The National Visual Arts Standards (NVAS) are a set of guidelines that describe the knowledge, skills, and abilities that students should develop in the visual arts. The NVAS were developed by the National Art Education Association (NAEA) and are based on the latest research on how students learn and develop in the visual arts. The NVAS are organized into four domains: Creating, Presenting, Responding, and Connecting.
The NVAS are important because they provide a common framework for teaching and assessing the visual arts. They help to ensure that all students have access to high-quality visual arts education, regardless of their background or abilities. The NVAS also help to prepare students for success in college, careers, and life.
The NVAS were first published in 1994 and have been updated several times since then, most recently in 2018. The 2018 update includes new standards that reflect the changing nature of the visual arts and the increasing importance of digital technologies. The NVAS are used by schools and districts across the United States to guide their visual arts instruction.
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National Visual Arts Standards 2018
The National Visual Arts Standards (NVAS) are a set of guidelines that describe the knowledge, skills, and abilities that students should develop in the visual arts. The NVAS were developed by the National Art Education Association (NAEA) and are based on the latest research on how students learn and develop in the visual arts.
- Creating: Developing and expressing ideas through the visual arts.
- Presenting: Communicating ideas through the visual arts.
- Responding: Understanding and interpreting the visual arts.
- Connecting: Relating the visual arts to other disciplines and life experiences.
- Anchor standards: Describe what students should know and be able to do at the end of each grade level.
- Achievement standards: Describe what students should know and be able to do at the end of each grade band (K-4, 5-8, 9-12).
- Indicators: Provide specific examples of what students should know and be able to do.
- Glossary: Defines key terms used in the NVAS.
The NVAS are important because they provide a common framework for teaching and assessing the visual arts. They help to ensure that all students have access to high-quality visual arts education, regardless of their background or abilities. The NVAS also help to prepare students for success in college, careers, and life.
Creating
The first domain of the National Visual Arts Standards (NVAS) is Creating, which focuses on developing and expressing ideas through the visual arts. This domain is essential for students because it allows them to develop their creativity, imagination, and self-expression. Through creating visual art, students can learn to communicate their ideas and emotions, solve problems, and make meaning of the world around them.
The Creating domain is divided into three anchor standards:
- Students generate and conceptualize artistic ideas and work.
- Students organize and develop artistic ideas and work.
- Students refine and complete artistic work.
These anchor standards are further divided into achievement standards and indicators, which provide specific examples of what students should know and be able to do at each grade level.
Creating is a vital part of the NVAS because it allows students to develop the skills and knowledge they need to be successful in the visual arts. Through creating visual art, students can learn to:
- Think critically and creatively about the world around them.
- Solve problems and make decisions.
- Communicate their ideas and emotions.
- Appreciate the beauty and diversity of the visual world.
The Creating domain is also important because it helps students to develop their self-confidence and self-esteem. Through creating visual art, students can learn to take risks, experiment, and express themselves without fear of judgment. This can help them to develop a positive self-image and a belief in their own abilities.
Presenting
The second domain of the National Visual Arts Standards (NVAS) is Presenting, which focuses on communicating ideas through the visual arts. This domain is essential for students because it allows them to share their ideas and emotions with others, and to make a meaningful contribution to the world around them.
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Facet 1: Selecting and organizing visual elements
In order to communicate their ideas effectively, students need to be able to select and organize visual elements in a way that is clear and visually appealing. This includes making choices about color, shape, line, texture, and space.
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Facet 2: Using visual media and technologies
Students need to be able to use a variety of visual media and technologies to communicate their ideas. This includes traditional media such as paint, drawing, and sculpture, as well as digital media such as photography, video, and computer graphics.
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Facet 3: Presenting artwork in a variety of contexts
Students need to be able to present their artwork in a variety of contexts, such as in a gallery, online, or in a public space. This includes making decisions about how to display their work and how to interact with viewers.
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Facet 4: Assessing and evaluating presentations
Students need to be able to assess and evaluate their own presentations, as well as the presentations of others. This includes identifying areas for improvement and making changes accordingly.
The Presenting domain is closely linked to the other three domains of the NVAS. For example, students cannot effectively present their ideas without first creating them (Creating domain) or responding to them (Responding domain). Additionally, presenting their work allows students to make connections to other disciplines and life experiences (Connecting domain).
