![]() proportions can be exaggerated or distorted for expressive purposes (e.g.depicting things in accurate proportion to each other may create realism.proportion is the relationship in size of parts to one another, and to the whole.the way the parts of an artwork may be arranged to “lead the eye” from one place to the next), and representational movement (e.g., the depiction of a figure in motion) artists can create real movement (as in a kinetic sculpture, or video), compositional movement (e.g.an artist may create a strong focal point in a work by emphasizing a particular element.emphasis occurs when an art element, or combination of elements attract more attention in a composition.highly contrasting elements can create drama or excitement in a work, while the absence of contrast can create a calming, peaceful effect.contrast refers to differences between art elements arranged in proximity to each other.balance may have the following characteristics: symmetrical, approximately symmetrical, asymmetrical, radial.balance refers to the way art elements are arranged to create a sense of stability or equilibrium in a composition.Use appropriate art vocabulary to explain the use of art elements and principles in own compositions Use art media, tools, and processes to explore and demonstrate understanding of the elements and principles of artistic designĪppendix C: Principles of Artistic Designĭescribe in detail, the characteristics of art elements observed in art works and in the natural and constructed environmentĪnalyze how specific principles of design can be applied to the organization of art elements in artworksĭemonstrate an integrated understanding of the elements and principles of artistic design in analyzing visual components in artworks and in the natural and constructed environment Students who have achieved expectations for this grade are able to Grade 5 By the close of the year, we will publicly share new approaches to help communities reimagine safety in their schools.Students demonstrate understanding of and facility with the elements and principles of artistic design in a variety of contexts. In the winter, we will run a course that partners Stanford students with a local K-8 school to continue this exploration and learning cycle. Throughout the fall we will be running design sprints to continue our learning and iterate on our designs. We are looking at many possible areas of impact, including redesigning active shooter drills, designing rituals that create a sense of belonging for isolated students, and inexpensive physical changes that can be made to school buildings. FOCALPOINT K12 FULLClever enables K-12 schools to take full advantage of the game-changing. Our design principles include building on communities’ existing strengths, attending to both physical danger and the growing culture of fear surrounding school shootings, and considering how systemic inequities impact these complex challenges. Focal Point is an all-in-one platform to track and optimize procurement. FOCALPOINT K12 SERIESWe will build on the insights we gleaned over the last year to create a series of prototypes that will be tested within educational communities. How might we improve students’ emotional, physical, and mental safety in the wake of school gun violence? This year we are taking these insights and questions and turning them into actionable ideas by launching a Reimagining School Safety Fellowship aimed at prototyping and testing ideas in response to the following design challenge: And of course emerged with more questions than answers. Over the last year we met with students conducted desk research identified and connected with thought partners in child psychology, architecture, behavioral science, and education and engaged our local educator community in design sessions. FOCALPOINT K12 HOW TOAs gun violence continues to occur in and around schools, and the phenomenon becomes a focal point of mass media, communities are faced with an increasingly difficult challenge: figuring out how to keep students physically safe without inadvertently traumatizing them in the process. Safety sits at the broad base of the pyramid with food, water, and shelter–the foundation upon which all other needs and growth opportunities rest. Maslow’s hierarchy of needs displays this phenomenon through an illustration of a pyramid. When a student does not feel safe, supporting them in reaching their full potential cannot be achieved. ![]()
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