PUBLISHING ARTS CURRICULUM: KEANSBURG HIGH SCHOOL ART DEPARTMENT

Arts Education in the 21st Century

Creativity is a driving force in the 21st-century global economy, with the fastest growing jobs and emerging industries relying on the ability of workers to think unconventionally and use their imaginations. The best employers the world over will be looking for the most competent, most creative, and most innovative people on the face of the earth ... This will be true not just for the top professionals and managers, but up and down the length and breadth of the workforce. ... Those countries that produce the most important new products and services can capture a premium in world markets (2007, National Center on Education and the Economy) Experience with and knowledge of the arts is an essential component of the P-12 curriculum in the 21st century. As the state of New Jersey works to transform public education to meet the needs of a changing world and the 21st century workforce, capitalizing on the unique ability of the arts to unleash creativity and innovation in our students is critical for success, as reflected in the mission and vision that follow:

Essential or Driving Question(s):

Mission: The arts enable personal, intellectual, social, economic, and human growth by fostering creativity and providing opportunities for expression beyond the limits of language. Vision: An education in the arts fosters a population that: Creates, reshapes, and fully participates in the enhancement of the quality of life, globally. Participates in social, cultural, and intellectual interplay among people of different ethnic, racial, and cultural backgrounds through a focus on the humanities. Possesses essential technical skills and abilities significant to many aspects of life and work in the 21st century. Understands and impacts the increasingly complex technological environment.

Intent and Spirit of the Visual and Performing Arts Standards

The intent and spirit of the New Jersey Visual and Performing Arts Standards builds upon the philosophy and goals of the National Standards for Arts Education. Equitable access to arts instruction is achieved when the four arts disciplines (dance, music, theatre, and visual art) are offered throughout the P-12 spectrum. Thus, the goal of the standards is that all students have regular, sequential arts instruction throughout their P-12 education. The expectation of the New Jersey arts standards is that all students communicate at a basic level in each of the four arts disciplines by the end of fifth grade, using the vocabularies, materials, tools, techniques, and intellectual methods of each arts discipline in a developmentally appropriate manner. Beginning in grade 6,

student instruction in the arts is driven by specialization, with students choosing one of the four arts disciplines based on their interests, aptitudes, and career aspirations. By the end of grade 12, students are expected to communicate proficiently in one or more arts disciplines of their choice. By graduation from secondary school, all students should, in at least one area of specialization, be able to: Define and solve artistic problems with insight, reason, and technical proficiency. Develop and present basic analyses of works of art from structural, historical, cultural, and aesthetic perspectives. Call upon their informed acquaintance with exemplary works of art from a variety of cultures and historical periods.

Relate various types of arts knowledge and skills within and across the arts disciplines by mixing and matching competencies and understandings in art-making, history, culture, and analysis in any arts-related project.

Interdisciplinary Curriculum Connections:

Art combines may aspects and facets of various curriculums. Mathematical relationships are explored in Art via perspective, proportion, ratios, measurements, patterns, and the rhythmic qualities of design (NJCCCS { MA.9-12.4.5.C.4} {MA.9-12.4.2.D.2.1} {MA.9-12.4.2.A.2}). Color theory, optical illusions, the composition of art materials, chemical changes produced in various firing techniques provide practical exposure to various aspects of science (NJCCCS {SCI.9-12.5.1.A.1}{SCI.9-12.5.1.A.2}{SCI.912.5.1.A.4}). Art terms in various foreign languages are used to convey effects produced in artwork. Some of the languages include but are not limited to Spanish, Italian, German and French (NJCCCS {FL.3-4.7.1.A.2} {FL.3-4.7.2.A.4}). Art criticism and critiquing are used as written component in the classes which reinforces our Literacy program. In addition, the interpretations of lyrics and poetry are used to inspire students creativity. (NJCCCS LA.9-12.3.1.G.7}{LA.9-12.3.2.B.4}). Art requires fantastic coordination of fingers, hands, arms, eyes, and other muscle groups to execute various techniques (NJCCCS {HE.912.2.5.A.1}). Art is history as it reflects cultural heritage and historical events ( NJCCCS VP K-12 1.5). Lastly, students learn techniques and strategies for marketing and selling Art work. (NJCCCS ART.912.1.2.D.4}).

Work Place Readiness Standards - ( State of New Jersey)

Within the context of all Art Department courses will be the opportunity for students to pursue career guidance, which follows the ideals set forth by the NJ. State Work place Readiness Standards:

1) All Students will Develop Career Planning and Workplace Readiness Skills 2) All Students Will Use Information, Technology, And Other Tools 3) All Students Will Use Critical Thinking, Decision Making And Problem-Solving Skills 4) All Students Will Demonstrate Self-Management Skills. 5) All Students Will Apply Safety Principles.
(Percentage Breakdown -Student Assessment) Work Place Readiness Skills - 20% Studio Projects - 40% Cultural and Historical Research 20% Homework - 10% Midterm / Final Exams - 10%

Assessments/Evidence of Learning: Group projects/presentations / Power Points / Videos / Digital Photography Student maintained digital portolios Writing activities / Journals / Reports / Analysis Homework assignments (see policy below) Quizzes Tests / Exams: Midterm and Finals Presentations / Multimedia Interim and Benchmark Assessments

Keansburg High School Art Department Homework Policy Homework is an intricate part of the instructional program and is used as an extension of the classroom. Homework is one means of demonstrating and building a partnership between home and school that may lead to more consistent academic success. Homework assignments will be directly linked to instruction and involve problem solving and creative thinking skills. Effective homework will be clearly defined, purposeful, support student achievement, and will be modified to meet the needs of the individual student. The Key Principles of Homework Quality homework tasks can play a vital role in our school through the: Development of independent learning Development and refining of intellectual skills Reinforcement and extension of curriculum outside the school setting Objectives Homework is to be appropriately planned, developed, and assigned in order to: Increase academic success Enhance the curriculum Move learning outside the classroom Develop independent life skills Promote thinking skills Help students to identify the linkage of future educational and career planning Purpose of Homework An extension of the course curriculum in visual arts by practicing and reinforcing skills exploring art history increasing awareness of contemporary arts in the news and arts issues developing career explorations in the arts work place readiness skills self-evaluation and analysis through journaling

Grading Homework is a part of the recommended assessment of student progress. Assignments will be reviewed, evaluated, and recorded into the grading system. Teachers will provide feedback to parents regarding completion and performance of homework assignments. If homework is late teachers will deduct 20 points per day the assignment is not provided. Homework will account for 10 % of the marking period grade. If a student is absent from school the student will have 48 hours from the time he or she returns to school to produce the homework assignment. It is recommended that if a student is going to be

absent for an extended period of time that the parent request schoolwork and homework through the Keansburg High School Guidance Office. In the area of special education instructional accommodations and modifications must be made as a result of the students IEP. For extenuating student medical issues or family bereavement an extension may be provided with administrative approval.

