Visual arts (2013)

Visual arts teacher candidates understand the psychological, physical, emotional, and intellectual development of students, value individuality, and recognize and celebrate cultural and ethnic diversity.

• 1.A – Knows and understands students’ abilities, characteristics, learning styles and how cognitive and emotional development influences the acquisition of skill
• 1.B – Understands and demonstrates an awareness of student equity and diversity.
• 1.C – Demonstrates an understanding of artistic development as a complex multidimensional process affected by physiological, experiential, social, physical, societal, and cultural factors.
• 1.D – Recognizes that established stages of visual arts artistic development are general rather than specific and that each student, regardless of age, progresses on an individual basis in achieving visual arts competencies.
• 1.E – Recognizes and celebrates student learning differences, guides students in creating, experiencing and understanding visual arts relevant to their life experiences and interests through creating, performing, and responding activities.
• 1.F – Demonstrates commitment to the celebration of diversity, practices equity and fairness, and the use of multicultural content of visual arts to promote opportunities of the acceptance of others.

• 2.A – Understands and applies the Washington State learning standards for the arts.
  • 2.A.1 – Understands and applies arts knowledge and skills.
  • 2.A.2 – Demonstrates thinking skills using artistic processes.
  • 2.A.3 – Communicates through the arts.
  • 2.A.4 – Makes connections within and across the arts, to other disciplines, life, cultures, and work.
• 2.B – Knows and applies concepts and vocabulary of the elements and principles of organization of visual arts.
• 2.C – Knows and applies concepts and vocabulary of visual arts production.
• 2.D – Knows and applies concepts and vocabulary of visual arts criticism.
• 2.E – Knows and applies concepts and vocabulary of visual arts history.
• 2.F – Knows and applies concepts and vocabulary of visual arts aesthetics.
• 2.G – Knows and applies concepts and vocabulary of visual arts technology.
• 2.H – Demonstrates strong studio skills and a well developed understanding of personal art making processes, qualities, skills, talents, and techniques.
• 2.I – Demonstrates the ability to express one’s own feelings and values through the meaningful creation of artworks using different media, styles, and forms of expression.
• 2.J – Demonstrates the ability to express meaningful interpretations and judgments about an individual’s own artworks and the artworks of other artists.
• 2.K – Interprets and critically evaluates visual arts through oral and written discussions.
• 2.L – Demonstrates knowledge about the cultural and historical contexts surrounding works of visual arts and that visual arts communicate, challenge, and shape cultural and societal values.
• 2.M – Demonstrates knowledge about aesthetic and artistic purposes of art.
• 2.N – Explores philosophical and ethical issues related to the visual arts.
• 2.O – Approaches the making and study of art from a variety of perspectives and viewpoints, such as those that originate from formalist, social, and political thinking.
• 2.P – Demonstrates knowledge about contemporary visual arts and the visual arts world, and recognizes the value of studying artworks from popular culture, folk cultures, and world cultural groups.
• 2.Q – Demonstrates knowledge about the use of traditional and new technologies within the visual arts and visual arts education.
• 2.R – Understands the roles that computer graphics, computer software, and the Internet play within the visual arts and educational settings.

• 3.A – Aligns professional practice with state standards, national standards, and district goals.
• 3.B – Demonstrates the relationship between visual arts and contemporary issues.
• 3.C – Demonstrates the ability to make and create interdisciplinary connections within and across the arts to other disciplines, life, cultures, and work.
  • 3.C.1 – Understands ways that learning the visual arts can support understanding of concepts and topics across multiple academic subject areas, by focusing on concepts shared by multiple subjects, as well as by using the arts to illustrate and explore non-arts content.
  • 3.C.2 – Understands ways that learning the visual arts can support students with different learning styles and varying language skills, which can support student learning across all subject areas.
  • 3.C.3 – Understands ways that learning the visual arts can support the development of 21st century skills, habits of mind, social and emotional learning, and can contribute to success in and out of school.
• 3.D – Understands and utilizes the creative process (describe, analyze, interpret, and evaluate), through the artistic process of creating, performing, and responding including critical response/critique.
• 3.E – Demonstrates the ability to articulate course curriculum with state learning standards and local district guidelines.
• 3.F – Applies knowledge of appropriation and plagiarism to visual arts instruction.
• 3.G – Knowledge of first amendment issues relating to decision making in visual arts education.
• 3.H – Articulates logical rationale for the role of visual arts in the school curriculum, including philosophies and social foundations for visual arts education.

