Toward A New
Excellence
North Clackamas Schools
CIM & CAM
Benchmarks
Grades 9, 10, 11, 12
THE ARTS
Toward A New
Excellence
North Clackamas Schools
THE ARTS
CIM & CAM Benchmark: Grades 9~12
INSTRUCTION
What Teachers Need to Teach
Program Goal:
School program will include instructional learning activities that will provide for:
Aesthetics and Art Criticism
The study of how to make informed critical and aesthetic judgements about works of literary, visual, and
performing (i.e., music, drama, dance) art based on criteria and the ongoing development of personal taste and
values.
Historical and Cultural Perspectives
The study of how works of visual arts and artists reflect, record, communicate, influence, and change cultural
values.
Create, Present and Perform
The application of technical, aesthetic, and problem-solving skills and knowledge necessary for creative
communication and personal expression through creating and performing in the arts.
Critical Content:
Aesthetics and Art Criticism
Historical and Cultural Perspectives
•
process
•
artistic styles
•
appropriate vocabulary
•
master works
•
awareness of influences
•
historical styles
•
techniques
•
workmanship
Create, Present and Perform
•
function
•
create art
•
creative thinking
•
use technical skills
•
visual presentation
•
present art
•
communicate about art in writing
Course overviews on file at high schools.
NCSD Curriculum Framework - 9~12 The Arts
2
April 03
GH/sh
Toward A New
THE ARTS
CIM & CAM Benchmark: Grades 9~12
Excellence
North Clackamas Schools
INSTRUCTION
What Teachers Need to Teach
Common Curriculum Goals:
Aesthetics and Art Criticism
• Use knowledge of technical, organizational and aesthetic elements to describe and analyze one's own art and
the art of others.
• Respond to works of art, giving reasons for preferences.
Historical and Cultural Perspectives
• Identify both common and unique characteristics found in works of art from various time periods and cultures.
• Understand that the arts have a historical connection.
• Explain how a work of art reflects the artist's personal experience in a society or culture.
• Understand how the arts serve a variety of personal, professional, practical, and cultural needs.
Create, Present and Perform
• Apply artistic elements and technical skills to create, present and/or perform works of art for a variety of
audiences and purposes.
• Communicate verbally and in writing, using knowledge of the arts to describe and/or evaluate one's own
artwork.
• Express ideas, moods and feelings through various art forms.
NCSD Curriculum Framework - 9~12 The Arts
3
April 03
GH/sh
Toward A New
THE ARTS
CIM & CAM Benchmark: Grades 9~12
Excellence
North Clackamas Schools
ASSESSMENT
What Students Need to Do
Content Standard
CIM Benchmark
CAM Benchmark
*PASS Criteria
• Recognize, examine, and
understand the elements
and principles that are
common across various
art forms or disciplines.
AESTHETICS AND ART
CRITICISM:
Respond to, explain, and
analyze works of art, based
on technological,
organizational, and
aesthetic elements.
• Explain and analyze
works of artworks of art,
applying knowledge of
technical, organizational
and aesthetic elements.
• Analyze how technical,
organizational, and
aesthetic elements
contribute to the ideas,
emotions and overall
impact communicated by
works of art.
• Analyze and
communicate how
technical, organizational,
and aesthetic elements
contribute to the ideas,
emotions and overall
impact communicated by
works of art.
• Respond to works of art,
giving reasons for
preferences.
• State preferences for
works of art and reasons
for preferences based on
an analysis of how artistic
elements and principles
are used in producing art.
• Analyze the interaction of • Recognize and
understand the creative
the artistic elements and
process within various art
principles used in
forms or disciplines.
producing art or media
and communicate
conclusions.
• Communicate an
understanding of various
art forms or disciplines.
* Proficiency Based
Admissions Standards
System
NCSD Curriculum Framework - 9~12 The Arts
4
April 03
GH/sh
Toward A New
THE ARTS
CIM & CAM Benchmark: Grades 9~12
Excellence
North Clackamas Schools
ASSESSMENT
What Students Need to Do
Content Standard
CIM Benchmark
CAM Benchmark
*PASS Criteria
HISTORICAL AND
CULTURAL
PERSPECTIVES:
Understand how works of
art relate to the time
periods and cultures in
which they are created and
how certain works of art
from various time periods
and cultures are related.
