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Learn with Purpose
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Develop a plan to pursue a goal
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- With guidance, I can set a goal for a project. With guidance, I can plan some steps to help me reach the goal.
Project-specific:- I can choose a theme for my art project with some guidance and outline basic steps to organize my ideas, use various materials, and consider presentation techniques to express my theme.
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- I can set a goal for a project and plan some steps to reach it, working alone or with others. I can help make sure that roles and/or steps are clear.
Project-specific:- I can create a plan for my art project, outlining the necessary steps and identifying roles for myself or my team, ensuring that we clearly understand how each part contributes to expressing our chosen theme
- I work on refining my plan by considering different ways to overcome artistic challenges and selecting the most effective solutions to share my artwork.
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- I can create or co-create a specific, achievable goal for a project or task. I can create or co-create a plan for a project or task that breaks down the work into stages or steps and includes key dates or events. When working with others, I can discuss various preferences, needs, and/or strengths to help us develop our roles and work well together.
Project-specific:- I can collaborate with classmates or local artists to co-create a plan for an art exhibition, detailing stages such as selecting a theme, choosing artworks that match the theme, and setting up the space
- I can discuss how each choice in the planning affects the overall presentation, ensuring that our exhibition communicates a meaningful concept.
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- I can create or co-create a specific, achievable goal and success criteria for a project or task. I can create or co-create a feasible plan (e.g., stages, tasks, assignees, time estimates, due dates) that accounts for task/project constraints and resources needed. When working with others, I can demonstrate care for various preferences, needs, and/or strengths to help us each contribute and work well together. When available, I can try using digital tools (e.g., scheduling communications and feedback, sharing work) to follow a plan and help reach a goal.
Project-specific:- I can thoughtfully plan an art exhibition by selecting a meaningful theme, coordinating the artistic space, and choosing lighting that enhances my artwork, demonstrating careful consideration of my creative goals
- I actively collaborate with local artists and peers to gain insights and refine my techniques, ensuring my exhibit communicates my unique artistic voice effectively.
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- I can create or co-create specific, achievable goals and success criteria for a project or task. I can create or co-create a feasible plan and set of progress-monitoring tools that account for task/project constraints and resources needed. When working with others, I can demonstrate care for various preferences, needs, or strengths and help establish inclusive norms, routines, and/or structures that enable us to each contribute and work well together. When available, I can choose digital tools to meet a specific need for our project or team.
Project-specific:- I can create a detailed and achievable plan for organizing an art exhibition with a meaningful theme, ensuring my plan includes thoughtful choices about artistic space and presentation
- Through researching artistic challenges, I refine my techniques by documenting solutions and considering feedback to deepen the impact of my work on my audience.
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- I can create or co-create the purpose, goals, and success criteria for a project or initiative and develop strategies for anticipated issues. I can create or co-create a feasible plan and set of progress-monitoring tools that account for project constraints, resources needed, and other contextual factors. When working with others, I can demonstrate care for various preferences, needs, or strengths and help establish inclusive norms, routines, and/or structures that attend to cultural and/or power differences (e.g., gender, language, race, ability), and that enable us to each contribute and work well together. When available, I can choose and adapt digital tools to meet specific needs for our project or team.
Project-specific:- I can effectively plan and organize an art exhibition that showcases my unique artistic style and theme, taking into account the space, lighting, and presentation
- I can anticipate and resolve artistic challenges by trying different solutions and explaining the pros and cons of each option
- I can collaborate with others to set inclusive norms and leverage digital tools for creating and sharing my artwork, ensuring my project goals are met while honoring the diverse perspectives within my team.
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Learn with Purpose
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Monitor progress and adjust
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- With guidance, I can stop to check in with myself or my partners to see how it’s going. I/we can ask for help if needed.
Project-specific:- I can pause during my art project to see how well I'm doing and ask for help or feedback from my teachers, classmates, or community artists when I need it
- I can reconsider my plans for an art exhibition if I find challenges in presentation ideas, such as aligning the lighting with the theme or adjusting the layout for better audience experience.
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- I can stop to check in with myself or my partners about how it’s going (e.g., Am I stuck? Do I need anything? Am I closer to my goal?). If I/we get stuck or distracted, I can come up with some ideas about how to move forward (e.g., ask for help, start over, use a new tool).
Project-specific:- I can regularly pause to assess my progress and decide what adjustments I need to make to improve my art project, considering how to tackle artistic challenges with different strategies
- If I encounter obstacles, I seek feedback from my peers or mentors, explore new approaches, or use alternative materials to enhance my work.
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- I can pause to check in on progress and practice positive self-talk and/or encouragement of my team or partner. If I/we get stuck or distracted, I/we can identify the cause of the issue and try out an idea about how to move forward (e.g., change the approach, adjust the environment, ask for the specific help needed to keep progressing).
Project-specific:- I can regularly check my progress on my art project and practice positive self-talk to keep motivated
- If I encounter challenges, I pause to identify what’s causing the issue and brainstorm possible solutions, like adjusting my technique or asking for feedback from a teacher or peer to continue improving.
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- I can regularly pause to check in with myself and/or others about process and progress toward the goal(s). I can practice positive self-talk and/or encouragement of my team or partner. If an issue arises, I/we can recognize it promptly, analyze causes, and pursue a suitable solution.
