The visual arts standards reflect the belief that all six categories of standards are important to learning in the visual arts. These standards attempt to provide a balance among the six commonalities from the perspective of the visual arts and design.
WISCONSIN’S MODEL ACADEMIC STANDARDS
ART AND DESIGN KNOWING
A. VISUAL MEMORY AND KNOWLEDGE
Content Standard
Students in Wisconsin will know and remember information and ideas about the art and
design around them and throughout the world.
Rationale:
The study of art involves not only creating art, but also knowing and remembering
information and ideas about art and design. Museums, galleries, and other institutions
employing arts professionals help preserve, protect, interpret, and evaluate works of art
and architecture. Art critics, aestheticians, historians, and philosophers all work to better
interpret the political, anthropological, social, philosophical, and psychological impact of the
arts. Students in our schools need to know about art and design now and throughout
history in order to better understand the arts, themselves, and the world around them.
PERFORMANCE STANDARDS
By the end of grade 4 students will:
A.4.1 Develop a basic mental storehouse of images
A.4.2 Learn basic vocabulary related to their study of art
A.4.3 Learn about basic styles of art from their own and other parts of the world
A.4.4 Learn about styles of art from various times
A.4.5 Know that art is one of the greatest achievements of human beings
A.4.6 Know that art is a basic way of thinking and communicating about the world
Activities may include:
• Making a list of the most interesting things students have seen
• Making a visual dictionary of art words relating to student projects
• Comparing two related works of art, such as ceramic pottery by different Native
American artists
• Comparing similar works of art from different time periods and places such as Egyptian
and Roman wall paintings
• Making a visual display of great architectural structures from around the world
• Studying artworks from two cultures, such as Jacob Lawrence's Parade, and Pieter
Bruegel's Peasant Wedding, that have something in common
4 WISCONSIN’S MODEL ACADEMIC STANDARDS
By the end of grade 8 students will:
A.8.1 Develop a mental storehouse of images
A.8.2 Learn appropriate vocabulary related to their study of art
A.8.3 Know about styles of art from their own and other parts of the world
A.8.4 Know about some styles of art from various times
A.8.5 Demonstrate ways in which art is one of the greatest achievements of human
beings
A.8.6 Identify ways in which art is basic to thinking and communicating about the world
Activities may include:
• Starting a clipping file of images to be used as resources by students and teachers
throughout the school
• Creating a museum-style exhibit for the language arts department on vocabulary
related to artworks
• Creating a museum-style exhibit for the foreign language department on artworks from
other countries
• Creating a museum-style exhibit for the social studies department related to artwork
throughout history
• Studying the contributions of women, minorities, and various cultures to the world of
art
• Finding a reproduction of an artwork that is relevant to each room throughout the
school, such as Dutch still-life for the cafeteria and an M.C. Escher print for a
mathematics room
By the end of grade 12 students will:
A.12.1 Possess a mental storehouse of images
A.12.2 Know advanced vocabulary related to their study of art
A.12.3 Know and recognize styles of art from their own and other parts of the world
A.12.4 Know and recognize many styles of art from various times
A.12.5 Explain that art is one of the greatest achievements of human beings
A.12.6 Use art as a basic way of thinking and communicating about the world
WISCONSIN’S MODEL ACADEMIC STANDARDS 5
Activities may include:
• Creating a slide file collection of images to be used as a resource by students and
teachers throughout the school
• Creating a list of new art vocabulary along with photographs of the student's work
• Studying art from other parts of the world and making a photo journal about it
• Studying the major museums of the world, such as the Metropolitan Museum, the
Louvre, and Prado
• Studying the great architectural monuments of history, such as the Taj Mahal, the
Hagia Sophia, and the Egyptian pyramids
• Researching the body of work of a woman artist whose works the student admires, such
as Kathe Kollwitz, Miriam Shapiro, or Georgia O'Keeffe, and write about the message
which is communicated
B: ART AND DESIGN HISTORY, CITIZENSHIP, AND
ENVIRONMENT
Content Standard
Students in Wisconsin will understand the value and significance of the visual arts, media
and design in relation to history, citizenship, the environment, and social development.
Rationale:
The study of human history and different cultures and their art forms represents a legacy
that enriches our lives and allows us to see our own and other cultures from different
perspectives. When students understand the form and function of the visual arts and
design, they can better understand people as well as art objects. Students will communicate
better with others and develop more tolerance for other lifestyles and points of view
through the study of cultural images and artifacts.
PERFORMANCE STANDARDS
By the end of grade 4 students will:
B.4.1 Understand that artists and cultures throughout history have used art to
communicate ideas and to develop functions, structures, and designs
B.4.2 Recognize that form, function, meaning, and expressive qualities of art and design
change from culture to culture and artist to artist
B.4.3 Know that works of art and designed objects relate to specific cultures, times, and
places
B.4.4 Know that art is influenced by artists, designers, and cultures
6 WISCONSIN’S MODEL ACADEMIC STANDARDS
B.4.5 Understand that their choices in art are shaped by their own culture and society
B.4.6 Know basic ways to describe, analyze, interpret, and judge art images and objects
from various cultures, artists, and designers
B.4.7 Begin to understand environmental and aesthetic issues related to the design of
packaging, industrial products, and cities
B.4.8 Learn that art historians, cultural anthropologists, and philosophers of art
contribute to an understanding of art and design
Activities may include:
• Comparing different artworks based on the same theme, such as a Nigerian sculpture of
a mother and child and Mary Cassatt's painting of a mother and child
• Comparing a painting of an animal from a contemporary artist with that of a cave
drawing of an animal (How are they similar? How are they different?)
