Massachusetts Visual Arts Framework for Middle School
from Pre-K – 12 Learning Standards for the Visual Arts
By the end of grade 8, students will do each of the following:
STANDARD 1: Methods, Materials, and Techniques
Students will demonstrate knowledge of the methods, materials, and techniques unique to the visual arts.
1.5 Expand the repertoire of 2D and 3D art processes, techniques, and materials with a focus on
the range of effects possible within each medium, such as:
2D – transparent and opaque media, wet, dry, stippled, blended, wash effects; relief printmaking effects;
3D – mobile and stabile forms, carved, molded, and constructed forms
1.6 Create artwork that demonstrates an awareness of the range and purpose of tools such as
pens, brushes, markers, cameras, tools and equipment for printmaking and sculpture, and
computers
1.7 Use the appropriate vocabulary related to the methods, materials, and techniques students
have learned and used in grades PreK–8
1.8 Maintain the workspace, materials, and tools responsibly and safely
STANDARD 2: Elements and Principles of Design
Students will demonstrate knowledge of the elements and principles of design.
2.7 For color:
2.8 For line, use and be able to identify various types of line, for example in contour drawings,
calligraphy, freehand studies from observation, memory, and imagination, and schematic
studies
2.9 For texture, use and be able to differentiate between surface texture and the illusion of texture
(visual texture)
2.10 For shape, form, and pattern:
STANDARD 3: Observation, Abstraction, Invention, and Expression
Students will demonstrate their powers of observation, abstraction, invention, and expression in a variety of media, materials, and techniques.
3.4 Create 2D and 3D representational artwork from direct observation in order to develop skills of
perception, discrimination, physical coordination, and memory of detail
3.5 Create symbolic artwork by substituting symbols for objects, relationships, or ideas
3.6 Create artwork that employs the use of free form symbolic imagery that demonstrates personal
invention, and/or conveys ideas and emotions
For example, students create works that convey paired concepts such as conflict and cooperation, happiness and grief, or excitement and repose.
3.7 Create artwork that shows knowledge of the ways in which architects, craftsmen, and designers
develop abstract symbols by simplifying elements of the environment
STANDARD 4: Drafting, Revising, and Exhibiting
Students will demonstrate knowledge of the processes of creating and exhibiting their own artwork: drafts, critique, self-assessment, refinement, and exhibit preparation.
4.4 Produce work that shows an understanding of the concept of craftsmanship
4.5 Demonstrate the ability to
reflect on work orally and in writing, and to revise work based on criteria developed in the classroom
4.7 Maintain a portfolio of sketches and finished work
4.8 Create and prepare artwork for group or individual public exhibitions
STANDARD 5: Critical Response
Students will describe and analyze their own work and the work of others using appropriate visual arts vocabulary. When appropriate, students will connect their analysis to interpretation and evaluation.
5.5 Demonstrate the ability to recognize and describe the visual, spatial, and tactile characteristics
of their own work and that of others
5.6 Demonstrate the ability to describe the kinds of imagery used to represent subject matter and
ideas, for example, literal representation, simplification, abstraction, or symbolism
5.7 Demonstrate a fundamental awareness of architectural styles and the ways that these have
influenced painting and sculpture
Connections Strand
STANDARD 6: Purposes of the Arts
Students will describe the purposes for which works of visual arts were and are created, and, when appropriate, interpret their meanings.
6.3 Interpret the meanings of artistic works by explaining how the subject matter and/or form reflect
the events, ideas, religions, and customs of people living at a particular time in history
For example, at the Museum of Fine Arts in Boston, students view John Singleton Copley’s portrait of Paul Revere and examples of Revere’s silverware. What do these works reveal about attitudes toward artistry in 18th century America?
6.4 Describe how artistic production can shape and be influenced by the aesthetic preferences of a
society
STANDARD 7: Roles of Artists in Communities
Students will describe the roles of artists, patrons, cultural organizations, and arts institutions in societies of the past and present.
7.2 Describe the roles of artists in specific cultures and periods, and compare similarities and
differences in these roles, considering aspects such as:
7.3 Identify and describe careers in at least one art form
7.4 Describe the function of cultural organizations and arts institutions such as museums,
symphonies, repertory theatres, dance companies, and historical preservation organizations
STANDARD 8: Concepts of Style, Stylistic Influence, and Stylistic Change.
