10
Trenton Public Schools
Grade 2 Visual & Performing Arts~ Art
2009-2010
STANDARD 1.1: AESTHETICSAll students will use aesthetic knowledge in the creation of and in response to dance, music, theater and visual arts.
Strand
A. Knowledge
Goals
By the end of Grade 2, students will:
· Understand that art works elicit an emotional response.
· Be able to communicate their personal emotional response to a work of art.
· Pick out art elements in an art work.
· Be able to create art works according to their maturity and skill level.
· Learn how to identify the basic aspects of the seven elements of design (color, line, shape, form, texture, value, and space.)
· Be able to show how to use the basic aspects of the seven elements of design (color, line, shape, form, texture, value, and space.)
Enduring Understandings
· Aesthetics fosters artistic appreciation, interpretation, imagination, significance and value.
· The point of studying the arts is to foster meaning making, deeper emotional response and more inventive decision making.
Essential Questions
· Why should I care about the arts?
· What’s the difference between a thoughtful and a thoughtless artistic judgment?
Refer to Section 5 for
Assessment Options / Refer to Section 7 for
Differentiated Strategies / Refer to Section 8 for
Technology Support / Refer to Section 9 for
Instructional Resources and
Cross-Curricular Integration
Cumulative Progress Indicators (CPIs) / Objective: Students will be able to… / Content
1.1.2A.1 Observe the four art forms of dance, music, theater, and visual art. / · explore different types of visual arts through observation, discussion, and creation.
· characterize what they saw. / · Prints
· Posters
· Art work on the internet
· Art work on display throughout the school
· Art work on display in other exhibits
· PowerPoint presentations
1.1.2A.2 Explain that dance, music, theater and visual art can generate personal feelings. / · chronicle what they saw.
· compile what they saw.
· fathom that they will have a response to the art. / · Class Discussions
· Drawings in response to a work of art
· Writing in response to art
· Questions
1.1.2A.3 Interpret basic elements of style in dance, music, theater, and visual art as the foundation for a creative project. / · recount and illustrate how art elements were used in the work.
· delineate how the elements were used. / · Color
· Line
· Shape
· Form
· Texture
· Value
· Space
Strand
B. Skills
Enduring Understandings
· Aesthetics fosters artistic appreciation, interpretation, imagination, significance and value.
· The point of studying the arts is to foster meaning making, deeper emotional response and more inventive decision making.
Essential Questions
· Why should I care about the arts?
· What’s the difference between a thoughtful and a thoughtless artistic judgment?
Refer to Section 5 for
Assessment Options / Refer to Section 7 for
Differentiated Strategies / Refer to Section 8 for
Technology Support / Refer to Section 9 for
Instructional Resources and
Cross-Curricular Integration
Cumulative Progress Indicators (CPIs) / Objective: Students will be able to… / Content
1.1.2B.1 Communicate observational and emotional responses to works of art from a variety of social and historical contexts. / · converse emotional response to famous works of art.
· express how the work of art made them feel
· review their emotional responses to the work of art. / · Class Discussions
· Drawings in response to a work of art
· Writing in response to art
· Questions
1.1.2B.2 Provide an initial response when exposed to an unknown artwork. / · communicate their immediate reaction to a work of art to the teacher and with a partner or group
· discuss why they feel the way the do about the work / · Questions
· Drawings
· Writing
· Class Discussions
1.1.2B.3 Use imagination to create a story based on an arts experience in each of the art forms. / · create in the style of the work.
· develop writing about the work of art. / · Drawings
· Stories
· Writing
· Partner activities
Standard 1.2: CREATION AND PERFORMANCE
All students will utilize those skills, media, methods, and technologies appropriate to each art form in the creation, performance, and presentation of dance, music, theater, and visual art.
Strand
D. Visual Art
Enduring Understandings
· The arts serve multiple functions: enlightenment, education, and entertainment.
· Though the artist’s imagination and intuition drive the work, great art requires skills and discipline to turn notions into a quality product.
· The artistic process can lead to unforeseen or unpredictable outcomes.
Essential Questions
· How does creating and performing in the arts differ from viewing the arts?
· To what extent does the viewer properly affect and influence the art and the artist and to what extent is the art for the artist?
Refer to Section 5 for
Assessment Options / Refer to Section 7 for
Differentiated Strategies / Refer to Section 8 for
Technology Support / Refer to Section 9 for
Instructional Resources and
Cross-Curricular Integration
Cumulative Progress Indicators (CPIs) / Objective: Students will be able to… / Content
1.2.2D.1 Create works of art using the basic elements of color, line, shape, form, texture, and space for a variety of subjects and basic media. / · distinguish how the basic elements were used.
· integrate elements of design onto art work. / · Color
· Line
· Shape
· Form
· Texture
· Value
· Space
1.2.2D.2 Cite basic visual art vocabulary used to describe works of art. / · differentiate between different types of art.
· analyze different types of art.
· use art vocabulary in discussions, and presentations. / · Landscapes
· Still Life
· Portraits
· Abstract
· Realistic
· Painting
· Drawing
· Sketch
· Sculpture
· Abstract
· Collage
1.2.2D.3 Present completed works of art in exhibition areas inside and outside the classroom. / · arrange and perfect work for display.
· justify the choices that are made in displaying work. / · Displays
· Mattes
· Exhibits
· Critiques
1.2.2D.4 Recognize how art is part of everyday life. / · examine how art helps them throughout their daily lives.
· illustrate how art is a part of their daily lives. / · Clothing/Fabric
· Pottery
· Portraits
· Architecture
· Objects of art
Standard 1.3: ELEMENTS AND PRINCIPLES
All students will demonstrate an understanding of the elements and principles of dance, music, theater, and visual art.