Technology Integration: Technology has become an important aspect of the KHS Visual Arts curriculum. Many Internet websites are used for research and resources for materials, which would otherwise be unavailable or have limited availability for our students. In addition, software programs such as Illustrator, Photoshop, etc. which support the adjustment of digital imagery have been integrated into the Art Curriculum. Digital photography is used as a base for several assignments throughout the program. The smart board and digital projector are also used as visual aids for our art programs. Meeting the Needs of Special Learners: Art has always involved the special learner. Many aspects of the art program require the student to work as an individual so art making can be taught according to each students ability level and style of learning. Special learners who may need accommodations can have their work adjusted to meet their individual needs and they can work at their own rate. The following accommodations (as recommended by the NJ Department of Education) are considered as special needs students are always mainstreamed for art classes. Accommodations: Use of audio/visual, graphic organizers, scripted notes, modify assessments as dictated by student IEP. Testing modifications as stated in student IEP Visual reinforcement Accommodations and Modifications * Preferential seating including seating near the front of the room, low-distractibility work area, near student role model, etc. * Additional time as needed for assignments, assessments, and activities. * Providing frequent breaks. * Providing alternate versions of materials that are appropriate for the individual reading level of the student. * Reading directions aloud. * Breaking assignment into parts. * Repeating, clarifying, or rewording directions and/or questions. * Providing written directions to support verbal instruction. * Providing visual cues. * Masking portions of reading or test questions to eliminate visual distracters. * Allowing students to type written responses. * Terminating a section of test or portion of assignment when student has completed all items they are able and teacher has ascertained that the student has demonstrated understanding of the topic.

* Allowing student to orally respond to questions. * Frequently checking for understanding. * Allowing student the opportunity to re-take or re-do assignments for the benefit of learning. * Ensure that the student understands directions and assignment expectations before working independently. Instructional Strategies: A variety of best practices are used daily in the teaching of Art. Instructional strategies that are used in the teaching of Art include but are not limited to: * Computer Assisted Instruction both software and websites: teaching of Art theory, history, elements, and principles of design. * Computer as a Tool using the computer to help teach digital imaging, and as a resource for ideas and expanding awareness * Comparing and Contrasting: to identifying similarities and differences discussion groups on how Art works are both similar and different in composition and style. * Differentiated Instruction lessons are given based upon the students individual skill level; Art assignments can be adapted to individual learning styles. * Pre-assessments - use of pretests to identify students prior knowledge and progressing from that point in the instruction. * Cooperative Learning grouping of students to research materials, and working in small groups to create original Art work. * Scaffolding teacher models use of proper techniques used in art and then students repeats it with less and less input from instructor until students have mastered technique. * Homework students prepare assignments as instructed by the teacher. * Flexible grouping students work in various areas depending on the task at hand. * Tiered Assignments students are given projects that are appropriate for the individual readiness level. * Setting Objectives and Providing Feedback Students are given assignments and objectives, and are provided with feedback regarding proper technique and procedures. * Summarizing and Note taking Students are given assignments that require this skill to complete the task. * Reinforcing Effort and Providing Recognition Students receive grades based on effort and progress. Student work is displayed in the art room, various areas of the building and at other locations beyond the school (e.g. libraries, community centers, etc.). * Journal Writing Students set goals and evaluate completion of projects. * Assessment Students assess Art work based on a predefined set of standards/rubrics. * Centers Various sections of the rooms provide students with resource material. * Lecture Instruction may require both lecture and demonstration as a tool for conveyance of ideas, techniques and objectives.

Standards or Established Goals:

The revised 2009 visual and performing arts standards align with the National Standards for Arts Education. In addition, they correlate structurally to the three arts processes defined in the 2008 NAEP Arts Education Assessment Framework: creating, performing, and responding. When actively engaged in these processes, students not only learn about the arts, they learn through and within the arts. The state and national standards are deliberately broad to encourage local curricular objectives and flexibility in classroom instruction. New Jerseys revised 2009 visual and performing arts standards provide the foundation for creating local curricula and meaningful assessments in the four arts disciplines for all

children. They are designed to assist educators in assessing required knowledge and skills in each discipline by laying out the expectations for levels of proficiency in dance, music, theatre, and the visual arts at the appropriate level of study. Organization of the 2009 Standards This organization of the 2009 visual and performing arts standards reflects the critical importance of locating the separate arts disciplines (dance, music, theatre, and visual art) as one common body of knowledge and skills, while still pointing to the unique requirements of individual disciplines. There are four visual and performing arts standards, as follows. Standards 1.1 and 1.2, respectively, articulate required knowledge and skills concerning the elements and principles of the arts, as well as arts history and culture. Together, the two standards forge a corollary to the NAEP Arts process of creating. Standard 1.1 includes four strands, one for each of the arts disciplines: A. Dance, B. Music, C. Theatre, and D. Visual Art; standard 1.2 includes a single strand: A. History of the Arts and Culture. Standard1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. Standard 1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures. Standard 1.3 is rooted in arts performance and thus stands as a corollary to the NAEP Arts process of performing/interpreting. Like Standard 1.1, standard 1.3 is made up of four arts-specific strands: A. Dance, B. Music, C. Theatre, and D. Visual Art. Standard 1.3 Performing: All students will synthesize skills, media, methods, and technologies that are appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. Standard 1.4 addresses two ways students may respond to the arts, including (1) the study of aesthetics and (2) the application of methodologies for critique. Standard 1.4 provides a corollary to the NAEP Arts process of responding. This standard pertains to all four arts disciplines, and is comprised of two strands related to the mode of response: A. Aesthetic Responses and B. Critique Methodologies. Standard 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. Proficiency Levels and Grade Band Clusters The grade-band clusters for the 2009 visual and performing arts standards correspond to new federal definitions of elementary and secondary education, which may have implications for instructional delivery according to licensure. The expectations for student achievement increase across the grade band clusters as follows: Grades 9-12: Throughout secondary school, student instruction continues to focus on one of the four arts disciplines, as chosen by the student. By the end of grade 12, all students demonstrate proficiency in at least one chosen arts discipline by meeting or exceeding the content knowledge and skills delineated in the arts standards.

