Confucius International School Chengdu

Learning Standards

Course Art

Level P1 – P3

Department Expressive Art

Location Art Classroom 1

Cohort
Lorne, Wendy, Maria, James
members

Instructions:
January 4 Session: Unpacking key concepts
1. Collect standards from various sources. Many of these have been gathered for you, but
you probably know of other sources.
2. Read and compare international standards for these subject levels only. Highlight
important key concepts. If there are no international standards, such as elective courses,
skip to step 3 and beginning adding concepts that you believe are essential to the
course.
3. Subject cohorts should write or type key concepts into the Key Concepts box. These
concepts will be divided into specific P-levels later. Consider teamwork: one person read
and highlight, while someone else writes/types.
4. Subject cohorts should add any missing key concepts that are unique to CISCD.

* These key concepts will be divided into appropriate P-groups later.

* Each P-group will have 10 – 20 key concepts. Do not create too many; avoid creating
specific lesson targets, and be a little more general. Remember, you will eventually be
creating sentences (standards) for each key concept.

* Key-concepts that cover multiple year-levels should be broken down into subcategories.
For example, “Journaling – introduction” and “Journaling – advanced”

*Avoid getting into long debates that slow the process down. This is a living document –
revision is unavoidable.

5. Teacher 1 is responsible for the standards for that level. G-level and A-level teachers
will be in a later phase.
Key Concepts in P1 – P3 or elective
o •
• Value scale
• Colour gradients
• Chiaroscuro
• Contour lines
• Popular culturally significant artists from
Western countries
• Popular culturally significant artists from
Eastern countries
• Popular culturally significant artists from
around the world.
• Linear perspective – 1-point
• Linear perspective – 2-point
• Art Criticism – analyse
• Art Criticism – interpret
• Art Criticism – evaluate
• Art Criticism – describe
• Art criticism – defend a judgment
• Sculpture
• In-the-round
• Landscape
• Realist proportions
• Cross-contour line drawing
• Journaling
• Sketching – ideas
• Sketching – observation
• Sketching – technical skill
• Annotating – intentions
• Annotating – inspirations
• Digital manipulation
• Compositional strategies – popular
• Compositional strategies – advanced
• Colour theory – primary, secondary,
tertiary, warm, cool (organizing colours)
• Colour theory – harmony, schemes
• Implied texture
• Physical texture
• Positive and negative space
• Repetition and pattern
• Collaborative art – creating
• Collaborative art -- displaying
• Bank of potential artistic ideas
• Drawing on mixed-media
• Portraiture – realistic proportions
• Portraiture – expressive
further development
• copyright laws, creative commons
• posting and sharing images,
citations
• Designing – stylizing and simplifying
• Designing – typography
• Reflect on effective communication;
intention
• Artist statement
• Compare own work to historically
significant work of art
• Art preservation – archival and
fixatives
• Technological advancements on
works of art
• Prepare own work for group
presentation or show
• Evaluate a collection of artwork
• Planning a presentation of work
• Collect a set of artworks for a theme
presentation
• Museum influences on the value of
art
• Curator decisions and potential bias
• Artistic influences on culture
• Cultural influences on art
• Create personal criteria for critiquing
art
• Critique art based on established
criteria
• care of materials – toxic and
environmental concerns
• Individual themes – of works of
others
• Individual themes – creating own
 • Human figure drawing – realistic
proportions

January 5 Session: Drafting Standards

Standards are sentences that describe what a student is expected to know at the end of a
course. They usually have a key concept and a verb or mental skill.
Standards must be…
• Easily understood;
• Measurable;
• Challenging;
• Consistent with top-performing countries;
• Aligned with next-level expectations;
• Use appropriate verbs and mental skill-level, inc. Bloom’s Taxonomy and Depth
of Knowledge terms:
o Identify o Formulate
o Remember o Demonstrate
o Understand o Analyze
o Apply o Evaluate
o Plan o Create
o Process o Synthesize
o Communicate
o Select
o Recognise * “Knowing” is not a mental skill and is not
o Interpret measurable.
6. In the table below, create a standard for each key concept listed in the Key
Concepts box using the appropriate verbs and mental skill-levels.