• Looking at works of art and designed objects from different cultures, such as furniture
or clothing, to become familiar with what is unique about each culture
• Looking for influences in artists' works such as the African art influence on Pablo
Picasso's work
• Talking about students' work in terms of visual elements and purposes
• Talking and writing about a work of art about which the student previously knew
nothing
• Listing ways in which art relates to environmental issues
• Discussing what art historians, cultural anthropologists, and philosophers do in relation
to art
By the end of grade 8 students will:
B.8.1 Explore how artists and cultures throughout history have used art to communicate
ideas and to develop functions, structures, and designs
B.8.2 Recognize ways in which form, function, meaning, and expressive qualities of art
and design change from culture to culture and artist to artist
B.8.3 Identify works of art and designed objects as they relate to specific cultures, times,
and places
B.8.4 Know ways in which art is influenced by artists, designers, and cultures
B.8.5 Understand how their choices in art are shaped by their own culture and society
B.8.6 Know how to describe, analyze, interpret, and judge art images and objects from
various cultures, artists, and designers
WISCONSIN’S MODEL ACADEMIC STANDARDS 7
B.8.7 Understand environmental and aesthetic issues related to the design of packaging,
industrial products, and cities
B.8.8 Learn about the contributions of art historians, cultural anthropologists, and
philosophers of art to our understanding of art and design
Activities may include:
• Comparing and contrasting two artworks that are different in materials, style, and
concept, such as the sculptures of Bernini and Michelangelo
• Comparing different cultures' architectural work, such as the Brooklyn Bridge and the
Eiffel Tower
• Discussing the changes in clothing styles worn by early and modern-day Americans
• Looking for influence of Japanese design on artists, such as French artist Edouard
Manet and American architect Frank Lloyd Wright
• Talking about the influence of American society on student artwork
• Comparing the way art from another country, such as Australia, reflects different
views about people, nature, and beauty
• Looking for solutions to aesthetic and design problems, such as noise barriers along
urban highways
• Interviewing an art historian or museum curator
By the end of grade 12 students will:
B.12.1 Demonstrate how artists and cultures throughout history have used art to
communicate ideas and to develop functions, structures, and designs
B.12.2 Show ways that form, function, meaning, and expressive qualities of art and
design change from culture to culture and artist to artist
B.12.3 Relate works of art and designed objects to specific cultures, times, and places
B.12.4 Know how artists, designers, and cultures influence art
B.12.5 Understand how their choices in art are shaped by their own culture and society
B.12.6 Describe, analyze, interpret, and judge art images and objects from various
cultures, artists, and designers
B.12.7 Understand and apply environmental and aesthetic issues to concepts related to
the design of packaging, industrial products, and cities
B.12.8 Know the contributions of art historians, cultural anthropologists, and
philosophers of art to our understanding of art and design
8 WISCONSIN’S MODEL ACADEMIC STANDARDS
Activities may include:
• Studying the history of photography and how artists, such as Ansel Adams and Walker
Evans used it to communicate ideas
• Studying paintings of social and political concerns, such as Spanish artist Francisco
Goya's First of May or Pablo Picasso's Guernica, and writing an interpretation of it
• Making an exhibit of how art changes from culture to culture, focusing on a theme
which runs throughout history, such as the human figure or symbols in art
• Studying the history of the automobile and identifying the influences on its design
• Studying a contemporary art form, such as video art, and writing an essay about it
• Creating a display with visuals and words showing the aesthetics of different cultures
students have studied
• Studying an environmental and aesthetic issue, such as the effects of plastics and
Styrofoam commercial packaging on the environment, and the responsibility of the
artist in those issues
• Researching art and design issues through art periodicals, such as Art News, American
Craft, Ceramic Monthly, Graphis, Ornament, and Living Architecture, plus books and
videos and discussing issues in class
ART AND DESIGN DOING
C: VISUAL DESIGN AND PRODUCTION
Content Standard
Students in Wisconsin will design and produce quality original images and objects, such as
paintings, sculptures, designed objects, photographs, graphic designs, videos, and computer
images.
Rationale:
There are time-honored processes of making art and principles of visual expression that are
essential to the practice of creating images and objects. These processes and principles
change over time. Artists need to recognize and respond to these changes. Just as other
subject areas have guidelines, procedures, and bodies of knowledge that students learn, so
do the visual arts.
PERFORMANCE STANDARDS
By the end of grade 4 students will:
C.4.1 Explore the elements and principles of design
C.4.2 Explore what makes quality design
WISCONSIN’S MODEL ACADEMIC STANDARDS 9
C.4.3 Know how the design of art changes its meaning
C.4.4 Use design to improve artwork
C.4.5 Look at nature and works of art as visual resources
C.4.6 Use sketching to develop ideas for their artwork
C.4.7 Develop basic skills to produce quality art
C.4.8 Explore the natural characteristics of materials and their possibilities and
limitations
C.4.9 Be aware of their creative processes to better understand their work
C.4.10 Develop personal responsibility for their learning and creative processes
Activities may include:
• Discussing the use of color and shape in a painting, such as Pablo Picasso's Three
Musicians
• Finding examples of good contemporary design in magazines from around the world
• Comparing and contrasting English, Japanese, and commercial teapots
• Critiquing a work of art in progress and finding the point of interest
• Keeping a sketchbook, an idea book, or picture file
• Drawing ideas in a sketchbook before making art
• Experimenting with different basic printing processes, such as relief and monoprint
• Experimenting with tempera paint, using it thick, thin, and dry and using different
brushes
• Keeping a journal to record the progress of artwork
• Keeping a portfolio of work from early sketches to completed work
By the end of grade 8 students will:
C.8.1 Know the elements and principles of design
C.8.2 Understand what makes quality design
C.8.3 Know how the design of art changes its meaning
C.8.4 Use design techniques to improve and/or change artwork
C.8.5 Use thumbnail sketches to experiment and start developing visual ideas
C.8.6 Develop the craft and skills to produce quality art
10 WISCONSIN’S MODEL ACADEMIC STANDARDS
C.8.7 Understand the natural characteristics of materials and their possibilities and
limitations
C.8.8 Reflect on their work during the creative process to assess and better understand
their own artwork
C.8.9 Come up with ideas and carry them through to completion of an original work of
art
Activities may include:
• Looking at trees in the community and drawing them
• Comparing the different color systems used by printers, computer artists, painters, and
scientists
• Having each student in class bring in an example of a common object, such as a cup,
bowl, or tool, to compare the differences of the designs
• Comparing different artists' versions of a similar theme, such as Salvadore Dali's
Crucifixion and Matthias Gruenwald's Small Crucifixion
• Examining students' artwork from the perspective of each element and principle of
design to determine the works' strengths and weaknesses
• Developing an idea book of interesting images, photos, articles, poetry, and miniature
objects along with sketches
• Keeping a sketchbook or idea book to record visual ideas
• Practicing throwing a pot on a potter's wheel
• Experimenting with watercolors and different watercolor brushes to find out the
possibilities and limitations of the medium
• Keeping a journal recording the progress of daily work and self- and peer-assessments
• Keeping a portfolio of ideas and work in progress from sketches to the final product
By the end of grade 12 students will:
C.12.1 Use the elements and principles of design in sophisticated ways
C.12.2 Understand the procedures of developing quality design
C.12.3 Use design to create artworks that have different meanings
C.12.4 Use advanced design techniques to improve and/or change artwork
C.12.5 Analyze the complexities of nature and use challenging artistic images and ideas
as visual resources
C.12.6 Experiment visually with sketches for complex solutions involving concepts and
symbols
C.12.7 Apply advanced craft and skills to consistently produce quality art
WISCONSIN’S MODEL ACADEMIC STANDARDS 11
C.12.8 Use the natural characteristics of materials and their possibilities and limitations
to create works of art
C.12.9 Use ongoing reflective strategies to assess and better understand one's work and
that of others during the creative process
C.12.10Assume personal responsibility for their learning and the creative process
Activities may include:
• Creating a painting in which colors appear to be similar and yet are different
• Creating a quality graphic design for the school yearbook
• Designing one advertisement and altering it to appeal to different audiences
• Studying fractals and creating a design based on those patterns in nature
• Developing an idea book to collect ideas from poetry, artistic images, and contemporary
issues
• Keeping a sketchbook or idea book to record and develop visual ideas
• Developing skill in an advanced combined printing process, such as serigraphy and
monoprinting
• Creating a figure sculpture using found materials and objects
• Keeping a journal to reflect on daily learning, including self and peer-assessments
• Developing a portfolio including artwork in series to achieve an in-depth study of an
issue or concept
D. PRACTICAL APPLICATIONS
Content Standard
Students in Wisconsin will apply their knowledge of people, places, ideas, and language of
art and design to their daily lives.