Students will demonstrate their understanding of styles, stylistic influence, and stylistic change by identifying when and where art works were created, and by analyzing characteristic features of art works from various historical periods, cultures, and genres.
8.4 Identify American styles and genres of dance, music, theatre, or visual arts and architecture,
describe their sources, trace their evolution, and cite well-known artists associated with these
styles
8.5 Identify and describe characteristic features of genres and styles from a variety of world cultures
and cite well-known artists associated with these styles
STANDARD 9: Inventions, Technologies and the Arts.
Students will describe and analyze how visual artists use and have used materials, inventions, and technologies in their work.
9.2 Identify and describe examples of how the discovery of new inventions and technologies,
or the availability of new materials brought about changes in the arts in various time periods
and cultures
9.3 Identify and describe examples of how artists make innovative uses of technologies
and inventions
For example, students research Matthew Brady’s portrait photographs and Civil War battlefield photographs.
9.4 Identify and describe examples of how contemporary artists use computer technology
in their work
For example, students find out how software is used for animation, graphic design, theatrical lighting and sound design, choreography, or musical composition.
STANDARD 10: Interdisciplinary Connections.
Students will apply their knowledge of the arts to the study of English language arts, foreign languages, health, history and social science, mathematics, and science and technology/engineering.
10.2 Continue the above and apply knowledge of other disciplines in learning in and about the arts
Examples of this include:
By the end of grade 8, students will do each of the following:
STANDARD 1: Methods, Materials, and Techniques
Students will demonstrate knowledge of the methods, materials, and techniques unique to the visual arts.
1.5 Expand the repertoire of 2D and 3D art processes, techniques, and materials with a focus on
the range of effects possible within each medium, such as:
2D – transparent and opaque media, wet, dry, stippled, blended, wash effects; relief printmaking effects;
3D – mobile and stabile forms, carved, molded, and constructed forms
1.6 Create artwork that demonstrates an awareness of the range and purpose of tools such as
pens, brushes, markers, cameras, tools and equipment for printmaking and sculpture, and
computers
1.7 Use the appropriate vocabulary related to the methods, materials, and techniques students
have learned and used in grades PreK–8
1.8 Maintain the workspace, materials, and tools responsibly and safely
STANDARD 2: Elements and Principles of Design
Students will demonstrate knowledge of the elements and principles of design.
2.7 For color:
- Use and be able to identify hues, values, intermediate shades, tints, tones, complementary, analogous, and monochromatic colors
- Demonstrate awareness of color by painting objective studies from life and free-form abstractions that employ relative properties of color
2.8 For line, use and be able to identify various types of line, for example in contour drawings,
calligraphy, freehand studies from observation, memory, and imagination, and schematic
studies
2.9 For texture, use and be able to differentiate between surface texture and the illusion of texture
(visual texture)
2.10 For shape, form, and pattern:
- Use and be able to identify an expanding and increasingly sophisticated array of shapes and forms, such as organic, geometric, positive and negative, or varieties of symmetry
- Create complex patterns, for example, reversed shapes and tesselation
- Create unified 2D and 3D compositions that demonstrate an understanding of balance, repetition, rhythm, scale, proportion, unity, harmony, and emphasis.
- Create 2D compositions that give the illusion of 3D space and volume
STANDARD 3: Observation, Abstraction, Invention, and Expression
Students will demonstrate their powers of observation, abstraction, invention, and expression in a variety of media, materials, and techniques.
3.4 Create 2D and 3D representational artwork from direct observation in order to develop skills of
perception, discrimination, physical coordination, and memory of detail
3.5 Create symbolic artwork by substituting symbols for objects, relationships, or ideas
3.6 Create artwork that employs the use of free form symbolic imagery that demonstrates personal
invention, and/or conveys ideas and emotions
For example, students create works that convey paired concepts such as conflict and cooperation, happiness and grief, or excitement and repose.