• Relate works of art
from various time
periods and cultures to
each other.
• Analyze a work of art by
comparing and
contrasting it to another
work from a different
time or culture.
• Describe how historical
and cultural contexts
influence works of art.
• Describe and explain how
the characteristics of a
society or culture
influenced works of art.
• Describe how historical
or contemporary concepts
and events influence
works of art or media.
• Recognize exemplary
works, artists,
movements, and
historical developments
in the arts.
• Analyze social/cultural
perspectives in the arts,
within a work of art, or in
varied responses to a
specific work.
• Understand the historical,
cultural, artistic, and/or
personal context in which
a work of art was created.
• Understand how
assumptions, values,
organizations, and
conditions of societies
influence artistic
creations.
• Understand how the arts
influence, shape, and are
used to change or
preserve societies.
* Proficiency Based
Admissions Standards
System
NCSD Curriculum Framework - 9~12 The Arts
5
April 03
GH/sh
Toward A New
THE ARTS
CIM & CAM Benchmark: Grades 9~12
Excellence
North Clackamas Schools
ASSESSMENT
What Students Need to Do
Content Standard
CIM Benchmark
CAM Benchmark
CREATE, PRESENT AND
PERFORM:
Use ideas, skills and
techniques in the arts.
• Apply artistic elements
and technical skills to
create, present and/or
perform works of art for a
variety of audiences and
purposes.
• Create, present and/or
perform a work of art,
selecting and applying
artistic elements and
technical skills to achieve
desired effect.
• Demonstrate how
technical organizational
and aesthetic elements
combine/contribute to an
overall product or
production.
• Communicate verbally
and in writing about one's
own artwork.
• Evaluate and reflect on
one’s own artwork.
• Evaluate and reflect on
the process and resulting
product of one's own art
or media.
*PASS Criteria
NOTE: The PASS Standards
have options for students to
exhibit skill in one of the
following discipline of the
arts: theatre, visual arts,
music, or dance. The criteria
for music are listed here as
an example.
• Use appropriate sound
production; blend and
balance (in ensembles);
and use accurate
intonation.
• Use correct rhythms and
pitches; execution
(control) of dynamics;
and articulation.
• Use an expression and
style of interpretation that
is appropriate to the
composer's intent,
including tempo,
phrasing, and dynamics.
• Perform music for a
public audience.
• Recognize the
significance of
experiences with the arts
and of personal
connections to artistic
works.
* Proficiency Based
Admissions Standards
System
NCSD Curriculum Framework - 9~12 The Arts
6
April 03
GH/sh
Toward A New
THE ARTS
CIM & CAM Benchmark: Grades 9~12
Excellence
North Clackamas Schools
DISTRICT ADOPTED MATERIALS
Grade/Series
Grades 9 - 12
No district adoption in this area
INSTRUCTIONAL MODIFICATIONS
Instructional
•
•
•
•
•
•
•
•
Preteach vocabulary and terminology
Provide graphic displays of information
Establish eye contact during instruction
Facilitate cooperative learning
Facilitate peer tutors
Provide adult partners
Accept varied learning goals
Replace one long assignment with several
shorter ones
• Reduce the amount of work required
• Implement behavioral support plans (e.g.,
immediate feedback, visual/verbal
reinforcement, specific praise)
• Allow extra time for task completion
NCSD Curriculum Framework - 9~12 The Arts
Materials
• Pictorial aides (graphic organizers, maps, etc.)
• Have another student take notes on NCR paper
• Organize separate tasks by color
• Pictures on direction sheets
• Mnemonic devices
• Pencil grips
• Models
• A variety of culturally representative materials
Environmental
• Preferential seating
• Separate work space
• Adequate lighting
• Desk and chair height
• Slant boards to assist with writing
• Grouping strategies (heterogeneously and
homogeneously)
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April 03
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