Visual arts teacher candidates are responsible for creating and managing instructional environments necessary for appropriate and successful student learning based upon a strong visual arts knowledge base, knowledge of students, and a range of pedagogical strategies.

• 4.A – Knowledgeable about student learning in the content of visual arts.
• 4.B – Practices instructional collaboration with peers and colleagues.
• 4.C – Facilitates the development of intellectual values such as critical thinking and higher order thinking skills through active engagement with the visual arts.
• 4.D – Recognizes that knowledge of visual arts is essential to providing meaningful learning opportunities for all students in the visual arts.
• 4.E – Embraces a respect for diversity and promotes principles of fairness and equity.
• 4.F – Demonstrates the ability to try to break down stereotypes about visual arts and art learning that may exist among administrators and faculty in other subject areas.
• 4.G – Chooses and evaluates a range of subject matter, symbols, and ideas and develop a personal voice/style of visual arts.

Visual arts teacher candidates employ a variety of assessment strategies, incorporating the vision of the state for regarding performance assessment as an integral part of instruction.

• 5.A – Seeks and accepts qualified advice and constructive critiques of own teaching practice from arts supervisors, building/district administrators, and colleagues/peers.
• 5.B – Self-evaluates the effectiveness of own instruction and influence on students.
• 5.C – Searches for patterns of student accomplishment and behavior in the classroom that reflect on personal teaching effectiveness.
• 5.D – Assures that students have real opportunities for success through careful instructional planning based upon appropriate and achievable educational goals, best practice, and state learning standards, and building/district expectations.
• 5.E – Evaluates student progress as a whole in relationship to own immediate, short term, and long term instructional objectives.
• 5.F – Analyzes own strengths and weaknesses as an effective teacher and employs that knowledge to seek professional development.
• 5.G – Observes and analyzes teaching practices of mentors.
• 5.H – Develops a capacity for ongoing, objective self examination, an openness to innovation, and a willingness to change for continual effort to strengthen own teaching practices and methods.
• 5.I – Demonstrates the ability to formulate questions that address the effectiveness of student visual arts programs with regards to program, school, and district goals including state learning standards.
• 5.J – Develops performance assessment strategies to deal with broad issues of program effectiveness.
• 5.K – Recognizes and utilizes the most effective forms of communication needed to convey results to various audiences, including many of the same assessment strategies used in the classroom such as exhibits, portfolios, test scores, and utilizing the developed classroom based performance assessments for visual arts.
• 5.L – Conveys instructional results in a meaningful and understandable form appropriate for popular audiences through visual arts, e.g., celebrations, websites, published videos, photo histories, newsletters, emails, brochures, arts fairs, and museums.