Rationale:
Learning about people, places, ideas, and language of art and applying this to daily life is
what arts education is all about. Thinking deeply, creatively, and critically enables
students to connect their knowledge to their local and worldwide communities and daily
activities. Research shows that students who are educated in the arts perform better in
other areas, show respect for others, work more cooperatively, and are able to think better.
These are lifelong skills applicable to daily living and learning.
12 WISCONSIN’S MODEL ACADEMIC STANDARDS
PERFORMANCE STANDARDS
By the end of grade 4 students will:
D.4.1 Know basic information, such as the history, public art, and unique architecture,
of their own cultural community
D.4.2 Know about artists and designers, such as architects, furniture designers, critics,
preservationists, museum curators, and gallery owners, in their community
D.4.3 Know that the environment influences the look and use of art, architecture, and
design
D.4.4 Learn about basic concepts in art, such as “form follows function,” “less is more,”
balance, symmetry, and originality
D.4.5 Learn basic language used in art
D.4.6 Use problem-solving strategies that promote fluency, flexibility, elaboration, and
originality
Activities may include:
• Identifying public art in the community
• Identifying the people in the community who work with art
• Studying the personal adornment of various peoples around the world
• Comparing a water vessel from a culture and/or time period different from one's own and
a glass from one's home (How are they similar? How are they different?)
• Keeping a listing of art terms and definitions in a journal
• Solving a visual problem in a variety of ways
By the end of grade 8 students will:
D.8.1 Know about the history, public art, and unique architecture of their cultural
community
D.8.2 Know about artists and designers, such as architects, furniture designers, critics,
preservationists, museum curators, and gallery owners, in their community
D.8.3 Know how the environment influences the look and use of art, architecture, and
design
D.8.4 Understand basic concepts in art, such as “form follows function,” “destruction of
the box,” “less is more,” balance, symmetry, integrity, authenticity, and originality
WISCONSIN’S MODEL ACADEMIC STANDARDS 13
D.8.5 Learn common language in art, such as abstraction, representation,
impressionism, reproduction, serigraphy, sculpture, graphic design, construction,
and aesthetics
D.8.6 Know about problem-solving strategies that promote fluency, flexibility,
elaboration, and originality
Activities may include:
• Preparing a photo essay of the architecture, public art, and public spaces in the
community
• Inviting the art critic of the local newspaper to speak to the
• Class regarding her/his role and responsibilities
• Comparing the colors, materials, and styles of architecture found in different parts of
the country, such as brick buildings in Boston, wood buildings in Wisconsin, bright
colors in Miami, and skyscrapers in New York
• Creating an exhibit illustrating famous philosophies of art, such as “form follows
function” and “less is more”
• Creating a glossary of art vocabulary in a journal or idea book
• Putting together a design team to brainstorm ways to make the school look better
By the end of grade 12 students will:
D.12.1 Know about the history, public art, and unique architecture of their cultural
community
D.12.2 Know about artists and designers, such as architects, furniture designers, critics,
preservationists, museum curators, and gallery owners, in their community
D.12.3 Explain how the environment influences the look and use of art, architecture, and
design
D.12.4 Use basic concepts in art, such as “form follows function,” “destruction of the box,”
“less is more,” balance, symmetry, integrity, authenticity, and originality
D.12.5 Know common language in art, such as abstraction, representation,
impressionism, reproduction, serigraphy, sculpture, graphic design, construction,
and aesthetics
D.12.6 Apply problem-solving strategies that promote fluency, flexibility, elaboration, and
originality
Activities may include:
• Taking a field trip to a city, such as Milwaukee, Madison, or Chicago, to take an
architectural tour of important buildings
• Making a videotape about an artist or designer in the community
14 WISCONSIN’S MODEL ACADEMIC STANDARDS
• Studying Wisconsin architecture, such as the Monona Terrace Convention Center,
Madison, and the proposed addition to the Milwaukee Art Museum
• Creating a list of basic art concepts in a journal or idea book
• Creating a list of art terminology and meanings in a journal or idea book
• Identifying a team to solve a problem related to the school environment, such as
developing school pride or school beautification
ART AND DESIGN COMMUNICATING
E: VISUAL COMMUNICATION AND EXPRESSION
Content Standard
Students in Wisconsin will produce quality images and objects that effectively communicate
and express ideas using varied media, techniques, and processes.
Rationale:
Images and objects (cars, appliances, clothing, furniture, buildings, works of art, etc.) carry
meanings and communicate ideas, Designers, graphic artists, architects, and other artists
use a variety of processes to communicate ideas. Students need to learn how to read images
and understand the meanings carried by objects.