Teaching the Standards: Certification and Highly Qualified Arts Educators The visual and performing arts are considered a core subject under the federal No Child Left Behind Act (NCLB-2001). Therefore, all visual and performing arts teachers must meet the Highly Qualified Teachers standards within their certificated arts discipline(s). State licensure is the initial gatekeeper for highly qualified status.

Visual and Performing Arts Pacing Chart Course: Publishing Arts 1

TEXT TITLE: Focus on Photography PUBLISHER: Davis Yearbook Journalism Curriculum Jostens

SOFTWARE: Current versions of Adobe Desktop Publishing and Photo Editing Software Current version of publishers software for school publications Framework PROJECTS MATERIALS TIME 90 Blocks Total

5 Blocks Typography teacher made visuals, resources, lesson plans, press type letters, periodicals, drawing materials, glue, rulers , computer lab and DTP software Layout design teacher made visuals, resources, lesson plans, graph paper, pencils, tracing paper, triangles, rulers Desk top Publishing Layout teacher made visuals, resources, lesson plans, software, computer lab DTP for School Publications teacher made visuals, resources, lesson plans, publishing companys tutorials, software, instructional materials, computer lab, photo equipment Color theory applications teacher made visuals, resources, lesson plans, paints, paper, colored papers, computers, software Graphic enhancement teacher made visuals, resources, lesson plans, software, computers Product label design teacher made visuals, resources, lesson plans, papers, glue, card stock, rulers, software, computers 3-D product package design teacher made visuals, resources, lesson plans, cardstock, glue software, rulers, paint, drawing materials, computer lab History of photography teacher made visuals, resources, lesson plans, computers, internet access, software, cameras, text book Camera Use and Care 5 Blocks

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teacher made visuals, resources, lesson plans, cameras, photography equipment, peripherals, software Photo composition teacher made visuals, resources, lesson plans, cameras, photography equipment, computer lab, software, text book Digital Photography Teacher made visuals, resources, lesson plans, computer lab, text book Editing Digital Photos Teacher made tutorials, online tutorials, visuals, resources, lesson plans, computer lab, adobe current adobe photo editing software Photographic Careers teacher made visuals, resources, lesson plans, computer lab internet access, cameras, photographic equipment, text book Careers in Graphic Design teacher made visuals, resources, lesson plans, periodicals, guest speaker, periodicals, internet access, text book Digital Photo Editing teacher made visuals, resources, lesson plans, digital cameras, student photographs, software, computer lab Publishing Arts and the law Taking Issue text, teacher made visuals, resources, lesson Plans, internet access Calligraphy/ Text as Art teacher made visuals, resources, lesson plans, calligraphy rule paper, pens, ink, markers, decorative papers Book making, bookbinding teacher made visuals, resources, lesson plans, fabric, board, thread, needles, wheat paste, decorative papers Printmaking teacher made visuals, resources, lesson plans, ink , brayers, Papers, stencil knives, printing plates

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Understandings: All Students enrolled within Publishing Arts 1 will;

Recognize the elements of art and principles of design in artworks as they apply to visual arts inherent to photography and publishing ( NJ CCCS 1.1 1.3 1.4 ) Demonstrate the ability to effectively use tools and materials to produce typography , photography, and graphics ( NJ CCCS 1.1 1.2 1.3 1.4 ) Demonstrate a knowledge the relevance of Graphic Art and the place it holds in various social, political, religious and ethnic traditions. ( NJ CCCS 1.1 1.2 1.3 1.4 ) Survey the historic development of photography and make photographs typical of each chronological period ( NJ CCCS 1.1 1.2 1.3 1.4 ) Demonstrate a knowledge of the legal and ethnic responsibilities for artists involved in printed media. ( NJ CCCS 1.1 1.2 1.3 1.4 ) Survey the use of calligraphy throughout history and practice calligraphy strokes with traditional tools and media ( NJ CCCS 1.1 1.2 1.3 1.4 ) Demonstrate adherence to employable standards in daily application of workplace readiness skills ( NJ CCCS 1.1 1.2 1.3 1.4 ) Pursue personal growth through self discovery and aesthetic awareness ( NJ CCCS 1.1 1.2 1.3 1.4 )

Correlate and apply appropriate math, reading, and writing skills within the context of Art related objectives mirroring the proficiency levels necessary to meet HSPA standards. Writings will include Journals, Analytical Evaluations, Narratives, Descriptive and Persuasive writing tasks which reflect a mastery of related Art vocabulary and terminology. ( NJ CCCS 1.1 1.2 1.3 1.4 ) Assess personal development and aesthetic growth by building a portfolio of work and journaled self assessments ( NJ CCCS 1.1 1.2 1.3 1.4 Recognize and use select Art vocabulary and design terminologies in both written and oral platforms. ( NJ CCCS 1.3 1.4 ) Explore career options that involve photography making, editing, and marketing. (NJ Work Place Readiness) Identify physical elements and processes involved in production of books. Make handcrafted books to illustrate the processes learned. ( NJ CCCS 1.3 1.4 ) Illustrate mastery of design principles, digital photography, and composition through the production of a comprehensive project; a three dimensional package design and construction (NJ CCCS 1.1 1.2 1.3 1.4) All Students will use assistance of technology to produce and edit digital photographs and desktop publishing ( NJ CCCS 1.3 1.4 ) (NJ Work Place Readiness)

Visual and Performing Arts Pacing Chart Course: Publishing Arts 2

TEXT TITLE: Focus on Photography Yearbook Journalism Curriculum PUBLISHER: Davis Jostens SOFTWARE: Current versions of Adobe Desktop Publishing and Photo Editing Software Current version of publishers software for school publications