Responding
The third domain of the National Visual Arts Standards (NVAS) is Responding, which focuses on understanding and interpreting the visual arts. This domain is essential for students because it allows them to develop their critical thinking skills, their ability to communicate about art, and their appreciation for the visual world.
Responding to the visual arts involves:
- Observing: Paying close attention to the visual qualities of an artwork, such as its color, shape, line, texture, and space.
- Interpreting: Developing an understanding of the meaning and significance of an artwork, based on its visual qualities and the context in which it was created.
- Evaluating: Making judgments about the quality and value of an artwork, based on its aesthetic and conceptual merits.
- Communicating: Sharing one’s interpretations and evaluations of an artwork with others, through writing, speaking, or other means.
Responding to the visual arts is a complex and challenging process, but it is also a rewarding one. By engaging with the visual arts in this way, students can develop a deeper understanding of the world around them and their place in it.
The Responding domain is closely linked to the other three domains of the NVAS. For example, students cannot effectively respond to an artwork without first creating it (Creating domain) or presenting it (Presenting domain). Additionally, responding to the visual arts allows students to make connections to other disciplines and life experiences (Connecting domain).
The NVAS place a strong emphasis on Responding because it is essential for students to be able to understand and interpret the visual arts in order to fully appreciate and engage with them. By developing their skills in this area, students can become more informed and critical consumers of visual culture, and they can develop a lifelong love of the arts.
Connecting
The fourth domain of the National Visual Arts Standards (NVAS) is Connecting, which focuses on relating the visual arts to other disciplines and life experiences. This domain is essential for students because it allows them to make connections between the visual arts and the world around them, and to see how the visual arts can be used to express and explore different ideas and experiences.
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Facet 1: Understanding the visual arts in relation to history and culture
Students learn about the history of the visual arts and how it has been influenced by different cultures. This helps them to understand the role that the visual arts have played in human history and how they can be used to express cultural values and beliefs.
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Facet 2: Understanding the visual arts in relation to other disciplines
Students learn how the visual arts can be used to communicate ideas and information in other disciplines, such as science, math, and social studies. This helps them to see the interdisciplinary nature of the visual arts and how they can be used to enhance learning in other areas.
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Facet 3: Understanding the visual arts in relation to personal and community experiences
Students learn how the visual arts can be used to express personal and community experiences. This helps them to develop their self-awareness and their sense of place in the world.
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Facet 4: Using the visual arts to explore personal and community issues
Students use the visual arts to explore personal and community issues. This helps them to develop their critical thinking skills and their ability to communicate their ideas and feelings about important issues.
The Connecting domain is closely linked to the other three domains of the NVAS. For example, students cannot effectively connect the visual arts to other disciplines and life experiences without first creating them (Creating domain), presenting them (Presenting domain), and responding to them (Responding domain). Additionally, connecting the visual arts to other disciplines and life experiences allows students to develop a deeper understanding of the world around them and their place in it.
Anchor Standards
The National Visual Arts Standards (NVAS) are a set of guidelines that describe the knowledge, skills, and abilities that students should develop in the visual arts. The NVAS are divided into four domains: Creating, Presenting, Responding, and Connecting. Each domain is further divided into anchor standards, which describe what students should know and be able to do at the end of each grade level.
Anchor standards are important because they provide a common framework for teaching and assessing the visual arts. They help to ensure that all students have access to high-quality visual arts education, regardless of their background or abilities. Anchor standards also help to prepare students for success in college, careers, and life.
For example, the anchor standard for Creating at the end of grade 8 states that students should be able to “develop and refine artistic ideas and work using a variety of materials and techniques.” This standard ensures that students are developing the skills and knowledge they need to create high-quality visual art.
Anchor standards are an essential component of the NVAS. They provide a clear and concise description of what students should know and be able to do at each grade level. This helps to ensure that all students have access to high-quality visual arts education and that they are prepared for success in college, careers, and life.
Achievement standards
The National Visual Arts Standards (NVAS) are a set of guidelines that describe the knowledge, skills, and abilities that students should develop in the visual arts. The NVAS are divided into four domains: Creating, Presenting, Responding, and Connecting. Each domain is further divided into anchor standards, which describe what students should know and be able to do at the end of each grade level.
