Exploring Adjectives Through Art and Creative Writing

EXPLORING ADJECTIVES THROUGH ART AND CREATIVE WRITING

EXPLORING ADJECTIVES THROUGH ART AND CREATIVE WRITING

Learning Description

Describing artwork can be a great way to help students use more adjectives!  Adjectives support students in using descriptive language to create interesting and unique stories. In this lesson students will have the opportunity to do both!

 

Learning Targets

GRADE BAND: K-1
CONTENT FOCUS: VISUAL ARTS & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can use adjectives to describe a piece of art.
  • I can use art as an inspiration to write a creative story.

Essential Questions

  • How can adjectives help me describe a piece of art? 
  • How can art stimulate my imagination and help me write a creative story?

 

Georgia Standards

Curriculum Standards

Kindergarten:

ELAKR6 The student gains meaning from orally presented text.  

ELAKW1 The student begins to understand the principles of writing. 

ELAKW2 The student begins to write in a variety of genres, including narrative, informational, persuasive, and response to literature.  

ELAKLSV1 The student uses oral and visual skills to communicate.  

Grade 1:

ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. 

  1. Recognizes and uses graphic features        

and graphic organizers to understand text. 

ELA1W2 The student writes in a variety of genres, including narrative, informational, persuasive and response to literature.

ELA1LSV1 The student uses oral and visual strategies to communicate. 

Grade 2: 

ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. 

ELA2W2 The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature.  

ELA2LSV1 The student uses oral and visual strategies to communicate. 

Arts Standards

Kindergarten:

VAK.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VAK.CR.2 Create works of art based on selected themes. a. Create works of art emphasizing one or more elements of art and/or principles of design. 

VAK.CR.3 Understand and apply media, techniques, and processes of two-dimensional art. e. Develop manual dexterity to develop fine motor skills. 

VAK.MC.3: Selects and uses subject matter, symbols, and/or ideas to communicate meaning. 

VAK.PR.1 Participate in appropriate exhibition(s) of works of art to develop identity of self as artist. 

Grade 1:

VA1.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VA1.CR.2 Create works of art based on selected themes. a. Create works of art emphasizing one or more elements of art and/or principles of design. 

  1. Create works of art that attempt to fill the space in an art composition.

VA1.CR.3 Understand and apply media, techniques, and processes of two-dimensional art. 

  1. Explore spatial relationships.

VA1MC.3: Selects and uses subject matter, symbols, and ideas to communicate meaning. 

VA1.PR.1 Participate in appropriate exhibition(s) of works of art to develop identity of self as artist.

 

South Carolina Standards

Curriculum Standards

Kindergarten:

K.W.MCC.3.1 3.1 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, to tell about the events in the order in which they occurred, and to provide a reaction to what happened.

K.W.L.4.5 With guidance and support, use adjectives.

K.W.MC.1.4 Participate in conversations with varied partners about focused grade level topics and texts in small and large groups.

Grade 1:

1.W.MCC.3.1  Explore multiple texts to write narratives that recount two or more sequenced events, include details, use temporal words to signal event order, and provide a sense of closure. 

1.W.L.4.5 Use adjectives and adverbs.

1.W.MC.1.4 Participate in shared conversations with varied partners about focused grade level topics and texts in small and large groups

Arts Standards

Anchor Standard 1: I can use the elements and principles of art to create artwork.

Anchor Standard 2: I can use different materials, techniques, and processes to make art.

Anchor Standard 3: I can improve and complete artistic work using elements and principles.

Anchor Standard 4: I can organize work for presentation and documentation to reflect specific content, ideas, skills, and or media

 

Key Vocabulary

Content Vocabulary

Narrative - A story or sequence of events and experiences. 

Adjective - Words that describe or modify another person or thing in the sentence. 

Illustration - A picture or diagram that helps make something clear or attractive. 

Arts Vocabulary

Line - A mark made by a pointed tool such as a brush, pen, or stick; a moving point

Color - One of the seven elements of art; it is created by light. There are three properties of color: Hue (name), value (shades and tints), and intensity (brightness)

Shape - A flat, enclosed area that has two dimensions, length and width

Texture - Describes the feel of an actual surface

 

Materials

  • Picture of artwork 
  • Pencil 
  • Paper 
  • Colored pencils/crayons/markers

 

Instructional Design

Opening/Activating Strategy

Project an image. In pairs, have students identify 10 things that they see in the image. Have students switch pairs and identify 10 more things that they see. Repeat one final time.  Reflect with the students on how the task became more difficult with each round.  Point out some examples in rounds 2 and 3 in which students began to include more detail, describing the attributes of what they saw (using adjectives).