Framework PROJECTS MATERIALS TIME 90 Blocks Total

Function of a theme; thematic development/ Periodicals, teacher made visuals, resources, lesson plans, software, computers, Define Role of Publishing in the School Environment / Yearbook Journalism Curriculum Student Yearbook Guide Yearbooks, periodicals, internet, software Ethical and legal considerations for Publishing/ Yearbook Journalism Curriculum Student Yearbook Guide Taking Issue, Jostens
St u d en t Pr ess Law Cen t er p ub licat io n s an d lin ks

5 Blocks

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Internet access, presentation software and hardware Developing Content with Verbal Elements/ teacher made visuals, resources, lesson plans, software, computers, Developing Content with Visual Elements/ Typography and Graphics

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teacher made visuals, resources, lesson plans, Student Yearbook Guide Digital Cameras, current editing software computers, software , art materials, measuring tools Layout and Copy Design / teacher made visuals, resources, lesson plans, papers, glue, card , font posters, periodicals stock, rulers, software, computers, rulers, paint, drawing materials Photography: Planning, Photo composition, shooting and editing / Photography Textbook teacher made visuals, resources, lesson plans, cameras, editing software, internet access software, Photojournalism; storytelling and technical quality/ Photography textbook teacher made visuals, resources, lesson plans Advertising and Package Design/ teacher made visuals, resources, lesson plans, papers, glue, card , font posters, periodicals stock, rulers, software, computers, rulers, paint, drawing materials Art Careers in Publishing/ Guest speakers, Texts, Periodicals, Internet, lesson plans, presentation software, hardware, and periodicals Art in Childrens Literature, bookmaking, bookbinding/ Teacher made visuals, Books, internet, Art materials for production and binding Understandings: All Students enrolled within Publishing Art 2 will

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Recognize the elements of art and principles of design in artworks as they apply to visual arts inherent to photography and publishing ( NJ CCCS 1.1 1.3 1.4 ) Demonstrate advanced ability to effectively use tools and materials to produce typography, photography, and graphics ( NJ CCCS 1.1 1.2 1.3 1.4 ) Demonstrate a knowledge of the relevance of graphic art and the place it holds in various social, political, religious and ethnic traditions. Participate in seminars on censorship in graphic arts. ( NJ CCCS 1.1 1.2 1.3 1.4 ) Chronicle events using a photojournalistic format. ( NJ CCCS 1.1 1.2 1.3 1.4 ) Demonstrate a knowledge of the legal and ethnic responsibilities for artists involved in printed media And Describe the implications of the law on school publications ( NJ CCCS 1.1 1.2 1.3 1.4 ) Demonstrate adherence to employable standards in daily application of workplace readiness skills ( NJ CCCS 1.1 1.2 1.3 1.4 ) Pursue personal growth through self discovery and aesthetic awareness ( NJ CCCS 1.1 1.2 1.3 1.4 ) Correlate and apply appropriate math, reading, and writing skills within the context of Art related objectives mirroring the proficiency levels necessary to meet HSPA standards. Writings will include Journals, Analytical Evaluations, Narratives, Descriptive and Persuasive writing tasks which reflect a mastery of related Art vocabulary and terminology. ( NJ CCCS 1.1 1.2 1.3 1.4 ) Assess personal development and aesthetic growth by maintaining an annotated online portfolio of work and journaled self assessments ( NJ CCCS 1.1 1.2 1.3 1.4 Recognize and use select Art vocabulary and design terminologies in both written and oral platforms. ( NJ CCCS 1.3 1.4 ) Demonstrate advanced development of technical skill by designing and producing desktop published page layouts - submission ready for school produced publications. ( NJ CCCS 1.1 1.2 1.3 1.4 ) (NJ Work Place Readiness) Identify conceptualization and physical processes involved in production of childrens literature.

Publish a handcrafted book to illustrate the processes learned. ( NJ CCCS 1.3 1.4 ) Illustrate mastery of design principles, digital photography, and composition through the production of a three dimensional package design and construction (NJ CCCS 1.1 1.2 1.3 1.4) All Students will use assistance of technology to produce and edit digital photographs and desktop publishing ( NJ CCCS 1.3 1.4 ) (NJ Work Place Readiness)

KNOWLEDGE AND SKILLS:

NEW JERSEY STATE CCCS FRAMEWORK VISUAL ARTS Standard1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. Understandings: (Performance objectives) Students will be able to. NOTE: By the end of grade 12, those students choosing VISUAL ART as their required area of specialization demonstrate PROFICIENCY in the following content knowledge and skills. Common themes exist in artwork from a variety of 1.1.12.D.1 Distinguish innovative applications of the elements of art cultures across time and are communicated through and principles of design in visual artworks from diverse metaphor, symbolism, and allegory. cultural perspectives and identify specific cross-cultural themes. Stimuli for the creation of artworks can come from 1.1.12.D.2 Translate literary, musical, theatrical, and dance many places, including other arts disciplines. compositions by using them as stimulus/inspiration for corresponding visual artworks.

Standard 1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures. Understandings: (Performance objectives) Students will be able to. NOTE: By the end of grade 12, all students demonstrate PROFICIENCY in the following content knowledge and skills for their required area of specialization in DANCE, MUSIC, THEATRE, or VISUAL ART. Cultural and historical events impact art-making as well 1.2.12.A. Determine how dance, music, theatre, and visual art have as how audiences respond to works of art. 1 influenced world cultures throughout history. Access to the arts has a positive influence on the quality 1.2.12.A. Justify the impact of innovations in the arts (e.g., the of an individuals lifelong learning, personal 2 availability of music online) on societal norms and habits expression, and contributions to community and global of mind in various historical eras. citizenship.

Standard 1.3 is rooted in arts performance and thus stands as a corollary to the NAEP Arts process of performing/interpreting. Like Standard 1.1, standard 1.3 is made up of four arts-specific strands: A. Dance, B. Music, C. Theatre, and D. Visual Art. Standard 1.3 Performing: All students will synthesize skills, media, methods, and technologies that are appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art.

