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The Visual and Performing Arts were added to the list of required subjects in the California Education Code in September 2000. This means that all California public schools must provide arts instruction to all of their students.  Furthermore, since 2001, the Visual and Performing Arts have been core subjects in our federal elementary and secondary education legislation, No Child Left Behind.

The Visual Arts Content Standards established by the California Department of Education include artistic perception, creative expression, historical and cultural context, aesthetic valuing, and connections, relationships and applications. By presenting real life films and other issue conscious films available to at-risk middle school and high school students, as defined by the CDE’s proficiency level for high schools, teachers and organization leaders could establish curriculum in partnership with Providence productions to analyze and build on some of, but not limited to, the following areas:

  • Artistic perception:
    Students perceive and respond to works of art, objects in nature, events, and environment. They also use vocabulary of the visual arts to express their observations.
    • Example: comparing the meaning and impact of one film with other films and their own life experiences.
  • Creative expression:
    Students apply artistic processes and composition skills, using a variety of media to communicate content and meaning in their own original works of art.
    • Example: Creation of two- or three-dimensional expressions or written essays addressing social issues of the film, including dominance and subordination.
  • Historical and cultural context:
    Students could analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.
    • Example: Cultural relevance, time and place in the media provided.
  • Aesthetic valuing:
    Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, design, and aesthetic qualities.
    • Example: Articulate how personal beliefs, cultural traditions, and current social, economic, and political contexts influence the interpretation of the meaning or message in a work of art.
  • Connections, relationships, applications:
    Students develop competencies, and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills.

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