 

Work Session

Process 

  • Start the lesson by reviewing adjectives. Using the image from the activator, name a few adjectives that can be seen in the image. Focus adjectives around the elements of art - color, types of lines and shapes, and texture.
  • Show students a work of art or illustration from a story. The illustration should be vivid and colorful if possible (not abstract). This will help the students identify many adjectives to use in describing the image. 
  • Older students will write their adjective on a sticky note. The teacher will ask students to take turns sharing their adjectives that describe the artwork. Students will place the sticky note on the board next to the image of the artwork. They will share where they see the adjective in the artwork when it’s their turn to put their sticky note on the board. For younger students, have them take turns coming up to the board and pointing out where they see the adjective that they used to describe the artwork. The teacher can write these words on the board. 
  • Next, have the students close their eyes and imagine what is happening in the picture. Ask the students the following questions to guide their imagination. 
    • Who are the people or objects in the artwork? 
    • What are the characters doing in the image? 
    • Where are the characters going? 
    • When did this happen? 
    • Have the students focus on Who, What, When, and Why as they will have to use their creativity and imagination to write a creative story using the artwork as a starting point. 
  • Explain that students will be writing a story based on the artwork. Students will fill out a graphic organizer to plan their story. Set a minimum number of adjectives that students should include in their story to make the story more interesting and capture the readers’ interest. 
  • Students will then generate drawings of their own to illustrate their stories.

Closing Reflection

Have students engage in small group story time. Students will share their stories and illustrations with each other. Students should use adjectives to describe each other’s stories and illustrations.

 

Assessments

Formative

  • Check for understanding through student discussion of artwork using adjectives and explaining where students see them. 
  • Creative story planning graphic organizer

 

Summative

Students will demonstrate mastery of learning concepts through their illustrations and creative stories based on original artwork.

 

Acceleration: 

Gifted Modifications and Extensions:  Follow steps 1-3 of the original lesson and then finish the lesson with these modifications: Give students a series of adjectives and have them create their own piece of artwork. When done creating their artwork, have the students close their eyes and imagine what is happening in the picture. They will then write an imaginative writing piece answering the questions who, what, when and where in their writing.  

Remediation: 

Follow steps 1 and 2. Next, using a graphic organizer, work as a group to name adjectives that describe the picture. Invite students to use the adjectives as they write or dictate sentences about the picture. 

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Ideas contributed by: Greg Sena. Modifications, Extensions, and Adaptations Contributed by:  Peggy Barnes, Candy Bennett, Lindsey Elrod, Jennifer Plummer, and Vilma Thomas.  Reviewed by Debbie Frost. Updated by Susie Spear Purcell and Katy Betts

Revised and copyright:  August 2022 @ ArtsNOW

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Exploring Organisms with Crayon-resist Painting

EXPLORING ORGANISMS WITH CRAYON-RESIST PAINTING

EXPLORING ORGANISMS WITH CRAYON-RESIST PAINTING

Learning Description

Discover the world of organisms as students explore an art-making technique known as crayon-resist painting. Students will demonstrate their understanding of organisms, their structures and their needs through this unique style of painting.

 

Learning Targets

GRADE BAND: K-1
CONTENT FOCUS: Visual Arts & Science
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can sort organisms into groups
  • I can identify similarities and differences between different types of organisms.
  • I can create a watercolor-resist painting that visually demonstrates an organism of my choice.

Essential Questions

  • What are the types of organisms?
  • How are organisms visually similar and different?

 

Georgia Standards

Curriculum Standards

Kindergarten:

SKL2: Students will compare the similarities and differences in groups of organisms.  a. Explain the similarities and differences in animals. (Color, size, appearance, etc.)  b. Explain the similarities and differences in plants. (Color, size, appearance, etc.)  

 

Grade 1: 

S1L1: Obtain, evaluate, and communicate information about the basic needs of plants and animals.a. Develop models to identify the parts of a plant—root, stem, leaf, and flower.

  1. Ask questions to compare and contrast the basic needs of plants (air, water, light, and nutrients) and animals (air, water, food, and shelter).

Arts Standards

Kindergarten:

VAK.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VAK.CR.2 Create works of art based on selected themes.

VAK.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

 

Grade 1: 

VA1.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning. 

VA1.CR.2 Create works of art based on selected themes. 