PERFORMANCE STANDARDS
By the end of grade 4 students will:
E.4.1 Communicate basic ideas by producing studio art forms, such as drawings,
paintings, prints, sculpture, jewelry, fibers, and ceramics
E.4.2 Communicate basic ideas by producing design art forms, such as graphic design,
product design, architecture, landscape, and media arts, such as film,
photography, and multimedia
E.4.3 Communicate basic ideas by producing popular images and objects, such as folk
art, traditional arts and crafts, popular arts, mass media, and consumer products
E.4.4 Communicate basic ideas by producing visual communication forms useful in
everyday life, such as sketches, diagrams, graphs, plans, and models
E.4.5 Use the visual arts to express ideas that cannot be expressed by words alone
WISCONSIN’S MODEL ACADEMIC STANDARDS 15
Activities may include:
• Using nature as a source to create a design, such as a paper maché (paper and paste)
sculpture or piece of jewelry
• Creating a business card with a design that communicates the nature of the business
• Creating a quilt square expressing a deeply felt belief
• Creating a blueprint for the best school in the world
• Making a work of art, such as a poster, that expresses an idea or strong feeling about a
social issue
By the end of grade 8 students will:
E.8.1 Communicate complex ideas by producing studio art forms, such as drawings,
paintings, prints, sculpture, jewelry, fibers, and ceramics
E.8.2 Communicate complex ideas by producing design art forms, such as graphic
design, product design, architecture, landscape, and media arts, such as film,
photography, and multimedia
E.8.3 Communicate complex ideas by producing popular images and objects, such as folk
art, traditional arts and crafts, popular arts, mass media, and consumer products
E.8.4 Communicate complex ideas by producing visual communication forms useful in
everyday life, such as, sketches, diagrams, graphs, plans, and models
E.8.5 Use the visual arts to express ideas that can't be expressed by words alone
Activities may include:
• Making a work of art, such as a print, about who one is as a person
• Making a scale model of a building to be part of an ideal community
• Making a box with hidden chambers that creatively communicates an idea
• Drawing a floor plan of a model room in which one can sleep, study, make art, watch
videos, and dream
• Making a work of art, such as a political cartoon, that expresses an idea or strong
feeling about a social issue
By the end of grade 12 students will:
E.12.1 Communicate ideas by producing sophisticated studio art forms, such as drawings,
paintings, prints, sculpture, jewelry, fibers, and ceramics
E.12.2 Communicate ideas by producing advanced design art forms, such as graphic
design, product design, architecture, landscape, and media arts, such as film,
photography, and multimedia
16 WISCONSIN’S MODEL ACADEMIC STANDARDS
E.12.3 Communicate ideas by producing popular images and objects, such as folk art,
traditional arts and crafts, popular arts, mass media, and consumer products
E.12.4 Communicate ideas by producing advanced visual communication forms useful in
everyday life, such as sketches, diagrams, graphs, plans, and models
E.12.5 Continue to use the visual arts to express ideas that can't be expressed by words
alone
Activities may include:
• Creating artwork, such as a collage (pasted two-dimensional materials), to illustrate a
deeply felt political issue
• Designing and making a toy for a child including using one's own material(s)
• Creating a group environment on a current theme or issue using technology along with
traditional materials
• Designing a plan for a model community recreation area
• Making a work of art, such as a photo montage (pasted photographs) or sculpture, that
expresses one's inner being and/or thoughts
F. VISUAL MEDIA AND TECHNOLOGY
Content Standard
Students in Wisconsin will understand the role of, and be able to use, computers, video, and
other technological tools and equipment.
Rationale:
We live in a visual and technological world where people are constantly confronted with
complex print and media works. These images and artworks are created by designers and
artists highly skilled in the use of computers, video, and other technological tools. Careers
in areas such as multimedia design and the film industry are rich and growing. Art
education teaches students how to understand and create with new technologies.
PERFORMANCE STANDARDS
By the end of grade 4 students will:
F.4.1 Learn that art includes mass media, such as magazines, television, computers,
and films
F.4.2 Know that art techniques are used in mass media
WISCONSIN’S MODEL ACADEMIC STANDARDS 17
F.4.3 Know that advertisements, news, and entertainment programs contain visual
messages
F.4.4 Know that there are stereotypes in visual media
F.4.5 Know that production techniques affect viewers' perceptions
F.4.6 Learn simple media techniques
F.4.7 Learn how media productions are made
F.4.8 Learn to make changes in media production
Activities may include:
• Talking about a children's television program and describing why it is appealing
• Looking at an advertisement and discussing why the product is illustrated or
photographed as it is (How is color used? Who is the audience?)
• Looking at a television show with the sound turned off and focusing on the visual
images
• Listing the types of stereotyping one might find on a television show
• Creating a transparency or drawing on film
• Creating a story board
• Using a computer to create a work of art
• Analyzing and revising a video with input from class participants
By the end of grade 8 students will:
F.8.1 Make informed judgments about mass media, such as magazines, television,
computers, and films
F.8.2 Understand some visual techniques used in mass media
F.8.3 Interpret visual messages in advertisements, news, and entertainment programs
F.8.4 Recognize stereotyping in visual media
F.8.5 Understand the effects of production techniques on viewers' perceptions
F.8.6 Create media works with a range of media techniques
F.8.7 Develop a working knowledge of media production systems
F.8.8 Revise media productions based on personal reflection
18 WISCONSIN’S MODEL ACADEMIC STANDARDS
Activities may include:
• Finding out which is the most popular television program of elementary, middle, and
high school students and why
• Comparing and contrasting advertisements on similar products, such as a soft drinks or
jeans
• Analyzing the visual choices made for a television program and how these choices make
the program successful
• Looking for examples of stereotyping (race, gender, age, or occupation) in the media
• Identifying films in which computerized images are used to create unusual affects
• Using a variety of techniques to create images with a computer
• Doing a group video with a director, camera person, lighting designer, set designer, and
sound technician
• Making some drawings, photos, or video clips to show several ways one would redesign
a scene from film or video
By the end of grade 12 students will:
F.12.1 Make informed judgments about mass media, such as magazines, television,
computers, and films
F.12.2 Understand visual techniques used in mass media
F.12.3 Interpret visual messages in advertisements, news, and entertainment programs
F.12.4 Recognize stereotyping in visual media
F.12.5 Understand the effects of production techniques on viewers' perceptions
F.12.6 Use a range of media techniques to create art
F.12.7 Apply a working knowledge of media production systems
F.12.8 Revise media productions based on personal reflection and audience response
Activities may include:
• Comparing the graphic design of two or more magazines, such as Smithsonian,
Newsweek, Art News, and Bon Appetit
• Comparing and contrasting similar advertisements of a product such as teenage
clothing, and how the advertisements affect the audience
• Analyzing the visual choices used in a high-profile news program
• Looking for examples of stereotyping (race, gender, age, or occupation) in the media and
examining how some television stations are addressing this issue
WISCONSIN’S MODEL ACADEMIC STANDARDS 19
• Studying the works of George Lucas and his company, Industrial Light and Magic
• Making a video including computer images with sound and music, showing camera
position, composition, lighting, and set design
• Studying animation in film, such as Nightmare Before Christmas, James and the Giant
Peach, and Toy Story
• Making drawings, photos, or video clips to show different ways one would redesign a
scene from film or video
ART AND DESIGN THINKING
G. ART AND DESIGN CRITICISM
Content Standard
Students in Wisconsin will interpret visual experiences, such as artwork, designed objects,
architecture, movies, television, and multimedia images, using a range of subject matter,
symbols, and ideas.