Understandings: (Performance objectives) Students will be able to. NOTE: By the end of grade 12, those students choosing VISUAL ART as their required area of specialization demonstrate PROFICIENCY in the following content knowledge and skills. How individuals manipulate the elements of art and principles of design results in original portfolios that reflect choice and personal stylistic nuance. Culturally and historically diverse art media, art mediums, techniques, and styles impact originality and interpretation of the artistic statement. The artists understanding of the relationships among art media, methodology, and visual statement allows the artist to use expressionism, abstractionism (nonobjective art), realism/naturalism, impressionism, and other genre styles to convey ideas to an audience. Artists interpret/render themes using traditional art media and methodologies as well as new art media and methodologies. Two- and three-dimensional artworks can be rendered culturally specific by using the tools, techniques, styles, materials, and methodologies that are germane to a particular cultural style. 1.3.12.D.1 Synthesize the elements of art and principles of design in an original portfolio of two- and three-dimensional artworks that reflects personal style and a high degree of technical proficiency and expressivity. Produce an original body of artwork in one or more art mediums that demonstrates mastery of visual literacy, methods, techniques, and cultural understanding. Organize an exhibit of personal works of visual art that convey a high level of understanding of how the expression of ideas relates to the art media, art mediums, and techniques used.

1.3.12.D.2

1.3.12.D.3

1.3.12.D.4

Analyze the syntax and compositional and stylistic principles of two- and three-dimensional artworks in multiple art media (including computer-assisted artwork), and interpret themes and symbols suggested by the artworks. Identify the styles and artistic processes used in the creation of culturally and historically diverse two- and three-dimensional artworks, and emulate those styles by creating an original body of work.

1.3.12.D.5

Standard 1.4 addresses two ways students may respond to the arts, including (1) the study of aesthetics and (2) the application of methodologies for critique. Standard 1.4 provides a corollary to the NAEP Arts process of responding. This standard pertains to all four arts disciplines, and is comprised of two strands related to the mode of response: A. Aesthetic Responses and B. Critique Methodologies.

Understandings: (Performance objectives) Students will be able to. NOTE: By the end of grade 12, all students demonstrate PROFICIENCY in the following content knowledge and skills for their required area of specialization in DANCE, MUSIC, THEATRE, or VISUAL ART. Recognition of fundamental elements within various arts 1.4.12.A.1 Use contextual clues to differentiate between unique and common disciplines (dance, music, theatre, and visual art) is properties and to discern the cultural implications of works of dependent on the ability to decipher cultural implications dance, music, theatre, and visual art. embedded in artworks.

Contextual clues within artworks often reveal artistic intent, enabling the viewer to hypothesize the artists concept. Artistic styles, trends, movements, and historical responses to various genres of art evolve over time.

1.4.12.A.2

1.4.12.A.3

Criteria for assessing the historical significance, craftsmanship, cultural context, and originality of art are often expressed in qualitative, discipline-specific arts terminology.

1.4.12.A.4

Speculate on the artists intent, using discipline-specific arts terminology and citing embedded clues to substantiate the hypothesis. Develop informed personal responses to an assortment of artworks across the four arts disciplines (dance, music, theatre, and visual art), using historical significance, craftsmanship, cultural context, and originality as criteria for assigning value to the works. Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork.

Standard 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. Understandings: (Performance objectives) Students will be able to. NOTE: By the end of grade 12, all students demonstrate PROFICIENCY in the following content knowledge and skills for their required area of specialization in DANCE, MUSIC, THEATRE, or VISUAL ART. Archetypal subject matter exists in all cultures and is 1.4.12.B.1 Formulate criteria for arts evaluation using the principles of positive critique and observation of the elements of art and embodied in the formal and informal aspects of art. principles of design, and use the criteria to evaluate works of dance, music, theatre, visual, and multimedia artwork from diverse cultural contexts and historical eras. The cohesiveness of a work of art and its ability to 1.4.12.B.2 Evaluate how an artists technical proficiency may affect the communicate a theme or narrative can be directly affected creation or presentation of a work of art, as well as how the context by the artists technical proficiency as well as by the in which a work is performed or shown may impact perceptions of manner and physical context in which it is performed or its significance/meaning. shown. Art and art-making reflect and affect the role of technology 1.4.12.B.3 Determine the role of art and art-making in a global society by in a global society. analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, creators, and performers around the world.

SUGGESTED LEARNING ACTIVITIES:

NJCCCS

Materials/Application

Assessments/Evidence of Learning:

Standard 1.1 The Creative Process:

All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art.

Photography: Planning , Photo composition, shooting and editing

Chapter 5 Focus on Photography -Chapter 11 Focus on Photography Work of Scott Mutter, Maggie Taylor and Jerry Ulesman Teacher prepared visuals Textbook

Digital portfolio Photographs included in School Publications

Portraiture
Shape and Form Candid Portraits Environmental Portraits Retouching Portraits The Self Portrait

Common themes exist in artwork from a variety of cultures across time and are communicated through metaphor, symbolism, and allegory. Distinguish innovative applications of

Journal entries Displays

Still Life Photography Design Principles Close-ups

Pages submitted for

the elements of art and principles of design in visual artworks from diverse cultural perspectives and identify specific cross-cultural themes. Stimuli for the creation of artworks can come from many places, including other arts disciplines. Translate literary, musical, theatrical, and dance compositions by using them as stimulus/inspiration for corresponding visual artworks.

Product Photography for ads Students will create surrational photo collages using software based on traditional negative made prints Art in Childrens Literature Cooperative groups conceptualize, plan, and produce A childs book based on a folktale or song using collage as a medium Illustrations of Lyrics with student made photos And prints Experience and create original art works of varied media through the application of traditional, contemporary and technological methods. Correctly employ art media, tools and technology Demonstrate a proficient knowledge of photographic composition Correctly employ Design Theories and Principles within works of art. Effectively transpose two dimensional work Into three dimensional work for package design And display Camera Use and Care Digital Photo editing as means of artistic expression Collections of childrens books written and illustrated by authors such as: Eric Carle, Leo Lionni, Maurice Sendak, Faith Ringold Movie, Eric Carle Picture writer Readings in content areas , Internet search engines, Film/Video, Library Museum/Exhibits observations, Classroom presentations - Artists Measuring tools Templates Stencils Layout materials Drawing media Papers Drawing media various papers, Inks Papers Printmaking tools Internet site research.

publications Deadlines met Quizzes, tests exams

Teacher guided/ Student self evaluative critiques

Project evaluative rubrics. Evaluation based upon exemplars Appropriate proficiency of art principals, techniques, methodologies and technologies as instructed

Review students concerns and viewpoints in relation to career/educational pursuits (work -place readiness) Review learners use of time to all related work as instructed -Time on Task Evaluate work ethics and the learners ability to meet predetermined due dates Teacher evaluates learners use of all related materials and techniques as applied to art project guidelines

Standard 1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures.