VA1.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

 

 

 

South Carolina Standards

Curriculum Standards

Kindergarten: 

Standard K.L.2: The student will demonstrate an understanding of organisms found in the environment and how these organisms depend on the environment to meet those needs. 

 

Grade 1: 

Standard 1.L.5: The student will demonstrate an understanding of how the structures of plants help them survive and grow in their environments.

 

 

Arts Standards

Anchor Standard 1: I can use the elements and principles of art to create artwork.

Anchor Standard 2: I can use different materials, techniques, and processes to make art.

Anchor Standard 7: I can relate visual arts ideas to other arts disciplines, content areas, and careers.

 

 

Key Vocabulary

Content Vocabulary

  • Plant - Any member of the kingdom Plantae, comprising multicellular organisms that typically produce their own food from inorganic matter by the process of photosynthesis 
  • Animal - Any member of the kingdom Animalia, comprising multicellular organisms that have a well-defined shape and usually limited growth, can move voluntarily, actively acquire food and digest it internally, and have sensory and nervous systems that allow them to respond rapidly to stimuli
  • Organism - Any individual living entity that can carry out life processes independently

Arts Vocabulary

  • Crayon-resist - The process of using an oil-based crayon or pastel as a drawing tool prior to covering with watercolor paint
  • Watercolor wash - A layer of watercolor that completely covers a surface and is translucent
  • Line - One of the seven Elements of Art; it is a mark made by a pointed tool such as a brush, pen or stick; a moving point
  • Shape - One of the seven Elements of Art; it is a flat, enclosed area that has two dimensions, length and width; artists use both geometric and organic shapes
  • Space - How the Elements of Art are organized in an artwork; it is used to create the illusion of depth; space can be two-dimensional, three-dimensional, negative and/or positive
  • Contrast - An arrangement of opposite elements in a composition to create visual interest

 

Materials

    • Crayons (or oil pastels)
    • Watercolor paints 
    • Soft paint brushes 
    • Water cups 
    • Paper towels
    • Images of plants and animals 
    • Bristol board paper or watercolor paper
    • Digital artwork of Henri Rousseau  
    • Index card or small piece of blank paper
    • Pencils

     

     

    Instructional Design

    Opening/Activating Strategy

    • Students will draw their favorite type of animal on an index card. This should be a quick drawing. Ask a few students to share what their favorite animal is and why.
    • Ask a student to remind the class what an organism is. Explain that the animal that students drew is a type of organism.

     

    Work Session

      PRE-WORK: 

      • Have pictures of a plant and tree and two different types of animals for students to compare and contrast.
      • Create labels for types of organisms and post them on the walls.
      • Have pictures of the artwork of Henri Rousseau ready to show students.

       

      WORK SESSION: 

      • Begin by asking students to identify groups of organisms. 
        • Write them on the board. Under each type, ask students to list types of organisms that one could find in these groups.
        • Facilitate a discussion by asking students to discuss similarities and differences that may be found within these groups.  
      • Display a visual of a plant and a tree. 
        • Ask students to make the shape of a plant or tree with their arms. 
        • Then ask students to identify how the two organisms are similar and different. 
        • Next, display visuals of two animals and ask the same question. 
        • Discuss lines, shape and color of the different organisms.
        • Tell students that they are going to create a painting of an organism.  
      • Introduce the artwork of Henri Rousseau, folk artist, to students. 
        • Ask students to identify the organisms they recognize in the paintings.
        • Discuss similarities and differences between the organisms.   
      • Leaving the visuals projected for students to see, have students make a sketch of one of the organisms on a sheet of tag board or watercolor paper.
        Grade 1: Students should select a plant and focus on portraying how the structures of plants help them survive and grow in their environments and the needs of a plant.
        • Encourage students to use the whole page.
        • Using crayons, have students color in their picture going over all pencil lines. 
      • Introduce the process of crayon-resist painting and demonstrate the technique by drawing with crayons before applying wet watercolor wash on top.
        • Students will follow the teacher's example by painting on top of their crayon drawings using a “wash” technique with watercolor paints. The crayon will “resist” the watercolor.
        • Encourage students to use a contrasting color to the ones they used in their crayon drawing so that their artwork will stand out. This will create contrast and emphasis.

       

      Closing Reflection

      • Ask students to sort their artwork into categories of organisms by taping their artwork under the label of their group of organisms posted around the room.
      • Finally, students will discuss similarities and differences that can be observed between the groups of organisms depicted.

      Assessments

      Formative

      Teachers will assess students’ understanding by observing the discussion of the characteristics of groups and types of organisms and students’ ability to compare and contrast groups and types of organisms.

