Illinois State Standards for Art

Early Elementary

STATE GOAL 25: Know the language of the arts.

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.

 

A. Understand the sensory elements, organizational principles and expressive qualities of the arts.

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.

 

B. Understand the similarities, distinctions and connections in and among the arts.

25.B.1 Identify similarities in and among the arts (e.g., pattern, sequence and mood).

 

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).

 

A. Understand processes, traditional tools and modern technologies used in the 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

 

B. Apply skills and knowledge necessary to create and perform in one or more of the arts.

26.B.1d Visual Arts: Demonstrate knowledge and skills to create visual works of art using

manipulation, eye-hand coordination, building and imagination.

 

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).

 

A. Analyze how the arts function in history, society and everyday life.

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.

 

B. Understand how the arts shape and reflect history, society and everyday life.

27.B.1 Know how images, sounds and movement convey stories about people, places and times

 

 

Late Elementary

STATE GOAL 25: Know the language of the arts.

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.

 

A. Understand the sensory elements, organizational principles and expressive qualities of the arts.

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.

 

B. Understand the similarities, distinctions and connections in and among the arts.

25.B.2 Understand how elements and principles combine within an art form to express ideas.

 

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).

 

A. Understand processes, traditional tools and modern technologies used in the arts.

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.

 

B. Apply skills and knowledge necessary to create and perform in one or more of the arts.

26.B.2d Visual Arts: Demonstrate knowledge and skills to create works of visual art using

 problem solving, observing, designing, sketching and constructing.

 

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).

 

A. Analyze how the arts function in history, society and everyday life.

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).

 

B. Understand how the arts shape and reflect history, society and everyday life.

27.B.2 Identify and describe how the arts communicate the similarities and differences

among various people, places and times

 

 

Middle/Junior High

STATE GOAL 25: Know the language of the arts.

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.

 

A. Understand the sensory elements, organizational principles and expressive qualities of the arts.

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.

 

B. Understand the similarities, distinctions and connections in and among the arts.

25.B.3 Compare and contrast the elements and principles in two or more art works that

share similar themes.

 

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).

 

A. Understand processes, traditional tools and modern technologies used in the arts.

26.A.3e Visual Arts: Describe how the choices of tools/technologies and processes are used to

 create specific effects in the arts.

 

B. Apply skills and knowledge necessary to create and perform in one or more of 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.

 

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).

 

A. Analyze how the arts function in history, society and everyday life.

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.

 

B. Understand how the arts shape and reflect history, society and everyday life.

27.B.3 Know and describe how artists and their works shape culture and increase understanding

of societies, past and present.