History of Photography The Camera Obscura Early developments Civil War Photography National Parks and Landmarks Photography Today Digital Photography Students make self portraits in the style of early sepia vignettes

Chapter 1 Focus on Photography Teacher prepared visuals Visuals from Picturing America series from the National Endowment Internet research Teacher prepared visuals and examples Art Materials, Book making supplies Cover to Cover Altered Art Visiting Artists, Museum and virtual Field Trips

Observe evident usage of correct self-evaluative criteria in terms of vocabulary, terminologies and aesthetic philosophy. Learner exhibits the ability to defend and evaluate their artistic philosophies employing correct terminologies and vocabulary The learner correctly rates art employing aesthetic evaluation criteria The learner provides evident comprehensive writings about art and artist Teacher designed evaluative test, quiz, and worksheets Teacher supervised evaluative critiques Student self evaluative critiques - portfolio development

Cultural and historical events impact art-making as well as how audiences respond to works of art. Access to the arts has a positive influence on the quality of an individuals lifelong learning, personal expression, and contributions to community and global citizenship. Determine how dance, music, theatre, and visual art have influenced world cultures throughout history. Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and habits of mind in various historical eras.

Photo Essay - Students chronicle life as a teen today Photo Journalism - Student narratives based on picture prompts Street Photography Guerilla Journalism

Advertising Design- Survey the development of Logos for specific companies through the last 75 years Create a fictitious logo in 2 forms; one that reflects nostalgia and is made without computer enhancement, the other more contemporary made with software

Calligraphy and Book Arts, Traditional and Contemporary Bookmaking project using recycled materials

Gain an ability to see the relevance of Published Art and the place it holds in various social, political, religious and ethnic traditions. Recognize and appreciate divergent artistic techniques through reading, viewing and emulating the work of various historic and cultural art forms. Trace the historic and social development of

photography, printing, and technology used in the arts. Create original art emulating various cultural art forms employing varied media and techniques. Study Historic photographs, illustrations, cartoons and prints

Student Portfolio Standard 1.3 Performance: Performing and Interpreting : Visual Art How individuals manipulate the elements of art and principles of design results in original portfolios that reflect choice and personal stylistic nuance. Culturally and historically diverse art media, art mediums, techniques, and styles impact originality and interpretation of the artistic statement. Synthesize the elements of art and principles of design in an original portfolio of two- and threedimensional artworks that reflects personal style and a high degree of technical proficiency and expressivity. Produce an original body of artwork in one or more art mediums that demonstrates mastery of visual literacy, methods, techniques, and cultural understanding. Teacher guided/ Student self evaluative critiques Related art media, supplies, materials, tools and technologies Teacher supervised evaluative critiques Student self evaluative critiques - portfolio development

Project evaluative rubrics. Computers cameras audio visual equipment

Evaluation based upon exemplars

Appropriate proficiency of art principles, techniques, methodologies and technologies as instructed

Readings in content areas , Internet search engines, Film/Video, Library Museum/Exhibits observations, Classroom presentations - Artists Measuring tools Templates Stencils Layout materials Drawing media Papers Drawing media various papers, Inks Papers Printmaking tools Internet site research.

Review students concerns and viewpoints in relation to career/educational pursuits (work -place readiness) Review learners use of time to all related work as instructed -Time on Task Evaluate work ethics and the learners ability to meet predetermined due dates

Teacher evaluates learners use of all related materials and techniques as applied to art project guidelines

Software for desktop publishing, graphic arts and photography applications

Standard 1.3 Performing: All students will synthesize skills, media, methods, and technologies that are appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. The artists understanding of the relationships among art media, methodology, and visual statement allows the artist to use expressionism, abstractionism (nonobjective art), realism/naturalism, impressionism, and other genre styles to convey ideas to an audience Artists interpret/render themes using traditional art media and methodologies as well as new art media and methodologies Two- and three-dimensional artworks can be rendered culturally specific by using the tools, techniques, styles, materials, and methodologies that are germane to a particular cultural style. Organize an exhibit of personal works of visual art that convey a high level of understanding of how the expression of ideas relates to the art media, art mediums, and techniques used. Analyze the syntax and compositional and stylistic principles of two- and threedimensional artworks in multiple art media (including computer-assisted artwork), and interpret themes and symbols suggested by the artworks.

Demonstrate through the creative process, an understanding of the elements and principles of artistic design in original art works Effectively employ a variety of tools, equipment, media, technologies and processes as required by course project proficiencies

Teacher prepared visuals Teachers lesson plans Digital cameras Software and computer lab Focus on Photography

Experience and create original art works of varied media through the application of traditional, contemporary and technological methods. Correctly employ art media, tools and technology Demonstrate a proficient knowledge of photographic composition Correctly employ Design Theories and Principles within works of art. Effectively transpose two dimensional work Into three dimensional work for package design And display Camera Use and Care Digital Photo editing as means of artistic expression

Periodicals, Teacher prepared visuals Teachers lesson plans Digital cameras Software and computer lab

Yearbook Journalism Curriculum Selected Readings Collected periodicals ad books Teacher Lesson plans Teacher prepared visuals Student Press Law Center Typography and Graphics Yearbook Journalism Curriculum Student Yearbook Guide mod.16 and 20 Activities 16-20

Typography and Graphics Yearbook Journalism Curriculum Student Yearbook Guide mod.16 and 20 Activities 16-20

Digital Cameras, photo software Focus on Photography text Teacher lesson plans

Identify the styles and artistic processes used in the creation of culturally and historically diverse two- and three-dimensional artworks, and emulate those styles by creating an original body of work.