Strand
D. Visual Art
Enduring Understandings
· Underlying structures in art can be found via analysis and inference.
· Breaking accepted norms often gives rise to new forms of artistic expression.
Essential Questions
· How do underlying structures unconsciously guide the creation of art works?
· Does art have boundaries?
Refer to Section 5 for
Assessment Options / Refer to Section 7 for
Differentiated Strategies / Refer to Section 8 for
Technology Support / Refer to Section 9 for
Instructional Resources and
Cross-Curricular Integration
Cumulative Progress Indicators (CPIs) / Objective: Students will be able to… / Content
1.3.2D.1 Identify the basic art elements of color, line, shape, form, texture, and space. / · indicate what specific elements are used in a work with minimal prompting.
· distinguish how elements are used in a work of art. / · Color
· Line
· Shape
· Form
· Texture
· Value
· Space
1.3.2D.2 Discuss how art elements are used in specific works of art. / · identify where specific elements are used in a work with minimal prompting.
· articulate the use of the elements in a specific work of art. / · Color
· Line
· Shape
· Form
· Texture
· Value
· Space
Standard 1.4: CRITIQUE
All students will develop, apply and reflect upon knowledge of the process of critique.
Strand
A. Knowledge
Goals
By the end of Grade 2, students will:
· Understand that critique is used to discuss art.
· Participate in class discussions about works of art.
· Participate in class discussions about their own art.
Enduring Understandings
· The critical process of observing, describing, analyzing, interpreting and evaluating leads to informed judgments regarding the relative merits of artworks.
Essential Questions
Strands A and B: Knowledge and Skills
· When is art criticism vital and when is it beside the point?
Refer to Section 5 for
Assessment Options / Refer to Section 7 for
Differentiated Strategies / Refer to Section 8 for
Technology Support / Refer to Section 9 for
Instructional Resources and
Cross-Curricular Integration
Cumulative Progress Indicators (CPIs) / Objective: Students will be able to… / Content
1.4.2D.1 Explain that critique is a positive tool. / · realize that we need to talk about art.
· discuss why critique is important to the progression of an artist’s work. / · Class Critique
· Class Discussions
1.4.2D.2 Define the basic concepts of color, line, shape, form, texture, space, and rhythm. / · demonstrate elements of design as they are used in an art work.
· summarize the elements of design.
· identify where elements are used in an art work. / · Color
· Line
· Shape
· Form
· Texture
· Value
· Space
Strand
B. Skills
Enduring Understandings
· The critical process of observing, describing, analyzing, interpreting and evaluating leads to informed judgments regarding the relative merits of artworks.
Essential Questions
Strands A and B: Knowledge and Skills
· When is art criticism vital and when is it beside the point?
Refer to Section 5 for
Assessment Options / Refer to Section 7 for
Differentiated Strategies / Refer to Section 8 for
Technology Support / Refer to Section 9 for
Instructional Resources and
Cross-Curricular Integration
Cumulative Progress Indicators (CPIs) / Objective: Students will be able to… / Content
1.4.2D.1 Orally communicate opinion regarding dance, music, theater, and visual art based on observation. / · exchange thoughts as to how a piece of art elicits a personal response.
· discuss opinions about a piece of art.
· share in class discussions about art. / · Class Critique
· Written Critique
· Dictated Critique
1.4.2D.2 Express how individuals can have different opinions toward works of art. / · devise opinions about a work of art.
· partake in class discussions about art. / · Class Critique
· Letters to the artist
· Art work inspired by a work of art
Standard 1.5: HISTORY/CULTURE
All students will understand and analyze the role, development, and continuing influence of the arts in relation to world cultures, history, and society.
Strand
A. Knowledge
Goals
By the end of Grade 2, students will :
· Be familiar with art from a few cultures.
· Be able to identify art from a few cultures.
Enduring Understandings
· Culture affects self-expression, whether we realize it or not.
· Every artist has a style; every artistic period has a style.
Essential Questions
Strands A and B: Knowledge and Skills
· Does art define culture or does culture define art?
· What is old and what is new in any work of art?
· How important is “new” in art?
Refer to Section 5 for
Assessment Options / Refer to Section 7 for
Differentiated Strategies / Refer to Section 8 for
Technology Support / Refer to Section 9 for
Instructional Resources and
Cross-Curricular Integration
Cumulative Progress Indicators (CPIs) / Objective: Students will be able to… / Content
1.5.2A.1 Recognize works of art from diverse cultures. / · be exposed to works of art from different cultures.
· illustrate an understanding of works of art from other cultures. / · Cultural Celebrations
· Color
· Line
· Shape
· Form
· Texture
· Value
· Space
Strand
B. Skills
Enduring Understandings
· Culture affects self-expression, whether we realize it or not.
· Every artist has a style; every artistic period has a style.
Essential Questions
Strands A and B: Knowledge and Skills
· Does art define culture or does culture define art?
· What is old and what is new in any work of art?
· How important is “new” in art?
Refer to Section 5 for
Assessment Options / Refer to Section 7 for
Differentiated Strategies / Refer to Section 8 for
Technology Support / Refer to Section 9 for
Instructional Resources and
Cross-Curricular Integration
Cumulative Progress Indicators (CPIs) / Objective: Students will be able to… / Content
1.5.2B.1 Identify family and community as themes in art. / · observe a variety of works of art.
· demonstrate family and community in art through the creation of art. / · Color
· Line
· Shape
· Form
· Texture
· Value
· Space
· Cultural Celebrations
5/28/2009 7:55:27 PM