Ways of Seeing: The Power of Visual Literacy

Content Area(s):  
Grade Level(s):  
Grade Level Expectations:  
Visual Arts › Seventh Grade › Understanding works of art involves knowledge of historical and cultural styles, genre, and artists over time
Visual Arts › Seventh Grade › Knowledge of art vocabulary is important when critically analyzing works of arts
Visual Arts › Seventh Grade › The characteristics and expressive features of art and design are used in analyzing and synthesizing the meaning in works of art
Visual Arts › Seventh Grade › Visual literacy skills are used to create meaning from a variety of information
Visual Arts › Seventh Grade › Concepts, issues, and themes in the visual arts can be used to communicate ideas in various other disciplines
Visual Arts › Seventh Grade › Achieve the ability to plan, anticipate outcomes, and demonstrate craftsmanship in creating a work of art
Visual Arts › Seventh Grade › Restructure and apply the technical skills and processes required to achieve desired results in producing works of art
Visual Arts › Seventh Grade › Use various media, materials, and tools to express specific meaning in works of art
Visual Arts › Seventh Grade › Utilize current, available technology as a primary medium to create original works of art
Visual Arts › Seventh Grade › The visual arts community messages its cultural traditions and events
Visual Arts › Seventh Grade › Art and design strategies can solve environmental problems
Visual Arts › Seventh Grade › Critical thinking in the arts transfers to multiple uses in life
Content Knowledge, Concepts, and Skills/Perfomances Assessed: 


Content Knowledge:  Student should know/understand:

  • Different graphic design systems (art media and technology) that are used to communicate an idea.
  • How to use design elements such as hierarchy, scale, proportion, typography, and expressive color to communicate an idea.
  • The elements involved in reading an image such as: subject matter, cultural context, style and composition, production techniques.
  • Examples of artists that use symbol and metaphor to convey an idea in a work of art such as but not limited to: Ben Shahn, David Alfaro Siqueiros, Cindy Sherman, Jenny Holzer, and Barbara Kruger, media advertisements, propaganda posters, among others.

Skills:  Student should be able to:

  • Synthesize visual stimuli to brainstorm ideas for a topic of personal interest, formulate questions about that topic, and define words that answer those questions.
  • Create a visual representation of topic of interest using chosen typography and symbolism, use or create expressive font or typography to develop communicative symbols
  • Manipulate, revise, redesign, and evaluate a work of art by:
    • choice of media and or material
    • color choice
    • placement and design
    • spatial relationships, etc.
  • Evaluate the effectiveness of student communication within the work of art through but not limited to:
    • critiques
    • peer feedback
    • self-assessment
    • artists statements
    • community display

Keywords: performance assessment, performance task, content collaborative assessment

Assessment Publisher: 
Colorado Content Collaborative in Visual Arts
Level of Recommendation: 
Recommended
Item Type: 
Product
Performance
Process
Depth of Knowledge: 
Level 4: Extended Thinking
Assessment Profile: This assessment includes: 
Teacher directions
Scoring Guide/Rubric
Estimated time for administration
Student Directions & Assessment Task/Prompt
Accommodations that should be considered or permitted
Cost: 
Open-source (free)