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New Hampshire Frameworks Correlations
British
and American Grand Manner Portraits of the 1700s 
18th-century grand manner portraiture used visual metaphor to define
the character of the subject. At this site from the National Gallery
of Art you'll find works by Sir Joshua Reynolds, Thomas Gainsborough,
John Singleton Copley, John Hoppner, Sir Thomas Lawrence, George
Romney, and Gilbert Stuart along with profiles of the artists.
Intended Audience: General Reading Level:
High School Teacher Section: No Searchable:
No
The Arts: Visual Art Curriculum Standard 4
Analyze the visual arts in relation to history and culture.
Proficiency Standards
By the end of grade four students will be able to:
- Know that the visual arts have both a history and a specific
relationship to various cultures.
- Identify specific works of art in particular cultures, times,
and places.
- Describe how history, culture, and visual arts influence
each other.
Proficiency Standards
By the end of grade eight students will be able to:
- Compare the characteristics of works of art representing various
cultures, historical periods, and artists.
- Describe and place a variety of art objects by style and artist,
and by historical and cultural contexts.
- Describe how a given work of art can be interpreted differently
in various cultures and time.
- Analyze, describe, and demonstrate how factors of time and
place influence visual characteristics that give meaning and
value to a work of art.
Proficiency Standards
By the end of grade twelve students will be able to:
- Differentiate among a variety of historical and cultural contexts
in terms of characteristics and purposes of works of art.
- Analyze relationships among works of art in terms of history,
aesthetics, and culture, using their observations to inform
their own art making.
- Understand various critical models of interpreting works from
several historical periods and cultures.
- Analyze common characteristics of visual arts evident across
time and among cultural/ethnic groups to formulate analyses,
evaluations, and interpretations of meaning.
Curriculum Standard 5
Analyze, interpret and evaluate their own and others’ artwork.
Proficiency Standards
By the end of grade four students will be able to:
- Identify various purposes for creating works of art.
- Describe how people’s experiences influence the development
of specific art works.
- Understand that people may respond in different and equally
valid ways to specific art works.
- Describe their personal responses to specific works of art
using visual art terminology.
Proficiency Standards
By the end of grade eight students will be able to:
- Compare multiple purposes for creating works of art.
- Analyze the meanings of contemporary and historic artworks.
- Evaluate the quality and effectiveness of their own and others’
work by using specific criteria.
- Describe their own responses to, and interpretation of, specific
works of art.
Proficiency Standards
By the end of grade twelve students will be able to:
- Research and analyze historic meaning and purpose in various
works of art.
- Defend personal interpretations to better understand specific
works of art.
- Reflect critically on various interpretations to better understand
specific works of art.
- Analyze and interpret art works identifying relationships
among form, context and purposes.
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