Achievement standards are more specific than anchor standards and describe what students should know and be able to do at the end of each grade band (K-4, 5-8, 9-12). Achievement standards are important because they provide teachers with a clear understanding of what students are expected to learn and be able to do at each grade level. This helps teachers to plan their instruction and assess student progress.
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Creating: Developing and expressing ideas through the visual arts.
Achievement standards in Creating focus on the development of students’ creativity, imagination, and self-expression. Students should be able to generate and conceptualize artistic ideas, organize and develop their ideas, and refine and complete their artwork.
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Presenting: Communicating ideas through the visual arts.
Achievement standards in Presenting focus on the development of students’ communication skills. Students should be able to select and organize visual elements, use visual media and technologies, present their artwork in a variety of contexts, and assess and evaluate their presentations.
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Responding: Understanding and interpreting the visual arts.
Achievement standards in Responding focus on the development of students’ critical thinking skills. Students should be able to observe, interpret, evaluate, and communicate about works of art.
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Connecting: Relating the visual arts to other disciplines and life experiences.
Achievement standards in Connecting focus on the development of students’ understanding of the visual arts in relation to other disciplines and life experiences. Students should be able to understand the visual arts in relation to history and culture, other disciplines, and personal and community experiences.
Achievement standards are an essential component of the NVAS. They provide teachers with a clear understanding of what students are expected to learn and be able to do at each grade level. This helps teachers to plan their instruction and assess student progress.
Indicators
Indicators are specific examples of what students should know and be able to do at each grade level in the visual arts. They are aligned with the anchor standards and achievement standards, and they provide teachers with a clear understanding of what students are expected to learn and be able to do. Indicators are essential for assessment, as they allow teachers to track student progress and identify areas where students need additional support.
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Creating: Developing and expressing ideas through the visual arts.
Indicators in Creating focus on the development of students’ creativity, imagination, and self-expression. For example, one indicator for grade 3 states that students should be able to “use a variety of materials and techniques to create original works of art.” This indicator provides teachers with a clear understanding of what students are expected to be able to do at this grade level, and it allows them to assess student progress accordingly.
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Presenting: Communicating ideas through the visual arts.
Indicators in Presenting focus on the development of students’ communication skills. For example, one indicator for grade 5 states that students should be able to “select and organize visual elements to create a visually appealing presentation.” This indicator provides teachers with a clear understanding of what students are expected to be able to do at this grade level, and it allows them to assess student progress accordingly.
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Responding: Understanding and interpreting the visual arts.
Indicators in Responding focus on the development of students’ critical thinking skills. For example, one indicator for grade 8 states that students should be able to “analyze the use of color, shape, and line in a work of art.” This indicator provides teachers with a clear understanding of what students are expected to be able to do at this grade level, and it allows them to assess student progress accordingly.
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Connecting: Relating the visual arts to other disciplines and life experiences.
Indicators in Connecting focus on the development of students’ understanding of the visual arts in relation to other disciplines and life experiences. For example, one indicator for grade 12 states that students should be able to “explain how the visual arts can be used to express cultural values and beliefs.” This indicator provides teachers with a clear understanding of what students are expected to be able to do at this grade level, and it allows them to assess student progress accordingly.
Indicators are an essential component of the National Visual Arts Standards. They provide teachers with a clear understanding of what students are expected to learn and be able to do at each grade level. This helps teachers to plan their instruction and assess student progress.
Glossary
The National Visual Arts Standards (NVAS) are a set of guidelines that describe the knowledge, skills, and abilities that students should develop in the visual arts. The NVAS are divided into four domains: Creating, Presenting, Responding, and Connecting. Each domain is further divided into anchor standards, achievement standards, and indicators.
The glossary is an essential component of the NVAS. It defines key terms that are used throughout the standards. This helps to ensure that everyone who is using the NVAS has a common understanding of the terms. For example, the glossary defines the term “art” as “the use of skill and imagination in the creation of aesthetic objects, environments, or experiences that can be shared with others.” This definition helps to clarify what is meant by “art” in the context of the NVAS.
The glossary is also important because it provides context for the NVAS. The definitions in the glossary help to explain the intent of the standards and how they should be interpreted. For example, the definition of “creativity” in the glossary states that “creativity is the ability to generate and develop original ideas and to find new ways to solve problems.” This definition helps to explain the importance of creativity in the visual arts and how it should be fostered in the classroom.
