Smarthistory is a free resource developed for art and art history instructors full of academic essays and videos. This lesson guides students through synthesizing materials in Smarthistory to create short video presentations on artist techniques, art movements, artists, and artist statements. The products can become a classroom video library resource for students by students that builds over time.

Students will create a digital image depicting a piece of architecture made entirely of edible materials. The class will analyze and discuss architecture throughout history, including local Virginia architecture, as well as the mimetic architecture, such as the California Crazy architecture of the 1950s. Each student will create a proposal for their building prior to designing. Students will combine digital collage and retouching skills to create implied texture, distance/perspective, and make a realistic illusion.

In this unit, students will depict favorite places based on their individual experiences. They will select and arrange their materials based on color, texture, shape and luminosity. The teacher will demonstrate techniques to join, cut and manipulate materials and support students as they execute their ideas. Students will learn about Mickalene Thomas’ embellished collages of interior spaces inside the home and places outdoors like gardens as inspiration for their art. Students will have opportunities to share their art and provide feedback for one another.

After studying the Pop Art movement and learning about artists such as Roy Lichtenstein and Sister Corita Kent, students will create meaningful text art influenced by Pop Art. Students will choose a word that is meaningful to them to emphasize. This project can be completed using a word in the language of the students’ choice.

Over multiple class periods, students will analyze Egyptian art to identify how it reflects aspects of the culture in which it was created. Students will also compare and contrast contemporary art with ancient Egyptian art.  Students will create self-portraits that are inspired by ancient Egyptian art and then explain how the art of ancient Egypt inspired their self-portraits.

Students will discover methods of using sketchbooks to explore, revise, plan, and practice the development of artistic ideas and techniques. Teachers will lead students through independent research exploring ideation, composition, art history, color theory, artistic techniques and more to plan a work of art. Critical and creative thinking skills will enhance student’s ability to create original art and highlight student voice.

This lesson guides students to carefully observe of works of art, leading to deeper understanding of cultural and historical background. This lesson introduces thinking and analysis strategies that students will use frequently in art class and beyond. This lesson is also great to way to formatively assess student skills related to language acquisition, critical thinking, analysis, and communication.

Students will learn about historical and contemporary design, as well as three-dimensional properties while creating their own miniature artist studio replica. Students will use the creative process while utilizing three-dimensional techniques to create installations based on their own research and investigation of an artist of choice. Students will present their final product to their peers and craft an artist statement to reflect on their learning.  

This webinar provides an overview of the 2020 Visual Arts Standards of Learning, and is specifically presented for teachers of secondary visual arts.VDOE fine arts program staff will share state and national resources, guiding principles, and timely information for fine arts instruction that are up to date for the 2024-2025 school year. This session is especially helpful for new fine arts educators and would be a good refresher for experienced fine arts educators. This presentation was updated in August 2024.

This webinar provides an overview of the 2020 Visual Arts Standards of Learning, and is specifically presented for teachers of elementary visual arts.

In this video (6:12) Virginia high school art teacher demonstrates adding visual interest to student sketchbooks to enhance creative thinking.

In this video (4:00), a Virginia elementary art teacher shares how to cover Visual Arts SOLs in the Critical Thinking and Collaboration Strand by engaging students in image sorts.

In this video (4:53) a Virginia art educator shares stratagies for guiding students through creative processes in elementary art.

In this short video (2:35), a Virginia art teacher shares a strategy for teaching creative thinking by enabling students to express personal ideas, images, and themes through artistic choices of media, techniques, and subject matter. 

In this video (4:30), a Virginia middle school art teacher explains how to use a thinking routine to explore cultural and historical context of works of art.

In this video (4:34), a Virginia art teacher explains how she guides middle school students to transform papers to prepare for creative collage.

Virginia’s visual arts instructional programs reinforce Virginia’s 22 Workplace Readiness Skills These skills are organized around three core areas that promote opportunities and reinforce student understanding of Virginia’s workplace readiness skills: Personal qualities and abilities, interpersonal skills, and professional competencies.

The purpose of this resource is to support school and division administrators in observations and coaching conversations for visual arts teachers in Virginia public schools. The strategies listed support effective instruction connected to skills and concepts of the 2020 Visual Arts Standards of Learning.

The Visual Arts Standards of Learning (SOL) are intentionally and directly aligned with the skills outlined in the Profile of a Virginia Graduate. The goal statements in the attached document are taken directly from the 2020 Visual Arts SOL document and re-organized to demonstrate alignment to the “5 Cs”.