(
 New Page)

Add a ✓ in all
P-group (multi-level) or Elective appropriate
# DRAFT STANDARDS columns
P1 P2 P3
Optional: You may need to create up to 5 categories of standards.
Please state the category first, using the format below:
“Reading – The student will…”
“Writing – The student will…”
The student will…
1. create a value scale (0-10) using pencil and charcoal. ✓
1. draw contour line drawings of an artefact from direct observation. ✓
2. identify culturally significant artworks and artists from Western countries. ✓
3. create colour gradients using coloured pencil. ✓
4. identify parts of a formal art criticism. ✓
5. illustrate the fundamentals of landscape drawing. ✓
6. create a relief sculpture. ✓
7. identify culturally significant artworks and artists from Eastern countries. ✓ ✓
8. Create a routine for informal drawing. ✓
9. Manipulate existing images using a popular digital imaging software. ✓
10. apply basic colour organization of colours. ✓
11. Identify implied and physical texture in works of art. ✓
12. Demonstrate the proper care of basic art supplies ✓
13. Identify both positive and negative space in artworks. ✓
14. illustrate basic realistic proportions of the human face. ✓
15. create colour gradients using paint. ✓
16. illustrate 1-point perspective drawing. ✓
17. create a value scale (0 – 10) using coloured paint. ✓
18. create a figural sculpture using an armature. ✓
19. draw a gestural of the human figure. ✓
20. Illustrate observations using a popular digital imaging software. ✓
21. Create a routine for informal drawing and mixed-media practice ✓
22. Memorize national and international copyright laws. ✓
23. Investigate how typography affects communication of ideas. ✓
24. Organise visual information using popular compositional strategies. ✓
25. Apply popular colour schemes to create an expression ✓
26. Apply the concepts of positive and negative space to their own artwork. ✓
27. Create art by collaborating with peers. ✓
28. Compare his or her own work to a historically significant work of art ✓
29. Argue how technological advancements have affected the ability to express. ✓
30. Evaluate a collection of artworks. ✓
31. Collect a set of artworks for a themed presentation. ✓
identify culturally significant artworks and artists from S. American, African,
32. ✓
and Oceania.
33. Critique art based on established criteria ✓
34. create a cross-contour line drawing from direct observation. ✓
35. create organic abstraction in a sculpture. ✓
36. create a landscape painting using ink or paint. ✓
37. create an expressive portrait using realistic proportions. ✓
38. demonstrate the observation of realistic human proportions. ✓
39. Investigate the effect colours have on personal expressions. ✓
40. Investigate how implied and physical textures affect their own works. ✓
41. Create a routine for informal drawing, mixed-media practice, and annotations. ✓
42. Investigate various digital imaging processes. ✓
43. Create an art presentation by collaborating with peers. ✓
44. Further develop works of art through revision and self-critique. ✓
45. Further develop works of art through group critique. ✓
46. cite works by other artists that are used as inspiration for creative studies. ✓
47. Design using typography to communicate personal ideas. ✓
48. Assess the effectiveness of intended communication. ✓
Investigate how the relationship between positive and negative space affects
49. ✓
works of art.
50. Organise visual information using advanced compositional strategies ✓
51. Create a cross-contour line drawing to show form. ✓
52. illustrate 2-point perspective drawing. ✓
53. Recognize accepted means of preserving their own works of art. ✓
54. Prepare his or her own works for presentation. ✓
Demonstrate the safe handling and storage of potentially hazardous
55. ✓
materials.
 7. Begin dividing P-group (multi-level) DRAFT STANDARDS or Elective (see
previous chart) into the appropriate P-level course. Teacher 1 is ultimately
responsible for this chart. This chart will be reviewed by Heads of Departments
and ESLT later. Depending on your cohort size, some of the groups may wish to
begin working on the other draft standards in the corresponding charts.

