State Standards


Curricular and Pedagogical Content Knowledge aligned with State Resources

 Knowledge of subject matter and pedagogy with reference to the Michigan Curriculum Framework and other state sponsored resources, for consistent and equitable learning in Michigan schools.

The theme “Careers in Art” is a unit based around just that-- careers in the art world. With this unit I hope students will be excited to discover and explore different careers that involve art. This unit is important for high school students because they are starting to think a little more about their future careers and this will help them to see how many jobs there are out there that require artists. Within this unit, the projects are only focused around two careers - the design field and commissioned artists. However, many more carriers will be discussed at the beginning of the unit. A great aspect of this unit is it has the potential to add on more projects that focus on other careers allowing the unit to continue and even fill a whole semester or year.  

The first art career I focused on was the design field. This involves the students creating their own design for a product that has been inspired by nature and then producing a maquette of that product. These products can range from clothing design to automobile design; it is up to the decision of the student to decide what division of the design field they would like to work in. 

This theme is relevant to students because they will be experiencing different career options that may help them discover their future career. Students will be encouraged to explore the many art related career opportunities throughout this whole unit while learning different art principles and techniques. 

Aligning  Projects to State Standards and Benchmarks


High School Visual Arts

Content Standard 1: All students will apply skills and knowledge to perform in the arts.

ART.I.VA.HS.1 Apply materials, techniques, media technology, and processes with sufficient skill, confidence, and sensitivity that personal intentions are carried out in artworks.

ART.I.VA.HS.2 Intentionally use art material and tools effectively to communicate ideas.

ART.I.VA.HS.3 Apply organizational principles and functions to solve specific visual arts problems.

ART.I.VA.HS.4 Be involved in the process and presentation of a final product or exhibit.


    Students will be using prior knowledge and skills (drawing, contrast, line, shape, color) to develop a product sketch.  Then students will create a Marquette of their product using a multitude of different mediums.

Content Standard 2: All students will apply skills and knowledge to create in the arts.

ART.II.VA.HS.1 Apply materials, techniques, and processes with sufficient skill, confidence, and sensitivity that personal intentions are carried out in artworks.

ART.II.VA.HS.2 Create artworks that use organizational principles and functions to solve specific visual arts problems.

ART.II.VA.HS.3 Describe the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others.

ART.II.VA.HS.4 Apply and adapt subjects, symbols, and creative ideas in artworks and use the skills gained to solve problems in daily life.

ART.II.VA.HS.5 Demonstrate an improved ability to integrate structures, characteristics and principles to accomplish commercial, personal, communal, or other purposes of art.

ART.II.VA.HS.6 Create media productions that demonstrate knowledge, contexts, values, and aesthetics.

Students will create a product that is inspired by nature. Not only will students be required to have a visually pleasing product by arranging visual elements, their product must also have a function. Students will have to solve many different visual and technical problems throughout the project to meet both of these requirements.

Content Standard 3: All students will analyze, describe and evaluate works of art.

ART.III.VA.HS.1 Analyze the effectiveness of selections in communicating ideas and reflect upon the effectiveness of choices.

ART.III.VA.HS.2 Identify intentions of artists, explore the implications of various purposes, and justify analyses of purposes in particular works.

ART.III.VA.HS.3 Describe how expressive features and organizational principles cause responses.

ART.III.VA.HS.4 Reflect upon the characteristics and assess the merits of one’s personal artwork.

ART.III.VA.HS.5 Reflect and analyze the personal experiences that influence the development of personal artwork.

After students complete a developed drawing of their product, students will critique one another’s work.  Students will evaluate their own finished product to see if it can function properly.  For example, if they are designing a shirt, can it be worn as a shirt or does it fall off the shoulders?

Content Standard 4: All students will understand, analyze, and describe the arts in their historical, social, and cultural contexts.

ART.IV.VA.HS.1 Reflect on how the subjects, ideas, and symbols of artworks differ visually, spatially, temporally, and functionally with respect to history and culture.

We will cover how artists have designed functional art throughout history from architecture to furniture design, artist have played the major role in shaping how our world looks.

Content Standard 5: All students will recognize, analyze, and describe connections among the arts; between the arts and other disciplines; between the arts and everyday life.

ART.V.VA.HS.1 Speculate and analyze how future technologies may impact art in everyday life.

ART.V.VA.HS.2 Describe the characteristics of a variety of visual arts careers.

ART.V.VA.HS.3 Compare the materials, technologies, techniques, and processes of the visual arts with those of other arts disciplines as they are used in creating and types of analysis.

This is what the entire project focuses on; how art is connected to everyday life, from the clothes we wear to the chairs we sit on, an artist was involved in creating that product.

Careers in Art 

Copyright © 2012 Julia VanOrman.  All rights reserved.