Rationale:
People throughout history have recorded experiences in a variety of visual forms, including
fine art, folk art, designed objects, movies, television, and multimedia images, that
document their time and heritage. Students will need more experiences in these areas to be
prepared for the highly technological world in which they will live and work, and to
understand artistic images of other times and cultures.
PERFORMANCE STANDARDS
By the end of grade 4 students will:
G.4.1 Know that art communicates ideas
G.4.2 Know that artwork has meanings
G.4.3 Talk and write about the meanings of artworks and design
G.4.4 Know how to create works of art that have meanings
20 WISCONSIN’S MODEL ACADEMIC STANDARDS
Activities may include:
• Looking at and describing a work of art, such as Pablo Picasso's Saltimbanques
• Talking about the difference in the feeling of walking into a large building, such as the
State Capitol, vs. walking into one's own home
• Studying a Northwest Coastal Indian mask to discover its meaning
• Creating a book or a container which tells something about one's self
By the end of grade 8 students will:
G.8.1 Know that visual images are important tools for thinking and communicating
G.8.2 Know how to find the meanings in artwork
G.8.3 Analyze the meanings of artworks and design
G.8.4 Create works of art that have meanings
Activities may include:
• Looking at a culture's folk art to find out about the people and their times
• Without any background information, looking at works of art, such as Paula
Modersohn-Becker's Old Peasant Woman and Andrew Wyeth's Christina's World, to
learn about them
• Discussing deeper meanings about art and design, such as the real significance of the
automobile in our culture or the social meanings of films like Rambo
• Creating a work of art about something deeply significant in one's life, such as the loss
of a friend, or the happiest day
By the end of grade 12 students will:
G.12.1 Use visual images as tools for thinking and communicating
G.12.2 Know how to find the meanings in artwork
G.12.3 Interpret more complex meanings in challenging works of art, including media
arts
G.12.4 Create works of art that have complex meanings
Activities may include:
• Studying drawings, such as those of Leonardo da Vinci, to understand his ideas and
creative genius
• Looking at an unfamiliar work of art and finding the meaning in it, such as the
Statuettes from the Abu Temple, by Tell Asmar
WISCONSIN’S MODEL ACADEMIC STANDARDS 21
• Discussing the deeper meanings of film and media, such as Independence Day, Jurassic
Park, and Babe
• Creating a work of art that depicts a situation that affected one deeply, such as a
rejection, a separation from a loved one, or a deep loss
H. VISUAL THINKING
Content Standard
Students in Wisconsin will develop perception, visual discrimination, and media literacy
skills to become visually educated people.
Rationale:
Students able to analyze problems and arrive at new solutions do so because they have the
ability to use visual images to communicate ideas. Because of the visual nature of mass
media today, students need to understand images and communicate visually. The world is
full of visual images and symbols, and students need to develop the ability to understand
them.
PERFORMANCE STANDARDS
By the end of grade 4 students will:
H.4.1 Study the patterns and color in nature
H.4.2 Use drawing to examine objects closely
H.4.3 Show differences among colors, shapes, textures, and other qualities of objects in
their artwork
H.4.4 Create three-dimensional forms with paper, clay, and other materials
H.4.5 Be able to read simple maps, charts, and plans
H.4.6 Know how artists make photographs and films
Activities may include:
• Studying patterns and colors in nature, such as the wings of butterflies (How are they
similar? How are they different?)
• Observing and drawing things found in nature, such as an insect
• Creating a drawing exploring the variety of shapes and textures observed in a bouquet
of mixed flowers or in a field of wild flowers
• Following an origami (Japanese paper folding) plan to create a three-dimensional form
22 WISCONSIN’S MODEL ACADEMIC STANDARDS
• Drawing a map of the student's neighborhood or community
• Using a simple camera to photograph things of nature
By the end of grade 8 students will:
H.8.1 Look at things using different methods and tools, such as through a microscope
H.8.2 Know how light, shadow, color, distance, and angle of viewing affect sight
H.8.3 Be able to draw, paint, and sculpt from life
H.8.4 Create three-dimensional models
H.8.5 Be able to read complex maps, charts, and plans
H.8.6 Make and interpret photographs and videos
Activities may include:
• Using a microscope to see something, such as a drop of oil, from a new perspective
• Making a work of art, such as a watercolor, based on something seen through a
microscope or telescope
• Creating charcoal sketches of the human figure
• Creating a self-portrait clay sculpture
• Collecting a variety of objects, such as stones, leaves, or other materials, to compare the
shapes, colors, and textures
• Creating a three-dimensional model of the community based upon a map
By the end of grade 12 students will:
H.12.1. Interpret complex patterns and forms by drawing them
H.12.2 Know how human eyes work to see subtle changes in light, color, textures, and
surfaces
H.12.3 Use careful observation to draw, paint, and sculpt from life
H.12.4 Create two-dimensional plans to make three-dimensional models
H.12.5 Make and interpret maps, charts, and plans
H.12.6 Be critical viewers and producers of mass-media images
WISCONSIN’S MODEL ACADEMIC STANDARDS 23
Activities may include:
• Finding patterns in nature, such as those created by boulders or stones, random
branches or twigs tangled together, or leaves fallen on the ground
• Studying the optical art of Alhers and Vasarely to better understand the "discrepancy
between the physical fact and the psychic effect" of colors and shapes
• Carefully observing, analyzing, and making a drawing of microscopic animal life and
algae seen through a microscope
• Collecting a variety of similar objects from nature, such as shells and seeds, and
drawing in large scale the subtle differences in color, shapes, and textures
• Creating a three-dimensional plan of a house based upon a blueprint
• Analyzing and critiquing a film, such as Star Wars, by George Lucas
ART AND DESIGN UNDERSTANDING
I. PERSONAL AND SOCIAL DEVELOPMENT
Content Standard
Students in Wisconsin will use their senses and emotions through art and design to develop
their minds and to improve social relationships.
