Education standards represented in the Haywood Street Fresco lessons and activities.

National Art Standards: 

Visual Art Creating

Generate and conceptualize artistic ideas and work.

  • Enduring understanding: Creativity and innovative thinking are essential life skills that can be developed.
  • Essential question(s): What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process? 

Visual Arts Responding

Perceive and analyze artistic work

  • Enduring understanding: Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world and constructed environments.
  • Essential questions: How do life experiences influence the way you relate to art? How does learning about art impact how we perceive the world? What can we learn from our response to art?

Visual Arts Connecting 

Synthesize and relate knowledge and personal experiences to make art.

  • Enduring understanding: Through art making, people make meaning by investigating and developing awareness of perceptions, knowledge and experiences. 
  • Essential questions: How does engaging in creating art enrich lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through art making?

Digital Literacy
Knowledge Constructor

  • Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

English Language Arts

Reading

  • RL.9-10.1 & RL.11-12.2 Determine two or more themes of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
  • RL.9-10.5 & RL.11-12.5 Analyze how an author’s choices concerning how to construct specific parts of a text contribute to its overall structure and meaning as well as its effect on the reader.

Writing

  • W.9-10.1 & W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  • W.9-10.3 & W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
  • W.9-10.4 & W.11-12.4 Use digital tools and resources to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. W.9-10.5 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Speaking & Listening

  • SL.9-10.1 & SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

9-12 Literacy Instructional Standards

  • Reading Materials – ​​Intentional opportunities and instructional support for students to access, read, and interpret a variety of types and modes of text
  • Comprehension: Discussion & Writing – Intentional instructional opportunities for students to construct meaning through higher-order discussion and writing about/in response to the ideas within disciplines
  • Comprehension: Knowledge Building – Intentional and ongoing instructional opportunities for students to build and connect knowledge to support their understanding of ideas within and across text

Social Studies

  • AH E.1 Analyze the American economic system in terms of affluence, poverty and mobility.
  • CLB1.1 Explain how values and beliefs influence the creation and implementation of public and policy.  
  • WH. B.1.1 Deconstruct societies and institutions around  in terms of ways in which they were shaped by art, literature, philosophical thought, and religion, now and in the past. Social Studies 8.E.1 Understand the economic development of North Carolina and the nation. 


North Carolina DPI Social-Emotional Learning Standards
Self Awareness

  • Students will reflect on and discuss the different groups they belong to – their family, their school community, their neighborhood community, their country – and how membership in these different groups affects how they see the world.

Social Awareness

  • Students will become more aware of needs in their school and community.
    Students will effectively communicate their ideas and take action such as public speaking.