       

       

      Summative

      CHECKLIST: 

      • Students can sort organisms into groups.
      • Students can identify similarities and differences between different types of organisms.
      • Students can create a watercolor-resist painting that visually demonstrates an organism.

       

       

       

      Differentiation

      Acceleration:

      • Students will create a crayon-resist painting showing the needs of their chosen organism (water, light, etc.).
      • Students can write a description of their organism to accompany their artwork.

       

      Remediation:

      • Reduce the number of images of Rousseau’s artwork. Help the student label at least three organisms they can see in the painting. Ask the student to select one of the three organisms to draw.

       

      •  

       ADDITIONAL RESOURCES

       

      *This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

      Ideas contributed by: Darby Jones and Debi West. Updated by Debi West and Katy Betts.

      Revised and copyright:  May 2024 @ ArtsNOW

       

       
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      Gotta HAND It To Our Artists K-1

      GOTTA “HAND” IT TO OUR ARTISTS

      GOTTA “HAND” IT TO OUR ARTISTS

      Learning Description

      In this lesson, students will create a “self-portrait” to show who they are in a unique way! Rather than a standard self-portrait with traditional facial features, students will trace their hand adding colored patterns on the inside. These patterns will be inspired by the art of the Ndebele ([NDI] + [BEL] + [EE]) people to represent what makes them unique. Students will then add writing to explain their “self-portrait”.

       

      Learning Targets

      GRADE BAND: K-1
      CONTENT FOCUS: VISUAL ARTS, ELA,
      LESSON DOWNLOADS:

      Download PDF of this Lesson

      "I Can" Statements

      “I Can…”

      • I can create artwork inspired by the artwork of the Ndebele people.

      • I can use visual art to tell others about myself

      • I can use the elements of line, shape, and color to create a unique artwork.

      • I can explain my artwork through writing.

      Essential Questions

      • How can art be used to tell about oneself?

      • How are lines, shapes, and colors used to create art?

       

      Georgia Standards

      Curriculum Standards

      Kindergarten:

      ELAGSEKW2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

       

      ELAGSEKSL1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

       

      ELACCKSL5:  Add drawings or other visual displays to descriptions as desired to provide additional detail.

       

      Grade 1:

      ELACC1W2:  Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

       

      ELAGSE1SL1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

       

      ELACC1SL4:  Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.  

       

      ELACC1SL5:  Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

       

      Arts Standards

      Kindergarten:

      VAK.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

       

      VAK.CR.2 Create works of art based on selected themes.

       

      VAK.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

       

      VAK.CN.1 Investigate and discover the personal relationships of artists to community, culture, and the world through making and studying art.

       

      VAK.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art. 

       

      Grade 1:

      VA1.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

       

      VA1.CR.2 Create works of art based on selected themes.

       

      VA1.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

       

      VA1.CN.1 Investigate and discover the personal relationships of artists to community, culture, and the world through making and studying art.

       

      VA1.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

       

       

      South Carolina Standards

      Curriculum Standards

      Kindergarten

      WRITING - Meaning, Context, and Craft

      Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

      2.1 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts that name and supply information about the topic.

       

      COMMUNICATION - Meaning and Context

      Standard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives.

      1.2 Practice the skills of taking turns, listening to others, and speaking clearly.

      1.4 Participate in conversations with varied partners about focused grade level topics and texts in small and large groups.

       

      Grade 1

      WRITING - Meaning, Context, and Craft

      Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

      2.1 Explore print and multimedia sources to write informative/explanatory texts that name a topic, supply facts about the topic, and provide a sense of closure. 

       

      COMMUNICATION - Meaning and Context

      Standard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives.

      1.2 Practice the skills of taking turns, listening to others, and speaking clearly.

      1.4 Participate in conversations with varied partners about focused grade level topics and texts in small and large groups.

       

      Arts Standards

      Anchor Standard 1: I can use the elements and principles of art to create artwork.

      Anchor Standard 2: I can use different materials, techniques, and processes to make art.

