Common Core Standards for the Visual ArtsHow Standards in ELA & Math Relate to the Visual Arts

Newark Central School District

Visual Art Curriculum & Portfolio Assessment

About This Resource

Aligning The Common Core Learning Standards to the Visual Arts Curriculum is a necessary component to keeping the Visual Arts as a valid and integral part of the school curriculum. However, incorporating the CCLS is not as clear-cut as it is for ELA and Math. Information on how the CCLS have been interpreted for the Visual Arts is provided on these slides and is from the following sources: Engage New York, New York State Art Teachers Association, New York State Education Department.

For each of the ELA and Math Shifts, there are examples of how these are incorporated into the art class.

Adapted from http://www.teacherspayteachers.com/Store/Purple-Paintbrush

Balancing Informational & Literary Texts

ELA Shift 1 - Grades PreK-5

Students will read primary sources in art to examine and closely observe art for information about the world.1

Students will use techniques in art criticism and analysis to study art.2

1 Elliott, Shannon. "The Shifts in Math and ELA, and What They Mean for Visual Art". (2012).

2 Coleman, David. "Guiding Principles for the Arts." New York State Education Department. (2012).

Building Knowledge in the Disciplines

ELA Shift 2 - Grades 6-12

Students will read secondary source texts for information about art,

artists, and art movements.1

Students will examine how different artists interpret a similar source of

information.2

1 Elliott, Shannon. "The Shifts in Math and ELA, and What They Mean for Visual Art". (2012).

2 Coleman, David. "Guiding Principles for the Arts." New York State Education Department. (2012).

Staircase of Complexity

ELA Shift 3

Students will understand how artists use the elements of art and principles of design to communicate and give meaning to art. Students will gain deeper understanding by examining the social, political, cultural, and economical context of a work of art.2

Study, idea development, and creation of art will be scaffolded to an age-appropriate, increasingly demanding Pre-K-12 Art Education curriculum.1

1 Elliott, Shannon. "The Shifts in Math and ELA, and What They Mean for Visual Art". (2012).

2 Coleman, David. "Guiding Principles for the Arts." New York State Education Department. (2012).

Text-Based Answers

ELA Shift 4

Students will analyze art, including their own, using a variety of

perspectives. Teachers will guide students to write, discuss, and make art in response to primary and secondary sources found in both art and

text.1

1 Elliott, Shannon. "The Shifts in Math and ELA, and What They Mean for Visual Art". (2012).

Writing from Sources

ELA Shift 5

Students will discover connections to ideas about the world by creating

art, writing, and discussing primary and secondary sources.1

1 Elliott, Shannon. "The Shifts in Math and ELA, and What They Mean for Visual Art". (2012).

Academic Vocabulary

ELA Shift 6

Students will learn and use vocabulary of the Visual Arts in response to

art and text.1

1 Elliott, Shannon. "The Shifts in Math and ELA, and What They Mean for Visual Art". (2012).

Coherence

Math Shift 1 – Grades PreK-5

Students will understand how meaning and communication in art are

enhanced by the artist's use of mathematical strategies and thinking.

Study and creation of art will be scaffolded to an age- appropriate,

increasingly demanding Pre-K-12 Art Education curriculum.1

1 Elliott, Shannon. "The Shifts in Math and ELA, and What They Mean for Visual Art". (2012)

Focus

Math Shift 2 – Grades 6-12

Students in the Visual Arts will read and understand mathematical

thinking found in primary sources: students will examine and closely

observe art for information about the world.1

1 Elliott, Shannon. "The Shifts in Math and ELA, and What They Mean for Visual Art". (2012).

Fluency

Math Shift 3

Students will use mathematical skills and understanding in the creative

process. Students will identify, utilize, and analyze the elements of art

that have a strong basis in mathematical concepts (e.g. patterns,

shapes, value). Students will identify, utilize, and analyze the principles

of design that have a strong basis in mathematical concepts (e.g.

composition, symmetry, and asymmetry).1

1 Elliott, Shannon. "The Shifts in Math and ELA, and What They Mean for Visual Art". (2012).

Deep Understanding

Math Shift 4

Students will understand how mathematical strategies are used to

convey ideas about the world when aesthetics are combined with

function (e.g. illusion of depth, gradation of value, weight, and structure).

Students will demonstrate understanding by synthesizing information to

create art. Students will engage in mathematical thinking to analyze and

discuss visual perception in art, (e.g. Cubism, Pointillism, peripheral

vision, optical, color systems).1

1 Elliott, Shannon. "The Shifts in Math and ELA, and What They Mean for Visual Art". (2012).

Applications

Math Shift 5

Students will employ mathematical thinking and skills in creating art

when utilizing media and materials in the creation of meaningful and

personally significant art, (e.g. digital imaging, time-based media, and

traditional media).1

1 Elliott, Shannon. "The Shifts in Math and ELA, and What They Mean for Visual Art". (2012).