Rationale:
Arts education integrates sensory and emotional development with the overall intellectual
development of students. Our senses bring complex information into our brains and feeling
is just as important as reasoning in shaping our minds. Emotional intelligence will affect
how students perform in school and in life.
PERFORMANCE STANDARDS
By the end of grade 4 students will:
I.4.1 Use art to understand how they feel
I.4.2 Make art that shows how they sometimes feel
I.4.3 Talk or write about feelings in a work of art
I.4.4 Recognize their own feelings when they look at work of art
I.4.5 Understand that art is made by people from different times, places, and cultures
I.4.6 Realize that creating or looking at art can bring out different feelings
I.4.7 Work alone and with others to develop visual ideas and objects
24 WISCONSIN’S MODEL ACADEMIC STANDARDS
Activities may include:
• Drawing a design using two basic colors and shapes to describe feelings
• Creating a collage (pasted two-dimensional materials) expressing a mood, such as using
vibrant colors to create a sense of excitement
• Talking about why Vincent van Gogh used heavy textures in his painting, Stillflowers,
or why Pablo Picasso used blue during his Blue Period
• Selecting works of art that appeal to them and talking about the reasons of this choice
• Describing paintings that evoke feelings such as Tanner's The Banjo Player
• Examining traditional pottery of the Anasazi Indians for symbols, materials, and
techniques
• Studying reproductions and going to see original works of art at a gallery or museum to
discover the power of the originals
By the end of grade 8 students will:
I.8.1 Use art to understand their own emotions
I.8.2 Make art that reflects different feelings
I.8.3 Talk or write about feelings in a variety of works of art
I.8.4 Recognize that their own feelings affect how they look at art
I.8.5 Understand that art reflects the time and place in which it was created
I.8.6 Understand how creating or looking at art brings out feelings
I.8.7 Work independently and collaboratively to produce ideas and works of art
Activities may include:
• Creating a work of art that expresses deep feelings
• Making three works of art that express three feelings of the same image, such as a
portrait of happiness, sadness, and surprise
• Finding a work of art, such as Picasso's Guernica, in which feelings are being expressed
and discuss how the artist conveys the ideas
• Responding to two works of art in writing and comparing this response with that of a
peer
• Discussing a work of art, such as Siqueiros’ Echo of a Scream, which arouses feelings in
you
• Finding out about the time and place an artwork was created to understand its
influences, such as learning about the Old Stone Age to understand cave paintings
• Visiting an art museum to find a work of art, such as an original Rembrandt painting,
that brings out powerful feelings
WISCONSIN’S MODEL ACADEMIC STANDARDS 25
By the end of grade 12 students will:
I.12.1 Use art to understand their own and others' emotions
I.12.2 Make art that explores a variety of emotions
I.12.3 Compare and contrast feelings in a work of art
I.12.4 Look at art and compare their feelings with those of the artist and others
I.12.5 Understand and recognize that art reflects the history and culture in which it was
created
I.12.6 Create art that expresses deep feelings
I.12.7 Work independently, collaboratively, and with deep concentration when creating
works of art
Activities may include:
• Creating a work of art that expresses deep feelings
• Making a work of art that reflects feelings about a social issue, such as poverty, crime,
war, or drugs
• Studying a memorial, such as the Vietnam Memorial by Maya Ying Lin or the Holocaust
Museum, and writing a reaction
• Responding to a work of art in writing and comparing this response with that of an art
critic or art historian
• Discussing a work of art, such as Dorothea Lange's photograph, Migrant Mother, that
arouses feelings
• Studying the work of an artist, such as Christo or Freda Kahlo, to understand the time
and place in which it was created
• Finding a work of art that reflects a deep social issue and causes powerful feelings and
talking and writing about it
26 WISCONSIN’S MODEL ACADEMIC STANDARDS
J. CULTURAL AND AESTHETIC UNDERSTANDING
Content Standard
Students in Wisconsin will reflect upon the nature of art and design and meaning in art
and culture.
Rationale:
Reflection about art introduces big questions such as: What is Art? and, Why do people
around the world and throughout the ages make art? Students learn to speak, read, write,
and think about the nature of art through dialogue and personal reflection. Reflection
about art allows students to make informed aesthetic judgments.
PERFORMANCE STANDARDS
By the end of grade 4 students will:
J.4.1 Explore the purposes and functions of art
J.4.2 Understand that the choice of materials and techniques influences the expressive
quality of art
J.4.3 Learn that different cultures think about art differently
J.4.4 Learn that philosophers think about art
J.4.5 Begin to understand their own ideas about the purposes and meanings of art
J.4.6 Begin learning the value of art as a basic part of being human
J.4.7 Begin to understand and apply the role of art criticism and aesthetic knowledge in
art and design
J.4.8 Know that different cultures have different concepts of beauty
J.4.9 Understand the difference between original artworks, reproductions, and copies
J.4.10 Talk about art in basic terms
Activities may include:
• Making a display that shows the difference between everyday objects and objects for
special occasions
• Comparing the materials and techniques of two different paintings, such as Starry
Night by Vincent van Gogh and Composition #7 by Wassily Kandinsky
WISCONSIN’S MODEL ACADEMIC STANDARDS 27
• Comparing two works, such as Eskimo and African masks, and talking about the
materials and message
• Making a list of important questions about art
• Talking about one's own artwork and what it means
• Imagining a world without art
• Comparing the design of Fallingwater by Frank Lloyd Wright with the homes in local
neighborhoods
• Studying the shelters of various cultures and what makes them special
• Taking a field trip to an art museum or gallery to compare reproductions with original
works of art
• Critiquing and changing work in progress
By the end of grade 8 students will:
J.8.1 Begin to understand the purposes and functions of art
J.8.2 Understand how the choice of materials and techniques influences the expressive
quality of art
J.8.3 Learn ways different cultures think about art
J.8.4 Learn ways philosophers think about art
J.8.5 Explore their own ideas about the purposes and meanings of art
J.8.6 Learn the value of art as a basic part of being human
J.8.7 Learn to use art criticism and aesthetic knowledge in art and design
J.8.8 Explore different cultures’ concepts of beauty
J.8.9 Understand the difference between original artworks, reproductions, and copies
J.8.10 Develop the ability to reflect and talk about works of art
Activities may include:
• Studying the role of art and art movements in a period of history, such as the role of the
Bauhaus concept that form follows function, popular in the early 1900s
• Comparing the materials and techniques of two different works of art, such as Leonardo
da Vinci's Mona Lisa and Andy Warhol's Thirty Are Better Than One
• Comparing works of art from two cultures, such as Mayan and African
• Interviewing an artist about what he or she feels is important about art
• Discussing and writing about why people make art
• Talking about different ways people create art and how it affects them
• Describing, analyzing, interpreting, and judging a work of art
