can identify ideas or experiences that influence my art-making and the art of others.
  • I can generate ideas which reflect current interests and concerns which could be investigated through art-making.
  • I can analyze how art reflects changing times, traditions, resources and cultural uses.
  • I can use my specific interests and knowledge to generate ideas for art-making.
  • I can distinguish different ways art is used to represent, establish, reinforce and reflect individual and group identity.
  • I can describe how knowledge of culture, traditions and history may influence personal responses to art.
  • I can connect across disciplines through art analysis or art-making.
  • I can synthesize my knowledge and experience and apply that understanding to my artistic work.
  • I can apply societal, cultural and historical contexts to artistic ideas and artistic works.
  • I can describe how my work in art transfers to other disciplines, and how my learning in other disciplines transfers to my work in art.

Vermont Fields of Knowledge 
Information Technology:
Information Literacy
1.18 Students use computers, telecommunications, and other tools of technology to research, to gather information and ideas, and to represent information and ideas accurately and appropriately.
Reasoning and Problem Solving Standards
2.6 Students apply prior knowledge, curiosity, imagination, and creativity to solve problems.
2.7 Students respond to new information by reflecting on experience and reconsidering their opinions and sources of information.
Taking Risks
2.8 Students demonstrate a willingness to take risks in order to learn.
2.9 Students persevere in the face of challenges and obstacles.Abstract and Creative Thinking
Abstract and Creative Thinking:
2.10 Students generate several ideas, using a variety of approaches. Elaboration
2.11 Students represent their ideas and/or the ideas of others in detailed form. Flexibility
2.12 Students modify or change their original ideas and/or the ideas of others to generate innovative solutions.Product/Service
2.13 Students design a product, project, or service to meet an identified need. This is evident when students:
Prek-4 5-8 9-12
2.13.a. Identify a need that could be met by a product, project, or service;
2.13.b. Justify the need and design the product, project, or service, researching relevant precedents and regulations; and
2.13.c. Evaluate the results. Evidence Prek-4 applies.
Evidence PreK-4 applies.
Personal Development Standards:
Worth and Personal Competence-
3.1 Students assess their own learning by developing rigorous criteria for themselves, and use these to set goals and produce consistently high-quality work.
Learning Strategies
3.2 Students assess how they learn best, and use additional learning strategies to supplement those already used.
3.3 Students demonstrate respect for themselves and others.
3.10 Students perform effectively on teams that set and achieve goals, conduct investigations, solve problems, and create solutions (e.g., by using consensus-building and cooperation to work toward group decisions).
3.11 Students interact respectfully with others, including those with whom they have differences.
Conflict Resolution
3.12 Students use systematic and collaborative problem-solving processes, including mediation, to negotiate and resolve conflicts.
 Art Standards:
Critical Response:
Eras and Styles
5.1 Students demonstrate understanding of the historical eras, styles, and evolving technologies that have helped define forms and structures in the arts, language, and literature.
Times and Cultures
5.2 Students demonstrate how literature, philosophy, and works in the arts influence and reflect their time and their local and regional culture.
Universal Themes
5.3 Students discover universal themes by comparing a broad range of cultural expressions from various times and places.
Aesthetic Judgment
5.4 Students form aesthetic judgment, using appropriate vocabulary and background knowledge to critique their own work and the work of others, and to support their perception of work in the arts, language, and literature.
Point of View
5.5 Students develop a point of view that is their own (e.g., personal standards of appreciation for the arts, language, and literature). Critique and Revision
5.6 Students review others; critiques in revising their own work, separating personal opinion from critical analysis. Audience Response
5.7 Students respond constructively as members of an audience (e.g., at plays, speeches, concerts, town meeting).

Artistic Process:
5.22 Students convey artistic intent from creator to viewer or listener.
5.23 Students critique their own and others; works in progress, both individually and in groups, to improve upon intent.
Artistic Problem Solving
5.24 Students solve visual, spatial, kinesthetic, aural, and other problems in the arts.

Exemplary Works
5.25 Students demonstrate knowledge of exemplary works in the arts from a variety of cultures and historical periods.
5.26 Students develop and present basic analyses of works in the arts from structural, historical, economic, and cultural perspectives.
5.27 Students combine perspectives to develop and present basic analyses of works in the arts, and they convey the ability to evaluate work in the various arts disciplines.Elements, Forms, and Techniques in the Arts
Elements, Forms, and Techniques in the Arts:
Artistic Proficiency
5.28 Students use art forms to communicate, showing the ability to define and solve artistic problems with insight, reason, and technical proficiency. This is evident when students:
Prek-4 5-8 9-12
5.28.a. Use dance, music, theater, and visual arts to communicate. 5.28.aa. Communicate at a basic level in dance, music, theater, and visual arts.
5.28.aaa. Communicate proficiently in at least one art form.
Visual Arts
5.29 Students use the elements and principles of two- and three-dimensional design in the visual arts, including line, color, shape, and texture, in creating, viewing, and critiquing.
5.30 Students use a variety of visual arts media (e.g., clay, tempera, watercolor, paper maché, animation, computer-aided design, video) to show an understanding of the different properties each possesses.