Standards

Standard1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art.

Standard 1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures.

Standard 1.3 is rooted in arts performance and thus stands as a corollary to the NAEP Arts process of performing/interpreting. Like Standard 1.1, standard 1.3 is made up of four arts-specific strands: A. Dance, B. Music, C. Theatre, and D. Visual Art.

Standard 1.3 Performing: All students will synthesize skills, media, methods, and technologies that are appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art.

Standard 1.4 addresses two ways students may respond to the arts, including (1) the study of aesthetics and (2) the application of methodologies for critique. Standard 1.4 provides a corollary to the NAEP Arts process of responding. This standard pertains to all four arts disciplines, and is comprised of two strands related to the mode of response: A. Aesthetic Responses and B. Critique Methodologies.

Standard 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art.


My development by these standards are one of the most important aspects through my learning career in order to better prepare myself for my teaching job(s). In order to teach my students, I must memorize and create my lessons based entirely on these standards in my classroom. Luckily, I believe in teaching art history, art aesthetics, art criticism, and art production. I think these four main components give each other a balance that can help my students understand art processes and help them in gaining their knowledge to demonstrate just that.
In development, I will need to demonstrate these standards effectively. I cannot just say "this is an aesthetic response to a piece of art work." I must explain and communicate what one is and how one can be obtained. I was actually taught last semester that aesthetic experiences are few and far between. Because you like a piece of art doesn't mean you've had an aesthetic experience. It is more than just "oh that's pretty." I didn't know that up until last semester and I think learning that opens my mind up to better interpretation of the art world and how incredibly sensitive to the senses art truly could be.
When looking for a job, I hope to really agree with and look forward to my district. I want to have really done my research in order to know how the district functions and what they hold to be the most important ideas/standards. Clearly, if I have a similar mind set, I think I could better do my job and enjoy it. Teaching students art is not just gluing macaroni pieces to paper plates. It is an experience, a process, and better yet could be described as a way of life. Some artists live, breathe, and sleep art. I want to be able to express my emotions through it and help my students do so. I would like to become a part of a district that is not only some what open minded but can appreciate art in its entirety. I want to have artisitic freedom in some sense. (Of course there are limitations and guidelines I plan on following but I mean creatively I want my students to feel comfortable and expressive; not couped up.) I think in looking for a job it is all about really getting to know my district before I even go on the job interview. I know the job market is tough but I need to be somewhere where my skills and thoughts are put to the test in order to be the best I could be for my students. If I am not being challenged then maybe I won't be challenging my students enough.