Chapter 4
Guidance
for Visual and
Performing Arts
Programs
Visual Artspurposes and that the observer does not have to like a work of art to understand
that it is successful. Further, they notice that some art can be powerful or play-
ful, challenging, or even disturbing and that not all visual art is intended to be
beautiful.
When instructional strategies include opportunities for high school stu-
dents to work with professional artists and visit art exhibits in museums and
galleries, the ability of students is strengthened. Instruction that includes the
study of many kinds of art deepens the students’ understanding of the intent
different artists bring to their work. The more artwork students see, the more
accepting and appreciative they will be toward art from all cultures and from
many historical and contemporary time periods. Often, programs for interns in
design and gallery management sponsored by community colleges, universities,
or communities may be offered to high school students with particular interests
or talents.
High school students may create traditional or electronic portfolios to track
their own artistic growth, prepare for high school graduation, apply for college
entrance and scholarships, or obtain employment in the visual arts. At the end
of a series of lessons or a visual arts course, students should evaluate their port-
folios according to specified criteria and rubrics. During a series of lessons,
advanced students should display their artwork and discuss technical aspects
and individual progress. At the conclusion of the lessons, they should examine
their own portfolio, determine their growth over time, and write a final evalua-
tion. Then they can select works to be exhibited and included in their final,
year-end portfolio.
Instruction is enhanced when high school visual arts teachers communicate
continually with their colleagues in the school district, in college and university
visual arts departments, and in professional organizations. That communication
will enhance their programs and support the continuity and articulation of
instruction.Beginning/Advanced Drawing
and Painting
Sample Standards-Based Unit of Study
Grades Nine Through TwelveS
tandards-based instruction in the visual arts reinforces the importance of a
rigorous, comprehensive arts education. Understanding that studio classes
are not intended to be art appreciation courses, teachers should provide stu-