      Anchor Standard 4: I can organize work for presentation and documentation to reflect specific content, ideas, skills, and or media

       

       

      Key Vocabulary

      Content Vocabulary

      • Ndebele Tribe - A Bantu ethnic group in Southern Africa, primarily found in Zimbabwe and South Africa. They are known for their distinctive artistic traditions, particularly their colorful beadwork and house painting

      Arts Vocabulary

      • Elements of Art - The fundamental components that artists use to create visual works
      • Line - An element of art that defines space, contours and outline
      • Shape - A two-dimensional enclosed object
      • Color - An art element with three properties: hue, value and intensity; reflected or absorbed light; warm colors (red, orange, yellow); cool colors (blue, green, violet)
      • Self-Portrait - A visual representation of oneself
      • Pattern - One of the principles of design; the repetition of specific visual elements such as line or shape
      • Value - The lightness or darkness of a color

       

      Materials

         

         

        Instructional Design

        Opening/Activating Strategy

        • Using an image of Ndebele artwork, ask students to work collaboratively to engage in the See, Think, Wonder protocol. 
          • First, students will identify what they see in the image. Emphasize that they should make objective observations about the artwork (i.e. lines, colors, shapes, etc.). 
          • Next, ask students to identify what they think about the image. Emphasize that students should be creating inferences using visual evidence from the image. 
          • Finally, ask students what they wonder about the image. 
        • Facilitate a class-wide discussion around students’ observations, inferences, and questions.

         

        Work Session

          • Discuss the importance of a handprint, thinking about how each hand print is unique, just as each person is unique. 
          • Ask students to choose three things about themselves that make them unique.
            • Allow students to pair share; model for students how to take turns.
            • Ask several students to volunteer to share one thing about their partner that makes them unique.
          • Tell students that they will be using the art of the Nbedele people to inspire a “self-portrait” that shows what makes them unique.
            • Have students follow along with this chant saying: 

          Ndebele, Ndebele,  

          With their hands they made their art! Colors, lines and shapes,  

          These are the elements from which to start!
          Rhythm-ong ©

          • Show students on a map where the Ndebele people are from–primarily South Africa and Zimbabwe.
          • Facilitate a brief discussion about the art of the Ndebele Tribe, looking closely at their colored patterned artworks. 
            • Direct students to describe the types of lines used to create patterns. 
            • Then, ask students to describe the color combinations that the artists use.
          • Pass out paper. Demonstrate to students how to trace their hand with a pencil onto their paper. Students will go over their hand outline in black marker. Assist students with this task as needed.
          • Using black markers, students will create a line design inside the hand. Project an image of the art of the Nbedele people to remind students of the types of pattern and lines they used in their art.
          • Tell students to select three colors–one for each characteristic that makes them unique. 
          • Students will then begin the coloring process. Tell students to color in the spaces between the black lines with the colors they selected, paying close attention to each individual shape created. Encourage students to “paint” with their markers by coloring their “brush strokes” in the same direction.
          • Students will then embellish their art with oil pastel blending techniques using a cool (green, blue, violet) or warm (red, orange, yellow) color palette. They will go around the hand with their darkest value color first (red or violet), medium value (orange or blue), then lightest value (yellow or green) to create a “glow”. 
          • Finally, students will write complete sentences (as age appropriate) to tell about each color and why they used it.

           

          Closing Reflection

          • In small groups or with a partner, students will present their artwork to their classmates. 
            • Students should share how the artwork of the Ndebele people influenced their pattern choices.
            • Students should share the colors they used and why they selected them.

          Assessments

          Formative

          Teachers will assess student understanding through student discussions of the art of the Nbedele people; students’ use of line, shape, color and pattern; and students’ ability to select colors that have personal meaning.

           

           

          Summative

          CHECKLIST

          • Students can use the elements of line, shape, and color to create a unique artwork. 
          • Students can use the characteristics of the artwork of the Ndebele people to inspire their artwork.
          • Students can use visual art to tell others about themselves.
          • Students can explain their artwork through writing.

           

           

           

          Differentiation

          Acceleration: 

          • Have students add expressive words or vocabulary words into the artwork. These words can be hidden or obvious and give each piece a more individual feel. 
          • Teachers can also tie this lesson in with Australian Aborigines art or prehistoric handprint art.

          Remediation: 

          • Allow students to orally explain their artwork rather than writing about it. 
          • Provide sentence starters for students.
          • Provide a hand outline template for students to use rather than tracing their own hands.

           

           ADDITIONAL RESOURCES

           

          • Classroom Tips: Using markers as opposed to paint, makes this lesson very doable in any classroom setting. The success lies in teaching your students how to appropriately “paint” with markers keeping their “strokes” going in the same direction.
          • Images of Ndebele artwork
          • Khan, Gulshan, et al. “Ndebele Art.” Getty Images, www.gettyimages.com/photos/ndebele-art. Accessed 26 June 2023.

          *This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

          Ideas contributed and updated by: Debi West and Katy Betts

          Revised and copyright:  May 2024 @ ArtsNOW

           
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