Standards & Sequencing
California Arts Standards, Scope & Sequence, and Skill Progression across Visual Art, Music, Dance, and Theatre.
Generate, organize, develop, refine, and complete artistic work.
Anchor Standard 1: Generate and Conceptualize Artistic Ideas and Work
Process Component: Imagine, Plan, Make
Essential Questions: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process?
| Pre-K | Kinder | Gr 1 | Gr 2 | Gr 3 | Gr 4 | Gr 5 | Gr 6 | Gr 7 | Gr 8 | Proficient | Accomplished | Advanced |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Engage in self-directed or collaborative exploration with a variety of arts materials. | Engage in exploration and imaginative play with various arts materials. | Engage collaboratively in exploration and imaginative play with various arts materials. | Brainstorm to generate multiple approaches to an art or design problem. | Elaborate on an imaginative idea. | Brainstorm individual and collaborative approaches to a creative art or design problem. | Combine ideas to generate an innovative idea for art-making. | Combine concepts collaboratively to generate innovative ideas for creating art. | Apply methods to overcome creative blocks. | Document early stages of the creative process visually and/or verbally. | Use multiple approaches to begin creative endeavors. | Individually or collaboratively formulate new creative problems based on students' existing artwork. | Visualize and hypothesize to generate plans for ideas and directions for creating art and design that can affect social change. |
Anchor Standard 2: Organize and Develop Artistic Ideas and Work
Process Component: Investigate
Essential Questions: How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error?
| Pre-K | Kinder | Gr 1 | Gr 2 | Gr 3 | Gr 4 | Gr 5 | Gr 6 | Gr 7 | Gr 8 | Proficient | Accomplished | Advanced |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Use a variety of art-making tools. | Through experimentation, build skills in various media and approaches to artmaking. | Explore uses of materials and tools to create works of art or design. | Experiment with various materials and tools to explore personal interests in a work of art or design. | Create personally satisfying artwork using a variety of artistic processes and materials. | Explore and invent art-making techniques and approaches. | Experiment and develop skills in multiple art-making techniques and approaches through practice. | Demonstrate openness in trying new ideas, materials, methods, and approaches. | Demonstrate persistence in developing skills with various materials, methods, and approaches. | Demonstrate willingness to experiment, innovate, and take risks. | Engage in making a work of art or design without having a preconceived plan. | Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form. | Experiment, plan, and make multiple works of art and design that explore a personally meaningful theme, idea, or concept. |
Anchor Standard 3: Refine and Complete Artistic Work
Process Component: Reflect, Refine, Revise
Essential Questions: What role does persistence play in revising, refining, and developing work? How do artists grow and become accomplished in art forms? How does collaboratively reflecting on a work help us improve it?
| Pre-K | Kinder | Gr 1 | Gr 2 | Gr 3 | Gr 4 | Gr 5 | Gr 6 | Gr 7 | Gr 8 | Proficient | Accomplished | Advanced |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Share and talk about personal artwork. | Explain the process of making art while creating. | Use art vocabulary to describe choices while creating art. | Discuss and reflect with peers about choices made in creating artwork. | Discuss, reflect, and add details to enhance an artwork's emerging meaning. | Revise artwork in progress on the basis of insights gained through peer discussion. | Use art vocabulary to describe personal choices in artmaking and in creating artist statements. | Reflect on whether personal artwork conveys the intended meaning and revise accordingly. | Reflect on and explain important information about personal artwork in an artist statement. | Apply relevant criteria to examine, reflect on, and plan revisions. | Apply relevant criteria from traditional and contemporary cultural contexts. | Engage in constructive critique with peers, then reflect, reengage, revise, and refine. | Reflect on, re-engage, revise, and refine works considering relevant traditional and contemporary criteria as well as personal artistic vision. |