3.7 Create artwork that shows knowledge of the ways in which architects, craftsmen, and designers
develop abstract symbols by simplifying elements of the environment
STANDARD 4: Drafting, Revising, and Exhibiting
Students will demonstrate knowledge of the processes of creating and exhibiting their own artwork: drafts, critique, self-assessment, refinement, and exhibit preparation.
4.4 Produce work that shows an understanding of the concept of craftsmanship
4.5 Demonstrate the ability to
- describe preliminary concepts verbally;
- visualize concepts in clear schematic layouts; and
- organize and complete projects
reflect on work orally and in writing, and to revise work based on criteria developed in the classroom
4.7 Maintain a portfolio of sketches and finished work
4.8 Create and prepare artwork for group or individual public exhibitions
STANDARD 5: Critical Response
Students will describe and analyze their own work and the work of others using appropriate visual arts vocabulary. When appropriate, students will connect their analysis to interpretation and evaluation.
5.5 Demonstrate the ability to recognize and describe the visual, spatial, and tactile characteristics
of their own work and that of others
5.6 Demonstrate the ability to describe the kinds of imagery used to represent subject matter and
ideas, for example, literal representation, simplification, abstraction, or symbolism
5.7 Demonstrate a fundamental awareness of architectural styles and the ways that these have
influenced painting and sculpture
Connections Strand
STANDARD 6: Purposes of the Arts
Students will describe the purposes for which works of visual arts were and are created, and, when appropriate, interpret their meanings.
6.3 Interpret the meanings of artistic works by explaining how the subject matter and/or form reflect
the events, ideas, religions, and customs of people living at a particular time in history
For example, at the Museum of Fine Arts in Boston, students view John Singleton Copley’s portrait of Paul Revere and examples of Revere’s silverware. What do these works reveal about attitudes toward artistry in 18th century America?
6.4 Describe how artistic production can shape and be influenced by the aesthetic preferences of a
society
STANDARD 7: Roles of Artists in Communities
Students will describe the roles of artists, patrons, cultural organizations, and arts institutions in societies of the past and present.
7.2 Describe the roles of artists in specific cultures and periods, and compare similarities and
differences in these roles, considering aspects such as:
- the conditions under which artists created, performed, and/or exhibited work and the status of artists;
- the sources of support for the arts; and
- the ways, such as apprenticeship or training, in which students learned the skills and knowledge that qualified them to produce or perform artistic work
7.3 Identify and describe careers in at least one art form
7.4 Describe the function of cultural organizations and arts institutions such as museums,
symphonies, repertory theatres, dance companies, and historical preservation organizations
STANDARD 8: Concepts of Style, Stylistic Influence, and Stylistic Change.
Students will demonstrate their understanding of styles, stylistic influence, and stylistic change by identifying when and where art works were created, and by analyzing characteristic features of art works from various historical periods, cultures, and genres.
8.4 Identify American styles and genres of dance, music, theatre, or visual arts and architecture,
describe their sources, trace their evolution, and cite well-known artists associated with these
styles
8.5 Identify and describe characteristic features of genres and styles from a variety of world cultures
and cite well-known artists associated with these styles
STANDARD 9: Inventions, Technologies and the Arts.
Students will describe and analyze how visual artists use and have used materials, inventions, and technologies in their work.
9.2 Identify and describe examples of how the discovery of new inventions and technologies,
or the availability of new materials brought about changes in the arts in various time periods
and cultures
9.3 Identify and describe examples of how artists make innovative uses of technologies
and inventions
For example, students research Matthew Brady’s portrait photographs and Civil War battlefield photographs.
9.4 Identify and describe examples of how contemporary artists use computer technology
in their work
For example, students find out how software is used for animation, graphic design, theatrical lighting and sound design, choreography, or musical composition.
STANDARD 10: Interdisciplinary Connections.
Students will apply their knowledge of the arts to the study of English language arts, foreign languages, health, history and social science, mathematics, and science and technology/engineering.
10.2 Continue the above and apply knowledge of other disciplines in learning in and about the arts
Examples of this include:
- using number sense in mathematics as an aid to understanding scales and intervals in music;
- using research skills from history and social science to develop a monologue for a character from history;
- using design skills and knowledge of physical science from science and technology/engineering to construct a balanced mobile sculpture.