• 6.A – Utilizes reflection and professional growth.
• 6.B – Knows and understands school and the community responsibilities.
• 6.C – Knows and seeks the professional art education community.
• 6.D – Inquires into own teaching practices, and the practices of others, in order to further develop and refine instruction.
• 6.E – Examines own thinking and assumptions about self, students, and the field of visual arts education.
• 6.F – Articulates own teaching philosophy and incorporates state learning standards in unique ways in which visual arts learning and instruction contributes to cognitive, emotional, and social growth.
• 6.G – Develops a professional resume, portfolio, and an awareness of the importance of continuing to document own teaching effectiveness throughout own career.
• 6.H – Demonstrates the ability to research and study different teaching strategies, philosophies, and practices.
• 6.I – Understands research literature and knows how to access publications, research, Internet sites, and professional documents in the fields of visual arts and education.
• 6.J – Continues to develop as an artist and appreciator of visual arts and seeks opportunities to learn more about visual arts.
• 6.K – Seeks to be a contributing member of the total school community and to be seen as a team player.
• 6.L – Demonstrates a willingness to work with colleagues to improve and evaluate professional development plans and practices.
• 6.M – Demonstrates a willingness to work with colleagues in the schools to foster a professional culture that has a significant place for the visual arts.
• 6.N – Recognizes the value of working with educators from other schools, districts, colleges and universities, arts organizations, and museums.
• 6.O – Demonstrates a willingness to communicate the vital role that the visual arts play in education to the larger community, including school administrators, parents and colleagues in other disciplines.
• 6.P – Knows the importance of actively participating as members, being a part of policy committees and educational councils, and collaborating with other educators and colleagues at all levels regarding the visual arts and arts education as a core academic subject area in Washington State.
• 6.Q – Demonstrates the ability to add to own understanding the history of the education and arts profession and the foundations of visual art education.
• 6.R – Knows the importance of making presentations at professional, school, parent, and community meetings and demonstrates the ability to do so.
• 6.S – Realizes the importance of research and its impact on best and current practices in the classroom.
• 6.T – Knows the importance of contributing to the literature of the profession.
• 6.U – Knows and understands that one’s own professional growth can be enhanced through participating in seminars, workshops, advanced degrees/programs, and conferences.
• 6.V – Knows and understands the importance of associations, museums, and professional organizations connected to their profession.
• 6.W – Knows and understands the importance of being current and knowledgeable regarding new developments in teaching and schooling at local, state, national, and international levels.

• 7.A – Develops instruction to make the traditional, popular, and contemporary art worlds accessible to students.
• 7.B – Utilizes visual arts content that is appropriate for specific levels and the ability to adapt and modify based upon individual student learning styles, needs, strengths, talents, and skills.
• 7.C – Demonstrates the ability to incorporate critical thinking skills and the artistic processes of creating, performing, and responding into lessons.
• 7.D – Understands visual arts career educational goals and the ability to promote visual arts career opportunities to students.
• 7.E – Implements a comprehensive, sequential, standards based and creative approach to visual arts education that integrates studio, art history, aesthetics, art criticism, and artistic perception.
• 7.F – Encourages students to experiment with and expand their repertoires of media and techniques in their visual arts, creating the connections between their own approaches and those used by other artists.
• 7.G – Assists, guides, and supports students in recognizing multiple ways that visual arts elements and principles are used to create visual compositions which express ideas, themes, and subjects.
• 7.H – Introduces students to different forms of theoretical and philosophical approaches to visual arts, and engage them in thoughtful oral and written inquiry into the nature of visual arts.
• 7.I – Translates visual art content and other related curricular concepts into sound pedagogical practices that reflect the needs of students and the inherent characteristics of meaningful visual arts instruction.
• 7.J – Creates instructional and learning environments that reflect the use of newer and current technologies as instructional, transparent learning tools for arts making in the 21st Century.
• 7.K – Demonstrates the ability to learn about the pedagogical practices and instructional programs of other teachers with the purpose of forming interdisciplinary connections and collaborations, making visual arts a more articulated and central part of the school curriculum.
• 7.L – Ensures that all students have an equal opportunity to display what they know and are able to do in alignment with what the state wants all students to know and be able to do regarding the state learning standards.
• 7.M – Provides insightful critiques to students considering the learning and creative processes of student work as well as the finished product and in the context of previous work.
• 7.N – Demonstrates the ability to report results of visual arts assessments to students, families, administrators, and the public with intent to improve student achievement through assessment results.