I can describe current and historical works of art and artistic movements and find specific examples that interest me.

Lesson-specific:
I can identify and describe specific works of art and artistic movements that capture my interest, explaining how they suit different audiences and contexts. I can articulate my curiosity about the impact of African American artists on cultural identity by examining the qualities and relationships of components in their artworks.

I can perform artistic and historical research and analysis to explore how and why specific pieces of art were made in certain ways.

Lesson-specific:
I can examine artworks by African American artists, identifying the key qualities and relationships within the pieces while considering how they engage different audiences and contexts. Through this analysis, I can articulate how these elements influence the artists' creative decisions and apply these insights to my own creative efforts.

I analyze and describe the characteristics (stylistic choices and their desired effect) and defining details (materials, techniques, practices, etc.) of historical artworks and movements.

Lesson-specific:
I can analyze and describe the stylistic choices and techniques used by African American artists, explaining how these elements affect the audience and are shaped by historical and social contexts. I can discuss how my own creative efforts are influenced by these insights, ensuring my art piece suits the intended audience and context.

I compare, contrast, and classify historical and contemporary artistic concepts, styles, and techniques to better place my work and the works of others into a larger context.

Lesson-specific:
I can critically analyze the works of African American artists to identify and articulate the historical and social contexts that influenced their art, comparing these insights with contemporary artistic concepts and styles. I design my own art piece that thoughtfully integrates these elements, ensuring it is suitable for diverse audiences and contexts. My work reflects a deep understanding of cultural identity and effectively contributes to community dialogue, demonstrating mastery in both art history and personal creative expression.

I understand and can describe why people generate and conceptualize artistic ideas and works of visual and performing arts (e.g., to express or reflect their lived realities or communities).

Lesson-specific:
I can identify why people create art by exploring how African American artists express their lived experiences and community stories through their work. I can describe how these compositions are suitable for different audiences and settings, influencing my own creative ideas.

I can practice and improve my creative capacity in the arts.

Lesson-specific:
I can create an art piece inspired by African American artists that demonstrates my understanding of cultural identity by thoughtfully selecting elements that connect with my audience and context. Through my creative process, I practice and refine my skills, ensuring my work effectively communicates the intended message and contributes to a meaningful community dialogue.

I conceptualize or draft an artistic work or idea that reflects or expresses my lived reality, ideas, or communities.

Lesson-specific:
I can create an original art piece inspired by African American artists that reflects my understanding of cultural identity and effectively communicates to a diverse audience. I thoughtfully consider how my composition's elements and context will engage viewers, and I can articulate the choices I made to ensure my work contributes to a meaningful community dialogue.

I perform, produce, or direct engaging artistic expressions or work through interpretation and presentation that reflect the lived realities and intellectual ideas of myself and/or my communities.

Lesson-specific:
I can create an art piece that is deeply inspired by African American artists, demonstrating a thorough understanding of cultural identity and effectively using the Elements of Art to engage and communicate with a diverse audience. By thoughtfully selecting components and considering the audience's perspectives, I can articulate how my creative choices are shaped by both context and audience, fostering meaningful dialogue in the community exhibition.

I can recognize and articulate when someone else’s communication is incomplete, incorrect, or unclear.

Lesson-specific:
I can identify when an art piece or explanation is unclear or incomplete by asking specific questions about how the composition suits the audience and context, and I can suggest ways to improve clarity or detail.

I can articulate ways to improve someone else’s communication that is incomplete, incorrect, or unclear.

Lesson-specific:
I can provide constructive feedback on a peer's art project by identifying specific elements that could be refined to better communicate their intended message, ensuring that the work is suitable for the audience and context of our school exhibition.

I recognize situations when it is appropriate to provide critical feedback.

Lesson-specific:
I can thoughtfully provide constructive feedback on my peers' art projects by analyzing how their compositions are suitable for different audiences and contexts, using specific examples from their work to support my observations.

I recognize situations when it is helpful to critique the way in which an idea is presented, and do so in a way that contributes to my and others’ understanding.

Lesson-specific:
I can thoughtfully engage in constructive critique by analyzing how my art composition aligns with the intended audience and context, incorporating feedback to enhance my creative expression and deepen community dialogue on cultural identity.

I can describe types and examples of evidence that would or would not justify a claim (e.g., thesis, conclusion, solution, hypothesis).

Lesson-specific:
I can identify and describe different types of evidence used by African American artists to justify their artistic choices, explaining how these choices are suitable for the intended audience and context, and reflecting on how this influences my own creative efforts.

I can consider evidence to make a claim and then justify my reasoning.

Lesson-specific:
I can use evidence from my research on African American artists to make a claim about how their work influences cultural identity. I can analyze the components of their artworks to understand the audience effect and justify my reasoning, explaining how my art piece is appropriate for my community and contributes to meaningful dialogue.

I use evidence and reasoning (properties, laws, and prior results) to design and justify claims (e.g., thesis, conclusion, solution, hypothesis).

Lesson-specific:
I can effectively analyze the qualities of African American artworks and use evidence from my research to create a thoughtful art piece that reflects cultural identity. I can explain how my composition is suitable for the intended audience and context, and I use reasoning to justify the choices I made in my creative process.

I clearly explain how evidence both supports causal links and detracts from alternate possible explanations to justify a claim.

Lesson-specific:
I can clearly articulate how the evidence from my research on African American artists supports the connections between cultural identity and artistic expression in my art piece, while also explaining how this evidence challenges other interpretations. I can describe how the elements and context of my art are thoughtfully designed to engage different audiences, effectively communicating my message and contributing to community dialogue.