Printmaking supplies Teacher prepared visuals

Standard 1.4 (1) the study of aesthetics and (2) the application of methodologies for critique. Recognition of fundamental elements within various arts disciplines (dance, music, theatre, and visual art) is dependent on the ability to decipher cultural implications embedded in artworks. Contextual clues within artworks often reveal artistic intent, enabling he viewer to hypothesize the artists concept. Artistic styles, trends, movements, and historical responses to various genres of art evolve over time Criteria for assessing the historical significance, craftsmanship, cultural context, and originality of art are often expressed in qualitative, discipline-specific arts terminology.
Use contextual clues to differentiate between unique and common properties and to discern the cultural implications of works of dance, music, theatre, and visual art. Evaluate how an artists technical proficiency may affect the creation or presentation of a work of art, as well as how the context in which a work is performed or shown may impact perceptions of its significance/meaning. Speculate on the artists intent, using discipline-specific arts terminology and iting embedded clues to substantiate the hypothesis. Develop informed personal responses to an assortment of artworks across the four arts disciplines (dance, music, theatre, and visual art), using historical significance, craftsmanship,

Emulate specific historic, cultural, and contemporary art forms employing teacher guided instructional criteria and appropriate art media Execute a written review of an art exhibition Annotate Journal entries to record self progress in portfolio collections Participate in self evaluative critiques Recognize and identify strength and weaknesses in their art work through a designed rubric

Readings in content areas Prints and visuals Research studies in Art/Cultural History Film and video resources Internet search engines/sites Museum exhibition observations/field trips Virtual field trips

Candid photography that represent action, reaction or relationship - Using different points of view Chapter 6 Photography text

Still life photography as portraits objects that tell stories

Teacher prepared visuals Text Books Periodicals Collections o Product packages and labels

Students will use photographs to replace the cartoon in a comic strip telling a story with imagery

Interpretive self portraits in pop art Photography and print making Define Role of Publishing in the School Environment Ethical and legal considerations for Publishing Yearbook Journalism Curriculum Student Yearbook Guide mod 1, mod.3 Activities 1.1,1.2, 1.3, 1.4 3.1, 3.2, 3.3, 3.4

Teacher prepared graphic organizers, checklists, and rubrics outlining criteria to be evaluated for studio assignments Rubrics in Focus on Photography Text

Teacher prepared visuals

cultural context, and originality as criteria for assigning value to the works. Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork.

Taking Issue, Jostens

Identify specific criteria inherent to graphic artists through emulation of period or style illustrating technique and artistic impact View selected photographs, and provide written evaluative responses regarding photo composition, using appropriate terms and vocabulary Typography and Calligraphy Create a Poster for a Rock Event circa 1970

Text Books Periodicals Collections o Product packages and labels Teacher prepared graphic organizers, checklists, and rubrics outlining criteria to be evaluated for studio assignments Rubrics in Focus on Photography Text Classroom teacher lead critiques based upon established criteria and content. Assessment based upon vocabulary comprehension, utilization and content structure of written work.

Standard 1.4 Aesthetic Responses & Critique Methods Students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. Archetypal subject matter exists in all cultures and is embodied in the formal and informal aspects of art. The cohesiveness of a work of art and its ability to communicate a theme or narrative can be directly affected by the artists technical proficiency as well as by the manner and physical context in which it is performed or shown. Art and art-making reflect and affect the role of technology in a global society. Organize an exhibit of personal works of visual art that convey a high level of understanding of how the expression of ideas relates to the art media, art mediums, and techniques used. Formulate criteria for arts evaluation using the principles of positive critique and observation of the elements of art and principles of design, and use the criteria to evaluate works of dance, music, theatre, visual, and multimedia artwork from diverse cultural contexts and historical eras Evaluate how an artists technical proficiency may affect the creation or presentation of a work of art, as well as how the context in which a work is performed or shown may impact perceptions of its significance/meaning.

Comparison of boxes and wrappers from Asian food products to comparable US products

Art reviews and select readings within the content area.

Create a package for a specific product

Critiques (self /teacher assisted)

Guest artists and speakers Peer-to-Peer critiques - posting comments online For specific work in digital portfolios Oral Class critiques Journal Entries Open Ended narratives Related art project objectives Internet access and computer lab Teacher evaluation of content and criteria applied in self evaluation (critique)

Web Quest with Role play as collectors, critics and museum curators Weigh conflicting ideas about art to achieve a personal viewpoint. criteria (rubrics) and aesthetic judgment Apply informed judgments as well as personal opinion when responding to and evaluating a work of art developing an appreciation of artistic freedom Correlate current controversies over censorship in the arts with First Amendment Rights Collaborative work On obscenity standards And student rights

Student Portfolio Related art media, supplies, materials, tools and technologies

Teacher supervised classroom debate, evaluation of criteria employed in judgmental critiques.

Student Presentations

Unit Test, Quiz, Research Papers Web Quests Midterm and Final examinations

Portfolio assessment.

Determine the role of art and artmaking in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, creators, and performers around the world.

Function of a theme; conceptualizing thematic development Yearbook Journalism Curriculum Student Yearbook Guide mod.7 Activities 7.1, 7.2, 7.3, 7.4

GLOSSARY Archetypal work of art: An artwork that epitomizes a genre of art. Art genres: Artworks that share characteristic approaches to content, form, style, and design. Each of the four arts disciplines is associated with different genres. Art media: Artistic methods, processes, or means of expression (e.g., presentation mechanisms such as screen, print, auditory, or tactile modes) used to produce a work of art. Art medium(s): Any material or technique used for expression in art. In art, medium refers to the physical substance used to create artwork. Types of materials include clay, pencil, paint, and others. Artistic processes: For example, expressionism, abstractionism/nonobjectivism, realism, naturalism, impressionism, and others. Balance: For example, in dance, complementary positions that are on or off the vertical, horizontal, or transverse axes. Basic Literacy: A level of achievement that indicates a student meets or exceeds the K-5 arts standards. Basic Literacy is attained when a student can: (1) Respond to artworks with empathy. (2) Understand that artwork reflects historical, cultural, and aesthetic perspectives. (3) Perform in all four arts disciplines at an age-appropriate level. (4) Draw similarities within and across the arts disciplines. Competency: A level of achievement that indicates a student meets or exceeds the K-8 arts standards. Competency is attained when a student can: (1) Respond to artworks with developing understanding, calling upon acquaintance with works of art from a variety of cultures and historical periods. (2) Perceive artworks from structural, historical, cultural, and aesthetic perspectives. (3) Perform in a chosen area of the arts with developing technical ability, as well as the ability to recognize and conceive solutions to artistic problems. (4) Understand how various types of arts knowledge and skills are related within and across the arts disciplines. X Consummate works of art: Expertly articulated concepts or renderings of artwork. Discipline-specific arts terminology: Language used to talk about art that is specific to the arts discipline (dance, music, theatre, or visual art) in which it was created. Elements of art: The compositional building blocks of visual art, including line, color, shape, form, texture, and space. Exemplary works: Works representing genres of art that may be examined from structural, historical, and cultural perspectives. Formalism: The concept that a works artistic value is entirely determined by its formthe way it is made, its purely visual aspects, and its medium. The context for the work is of secondary importance. Formalism predominated Western art from the late 1800s to the 1960s. Historical eras in the arts: Artworks that share distinct characteristics and common themes associated with a period of history. Kinesthetic awareness: Spatial sense. Kinesthetic principles: Principles having to do with the physics of movement, such as work, force, velocity, and torque.