The glossary is a valuable resource for anyone who is using the NVAS. It provides clear and concise definitions of key terms, and it helps to ensure that everyone has a common understanding of the standards.
FAQs on National Visual Arts Standards 2018
The National Visual Arts Standards (NVAS) are a set of guidelines that describe the knowledge, skills, and abilities that students should develop in the visual arts. The NVAS were developed by the National Art Education Association (NAEA) and are based on the latest research on how students learn and develop in the visual arts.
Question 1: What are the benefits of using the NVAS?
The NVAS provide a common framework for teaching and assessing the visual arts. They help to ensure that all students have access to high-quality visual arts education, regardless of their background or abilities. The NVAS also help to prepare students for success in college, careers, and life.
Question 2: How are the NVAS organized?
The NVAS are organized into four domains: Creating, Presenting, Responding, and Connecting. Each domain is further divided into anchor standards, achievement standards, and indicators.
Question 3: What are anchor standards?
Anchor standards describe what students should know and be able to do at the end of each grade level.
Question 4: What are achievement standards?
Achievement standards describe what students should know and be able to do at the end of each grade band (K-4, 5-8, 9-12).
Question 5: What are indicators?
Indicators provide specific examples of what students should know and be able to do.
Question 6: What is the glossary?
The glossary defines key terms that are used throughout the NVAS.
The NVAS are an essential tool for visual arts educators. They provide a clear and concise framework for teaching and assessing the visual arts. The NVAS also help to ensure that all students have access to high-quality visual arts education.
Transition to the next article section:
Tips for Implementing the National Visual Arts Standards 2018
The National Visual Arts Standards (NVAS) 2018 provide a comprehensive framework for teaching and assessing the visual arts. By following these standards, educators can ensure that their students develop the knowledge, skills, and abilities they need to succeed in college, careers, and life. Here are five tips for implementing the NVAS 2018:
Tip 1: Start with the Anchor Standards
The anchor standards describe what students should know and be able to do at the end of each grade level. They provide a clear and concise overview of the expectations for student learning. Start by reviewing the anchor standards for your grade level and identify the key concepts and skills that you want your students to master.
Tip 2: Use a Variety of Instructional Strategies
The NVAS 2018 emphasize the importance of using a variety of instructional strategies to engage students and promote learning. Some effective strategies include hands-on activities, project-based learning, and peer critique. By using a variety of strategies, you can ensure that all students have the opportunity to learn and succeed.
Tip 3: Provide Opportunities for Feedback
Feedback is essential for student learning. Provide students with regular feedback on their work, both formative and summative. Formative feedback helps students to identify areas where they need to improve, while summative feedback provides a final assessment of student learning. By providing feedback, you can help students to make progress and achieve their full potential.
Tip 4: Use Technology to Enhance Learning
Technology can be a powerful tool for teaching and learning the visual arts. Use technology to provide students with access to a variety of resources, such as online tutorials, virtual field trips, and digital art tools. Technology can also be used to create interactive learning experiences, such as online games and simulations.
Tip 5: Collaborate with Others
Collaborating with other teachers, administrators, and community members can help you to implement the NVAS 2018 more effectively. Share ideas, resources, and best practices with others. By working together, you can create a supportive learning environment for all students.
Summary
By following these tips, you can ensure that your students are receiving a high-quality visual arts education that will prepare them for success in college, careers, and life.
Conclusion
The NVAS 2018 provide a roadmap for teaching and assessing the visual arts. By implementing these standards, educators can ensure that their students develop the knowledge, skills, and abilities they need to be successful in the 21st century.
Conclusion
The National Visual Arts Standards (NVAS) 2018 provide a comprehensive framework for teaching and assessing the visual arts. These standards are essential for ensuring that all students have access to high-quality visual arts education. The NVAS 2018 emphasize the importance of creativity, critical thinking, and problem solving. They also encourage students to make connections between the visual arts and other disciplines and life experiences.
By implementing the NVAS 2018, educators can help their students to develop the knowledge, skills, and abilities they need to succeed in college, careers, and life. These standards are a valuable resource for all visual arts educators.
