Consider using All the Art in your classroom. Content found in All the Art corresponds with educational benchmarks listed by the National Standards for Arts Education.

Grade 9-12, Visual Arts Standard 4 Understanding the visual arts in relation to history and cultures:

Art historical stories provide insight into the lives of people of the past and expose us to the cultural expression of their experiences. Art stories reveal both continuity over time and change as we witness repeated struggles for equity by artists and within their subjects. Articles around contemporary and historical art practices can be used to discuss the power of cultural production to create persuasive narratives and tell important stories.
These stories provide opportunity to debate the job of the art in our midst to reflect upon our values and as points of entre for conversation about an array of topics – from self-representation to the impact of the built environment on our lives. Students are likely to disagree with some of the arguments made by our authors and have ideas of their own regarding what should and should not represent us to ourselves and to future generations.

Grade 9-12, Visual Arts Standard 5
Reflecting upon and assessing the characteristics and merits of their work and the work of others:

The reception of art is dependent upon many factors: the perceived beauty or attractiveness of the object, the uniqueness of the object, the artist’s reputation, the monetary value of the work among other markers of worth. Students should be encouraged to consider other characteristics of art including the merits of art which is not understood or highly regarded.

Grade 9-12, Visual Arts Standard 6

Making connections between visual arts and other disciplines:

St. Louis is bubbling over with art production. At our local art events – from the large museum exhibitions to smaller gallery openings, outdoor public art and pop-up events – artists and curators display tools for understanding our time and place. Wrestling with political, social and emotional themes is a natural function of art. For this reason, art conversations are nuanced and complex. Students will use critical thinking skills as they make connections between art, poetry and city streets or art, education and incarceration.

For a detailed breakdown of how the content in each issue meets federal and state guidelines, or for assistance bring regional art workers into your professional development program contact our executive editor: Sarah Hermes Griesbach