Media Arts: For example, television, film, video, radio, and electronic media. Movement affinities: The execution of dance phrases with relation to music. Dancers tend toward either lyricism (using the expressive quality of music through the full extension of the body following the accented beat), or bravura dancing (in which the dancer tends to accent the musical beat). Both are technically correct, but are used in different circumstances. New art media and methodologies: Artistic works that have a technological component, such as digital art, computer graphics, computer animation, virtual art, computer robotics, and others. Principles of design: Balance, proportion, rhythm, emphasis, and unity. Proficiency: A level of achievement that indicates a student meets or exceeds the K-12 arts standards. Proficiency is attained when a student can: (1) Respond to artworks with insight and depth of understanding, calling upon informed acquaintance with exemplary works of art from a variety of cultures and historical periods. (2) Develop and present basic analyses of artworks from structural, historical, cultural, and aesthetic perspectives, pointing to their impact on contemporary modes of expression. (3) Perform in a chosen area of the arts with consistency, artistic nuance, and technical ability, defining and solving artistic problems with insight, reason, and technical proficiency. (4) Relate various types of arts knowledge and skills within and across the arts disciplines, by mixing and matching competencies and understandings in art-making, history, culture, and analysis in any arts-related project. Sensory recall: A technique actors commonly employ to heighten the believability of a character, which involves using sense memory to inform their choices. Utilitarian and non-utilitarian art: Art may be functional (i.e., utilitarian) or decorative (i.e., nonutilitarian). Visual communication: The sharing of ideas primarily through visual meansa concept that is commonly associated with two-dimensional images. Visual communication explores the notion that visual messages have power to inform, educate or persuade. The success of visual communication is often determined by measuring the audiences comprehension of the artists intent, and is not based aesthetic or artistic preference. In the era of electronic communication, the importance of visual communication is heightened because visual displays help users understand the communication taking place. Visual literacy: The ability to understand subject matter and the meaning of visual artworks within a given cultural context; the ability to communicate in a wide array of art media and express oneself in at least one visual discipline. Suggested Print Materials/Resources/Internet Links: Education in the Arts: National and State Advocacy The Arts Education Partnership provides research information and other guidance to assist in advocating for arts education at the national, state, and local levels. The Partnership also provides information on government funding at the federal and state levels, including the grant programs of two federal agencies: the U.S. Department of Education and the National Endowment for the Arts. At the state level, the New Jersey Arts Education Partnership was established in 2007 as a clearinghouse for information and best practices in arts education, and calls attention to the contribution arts education makes to student achievement. The report, Within Our Power: The Progress, Plight, and Promise of Arts Education for Every Child, is the NJAEPs response to the New Jersey Arts Census Project, the most comprehensive survey ever compiled on the status of arts education in New Jerseys public schools. A Glossary of arts terms used in the 2009 visual and performing arts standards was designed to support implementation of the arts standards. Resources Amdur, S., & Associates (Ed.). (2000). Learning and the arts: Crossing boundaries (proceedings of an invitational meeting for education, art, and youth funders held January 12-14, Los Angeles). Seattle, WA: Grantmakers in the Arts. Online: http://www.giarts.org/usr_doc/Learning.pdf Asbury, C., & Rich, B. (Eds.). (2008). Learning, arts, and the brain: The DANA foundation consortium report on arts and cognition. New York: DANA Press.

Consortium of National Arts Education Associations. (1994). National standards for arts education: What every young American should know and be able to do in the arts. Reston, VA: Music Educators National Conference. Online: http://artsedge.kennedy-center.org/teach/standards/ Deasy, R. J. (Ed.). (2002). Critical links: Learning in the arts and student academic and social development. Washington, DC: Arts Education Partnership. Deasy, R. J. (Ed.). (2005). Third space: When learning matters. Washington, DC: Arts Education Partnership. Fisk, E. B. (Ed.) (1999). Champions of change: The impact of the arts on learning. Washington, DC: The Presidents Committee on the Arts and Humanities & Arts Education Partnership. Kendall, J. S., & Marzano, R. J. (2000). Content knowledge: A compendium of standards and benchmarks for K-12 education (3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development. Literacy in the Arts Task Force. (1989). Literacy in the arts: An imperative for New Jersey schools. Trenton, NJ: Alliance for Arts Education. National Center on Education and the Economy. (2007). Tough choices or tough times: The report of the New Commission on the Skills of the American Workforce. San Francisco: John Wiley & Sons. Online [executive summary]: http://www.skillscommission.org/pdf/exec_sum/ToughChoices_EXECSUM.pdf National Dance Education Organization. (2005). Standards for learning and teaching dance in the arts: Ages 5-18. Silver Spring, MD: Author. Online: http://ndeo.org/content.aspx?page_id=22&club_id=893257&module_id=55412 New Jersey State Department of Education. (1996). New Jersey Core Curriculum Content Standards. Trenton, NJ: Author. New Jersey State Department of Education. (1999). New Jersey visual & performing arts curriculum framework. Trenton, NJ: Author. New Jersey State Department of Education. (2004). New Jersey visual & performing arts curriculum framework. Trenton, NJ: Author. New Jersey State Department of Education. (2008). Standards clarification project. Trenton, NJ: Author. Online: http://www.nj.gov/education/aps/njscp/ Presidents Committee on the Arts & Humanities & Arts Education Partnership. (1999). Gaining the arts advantage: Lessons learned from school districts that value arts education. Alexandria, VA, & Washington, DC: Authors. Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum and Development