Project-specific:- I can pause regularly to review my art project's progress, using feedback from teachers and classmates to recognize and evaluate any issues
- I can adjust my techniques and presentation plans based on this input
- I can talk positively to myself and encourage others as I explore new ways to address artistic challenges and refine my work.
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- Puedo hacer pausas periódicas para comprobar conmigo mismo y/o con los demás el proceso y el progreso hacia el/los objetivo(s). Puedo hablarme a mí mismo y/o animar a mi equipo o compañero de forma positiva y adaptada a las necesidades o preferencias individuales. Puedo utilizar ciclos de retroalimentación para ayudar a mejorar el trabajo. Si surge un problema, sé/sabemos reconocerlo rápidamente, analizar las causas y buscar una solución adecuada basada en múltiples datos o perspectivas. Puedo entablar conversaciones difíciles para resolver conflictos o problemas del equipo, según sea necesario.
Project-specific:- I can regularly check my progress by self-assessing and asking for feedback from peers and teachers, improving my artwork during the process
- If challenges arise, I can identify them quickly and explore several creative solutions, applying the most effective one based on different viewpoints and evidence
- I am confident in using this process to reach my set goals, helping me refine and present my artwork in a way that clearly reflects my personal theme or concept.
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- I can regularly pause to check in on process and progress toward the goal(s). I can practice positive self-talk and/or encouragement of my team or partner that is responsive to individual needs or preferences. I/we can use multiple feedback cycles to improve the work and foster shared learning. If an issue arises, I/we can recognize it promptly, analyze causes, and pursue a suitable solution informed by multiple data points or perspectives. I can engage in and/or facilitate difficult conversations to resolve team conflicts or issues, as needed, using a strengths-based approach.
Project-specific:- I can consistently monitor the progress of my art project and make adjustments as needed, using feedback from peers, teachers, and local artists to enhance my work
- I identify and address artistic challenges by evaluating different solutions and documenting their impacts, ensuring my exhibition uniquely expresses my theme and personal style while exploring its societal and historical context.
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Learn with Purpose
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Give and receive feedback
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- I can ask questions or express what I like about something someone else made or did. With guidance, I can listen to what others say about something I made or did and record or repeat some ideas I heard.
Project-specific:- I can ask thoughtful questions or share what I like about a classmate's artwork, noting specific elements that stand out to me
- With some help, I can listen to feedback on my own art project and capture or restate key points, showing I understand what others appreciate or suggest for improvement.
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- I can ask questions to learn more about someone’s work. I can share some things I really like about it and why. I can listen to what others say about something I made or did and record or repeat some ideas I heard.
Project-specific:- I can share specific things I like about a classmate's artwork and explain why they stand out to me
- When receiving feedback on my art, I can listen to others and use at least two ideas they share to improve my presentation for an exhibition.
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- I can ask questions to learn more about what someone made and how they made it. I can identify several strengths, using evidence or examples. I can ask for targeted feedback and record or repeat some ideas I heard, using a provided tool or process.
Project-specific:- I can actively participate in feedback discussions by asking focused questions about my artwork, helping me understand how others perceive my artistic choices
- I use specific examples to illustrate the strengths of my work and ask peers for targeted feedback on areas I wish to improve
- By recording feedback using a provided tool, I can refine my presentation and organize an exhibition that effectively showcases my personal theme and artistic intent.
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- I can ask questions to learn more about what someone made and how and why they made it. I can identify strengths and possible improvements, using evidence or examples. I can reflect on my work to identify specific aspects I’d like to improve. I can ask for targeted feedback and determine the most important or interesting ideas I heard.
Project-specific:- I can thoughtfully evaluate my artwork and the work of others by asking insightful questions about the creation process, identifying both strengths and areas for improvement using specific examples
- I actively seek constructive feedback, reflecting on the advice received to make informed adjustments that enhance my artistic expression and presentation.
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- I can ask questions to learn more about someone’s purpose, audience, and approach (e.g., style, craft, medium). I can use evidence or examples to identify strengths and prioritize suggestions. I can reflect on my work and use quality criteria to identify specific aspects to improve. I can ask for targeted feedback from others and decide which suggestions are most relevant and important.
Project-specific:- I can thoughtfully ask questions to better understand my peers' artistic choices and give constructive feedback that highlights strengths and suggests improvements
- I reflect on my own work using quality criteria, identify aspects to enhance, and seek feedback to refine the presentation of my art, considering how it resonates with my personal theme and connects to societal and cultural contexts.
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- I can ask questions to learn more about someone’s purpose, audience, approach, and feedback needs to focus my feedback. I can use evidence or examples to identify strengths and prioritize suggestions based on the maker’s purpose, audience, and/or approach. I can reflect on my work and use quality criteria to identify and prioritize specific aspects to improve. I can gather and integrate targeted feedback representing diverse perspectives and relevant expertise or insight.
Project-specific:- I can thoughtfully engage with diverse perspectives by asking questions that enhance my understanding of my peers’ artistic goals and methods
- I can offer specific, evidence-based feedback that highlights strengths and proposes meaningful suggestions for improvement
- After reflecting on my own artwork, I can identify key areas for enhancement utilizing established criteria
- I integrate the feedback I've received to refine and present my art in a way that effectively communicates my intended message and connects with my audience.
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