28 WISCONSIN’S MODEL ACADEMIC STANDARDS
• Comparing and contrasting works of art from different cultures, such as comparing the
Siva Who Bears the Crescent Moon from India, and the Nail Figitre from Congo, Africa
• Creating a display that contrasts original art, reproductions, and copies of works of art
• Assessing students’ art based on personal, peer, and teacher response
By the end of grade 12 students will:
J.12.1 Understand the purposes and functions of art
J.12.2 Choose materials and techniques to influence the expressive quality of art
J.12.3 Identify ways different cultures think about art
J.12.4 Identify ways philosophers think about art
J.12.5 Understand their own ideas about the purposes and meanings of art
J.12.6 Know the value of art as a basic part of being human
J.12.7 Understand and apply art criticism and aesthetic knowledge in art and design
J.12.8 Know concepts of beauty in different cultures
J.12.9 Identify the differences between original artworks, reproductions, and copies
J.12.10 Reflect and talk about works of art
Activities may include:
• Studying art objects throughout history to understand their purpose and function
• Comparing and contrasting the materials and techniques of two contemporary art
forms, such as the earth art of Robert Smithson and the site art of Christo
• Comparing and contrasting the works of art from two different cultures, such as the
tapestries of India and those of Laos
• Reading and discussing specific sections of art books, such as What is Art For?, No More
Second Hand Art, and The Hidden Order of Art
• Having a school and community forum on the purposes and meanings of art
• Taking down or covering all artworks in the school for a week and surveying the
students and faculty to determine how this affects the environment in the school
• Describing, analyzing, interpreting, and judging a work of art
• Comparing and contrasting the architecture of various countries, such as that of India
and America
• Creating a panel of students to discuss the issue of artists using other’s work in their
art, as well as collaborating in the production of artwork
• Assessing and talking about a student’s art based on responses from a peer, a teacher, a
parent, and an artist from the community
WISCONSIN’S MODEL ACADEMIC STANDARDS 29
ART AND DESIGN CREATING
K. MAKING CONNECTIONS
Content Standard
Students in Wisconsin will make connections among the arts, other disciplines, other
cultures, and the world of work.
Rationale:
Fields of knowledge and disciplines are intimately connected. Fragmentation of knowledge
prevents people from absorbing the vast information that shapes their lives. The arts help
students integrate knowledge and experience and to become better thinkers, problem
solvers, creators, communicators, and citizens.
PERFORMANCE STANDARDS
By the end of grade 4 students will:
K.4.1 Connect their knowledge and skills in art to other areas, such as the humanities,
sciences, social studies, and technology
K.4.2 Invent new ways to communicate ideas and solutions to problems in art
K.4.3 Use what they are learning about life, nature, the physical world, and people to
create art
K.4.4 Use a variety of tools, such as words, numbers, sounds, movements, images,
objects, emotions, technology, and spaces, to help understand and communicate
about the visual world
K.4.5 Know art includes activities, such as museum curation, historic preservation,
collecting, and writing about art and design
K.4.6 Know about some of the similarities and differences of world cultures by studying
their fine arts: music, dance, theatre, literature, and architecture
Activities may include:
• Comparing a work of art done with traditional media with one using newer media
• Making a drawing that transforms an inanimate object into a living creature
• Creating an environment, such as an underwater world, as a class project
• Creating a multimedia presentation with music and images
• Visiting a museum to meet with the staff for a behind-the-scenes look at what they do
• Illustrating and writing a book about the arts of a culture, such as the Eskimos
30 WISCONSIN’S MODEL ACADEMIC STANDARDS
By the end of grade 8 students will:
K.8.1 Connect their knowledge and skills in art to other areas, such as the humanities,
sciences, social studies, and technology
K.8.2 Invent new artistic forms to communicate ideas and solutions to problems
K.8.3 Apply what they know about the nature of life, nature, the physical world, and the
human condition to their understanding and creation of art
K.8.4 Use a variety of tools, such as words, numbers, sounds, movements, images,
objects, emotions, technology, and spaces, to help understand and communicate
about the visual world
K.8.5 Know about a range of art activities, such as museum curation, historic
preservation, collecting, and writing about art and design
K.8.6 Explore the similarities and differences of world cultures by studying their fine
arts: music, dance, theatre, literature, and architecture
Activities may include:
• Selecting an assignment from another class, such as a scientific drawing of insects or a
three-dimensional community of a world culture, to be done visually in the art class
• Creating a visual timeline showing the development of technology
• Creating a model of a city that addresses social concerns, such as poverty, crime, or
drugs
• Doing an art project using tools from other areas, such as music, dance, mathematics,
and foreign language
• Visiting a museum to learn about the creation of displays and the people involved in
doing this
• Inviting a community member to share the art of his/her culture with the class
By the end of grade 12 students will:
K.12.1 Connect their knowledge and skills in art to other areas, such as the humanities,
sciences, social studies, and technology
K.12.2 Invent new artistic forms to communicate ideas and solutions to problems
K.12.3 Apply what they know about the nature of life, nature, the physical world, and the
human condition to their understanding and creation of art
K.12.4 Continue to use a variety of tools, such as more sophisticated application of words,
numbers, sounds, movements, images, objects, emotions, technology, and spaces,
to help understand and communicate about the visual world
WISCONSIN’S MODEL ACADEMIC STANDARDS 31
K.12.5 Know about a range of art activities, such as museum curation, historic
preservation, collecting, and writing about art and design
K.12.6 Know the similarities and differences of world cultures by studying their fine arts:
music, dance, theatre, literature, and architecture
Activities may include:
• Selecting an assignment from another class, such as scientific illustrations and
mathematical scale models, that can be done visually in the art class
• Creating a school display showing the connections between the humanities, sciences,
social studies, and technology
• Making a book with illustrations and images addressing issues, such as the effects of
the global economy, terrorists, wars, and politics
• Making performance art that uses a wide variety of tools to communicate a message,
such as a message of brotherhood/ sisterhood/family that connects with music, dance,
theatre, and technology
• Developing teams of students who help put up artwork, write about art for the student
newspaper and school annual, and make presentations about art
• Planning and producing an ethnic festival and inviting community members to display
the arts of their culture
32 WISCONSIN’S MODEL ACADEMIC STANDARDS
L. VISUAL IMAGINATION AND CREATIVITY
Content Standard
Students in Wisconsin will use their imaginations and creativity to develop multiple
solutions to problems, expand their minds, and create ideas for original works of art and
design.
