Arts and Humanities Awareness

1.0 Arts and Humanities Awareness

Students demonstrate an understanding of diverse works in the arts and humanities as represented in socio-cultural-historical contexts.*

Arts and Humanities Awareness may take the form of recognition of aesthetic qualities, concepts or themes, and historical and socio-cultural contexts in literary, artistic, cinematic, performing, or multimodal art forms.

Performance Indicators with Rubrics

The student identifies significant aesthetic qualities or elements in a work of art or the humanities.

Performance Indicator Minimal Proficiency Partial Proficiency Proficient
Identifies Aesthetic Qualities The student does not identify specific aesthetic qualities of the work. The student identifies some distinctive elements or characteristics of a work’s aesthetic qualities but may be missing several key elements. The student identifies multiple significant aesthetic qualities or elements in a work of art or the humanities.*

* (e.g. figurative language, denotative or connotative language, symbols, visual elements, sensory elements, design elements, technique, logical structure, arrangement, medium, color, perspective, socio-cultural representations, historic imagery, periods, or trends, visual appeal, rhetorical elements, critique, the connection of personal/emotional response to aesthetics, etc.).

The student explains a work of art or the humanities within socio-cultural and historical contexts.

Performance Indicator Minimal Proficiency Partial Proficiency Proficient
Explains Socio-cultural-historic Contexts The student provides no clear point or supporting detail about the societal, cultural, and/or historical value and impact of a work in the arts or humanities. The student expresses a limited understanding of the societal, cultural, and/or historical value and impact of a work in the arts or humanities, but does not provide specific supporting details. The student explains a work of art or the humanities within socio-cultural and historical contexts, demonstrating a thorough exploration of their significance, relevance, and potential impact.

The student applies the creative process and an understanding of aesthetic and socio-cultural-historic contexts in an original artistic work or works in the humanities.

Performance Indicator Minimal Proficiency Partial Proficiency Proficient
Applies Aesthetic Skills and Knowledge The student does not employ relevant knowledge and skill in a creative process leading to a completed work. The student applies artistic skills and knowledge in a creative process to complete an original work, but may not fully showcase an understanding of integrating skills and creativity to connect the work to a larger audience and its socio-cultural-historical context. The student applies the creative process and demonstrates an understanding of aesthetic and socio-cultural-historic contexts in an original artistic work or work in the humanities.

The student analyzes diverse cultural expressions in a work of art or the humanities.

Performance Indicator Minimal Proficiency Partial Proficiency Proficient
Analysis of a Work of Art or the Humanities The student provides no clear analysis of the basic elements or qualities of the work and how they contribute to the overall impact of the work. The student shows limited analysis of a work of art or the humanities, demonstrating knowledge of the work’s components without connecting them to diverse perspectives and cultural representations. The student analyzes cultural expressions with satisfactory comprehension and depth, providing a competent explanation of relevant elements, aesthetic qualities, and cultural context influencing the expressions.

The student interprets themes and meanings in a work of art or the humanities.

Performance Indicator Minimal Proficiency Partial Proficiency Proficient
Interprets Themes and Meanings in a Work of Art or the Humanities The student does not interpret themes and meanings reflected in the elements of the work or draw themes and meanings from the socio-cultural and historical contexts of the work. The student interprets limited themes and meanings reflected in the work but does not fully support the interpretation by referencing specific elements of the work or its socio-cultural-historical contexts. The student interprets themes and meanings reflected in the work and fully supports the interpretation with specific elements of the work and their connection to the socio-cultural-historical contexts of the work.

The student reflects upon the arts or humanities' societal impact in socio-cultural-historical contexts.

Performance Indicator Minimal Proficiency Partial Proficiency Proficient
Reflects on the Societal Impact of the Arts or Humanities The student provides minimal or no reflection on the value and impact of works in the arts and humanities and does not address the impact of the arts or humanities on broader socio-cultural-historical contexts. The student demonstrates some reflection upon the value and the societal impact of works in the arts and humanities but presents a limited understanding of the impact across broader socio-cultural-historical contexts. The student reflects in depth upon the value and impact of works of art or the humanities and connects its impact to societal impact across broader socio-cultural-historical contexts.