Confucius International School Chengdu

Learning Standards

Course Art

Level P3

Department Expressive Arts

Cohort Teacher 1: Lorne

members Other teachers: Maria, Wendy, James

P3 Only
# DRAFT STANDARDS
CREATING
The students will…
1. Create a cross-contour line drawing to show form.
2. create a landscape painting using ink or paint.
3. create an expressive portrait using realistic proportions.
4. demonstrate the observation of realistic human proportions.
5. Create a routine for informal drawing, mixed-media practice, and annotations.
6. Investigate various digital imaging processes.
7. illustrate 2-point perspective drawing.
8. Design using typography to communicate personal ideas.
9. Further develop works of art through revision and self-critique.
10. create organic abstraction in a sculpture.
ANALYSIS
The students will…
11. Organise visual information using advanced compositional strategies
12. Investigate how the relationship between positive and negative space affects works of art.
13. Investigate the effect colours have on personal expressions.
14. Investigate how implied and physical textures affect their own works.
CULTURE AND CONNECTIONS
The students will…
15. identify culturally significant artworks and artists from S. American, African, and Oceania.
16. cite works by other artists that are used as inspiration for creative studies.
COMMUNICATING
The students will…
17. Recognize accepted means of preserving his or her own works of art.
18. Prepare his or her own works for presentation.
19. Demonstrate the safe handling and storage of potentially hazardous materials.
20. Critique art based on established criteria

21. identify culturally significant artworks and artists from S. American, African, and Oceania.
22. Create an art presentation by collaborating with peers.
23. Further develop works of art through group critique.
24. Assess the effectiveness of intended communication.
 8. Begin dividing P-group (multi-level) DRAFT STANDARDS (see previous chart)
into the appropriate P-level course. Teacher 1 is ultimately responsible for this
chart. This chart will be reviewed by Heads of Departments and ESLT later.
Depending on your cohort size, some of the groups may wish to begin working on
the other Draft standards in the corresponding charts.

Confucius International School Chengdu

Learning Standards

Course Art

Level P2

Department Expressive Arts

Cohort Teacher 1: Lorne

members Other teachers: Maria, Wendy, James

P2 Only
# DRAFT STANDARDS
CREATING
The students will…
1. create colour gradients using paint.
2. illustrate 1-point perspective drawing.
3. create a figural sculpture using an armature.
4. Create a routine for informal drawing and mixed-media practice
5. draw a gestural of the human figure.
6. Illustrate observations using a popular digital imaging software.
ANALYSIS
The students will…
7. create a value scale (0 – 10) using coloured paint.
8. Organise visual information using popular compositional strategies.
9. Apply the concepts of positive and negative space to their own artwork.
10. Apply popular colour schemes to create an expression
CULTURE AND CONNECTIONS
The students will…
11. Memorize national and international copyright laws.
12. Evaluate a collection of artworks.
13. Compare his or her own work to a historically significant work of art
COMMUNICATING
The students will…
14. Create art by collaborating with peers.
15. Investigate how typography affects communication of ideas.
16. Argue how technological advancements have affected the ability to express.
Begin dividing P-group (multi-level) DRAFT STANDARDS (see previous chart) into the
appropriate P-level course. Teacher 1 is ultimately responsible for this chart. This chart
will be reviewed by Heads of Departments and ESLT later. Depending on your cohort
size, some of the groups may wish to begin working on the other Draft standards in the
corresponding charts.

Confucius International School Chengdu

Learning Standards

Course Art

Level P1

Department Expressive Arts

Cohort Teacher 1: Lorne

members Other teachers: Wendy, James, Maria

P1 Only
# DRAFT STANDARDS
CREATING
The students will…
1. create a value scale (0-10) using pencil and charcoal.
2. draw contour line drawings of an artefact from direct observation.
3. identify culturally significant artworks and artists from Western countries.
4. create colour gradients using coloured pencil.
ANALYSIS
The students will…
5. identify parts of a formal art criticism.
6. illustrate the fundamentals of landscape drawing.
7. create a relief sculpture.
CULTURE AND CONNECTIONS
The students will…
8. identify culturally significant artworks and artists from Eastern countries.
9. Create a routine for informal drawing.
10. Manipulate existing images using a popular digital imaging software.
COMMUNICATING
The students will…
11. apply basic colour organization of colours.
12. Identify implied and physical texture in works of art.
13. Demonstrate the proper care of basic art supplies
14. Identify both positive and negative space in artworks.