Rationale:
Imagination allows people to explore connections to the world, develop conceptual thought
processes, and learn to use metaphors to arrive at original ideas. Art helps children become
more creative, deal with complexity and ambiguity, be more flexible, solve problems in
creative ways, use higher order thinking skills, and take risks.
PERFORMANCE STANDARDS
By the end of grade 4 students will:
L.4.1 Use their knowledge, intuition, and personal experiences to develop ideas for
artwork
L.4.2 Begin to develop a base of knowledge and skills from which to create new ideas
L.4.3 Explore the role that personal traits, such as independent thinking, courage,
integrity, insight, dedication, and patience, play in creating quality art and design
L.4.4 Understand that art is created by people and changes our time and culture
L.4.5 Explore nature and designs by artists as sources for new ideas for their artwork
L.4.6 Understand that artists develop a personal style that reflects who they are
L.4.7 Exhibit imagination by interpreting situations from more than one point of view
Activities may include:
• Designing a piece of clothing that reflects personal interests; such as a shoe, hat, or T-
shirt
• Developing a portfolio
• Viewing a videotape of an artist at work, visiting an artist's studio, or finding examples
of artists showing courage and dedication
• Comparing the Model T Ford with a contemporary sports car
• Studying Frank Lloyd Wright's window designs based on nature
• Identifying the style of a particular artist, such as Nevelson, Joan Miro, or Henri
Matisse
WISCONSIN’S MODEL ACADEMIC STANDARDS 33
• Using a viewfinder (a piece of cardboard with a rectangular hole) to examine objects
from nature to determine interesting points of view from which to draw, such as close-
up, over or under, and tilted views
By the end of grade 8 students will:
L.8.1 Use their knowledge, intuition, and experiences to develop ideas for artwork
L.8.2 Develop a base of knowledge and skills from which to create new ideas
L.8.3 Understand the role that personal traits, such as independent thinking, courage,
integrity, insight, dedication and patience, play in creating quality art and design
L.8.4 Understand that nature and other designs can be sources for new ideas
L.8.5 Study ways that artists develop personal style that reflects who they are
L.8.6 Understand that art is created by people of different cultures, expresses different
ideas and concepts, and changes over time
Activities may include:
• Creating a work of art that shows how the student’s experiences make him or her
different from others
• Expanding on a work of art in progress with personal ideas
• Discussing times in which a student may try to be like others and times when he or she
may think independently
• Finding the sources and background for one’s art, such as the history of action cartoons
and historical depictions of the horse
• Finding examples from nature or other artists that remind the student of his or her own
work
• Looking at a collection of the student's artwork over time and determining those
elements that describe personal style
• Creating a color drawing interpreting an apple in six different ways, such as realistic,
abstract, impressionistic, surrealistic, a graphic design, and a computer image
By the end of grade 12 students will:
L.12.1 Use their knowledge, intuition, and experiences to develop ideas for artwork
L.12.2 Continue to develop a base of knowledge and skills from which to create new ideas
L.12.3 Use personal traits, such as independent thinking, courage, integrity, insight, and
dedication, in creating quality art and design
L.12.4 Use the knowledge of nature and works of art as sources for new ideas
34 WISCONSIN’S MODEL ACADEMIC STANDARDS
L.12.5 Develop a personal style in art and design that reflects who they are
L.12.6 Understand that art is created by people with different world views, expresses
diverse ideas, and changes over time
L.12.7 Imagine complex situations from a variety of challenging points of view
Activities may include:
• Creating a personal work of art using one's ideas, processes, materials, and techniques
• Examining an idea thoroughly and reinterpreting it in a variety of ways
• After creating a work of art, reflecting about the experience in a journal to determine
whether the student has used his or her own ideas, taken risks, and worked hard
• Finding sources, such as the history of portrait, patterns, or heroes in art, and
background for a student’s art
• Studying and sketching forms from nature and other designs to find sources of
inspiration for designing art forms, such as jewelry, ceramics, and fabric designs
• Reflecting upon the items in a portfolio to see how personal style is developing
• Solving a computer graphic design problem in a variety of ways
WISCONSIN’S MODEL ACADEMIC STANDARDS 35
Sample Proficiency Standards
E. VISUAL COMMUNICATION AND EXPRESSION
Content Standard
Students in Wisconsin will produce quality images and objects that effectively communicate
and express ideas using varied media, techniques, and processes.
PERFORMANCE STANDARD
E.4.1 By the end of grade 4, students will communicate basic ideas by producing studio
art forms, such as drawings, paintings, prints, sculpture, jewelry, fibers, and
ceramics.
SAMPLE TASK
In art class we learned how to use line, pattern, and shape to make drawings that
communicate ideas in interesting ways. We also learned to use drawing as a way to help us
observe carefully and communicate our ideas to others. We learned what the word
“symmetry” means and saw how it is used in both science and art. We studied the way
many things in nature, such as plants, insects, and animals are symmetrical.
In science we also learned that someone who studies insects is an entomologist. We looked
at many types of insects and learned that insects have three body parts: a head, thorax,
and abdomen, and usually three pairs of legs and two antennae.
You now have one class period to make a drawing using black markers on white paper that
will combine what you learned in art with what you learned in science. Read the following
story that explains what your drawing should be about.
Pretend you are an entomologist looking for a new kind of insect that might be used to
make a medicine to cure sick people. On a hot, sticky day, you are wandering through a
jungle trail in Mexico. You bend down for a closer look at a beautiful flower and find a
symmetrically shaped insect with three unusually shaped body parts. You take out your
magnifying glass and see that it is covered with beautiful patterns.
Draw your insect as large as your paper. Use your knowledge of insects and your art skills
to make your drawing as interesting and complete as you can. Show interesting details,
patterns, shapes, lines, and symmetrical design.
This information is part of a document published by the Wisconsin Department of Public Instruction.
The document in its entirety is available at:
http://74.125.95.132/search?q=cache:fJjv0BQceHwJ:dpi.wi.gov/standards/pdf/art%26design.pdf
(C) Wisconsin Dept. of Public Instruction